All of us either as teachers or parents have experience trying to explain something to a child or another adult and they do just not understand it. You know that you are explaining it very clearly and that anyone should understand, but they just don’t get it. It is as if you are speaking a different language. Well, you kind of are speaking a different language. Each one of us has a preferred learning modality. Your learning modality is the language you speak when interpreting your world. And your learning modality is not necessarily the same as your husband’s, wife’s, child’s or bosses. These various learning modalities can cause lots of problems with communication. This article will explain what a learning modality is and what you can do to communicate better with people who have different learning modalities.
What are learning modalities?
A learning modality is the way we interpret the world through our senses. Our senses are our “eyes” for the world. This is how we process the information that we get from the world and how we respond to the world. What are our senses? They are visual, auditory, kinesthetic, gustatory and olfactory. Or more simply put sight, sound, taste, touch and smell. We sometimes use our olfactory (smell) and gustatory (taste) to interpret the world. And often many memories are connected to one or all of these. But more often we are using one or two of the other 3 senses (hearing, sight, and touch).
Quite often we favor one or two of these senses rather than using them all equally. If a person is primarily visual they experience the world quite differently than someone who is primarily auditory or kinesthetic. Let’s take a look at some of those differences. One way people show their differences is the way that they talk. People who are more visual use phrases that talk about “seeing” the world a certain way. People who are more auditory use phrases that talk about “hearing” the world a certain way. People who are more kinesthetic use phrases that talk about “feeling” the world in a certain way. The chart below shows phrases that different types of people use.
Sensory Talk
Visual
Auditory
Kinesthetic
If we look more clearly.
Sounds familiar.
How do you feel about …?
The difference was like night and day.
Tell more.
There were a few stumbling blocks.
How do you see yourself?
Does what he said ring a bell with you?
I’ll get in touch with her.
It’s a bit hazy right now.
He gave a satisfactory account of himself.
It slipped through the cracks.
I see what you’re saying.
At last we have harmony at home.
I’m all shook up.
He’s such a colorful character.
They granted me an audience.
I’m not following you.
A sight for sore eyes.
She had me completely tongue-tied
Let’s sort things out.
Let’s get some perspective.
These colors are really loud.
Get a load of this!
We are a company with a vision.
I didn’t like his tone of voice.
Can you pull some stings?
We see eye to eye on the subject.
She’s a scream.
She came to grips with the problem.
It’s a bit vague.
In a manner of speaking…
Get over it.
Beyond a shadow of a doubt.
I want everybody in the room to voice an opinion.
I can’t handle the pressure.
See you later.
He received thunderous applause.
He’s a pain in the neck.
Can you imagine?
That’s as clear as a bell.
Stay in touch.
Let me make this clear.
Hold your tongue!
Hang is there.
To better understand how this would exhibit itself, let us imagine we are over hearing a conversation between the Smith’s - a husband (Hank) and wife (Sue). The husband’s preferred representational system is visual and the wife’s is auditory.
Despite the good smell of bacon and pancakes, the Smith’s are not enjoying a very pleasant breakfast.
“It’s a bright, shiny Sea Ray yacht!” exclaims Hank. “It’s beautiful! Can’t you just picture the two of us cruising around the waters down in the Keys?”
“Actually, I can’t,” says Sue icily. “All I can hear are the monthly boat bills dropping through our mail slot. I don’t think you ever listen when I tell we can have more important things to spend money on.”
Hank storms out of the house in anger, but that evening, after leaving work, he buys a multicolor picture for Sue in an attempt to win her over. Arriving home, he finds her in the living room and hands her the exquisitely wrapped picture.
“And what is this for?” Sue asks distantly as she removes the picture from its wrapping. “What’s the occasion?”
“Why, it’s just to show how much I love you!” protests Hank, feeling rejected.
“A picture doesn’t tell me anything!” Sue snaps as she briskly leaves the room.
Hank slumps down on the couch, looking at the colorful picture, confused why his gesture did not work.
What happened here? Hank is Visual. He makes sense of the world primarily through what he sees; the bright, shiny yacht, his “picture” of them in the boat, the colorful picture. Sue is Auditory. She hears the boat bills dropping through the mail slot; she doesn’t think Hank “listens” when she “tells” him something.
Can this marriage (or at least the hoped-for boat purchase) be saved? You bet. A new CD of Sue’s favorite singer– something that appeals to her ears – would sound much better to her. Here’s how Hank could have handled it had he been more sensitive to the way Sue experiences the world.
“I’m really sorry, Sue,” declares Hank in a soft, pleasant voice (after giving her the new CD). He proceeds to use some “auditory” words with his wife. “I’ll tell you what – let’s put some harmony back in this house and talk it through a bit. Does that sound okay to you?” Sue nods, taking in the suddenly more acceptable words and the meaning they convey.
Why is the way we speak to each other important? Why do people with two different modalities have trouble communicating with each other? In the story above a husband and his wife are not communicating with each other. She may not be able to visualize what he “sees” and he doesn’t understand what she “hears”. But if he tried to talk using the auditory predicates then they would be able to communicate better. If you become aware of the sensory talk of others then you will soon learn to recognize when some one is speaking in a preference other than your own, then you can adjust your speech so that you are “speaking the same language” so to speak. This greatly improves your communication skills.
Are there other ways to tell what someone’s sensorial preferences are besides their speech? Yes, there are. People express their sensory preferences in many ways. If you start to become aware of the ways people are expressing themselves you will better understand and be able to communicate better with those around you. You can also tell by all the things listed in the chart below:
Comparison of People by Sensory Preferences
Characteristic
Visuals
Auditories
Kinesthetics
Speaking pace
Fast.
Medium.
Slow and includes a lot of detail.
General
Looks matter.
Need to see proof or evidence before they take anything seriously.
Responds emotionally to the quality of sound.
Enjoys the spoken word and loves conversation, but things must sound right.
Things need to be well constructed and right-feeling.
Enjoys the way things feel.
Thinking Mode
In pictures.
Work with words and sounds.
Translate pictures, words, and sounds into feelings.
Gestures
Waves their hands around, sometimes touching their pictures when talking.
Some what less than visual.
Easygoing gestures.
Tonality
Sometimes monotonous voices
They have fluid, melodic, sensitive, persuasive, expressive voices.
Lower easygoing voices.
Eye cues
Frequently look up left and right
Frequently look side to side
Frequently look down
Wardrobe and looks
Snappy, impeccable.
They think they are snappy dressers, but may fall short.
Textured clothing with quiet tones.
Permanent facial hair.
Posture and Body
Trim body and head upright.
Some what between visual and heaver kinesthetics.
Group 1: Super fit types
Group 2: Sensitive, laid-back, down-to-earth, bighearted who may have higher proportion of heaver bodies.
Personal Environment
Surrounded by good looking stuff.
Must be acoustically pleasing and without distributing sounds.
Comfortable surrounds.
Work habits
Confident, fast decisions and where specific procedures are to be followed.
Have control because they have some kind of vision of how things should be.
Words and sound are the currency.
Slow and deliberate decisions.
Professions
Visual artists.
Broadcasters, teachers, lawyers, counselors and writers.
Athletes, dancers, emergency service, and trade folk, product sales people, workers in medicine & food business.
As you can see your sensory preferences affect all aspects of your life. They affect your wardrobe, eyes, posture, body, personal environment, work habits, and profession. Something that affects your life so strongly is worth learning more about, right? If you are interested in taking a test to determine your sensorial preferences you can find it on my website at www.A-Plus-Learning.com.
If we become more aware of our sensory preferences and those of others close to us it can help our lives in many ways. Our sensory preferences affect the way we communicate and present ourselves to the world.
Another way that our sensory preferences affect us is the way we learn. If you went online and took the test or maybe you already know your sensory preference by reading the charts. Most of us seem to favor one or two sense over the others. When we primarily use one or two sensory modes, information gets filter in different way. If you are a student in school or homeschooling, this can alter how well you do in school. This is especially a problem if the person (teacher) who is presenting the information to you does not share the same sensory preference as you. Yes, sensory preferences also affect how you teach and how you learn.
You can often tell what sensory preference a teacher has by looking at her classroom.
An auditory teacher’s classroom – The physical organization of this classroom is not immediately noticeable. Teacher and student desks are grouped together for easy group discussions. The reading table and chairs are in a quiet corner. The open shelves are neat but organized in no particular fashion. The chalkboard contains the morning “news report” to be read orally each morning. There is one bulletin board in the room with a seasonal display on it only changed occasionally. Two learning centers and a listening station are along the side of the classroom.
The listening station has a CD and a tape player. There are lots of tapes and CDs for learning basic skills, and music and sounds for listening. Each of the learning centers has a cassette recorder in plain sight. The directions for each center are on cassette tapes.
Lessons in the classroom are mainly in the form of verbal discussion and lecture. There are many discussions after lessons and student can talk to each other when completing their work. Reading instructions includes reading aloud and phonics lessons. The class does spelling bees. For math lessons, they do math games, oral math problems and oral flash cards.
Children often work in small groups for skill instructions, games and enrichment. There is a constant buzz of activities as the children have discussions and share their work with each other.
A Kinesthetic Teacher’s Classroom: The physical organization in this classroom is not evident at all. The teacher’s desk is out of the way in a far corner. Items on the desk are in disarray; the desk is used mainly as readily accessible storage space for hands on activities, supplies, and other assorted items. The student desks are along the wall with wide aisles between rows leaving the center of the room with lots of open space. Beyond the open space is the chalkboard. The chalkboard gives evidence of much use. The open shelf-space contains many items such as hands on activities, models, diagrams, and construction materials. The shelves are organized by subject and type of activity: art supplies, science activities, math manipulative, books, social studies models, and student-made art pieces. The bulletin board is near the teacher’s desk and contains geometric drawings by the children. There are no particular learning centers.
The learning aids in this classroom are of the three-dimensional, manipulative type. Cones, cubes, pyramids, rulers, protractors, clay, crayons, sandpaper, both wood and plastic blocks are numerous. A model of an ancient castle is being built in one corner. A life size human model with removable organs stands in the corner near the science shelf.
Class instruction involves a lot of acting out scenes in the open space or making human models of concepts being learned. Instructional examples are reinforced with gestures, models, and hands-on experience. Children are encouraged to write their spelling words on chalkboards or paper.
The children are welcome to move freely around the room. The chalk board is used frequently to work out math problems or children get manipulatives to help them calculate. Group instructions include acting out plays, role playing problems, as well as group discussions. Quiet talking is allowed as long as it is not disturbing others.
The Visual Teacher’s Classroom: The physical organization in this classroom is the most obvious of the 3 types of classrooms. A visual classroom is very symmetrical with desks usually in groups or rows facing the teacher’s desk. There are many colorful displays in the room, bulletin boards with the current subject displayed, and children’s work on both the walls and bulletin boards. The teacher’s desk is very neat and organized. Supplies are organized nicely in containers labeled clearly showing where things go.
There are several learning centers that are clearly marked with bright colored signs. Each center has several visual aids, charts, graphs, and pictures to assist with learning. The learning centers also contain DVD players and color coded activity cards. The letters of the alphabet are in an orderly display along the wall with other posters that help explain the subject mater being learned. There is a large wall map and the chalk board that is divided into sections for each subject and each subject is color coordinated with different colors of chalk.
The teacher makes frequent use of an overhead projector. Much instruction takes place from the teacher’s desk. Workbooks, worksheets, and pictorial presentations are often used for instruction. Reading is usually done silently stressing a sight word approach. The children use pictures clues to figure out new words. Math drill is either from worksheets or flashcards. Spelling is practiced through the use of flashcards. Instructions to the children are often in the form of task cards or printed materials. Art activities are common, usually two-dimensional, with line, color, and shape stressed. Responding to printed material is frequent.
The students need to ask permission to talk or get out of their seats. Slide films and movies provide instruction or as special activity. Coloring and picture making are encouraged for open activity periods. Written work is common.
These three classrooms could be the same grade level and right next to each other. What is very interesting is that these teachers may have no idea why they prefer their classroom this way. It is just what is natural to them. Notice also that these are the preferences for the teacher, not necessarily for the students. Students just like teachers, are individuals and differ from one another. One of ways teachers show their differences is through their classroom organization and teaching style. If the students learning style in these classrooms match the teacher’s teaching style then the student will learn easily. However, if primarily auditory student is placed in a primarily visual classroom, the student may struggle and the teacher might be frustrated that the student is unable to perform in the manner that she would like the student to perform.
Is one of these methods of learning better than the others for learning academics? Actually, yes there is. You have heard that phrase before that a picture is worth a thousand words. Well this statement is very true for learning almost all academics the visual form of learning is one of the best ways to learn. For example, if you needed to memorize the following axiom from geometry:
When two parallel lines are cut by an adjacent line the opposite interior angles are equal.
It is much easier to look at the picture and describe it, than to try to remember each of the words in the phrase.
If you imagine a picture of DaVinci’s Last Supper, there are so many details in the picture that it would take several pages of words to describe all the details or you could visualize the picture and have all the details in one place.
Visual learning is different from how the visual teacher manages her classroom. Visual learning teaches the learner how to create and use the pictures in their minds to store and retrieve the needed information. It trains you how to use your mind for maximum learning. Auditory, Visual and Kinesthetic learners can be taught to use visualize strategies which gives them the skills to learn quickly and easily in school. Even people who are primarily visual can benefit from these skills, because they can learn how to use the abilities they already have more effectively. If you are interested in learning more about learning in a visual way, contact us about classes and private tutoring at:
A+ Learning Solutions
Monday, December 1, 2008
Wednesday, November 26, 2008
CLUSTER TRAINING MODULE-NOVEMBER-08
H S –ENGLISH –DRG-PALAKKAD-TRAINING MODULE
27 ,November, 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Overview
This session provides an alternative to the prevailing approach to teach poetry. Students engage in drawing and mapping as a means to comprehend figurative language. The marked difference is the focus. Instead of teaching poetry, this session teaches skills by means of poetry. This way, students use familiar skills to construct new knowledge, which is paramount to the Constructivist view of learning—a strategy employed by this session design. This outlook makes way for Problem Based, Inquiry Based, Discovery, and Visual Learning, as well as Metacognition, Drawing, and Mapping. There is a strategic purpose for each. They all contribute to increasing reading comprehension.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of performance based activities focused in the previous cluster-5.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their Products/constructs/performance.
3. Empower the participants to plan and transact a poem in tune with constructive paradigm.
4. Equip participants with knowledge of effective training methods and develop
skills to use them.
5. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
6. Help participants develop training plans for unit 6 in class VIII/IX/X.
METHODOLOGY
This session employs Jerome Bruner’s Constructivist philosophy, which holds that “we construct our own understanding of the world we live in” (Constructivism). While one source indicates that Constructivists consider learning to be “a search for meaning” (Constructivism), another source adds that, “Constructivists view learning as the result of mental construction” (What is Constructivism?). Such building, which is also referred to as “knowledge construction,” is considered the cornerstone of this theory, and it “emphasizes the central role learners play in developing their own understanding”. In this sense, “students learn by fitting new information together with what they already know” (What is Constructivism?). Such learning is provided as an alternative to having students “memorize the ‘right’ answers and regurgitate someone else’s meaning” (Constructivism). This method is founded on the basis that people learn best
When they are active participants in the learning process (What is Constructivism?). This approach entails various teaching strategies, which requires the teacher to “think of learning as a process, consider how the student learns, nurture leaner curiosity, encourage and accept learner inquiry, autonomy, and initiative, and provide learners the opportunity to construct new knowledge and understanding from authentic experiences” (What is Constructivsm?).
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
Students will benefit from this strategy because it provides such enduring skills as critical thinking and problem solving that can be applied to other academic disciplines and real-life experiences. In short, the skills learned are both adaptable and transferable. This will enable students to manipulate the unfamiliar by applying familiar concepts. Interpreting poetry teaches students to apply these skills and demonstrate higher-level thinking. Too often students are taught what to think. This session places an emphasis on two important traits of education: why to think and how to think. It follows the principle “give a man a fish and he’ll eat for a day; teach a man to fish and he’ll eat for a lifetime.” This session sets out to teach students to fish. It is not enough to merely endow students with information. The success of teaching relies upon equipping students with the skills needed to survive, such as being able to think independently. Doing so requires teachers to present relevant information that students realize the benefits of outside the classroom. Furthermore, analyzing poetry teaches students to think abstractly. This is necessary because, in life, things are not always blatant, tangible, or observable. For instance, a person’s thoughts, ideas, and emotions, and such forms of language manipulation as puns, innuendo, and connotation are either intangible or initially imperceptible. Analyzing poetry requires one to think beyond and to think deeply. For it, one must probe their minds, as well as others. In result, abstract thinkers develop theories and philosophies, make uninhibited decisions, create art forms, extract meaning, and construct new meaning.
STRUCTURE: sessions from
MATERIALS AND TOOLS:
Work sheets/reading materials to internalize the craft of poems.
Course book of class VIII.IX,and X.
Teaching manual of a poem and skit.
Training manual.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 am Registration
10 am session I
Ø Share the experience of performance based activities conducted in class after cluster 5
11am The strategies to transact a poem in constructive line.
1.45 pm Planning of unit 6 of classes VIII,IX,X.
4.Pm Review of the cluster.
INSTRUCTIONAL PLAN
Training method/Process
Materials used.
Session I Shares the experience of the performance based activities of the last cluster
Ø Facilitator ask the participants to share the strategies adopted to transact unit 5 of class-VIII,IX, and X.
Ø Facilitator asks the participants, “How effective is mime/skit/debate/group discussion as a pedagogic tool in class room transaction?
Ø After sharing of the experiences by the participants, facilitator concludes that such activities boost the learner’s confidence to use the target language. Therefore reasonable scope for performance based activities must be given in unit planning.
Session 2 –Teaching poetry in constructivist paradigm.
Ø Facilitator introduces the song ‘Running and jumping’….
Ø Participants sing in chorus.
Ø Participants are asked to add a few lines in the same to tune.
Ø Ask the participants to recall a few lines of any poem they remember.
Ø Interaction – why do they remember those lines?
Ø Consolidation-poetic elements/features of poetry,theme,images,rhythm etc.
Ø Simulation of processing a poem in constructivist class-
Ø Initially, the teacher should assess the student’s relationships to poetry by engaging in discussion to know their attitudes. Some invoking questions are: “How is poetry different from prose?” (Which replaces the typical “What is poetry?” by probing for deeper reflection), and “What other forms of expression is poetry similar to?” Asking students, what they think and how they feel is a way of validating their views, and this helps build trust between the learners and the instructor. During this procedure, allow students to voice their opinions and use their responses to construct new questions that probe deeper into their view of poetry. However, this discussion should be brief and focused.
Ø Following discussion, the teacher should set out to gauge student confidence in comprehending poetry. The idea is to present students with a challenging poem that will perplex most of the class. An ideal poem for this aim is ‘Neither out Far nor in Deep’ by Robert Frost because it employs both figurative language and imagery, can be viewed as challenging, and effective for drawing and mapping. Begin by distributing a copy of the poem to each student,
Ø Then allow one or two students to read it aloud to the class while the rest read along. Pose the question: “What is this poem about?” and allow students a few minutes to read back over it independently and contemplate its meaning. (Do not be surprised if some students are able to provide a strong analysis of the poem’s meaning. In this event, do not confirm or deny any student responses. The students will most likely expect teacher feedback and may become frustrated without any, but this tactic prepares students to become free and independent thinkers. For students whose estimations are accurate, their views will be confirmed upon studying the poem using the approach designated for this session. Besides, this unit is about the process as opposed to the result. Students will need to understand and manage how they have reached their conclusions.)
Ø Without settling on any interpretations, have the students identify the problem by asking, “What is the true challenge of this poem?” or “What is the barrier preventing us from fully comprehending the poem’s meaning?” Then, ask the students how they might go about determining meaning (“What strategies could you use to find out what the poem means?”). Again, this places the emphasis on the process and may lead into another brief discussion.
Ø Brainstorm with the class some poetry comprehension strategies by listing them on the board. Students may refer to experiences with poetry or consider new ideas. Some of these ideas can and should be applied to this activity. One necessary strategy that students should be prompted to highlight is determining whether the poem is literal or figurative (though students may state it using different terms). You might sarcastically pose the question: “Is this poem really about people standing on the beach and staring in the sea?”
Ø Once the class decides on the poem’s manner of representation, the students should be geared to focus on converting the figurative language to its literal meaning. Ask the students how this should be done. (The individual teacher can decide when he or she should introduce drawing as a possible strategy—that is, if no one mentions it. Introduce the idea with enthusiasm and an attitude of experimentation that will hopefully prove contagious and carry over to the students).
Ø Ask students how they would initiate the drawing (“What from the poem will they draw and in what order will they draw these elements?”). These answers should be discussed and agreed upon with the class to provide a safety net for the first time. Once students are sure of their directions to draw the most important aspects of the poem’s setting (the land, the people, and the sea), set the students loose to illustrate this image. Stress that while accuracy is essential, artistic ability is not. Allow 10-12 minutes for this procedure. Such short time is necessary for students to understand that this is intended to be a sketch, a step in a set of procedures, and a form of creative expression that does not require critical thinking about the content. Students should not spend this time on trying to understand the poem’s meaning; rather, their main goal is to capture the images. Monitor this process by walking around the classroom and ensuring that students are aware of the directions and guidelines and are using their time appropriately.
Ø Once students have finished their drawings, have the students look at their individual pictures and ask them to think about what elements in the drawing are suggestive. For instance, the people they have drawn may be literal figures in their true representation, but the land and sea can both be viewed as impenetrable.
Ø Students will brainstorm as a class and the instructor should convert their ideas into word webs on the chalkboard. There should be one word web for the land and the sea comprised of mostly adjectives. The guiding questions for these word webs can be: “What does the land/sea represent? What does the land/sea make you think of? How is the land/sea depicted in the poem? What feelings and thoughts are evoked by looking at the ocean?”
Ø Members of the classroom should challenge the student’s ideas if they seem illogical. Some model ideas that may spawn from the “sea” word web are deep, mysterious, constantly in motion, unattainable, intangible, flowing, immense, captivating, intriguing, predictable, unfamiliar, blue, wet, travel, etc. Some ideas for the land are variable, immediate, familiar, dry, life, home, tangible, stable, diverse, people, etc. Some ideas that contradict each other may be paradoxes.
Ø At this point, students should reflect on both the drawing and the word webs. They should be alerted to notice that the land and sea are set up as opposition; this should be evident in the drawing because they are set on opposing sides from the people and divided by a shoreline. This is further evident in the differences between the word webs. Finally, students will be left to gather the literal meaning of the poem. They will be encouraged to explore their ideas as presented in the illustrations and word webs.
Ø Their goal will be to answer the definitive that launched this means of discovery: “What is this poem about?” Additional questions that can prompt deep thinking are as follows: “If the sea represents these things (indicate the coinciding word web), why are the people staring at it so? If the land represents these things (indicate the word web), then why are the people turning away from the land? What are the people looking for? What are the people turning away from? Have students try to make a connection between the traits of each element and the people’s behavior toward them. Students are now familiar with the process they will use to discover meaning in other poems. For closure, the students should read the poem again and collaborate all the information they established during the process.
Ø Assessment for this lesson will regard participation, as discussion and involvement are in great demand.
Ø Follow-up will be a homework assignment. Students will receive a worksheet on figurative language, which shows a table listing techniques down the left column, their definitions down the middle column, and empty spaces down the right column. The empty spaces are to be filled with examples from the poem that demonstrate the listed techniques. Students will only fill the boxes with examples that are applicable to the Frost poem. They must be told this information in advance. This assignment allows them to interact with a familiar poem and build new knowledge from the class lesson and become familiar with the poetry techniques that will be explored in this unit.
Ø The following day, the class will go over the homework assignment together. They should have identified the uses of metaphor, simile, irony, and symbolism in the poem, thereby leaving two figures of speech boxed empty (personification and hyperbole). This should allow for additional contemplation of Frost’s poem.
Ø Afterward, the teacher should distribute their drawings and give the students time to discover their own interpretation of the poem’s overall meaning. Once they have reached their own discovery, they are to put this explanation into words by writing the moral of the poem on the flip side of their drawings.
Ø Individual/refined group presentations are invited.
Session-3- Planning TM of poem and Planning unit 6 of class-VIII/IX/X- due importance is to be given for dramatization and other performance based activities.
Session- 4-Review and wrap up session.
Questions on a chart.
Frost’s Poem.
List them on a chart.
Blank sheets.
List on chart.
Work sheets.
Appendix-I
Neither Out Far Nor In Deep
The people along the sand All turn and look one way. They turn their back on the land. They look at the sea all day.
As long as it takes to pass A ship keeps raising its hull; The wetter ground like glass Reflects a standing gull.
The land may vary more; But wherever the truth may be--- The water comes ashore, And the people look at the sea.
They cannot look out far. They cannot look in deep. But when was that ever a bar To any watch they keep?
by Robert Frost
Appendix-II
What is poetry?”
“What other forms of expression is poetry similar to?”
Appendix-III
WORKSHEET
Simile
figure of speech involving a comparison between two unlike entities. In the simile, unlike the metaphor, the resemblance is explicitly indicated by the words “like” or “as.” The common heritage of similes in everyday speech usually reflects simple comparisons based on the natural world or familiar domestic objects, as in “He eats like a bird,” “He is as smart as a whip,” or “He is as slow as molasses.” In some cases the original aptness of the comparison is lost, as in the expression “dead as a doornail.”
Metaphor
A metaphor is a phrase comparing two things without using "like" or "as."
Ex. Mimi is a butterfly: free, loose, and beautiful!
The example is saying (without saying "Mimi is like a butterfly") that Mimi is free, loose and beautiful, JUST LIKE A BUTTERFLY.
Irony
Irony is a literary device that presents a conflict between appearance and reality; may be intentional or unintentional on the part of a character, but always intentional on the part of the author.
Romeo and Juliet has a classic example of dramatic irony... The audience knows that Juliet only drank a sleeping potion and is not dead. This knowledge makes Romeo's suicide over the sleeping Juliet all the more bitter.
Symbolism
Symbol - sign representing something that has an independent existence. The most important use of symbols is in language. To say so, however, does not solve the perennial philosophical questions as to the nature of the linguistic sign. Signs are usually iconic, or related to what they signify, whereas linguistic signs are generally arbitrary.
Hyperbole.
Hyperbole is exaggeration. It puts a picture into the "reader" mind. Hyperbole is frequently used in humorous writing.
Example: You could have knocked me over with a feather.
Personification
Figure of speech in which human characteristics are attributed to an abstract quality, animal, or inanimate object. An example is “The Moon doth with delight / Look round her when the heavens are bare” (William Wordsworth, “Ode: Intimations of Immortality from Recollections of Early Childhood,” 1807). Another is “Death lays his icy hand on kings” (James Shirley, “The Glories of Our Blood and State,” 1659).
27 ,November, 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Overview
This session provides an alternative to the prevailing approach to teach poetry. Students engage in drawing and mapping as a means to comprehend figurative language. The marked difference is the focus. Instead of teaching poetry, this session teaches skills by means of poetry. This way, students use familiar skills to construct new knowledge, which is paramount to the Constructivist view of learning—a strategy employed by this session design. This outlook makes way for Problem Based, Inquiry Based, Discovery, and Visual Learning, as well as Metacognition, Drawing, and Mapping. There is a strategic purpose for each. They all contribute to increasing reading comprehension.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of performance based activities focused in the previous cluster-5.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their Products/constructs/performance.
3. Empower the participants to plan and transact a poem in tune with constructive paradigm.
4. Equip participants with knowledge of effective training methods and develop
skills to use them.
5. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
6. Help participants develop training plans for unit 6 in class VIII/IX/X.
METHODOLOGY
This session employs Jerome Bruner’s Constructivist philosophy, which holds that “we construct our own understanding of the world we live in” (Constructivism). While one source indicates that Constructivists consider learning to be “a search for meaning” (Constructivism), another source adds that, “Constructivists view learning as the result of mental construction” (What is Constructivism?). Such building, which is also referred to as “knowledge construction,” is considered the cornerstone of this theory, and it “emphasizes the central role learners play in developing their own understanding”. In this sense, “students learn by fitting new information together with what they already know” (What is Constructivism?). Such learning is provided as an alternative to having students “memorize the ‘right’ answers and regurgitate someone else’s meaning” (Constructivism). This method is founded on the basis that people learn best
When they are active participants in the learning process (What is Constructivism?). This approach entails various teaching strategies, which requires the teacher to “think of learning as a process, consider how the student learns, nurture leaner curiosity, encourage and accept learner inquiry, autonomy, and initiative, and provide learners the opportunity to construct new knowledge and understanding from authentic experiences” (What is Constructivsm?).
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
Students will benefit from this strategy because it provides such enduring skills as critical thinking and problem solving that can be applied to other academic disciplines and real-life experiences. In short, the skills learned are both adaptable and transferable. This will enable students to manipulate the unfamiliar by applying familiar concepts. Interpreting poetry teaches students to apply these skills and demonstrate higher-level thinking. Too often students are taught what to think. This session places an emphasis on two important traits of education: why to think and how to think. It follows the principle “give a man a fish and he’ll eat for a day; teach a man to fish and he’ll eat for a lifetime.” This session sets out to teach students to fish. It is not enough to merely endow students with information. The success of teaching relies upon equipping students with the skills needed to survive, such as being able to think independently. Doing so requires teachers to present relevant information that students realize the benefits of outside the classroom. Furthermore, analyzing poetry teaches students to think abstractly. This is necessary because, in life, things are not always blatant, tangible, or observable. For instance, a person’s thoughts, ideas, and emotions, and such forms of language manipulation as puns, innuendo, and connotation are either intangible or initially imperceptible. Analyzing poetry requires one to think beyond and to think deeply. For it, one must probe their minds, as well as others. In result, abstract thinkers develop theories and philosophies, make uninhibited decisions, create art forms, extract meaning, and construct new meaning.
STRUCTURE: sessions from
MATERIALS AND TOOLS:
Work sheets/reading materials to internalize the craft of poems.
Course book of class VIII.IX,and X.
Teaching manual of a poem and skit.
Training manual.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 am Registration
10 am session I
Ø Share the experience of performance based activities conducted in class after cluster 5
11am The strategies to transact a poem in constructive line.
1.45 pm Planning of unit 6 of classes VIII,IX,X.
4.Pm Review of the cluster.
INSTRUCTIONAL PLAN
Training method/Process
Materials used.
Session I Shares the experience of the performance based activities of the last cluster
Ø Facilitator ask the participants to share the strategies adopted to transact unit 5 of class-VIII,IX, and X.
Ø Facilitator asks the participants, “How effective is mime/skit/debate/group discussion as a pedagogic tool in class room transaction?
Ø After sharing of the experiences by the participants, facilitator concludes that such activities boost the learner’s confidence to use the target language. Therefore reasonable scope for performance based activities must be given in unit planning.
Session 2 –Teaching poetry in constructivist paradigm.
Ø Facilitator introduces the song ‘Running and jumping’….
Ø Participants sing in chorus.
Ø Participants are asked to add a few lines in the same to tune.
Ø Ask the participants to recall a few lines of any poem they remember.
Ø Interaction – why do they remember those lines?
Ø Consolidation-poetic elements/features of poetry,theme,images,rhythm etc.
Ø Simulation of processing a poem in constructivist class-
Ø Initially, the teacher should assess the student’s relationships to poetry by engaging in discussion to know their attitudes. Some invoking questions are: “How is poetry different from prose?” (Which replaces the typical “What is poetry?” by probing for deeper reflection), and “What other forms of expression is poetry similar to?” Asking students, what they think and how they feel is a way of validating their views, and this helps build trust between the learners and the instructor. During this procedure, allow students to voice their opinions and use their responses to construct new questions that probe deeper into their view of poetry. However, this discussion should be brief and focused.
Ø Following discussion, the teacher should set out to gauge student confidence in comprehending poetry. The idea is to present students with a challenging poem that will perplex most of the class. An ideal poem for this aim is ‘Neither out Far nor in Deep’ by Robert Frost because it employs both figurative language and imagery, can be viewed as challenging, and effective for drawing and mapping. Begin by distributing a copy of the poem to each student,
Ø Then allow one or two students to read it aloud to the class while the rest read along. Pose the question: “What is this poem about?” and allow students a few minutes to read back over it independently and contemplate its meaning. (Do not be surprised if some students are able to provide a strong analysis of the poem’s meaning. In this event, do not confirm or deny any student responses. The students will most likely expect teacher feedback and may become frustrated without any, but this tactic prepares students to become free and independent thinkers. For students whose estimations are accurate, their views will be confirmed upon studying the poem using the approach designated for this session. Besides, this unit is about the process as opposed to the result. Students will need to understand and manage how they have reached their conclusions.)
Ø Without settling on any interpretations, have the students identify the problem by asking, “What is the true challenge of this poem?” or “What is the barrier preventing us from fully comprehending the poem’s meaning?” Then, ask the students how they might go about determining meaning (“What strategies could you use to find out what the poem means?”). Again, this places the emphasis on the process and may lead into another brief discussion.
Ø Brainstorm with the class some poetry comprehension strategies by listing them on the board. Students may refer to experiences with poetry or consider new ideas. Some of these ideas can and should be applied to this activity. One necessary strategy that students should be prompted to highlight is determining whether the poem is literal or figurative (though students may state it using different terms). You might sarcastically pose the question: “Is this poem really about people standing on the beach and staring in the sea?”
Ø Once the class decides on the poem’s manner of representation, the students should be geared to focus on converting the figurative language to its literal meaning. Ask the students how this should be done. (The individual teacher can decide when he or she should introduce drawing as a possible strategy—that is, if no one mentions it. Introduce the idea with enthusiasm and an attitude of experimentation that will hopefully prove contagious and carry over to the students).
Ø Ask students how they would initiate the drawing (“What from the poem will they draw and in what order will they draw these elements?”). These answers should be discussed and agreed upon with the class to provide a safety net for the first time. Once students are sure of their directions to draw the most important aspects of the poem’s setting (the land, the people, and the sea), set the students loose to illustrate this image. Stress that while accuracy is essential, artistic ability is not. Allow 10-12 minutes for this procedure. Such short time is necessary for students to understand that this is intended to be a sketch, a step in a set of procedures, and a form of creative expression that does not require critical thinking about the content. Students should not spend this time on trying to understand the poem’s meaning; rather, their main goal is to capture the images. Monitor this process by walking around the classroom and ensuring that students are aware of the directions and guidelines and are using their time appropriately.
Ø Once students have finished their drawings, have the students look at their individual pictures and ask them to think about what elements in the drawing are suggestive. For instance, the people they have drawn may be literal figures in their true representation, but the land and sea can both be viewed as impenetrable.
Ø Students will brainstorm as a class and the instructor should convert their ideas into word webs on the chalkboard. There should be one word web for the land and the sea comprised of mostly adjectives. The guiding questions for these word webs can be: “What does the land/sea represent? What does the land/sea make you think of? How is the land/sea depicted in the poem? What feelings and thoughts are evoked by looking at the ocean?”
Ø Members of the classroom should challenge the student’s ideas if they seem illogical. Some model ideas that may spawn from the “sea” word web are deep, mysterious, constantly in motion, unattainable, intangible, flowing, immense, captivating, intriguing, predictable, unfamiliar, blue, wet, travel, etc. Some ideas for the land are variable, immediate, familiar, dry, life, home, tangible, stable, diverse, people, etc. Some ideas that contradict each other may be paradoxes.
Ø At this point, students should reflect on both the drawing and the word webs. They should be alerted to notice that the land and sea are set up as opposition; this should be evident in the drawing because they are set on opposing sides from the people and divided by a shoreline. This is further evident in the differences between the word webs. Finally, students will be left to gather the literal meaning of the poem. They will be encouraged to explore their ideas as presented in the illustrations and word webs.
Ø Their goal will be to answer the definitive that launched this means of discovery: “What is this poem about?” Additional questions that can prompt deep thinking are as follows: “If the sea represents these things (indicate the coinciding word web), why are the people staring at it so? If the land represents these things (indicate the word web), then why are the people turning away from the land? What are the people looking for? What are the people turning away from? Have students try to make a connection between the traits of each element and the people’s behavior toward them. Students are now familiar with the process they will use to discover meaning in other poems. For closure, the students should read the poem again and collaborate all the information they established during the process.
Ø Assessment for this lesson will regard participation, as discussion and involvement are in great demand.
Ø Follow-up will be a homework assignment. Students will receive a worksheet on figurative language, which shows a table listing techniques down the left column, their definitions down the middle column, and empty spaces down the right column. The empty spaces are to be filled with examples from the poem that demonstrate the listed techniques. Students will only fill the boxes with examples that are applicable to the Frost poem. They must be told this information in advance. This assignment allows them to interact with a familiar poem and build new knowledge from the class lesson and become familiar with the poetry techniques that will be explored in this unit.
Ø The following day, the class will go over the homework assignment together. They should have identified the uses of metaphor, simile, irony, and symbolism in the poem, thereby leaving two figures of speech boxed empty (personification and hyperbole). This should allow for additional contemplation of Frost’s poem.
Ø Afterward, the teacher should distribute their drawings and give the students time to discover their own interpretation of the poem’s overall meaning. Once they have reached their own discovery, they are to put this explanation into words by writing the moral of the poem on the flip side of their drawings.
Ø Individual/refined group presentations are invited.
Session-3- Planning TM of poem and Planning unit 6 of class-VIII/IX/X- due importance is to be given for dramatization and other performance based activities.
Session- 4-Review and wrap up session.
Questions on a chart.
Frost’s Poem.
List them on a chart.
Blank sheets.
List on chart.
Work sheets.
Appendix-I
Neither Out Far Nor In Deep
The people along the sand All turn and look one way. They turn their back on the land. They look at the sea all day.
As long as it takes to pass A ship keeps raising its hull; The wetter ground like glass Reflects a standing gull.
The land may vary more; But wherever the truth may be--- The water comes ashore, And the people look at the sea.
They cannot look out far. They cannot look in deep. But when was that ever a bar To any watch they keep?
by Robert Frost
Appendix-II
What is poetry?”
“What other forms of expression is poetry similar to?”
Appendix-III
WORKSHEET
Simile
figure of speech involving a comparison between two unlike entities. In the simile, unlike the metaphor, the resemblance is explicitly indicated by the words “like” or “as.” The common heritage of similes in everyday speech usually reflects simple comparisons based on the natural world or familiar domestic objects, as in “He eats like a bird,” “He is as smart as a whip,” or “He is as slow as molasses.” In some cases the original aptness of the comparison is lost, as in the expression “dead as a doornail.”
Metaphor
A metaphor is a phrase comparing two things without using "like" or "as."
Ex. Mimi is a butterfly: free, loose, and beautiful!
The example is saying (without saying "Mimi is like a butterfly") that Mimi is free, loose and beautiful, JUST LIKE A BUTTERFLY.
Irony
Irony is a literary device that presents a conflict between appearance and reality; may be intentional or unintentional on the part of a character, but always intentional on the part of the author.
Romeo and Juliet has a classic example of dramatic irony... The audience knows that Juliet only drank a sleeping potion and is not dead. This knowledge makes Romeo's suicide over the sleeping Juliet all the more bitter.
Symbolism
Symbol - sign representing something that has an independent existence. The most important use of symbols is in language. To say so, however, does not solve the perennial philosophical questions as to the nature of the linguistic sign. Signs are usually iconic, or related to what they signify, whereas linguistic signs are generally arbitrary.
Hyperbole.
Hyperbole is exaggeration. It puts a picture into the "reader" mind. Hyperbole is frequently used in humorous writing.
Example: You could have knocked me over with a feather.
Personification
Figure of speech in which human characteristics are attributed to an abstract quality, animal, or inanimate object. An example is “The Moon doth with delight / Look round her when the heavens are bare” (William Wordsworth, “Ode: Intimations of Immortality from Recollections of Early Childhood,” 1807). Another is “Death lays his icy hand on kings” (James Shirley, “The Glories of Our Blood and State,” 1659).
Saturday, November 22, 2008
SRG -NOVEMBER-08-WORKSHEETS-APPENDIX
Appendix-II
What is poetry?”
“What other forms of expression is poetry similar to?”
Appendix-III
WORKSHEET
Simile
figure of speech involving a comparison between two unlike entities. In the simile, unlike the metaphor, the resemblance is explicitly indicated by the words “like” or “as.” The common heritage of similes in everyday speech usually reflects simple comparisons based on the natural world or familiar domestic objects, as in “He eats like a bird,” “He is as smart as a whip,” or “He is as slow as molasses.” In some cases the original aptness of the comparison is lost, as in the expression “dead as a doornail.”
Metaphor
A metaphor is a phrase comparing two things without using "like" or "as."
Ex. Mimi is a butterfly: free, loose, and beautiful!
The example is saying (without saying "Mimi is like a butterfly") that Mimi is free, loose and beautiful, JUST LIKE A BUTTERFLY.
Irony
Irony is a literary device that presents a conflict between appearance and reality; may be intentional or unintentional on the part of a character, but always intentional on the part of the author.
Romeo and Juliet has a classic example of dramatic irony... The audience knows that Juliet only drank a sleeping potion and is not dead. This knowledge makes Romeo's suicide over the sleeping Juliet all the more bitter.
Symbolism
Symbol - sign representing something that has an independent existence. The most important use of symbols is in language. To say so, however, does not solve the perennial philosophical questions as to the nature of the linguistic sign. Signs are usually iconic, or related to what they signify, whereas linguistic signs are generally arbitrary.
Hyperbole.
Hyperbole is exaggeration. It puts a picture into the "reader" mind. Hyperbole is frequently used in humorous writing.
Example: You could have knocked me over with a feather.
Personification
Figure of speech in which human characteristics are attributed to an abstract quality, animal, or inanimate object. An example is “The Moon doth with delight / Look round her when the heavens are bare” (William Wordsworth, “Ode: Intimations of Immortality from Recollections of Early Childhood,” 1807). Another is “Death lays his icy hand on kings” (James Shirley, “The Glories of Our Blood and State,” 1659).
What is poetry?”
“What other forms of expression is poetry similar to?”
Appendix-III
WORKSHEET
Simile
figure of speech involving a comparison between two unlike entities. In the simile, unlike the metaphor, the resemblance is explicitly indicated by the words “like” or “as.” The common heritage of similes in everyday speech usually reflects simple comparisons based on the natural world or familiar domestic objects, as in “He eats like a bird,” “He is as smart as a whip,” or “He is as slow as molasses.” In some cases the original aptness of the comparison is lost, as in the expression “dead as a doornail.”
Metaphor
A metaphor is a phrase comparing two things without using "like" or "as."
Ex. Mimi is a butterfly: free, loose, and beautiful!
The example is saying (without saying "Mimi is like a butterfly") that Mimi is free, loose and beautiful, JUST LIKE A BUTTERFLY.
Irony
Irony is a literary device that presents a conflict between appearance and reality; may be intentional or unintentional on the part of a character, but always intentional on the part of the author.
Romeo and Juliet has a classic example of dramatic irony... The audience knows that Juliet only drank a sleeping potion and is not dead. This knowledge makes Romeo's suicide over the sleeping Juliet all the more bitter.
Symbolism
Symbol - sign representing something that has an independent existence. The most important use of symbols is in language. To say so, however, does not solve the perennial philosophical questions as to the nature of the linguistic sign. Signs are usually iconic, or related to what they signify, whereas linguistic signs are generally arbitrary.
Hyperbole.
Hyperbole is exaggeration. It puts a picture into the "reader" mind. Hyperbole is frequently used in humorous writing.
Example: You could have knocked me over with a feather.
Personification
Figure of speech in which human characteristics are attributed to an abstract quality, animal, or inanimate object. An example is “The Moon doth with delight / Look round her when the heavens are bare” (William Wordsworth, “Ode: Intimations of Immortality from Recollections of Early Childhood,” 1807). Another is “Death lays his icy hand on kings” (James Shirley, “The Glories of Our Blood and State,” 1659).
Wednesday, November 19, 2008
SRG -Training-nov-21&22/08
H S –ENGLISH –SRG-TRAINING MODULE
21&22 ,November, 2008
PURPOSE
The purpose of the SRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Overview
This session provides an alternative to the prevailing approach to teach poetry. Students engage in drawing and mapping as a means to comprehend figurative language. The marked difference is the focus. Instead of teaching poetry, this session teaches skills by means of poetry. This way, students use familiar skills to construct new knowledge, which is paramount to the Constructivist view of learning—a strategy employed by this session design. This outlook makes way for Problem Based, Inquiry Based, Discovery, and Visual Learning, as well as Metacognition, Drawing, and Mapping. There is a strategic purpose for each. They all contribute to increasing reading comprehension.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster-4.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their Products/constructs/performance.
3. Students will benefit from this strategy because it provides such enduring skills as critical thinking and problem solving that can be applied to other academic disciplines and real-life experiences. In short, the skills learned are both adaptable and transferable. This will enable students to manipulate the unfamiliar by applying familiar concepts. Interpreting poetry teaches students to apply these skills and demonstrate higher-level thinking. Too often students are taught what to think. This session places an emphasis on two important traits of education: why to think and how to think. It follows the principle “give a man a fish and he’ll eat for a day; teach a man to fish and he’ll eat for a lifetime.” This session sets out to teach students to fish. It is not enough to merely endow students with information. The success of teaching relies upon equipping students with the skills needed to survive, such as being able to think independently. Doing so requires teachers to present relevant information that students realize the benefits of outside the classroom. Furthermore, analyzing poetry teaches students to think abstractly. This is necessary because, in life, things are not always blatant, tangible, or observable. For instance, a person’s thoughts, ideas, and emotions, and such forms of language manipulation as puns, innuendo, and connotation are either intangible or initially imperceptible. Analyzing poetry requires one to think beyond and to think deeply. For it, one must probe their minds, as well as others. In result, abstract thinkers develop theories and philosophies, make uninhibited decisions, create art forms, extract meaning, and construct new meaning.
4. Equip participants with knowledge of effective training methods and develop
skills to use them.
5. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
6. Help participants develop training plans for unit 6 in class VIII/IX/X.
METHODOLOGY
This session employs Jerome Bruner’s Constructivist philosophy, which holds that “we construct our own understanding of the world we live in” (Constructivism). While one source indicates that Constructivists consider learning to be “a search for meaning” (Constructivism), another source adds that, “Constructivists view learning as the result of mental construction” (What is Constructivism?). Such building, which is also referred to as “knowledge construction,” is considered the cornerstone of this theory, and it “emphasizes the central role learners play in developing their own understanding”. In this sense, “students learn by fitting new information together with what they already know” (What is Constructivism?). Such learning is provided as an alternative to having students “memorize the ‘right’ answers and regurgitate someone else’s meaning” (Constructivism). This method is founded on the basis that people learn best
When they are active participants in the learning process (What is Constructivism?). This approach entails various teaching strategies, which requires the teacher to “think of learning as a process, consider how the student learns, nurture leaner curiosity, encourage and accept learner inquiry, autonomy, and initiative, and provide learners the opportunity to construct new knowledge and understanding from authentic experiences” (What is Constructivsm?).
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
INSTRUCTIONAL PLAN
Training method/Process
Materials used.
Ø Initially, the teacher should assess the student’s relationships to poetry by engaging in discussion to know their attitudes. Some invoking questions are: “How is poetry different from prose?” (which replaces the typical “What is poetry?” by probing for deeper reflection), and “What other forms of expression is poetry similar to?” Asking students what they think and how they feel is a way of validating their views, and this helps build trust between the learners and the instructor. During this procedure, allow students to voice their opinions and use their responses to construct new questions that probe deeper into their view of poetry. However, this discussion should be brief and focused.
Ø Following discussion, the teacher should set out to gauge student confidence in comprehending poetry. The idea is to present students with a challenging poem that will perplex most of the class. An ideal poem for this aim is ‘Neither out Far nor in Deep’ by Robert Frost because it employs both figurative language and imagery, can be viewed as challenging, and effective for drawing and mapping. Begin by distributing a copy of the poem to each student,
Ø Then allow one or two students to read it aloud to the class while the rest read along. Pose the question: “What is this poem about?” and allow students a few minutes to read back over it independently and contemplate its meaning. (Do not be surprised if some students are able to provide a strong analysis of the poem’s meaning. In this event, do not confirm or deny any student responses. The students will most likely expect teacher feedback and may become frustrated without any, but this tactic prepares students to become free and independent thinkers. For students whose estimations are accurate, their views will be confirmed upon studying the poem using the approach designated for this session. Besides, this unit is about the process as opposed to the result. Students will need to understand and manage how they have reached their conclusions.)
Ø Without settling on any interpretations, have the students identify the problem by asking, “What is the true challenge of this poem?” or “What is the barrier preventing us from fully comprehending the poem’s meaning?” Then, ask the students how they might go about determining meaning (“What strategies could you use to find out what the poem means?”). Again, this places the emphasis on the process and may lead into another brief discussion.
Ø Brainstorm with the class some poetry comprehension strategies by listing them on the board. Students may refer to past experiences with poetry or consider new ideas. Some of these ideas can and should be applied to this activity. One necessary strategy that students should be prompted to highlight is determining whether the poem is literal or figurative (though students may state it using different terms). You might sarcastically pose the question: “Is this poem really about people standing on the beach and staring in the sea?”
Ø Once the class decides on the poem’s manner of representation, the students should be geared to focus on converting the figurative language to its literal meaning. Ask the students how this should be done. (The individual teacher can decide when he or she should introduce drawing as a possible strategy—that is, if no one mentions it. Introduce the idea with enthusiasm and an attitude of experimentation that will hopefully prove contagious and carry over to the students).
Ø Ask students how they would initiate the drawing (“What from the poem will they draw and in what order will they draw these elements?”). These answers should be discussed and agreed upon with the class to provide a safety net for the first time. Once students are sure of their directions to draw the most important aspects of the poem’s setting (the land, the people, and the sea), set the students loose to illustrate this image. Stress that while accuracy is essential, artistic ability is not. Allow 10-12 minutes for this procedure. Such short time is necessary for students to understand that this is intended to be a sketch, a step in a set of procedures, and a form of creative expression that does not require critical thinking about the content. Students should not spend this time on trying to understand the poem’s meaning; rather, their main goal is to capture the images. Monitor this process by walking around the classroom and ensuring that students are aware of the directions and guidelines and are using their time appropriately.
Ø Once students have finished their drawings, have the students look at their individual pictures and ask them to think about what elements in the drawing are suggestive. For instance, the people they have drawn may be literal figures in their true representation, but the land and sea can both be viewed as impenetrable.
Ø Students will brainstorm as a class and the instructor should convert their ideas into word webs on the chalkboard. There should be one word web for the land and the sea comprised of mostly adjectives. The guiding questions for these word webs can be: “What does the land/sea represent? What does the land/sea make you think of? How is the land/sea depicted in the poem? What feelings and thoughts are evoked by looking at the ocean?”
Ø Members of the classroom should challenge the student’s ideas if they seem illogical. Some model ideas that may spawn from the “sea” word web are deep, mysterious, constantly in motion, unattainable, intangible, flowing, immense, captivating, intriguing, predictable, unfamiliar, blue, wet, travel, etc. Some ideas for the land are variable, immediate, familiar, dry, life, home, tangible, stable, diverse, people, etc. Some ideas that contradict each other may be paradoxes.
Ø At this point, students should reflect on both the drawing and the word webs. They should be alerted to notice that the land and sea are set up as opposition; this should be evident in the drawing because they are set on opposing sides from the people and divided by a shoreline. This is further evident in the differences between the word webs. Finally, students will be left to gather the literal meaning of the poem. They will be encouraged to explore their ideas as presented in the illustrations and word webs.
Ø Their goal will be to answer the definitive that launched this means of discovery: “What is this poem about?” Additional questions that can prompt deep thinking are as follows: “If the sea represents these things (indicate the coinciding word web), why are the people staring at it so? If the land represents these things (indicate the word web), then why are the people turning away from the land? What are the people looking for? What are the people turning away from? Have students try to make a connection between the traits of each element and the people’s behavior toward them. Students are now familiar with the process they will use to discover meaning in other poems. For closure, the students should read the poem again and collaborate all the information they established during the process.
Ø Assessment for this lesson will regard participation, as discussion and involvement are in great demand.
Ø Follow-up will be a homework assignment. Students will receive a worksheet on figurative language, which shows a table listing techniques down the left column, their definitions down the middle column, and empty spaces down the right column. The empty spaces are to be filled with examples from the poem that demonstrate the listed techniques. Students will only fill the boxes with examples that are applicable to the Frost poem. They must be told this information in advance. This assignment allows them to interact with a familiar poem and build new knowledge from the class lesson and become familiar with the poetry techniques that will be explored in this unit.
Ø The following day, the class will go over the homework assignment together. They should have identified the uses of metaphor, simile, irony, and symbolism in the poem, thereby leaving two figures of speech boxed empty (personification and hyperbole). This should allow for additional contemplation of Frost’s poem.
Ø Afterward, the teacher should distribute their drawings and give the students time to discover their own interpretation of the poem’s overall meaning. Once they have reached their own discovery, they are to put this explanation into words by writing the moral of the poem on the flip side of their drawings.
Ø Individual/refined group presentations are invited.
chart.
Frost’s Poem.
List them on a chart.
blank sheets.
List on chart.
Work sheets.
Neither Out Far Nor In Deep
The people along the sand /All turn and look one way. /They turn their back on the land. /They look at the sea all day. /
As long as it takes to pass A ship keeps raising its hull; /The wetter ground like glass Reflects a standing gull./
The land may vary more; /But wherever the truth may be---/ The water comes ashore, /And the people look at the sea. /
They cannot look out far. /They cannot look in deep. /But when was that ever a bar To any watch they keep?
by Robert Frost
21&22 ,November, 2008
PURPOSE
The purpose of the SRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Overview
This session provides an alternative to the prevailing approach to teach poetry. Students engage in drawing and mapping as a means to comprehend figurative language. The marked difference is the focus. Instead of teaching poetry, this session teaches skills by means of poetry. This way, students use familiar skills to construct new knowledge, which is paramount to the Constructivist view of learning—a strategy employed by this session design. This outlook makes way for Problem Based, Inquiry Based, Discovery, and Visual Learning, as well as Metacognition, Drawing, and Mapping. There is a strategic purpose for each. They all contribute to increasing reading comprehension.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster-4.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their Products/constructs/performance.
3. Students will benefit from this strategy because it provides such enduring skills as critical thinking and problem solving that can be applied to other academic disciplines and real-life experiences. In short, the skills learned are both adaptable and transferable. This will enable students to manipulate the unfamiliar by applying familiar concepts. Interpreting poetry teaches students to apply these skills and demonstrate higher-level thinking. Too often students are taught what to think. This session places an emphasis on two important traits of education: why to think and how to think. It follows the principle “give a man a fish and he’ll eat for a day; teach a man to fish and he’ll eat for a lifetime.” This session sets out to teach students to fish. It is not enough to merely endow students with information. The success of teaching relies upon equipping students with the skills needed to survive, such as being able to think independently. Doing so requires teachers to present relevant information that students realize the benefits of outside the classroom. Furthermore, analyzing poetry teaches students to think abstractly. This is necessary because, in life, things are not always blatant, tangible, or observable. For instance, a person’s thoughts, ideas, and emotions, and such forms of language manipulation as puns, innuendo, and connotation are either intangible or initially imperceptible. Analyzing poetry requires one to think beyond and to think deeply. For it, one must probe their minds, as well as others. In result, abstract thinkers develop theories and philosophies, make uninhibited decisions, create art forms, extract meaning, and construct new meaning.
4. Equip participants with knowledge of effective training methods and develop
skills to use them.
5. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
6. Help participants develop training plans for unit 6 in class VIII/IX/X.
METHODOLOGY
This session employs Jerome Bruner’s Constructivist philosophy, which holds that “we construct our own understanding of the world we live in” (Constructivism). While one source indicates that Constructivists consider learning to be “a search for meaning” (Constructivism), another source adds that, “Constructivists view learning as the result of mental construction” (What is Constructivism?). Such building, which is also referred to as “knowledge construction,” is considered the cornerstone of this theory, and it “emphasizes the central role learners play in developing their own understanding”. In this sense, “students learn by fitting new information together with what they already know” (What is Constructivism?). Such learning is provided as an alternative to having students “memorize the ‘right’ answers and regurgitate someone else’s meaning” (Constructivism). This method is founded on the basis that people learn best
When they are active participants in the learning process (What is Constructivism?). This approach entails various teaching strategies, which requires the teacher to “think of learning as a process, consider how the student learns, nurture leaner curiosity, encourage and accept learner inquiry, autonomy, and initiative, and provide learners the opportunity to construct new knowledge and understanding from authentic experiences” (What is Constructivsm?).
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
INSTRUCTIONAL PLAN
Training method/Process
Materials used.
Ø Initially, the teacher should assess the student’s relationships to poetry by engaging in discussion to know their attitudes. Some invoking questions are: “How is poetry different from prose?” (which replaces the typical “What is poetry?” by probing for deeper reflection), and “What other forms of expression is poetry similar to?” Asking students what they think and how they feel is a way of validating their views, and this helps build trust between the learners and the instructor. During this procedure, allow students to voice their opinions and use their responses to construct new questions that probe deeper into their view of poetry. However, this discussion should be brief and focused.
Ø Following discussion, the teacher should set out to gauge student confidence in comprehending poetry. The idea is to present students with a challenging poem that will perplex most of the class. An ideal poem for this aim is ‘Neither out Far nor in Deep’ by Robert Frost because it employs both figurative language and imagery, can be viewed as challenging, and effective for drawing and mapping. Begin by distributing a copy of the poem to each student,
Ø Then allow one or two students to read it aloud to the class while the rest read along. Pose the question: “What is this poem about?” and allow students a few minutes to read back over it independently and contemplate its meaning. (Do not be surprised if some students are able to provide a strong analysis of the poem’s meaning. In this event, do not confirm or deny any student responses. The students will most likely expect teacher feedback and may become frustrated without any, but this tactic prepares students to become free and independent thinkers. For students whose estimations are accurate, their views will be confirmed upon studying the poem using the approach designated for this session. Besides, this unit is about the process as opposed to the result. Students will need to understand and manage how they have reached their conclusions.)
Ø Without settling on any interpretations, have the students identify the problem by asking, “What is the true challenge of this poem?” or “What is the barrier preventing us from fully comprehending the poem’s meaning?” Then, ask the students how they might go about determining meaning (“What strategies could you use to find out what the poem means?”). Again, this places the emphasis on the process and may lead into another brief discussion.
Ø Brainstorm with the class some poetry comprehension strategies by listing them on the board. Students may refer to past experiences with poetry or consider new ideas. Some of these ideas can and should be applied to this activity. One necessary strategy that students should be prompted to highlight is determining whether the poem is literal or figurative (though students may state it using different terms). You might sarcastically pose the question: “Is this poem really about people standing on the beach and staring in the sea?”
Ø Once the class decides on the poem’s manner of representation, the students should be geared to focus on converting the figurative language to its literal meaning. Ask the students how this should be done. (The individual teacher can decide when he or she should introduce drawing as a possible strategy—that is, if no one mentions it. Introduce the idea with enthusiasm and an attitude of experimentation that will hopefully prove contagious and carry over to the students).
Ø Ask students how they would initiate the drawing (“What from the poem will they draw and in what order will they draw these elements?”). These answers should be discussed and agreed upon with the class to provide a safety net for the first time. Once students are sure of their directions to draw the most important aspects of the poem’s setting (the land, the people, and the sea), set the students loose to illustrate this image. Stress that while accuracy is essential, artistic ability is not. Allow 10-12 minutes for this procedure. Such short time is necessary for students to understand that this is intended to be a sketch, a step in a set of procedures, and a form of creative expression that does not require critical thinking about the content. Students should not spend this time on trying to understand the poem’s meaning; rather, their main goal is to capture the images. Monitor this process by walking around the classroom and ensuring that students are aware of the directions and guidelines and are using their time appropriately.
Ø Once students have finished their drawings, have the students look at their individual pictures and ask them to think about what elements in the drawing are suggestive. For instance, the people they have drawn may be literal figures in their true representation, but the land and sea can both be viewed as impenetrable.
Ø Students will brainstorm as a class and the instructor should convert their ideas into word webs on the chalkboard. There should be one word web for the land and the sea comprised of mostly adjectives. The guiding questions for these word webs can be: “What does the land/sea represent? What does the land/sea make you think of? How is the land/sea depicted in the poem? What feelings and thoughts are evoked by looking at the ocean?”
Ø Members of the classroom should challenge the student’s ideas if they seem illogical. Some model ideas that may spawn from the “sea” word web are deep, mysterious, constantly in motion, unattainable, intangible, flowing, immense, captivating, intriguing, predictable, unfamiliar, blue, wet, travel, etc. Some ideas for the land are variable, immediate, familiar, dry, life, home, tangible, stable, diverse, people, etc. Some ideas that contradict each other may be paradoxes.
Ø At this point, students should reflect on both the drawing and the word webs. They should be alerted to notice that the land and sea are set up as opposition; this should be evident in the drawing because they are set on opposing sides from the people and divided by a shoreline. This is further evident in the differences between the word webs. Finally, students will be left to gather the literal meaning of the poem. They will be encouraged to explore their ideas as presented in the illustrations and word webs.
Ø Their goal will be to answer the definitive that launched this means of discovery: “What is this poem about?” Additional questions that can prompt deep thinking are as follows: “If the sea represents these things (indicate the coinciding word web), why are the people staring at it so? If the land represents these things (indicate the word web), then why are the people turning away from the land? What are the people looking for? What are the people turning away from? Have students try to make a connection between the traits of each element and the people’s behavior toward them. Students are now familiar with the process they will use to discover meaning in other poems. For closure, the students should read the poem again and collaborate all the information they established during the process.
Ø Assessment for this lesson will regard participation, as discussion and involvement are in great demand.
Ø Follow-up will be a homework assignment. Students will receive a worksheet on figurative language, which shows a table listing techniques down the left column, their definitions down the middle column, and empty spaces down the right column. The empty spaces are to be filled with examples from the poem that demonstrate the listed techniques. Students will only fill the boxes with examples that are applicable to the Frost poem. They must be told this information in advance. This assignment allows them to interact with a familiar poem and build new knowledge from the class lesson and become familiar with the poetry techniques that will be explored in this unit.
Ø The following day, the class will go over the homework assignment together. They should have identified the uses of metaphor, simile, irony, and symbolism in the poem, thereby leaving two figures of speech boxed empty (personification and hyperbole). This should allow for additional contemplation of Frost’s poem.
Ø Afterward, the teacher should distribute their drawings and give the students time to discover their own interpretation of the poem’s overall meaning. Once they have reached their own discovery, they are to put this explanation into words by writing the moral of the poem on the flip side of their drawings.
Ø Individual/refined group presentations are invited.
chart.
Frost’s Poem.
List them on a chart.
blank sheets.
List on chart.
Work sheets.
Neither Out Far Nor In Deep
The people along the sand /All turn and look one way. /They turn their back on the land. /They look at the sea all day. /
As long as it takes to pass A ship keeps raising its hull; /The wetter ground like glass Reflects a standing gull./
The land may vary more; /But wherever the truth may be---/ The water comes ashore, /And the people look at the sea. /
They cannot look out far. /They cannot look in deep. /But when was that ever a bar To any watch they keep?
by Robert Frost
Tuesday, November 18, 2008
taraining module-oct-08
DIET –PALAKKAD
H S –ENGLISH –DRG-TRAINING MODULE
28th October 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster-4.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their
Products/constructs/performance.
3. Enable the RPs to plan and design strategies to process methods to boost confidence of pupils to use language.
4. Enable participants to make use of performance based/oriented lesson planning to facilitate
construction of knowledge.
5. Equip participants with knowledge of effective training methods and develop
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
7. Help participants develop training plans for unit 5 in class VIII/IX/X.
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from 10 am to 4.30 pm
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 10.30 AM : Review.
10.30 am to 10.40 am : Tea break
10.40 am to 11.30.AM : Assess the level of language competency of the pupils in written task based on their term
evaluation answer scripts.
11am to 12.20 pm : Critically examine the strength and weakness of bail out strategies implemented to improve
Language competence of the pupils.
12 .20 pm to 1. pm :Planning activities /strategies to address the thrust area –performance based activities.
2 pm to 4.30pm : Planning the unit 5 for class –VIII/IX/X, presentation/ discussion and refinement.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
SESSION 3
SESSION 4
SESSION 5
9.30 to 11.30
11.30
to
12.20.pm
12.20
to 1.30pm
2 to 3pm
3 TO 4
Critically examine the strength and weakness of the bail out strategies implemented to improve
Language competence of the pupils
To enable the RPs recognize the importance of performance based activities for use of MI in learning development
To sensitise participants about various performance based activities, its importance in constructivist paradigm as a non-conscious language acquisition process.
To enable the participants to conduct a group discussion in a classroom
Comprehensive unit plan by the participants in groups for unit 5 in class VIII/IX/X.
Unit plans class VIII/IX/X/Refinement
Analyse importance of transaction strategies and examine the effectiveness of strategies implemented.
Group and individual responses to reach at consensus on
the importance of performance based activities.
Pantomime /debate/group discussion.
Developing thinking skills through six thinking hat method of Edward de Bono.
UNIT 5-Class VIII/IX/X
Group presentations
*After the initial interaction RP asks the participants to evaluate and recall the thrust area of the previous clusters and examine the strength and weakness of the strategies implemented to improve
Language competence of the pupils-teacher training, cluster training, O.S.S.
*RP asks, “How do we assess their effectiveness in pupil performance?
RP concludes that it has to be made based on learners’ products/constructs/responses.
*RP groups the participants to four or five groups and supply the answer scripts of class X for evaluation.
*RP invites the group responses about their findings,
Where do the learners stand in terms of language competency?
What are the major problems of our learners?
*RP consolidates the discussion on the major issues /difficulties of the learners and incomprehensive nature of the evaluation method.
*what were the focus areas of the clusters held so far?
RP lists the focus areas of the previous clusters in the chart.
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
We addressed many areas lesson planning, yet there needs to be more focus on performance based activities to enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*RP issues copies of a newspaper report and initiates a discussion on the incident.
* RP groups the participants into theme based groups:
1)violation of social liberty in public place
2)violation of social liberty at home
3)violation of social liberty at work place
4) Violation of social liberty at school.
*RP asks the groups to discuss and find an instance of violation of social liberty in the theme got which has to be presented in the form of a pantomime.
*when the presentation is made, the other participants are asked to identify the following:
1) Theme 2) scene 3)characters
4) Possible conversation.
*RP initiates a discussion on the relevance of such activities in a classroom and concludes that such activities make class more democratic giving a chance even to the so-called backward children who may excel in performance based activities.
*RP asks the participants to read the read the passage ‘On the Rule of the Road’ in Unit V and asks if we have such examples in our social life where social liberty is violated for the interest of individual liberty/minority.
*RP suggests a topic for group discussion,’ Are hartals & strikes a violation of social liberty?’
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*RP introduces six thinking hat method in group discussion:
-Each member is given one minute to talk under each hat.
-discussion starts with a blue hat-
overview of the issue
What is the situation?
Why we are here?
Red hat thinking-express feelings
What do you think about it?
White hat thinking-facts and figures.
What are the facts in this matter?
Black hat thinking- logical –difficulties and problems.
Is it the only possible solution?
What will happen in future?
What are the risks?
Yellow hat thinking-constructive thinking, making things happen.
What is your proposal and suggestion ?
What is the best possible thing to do?
Green hat thinking-new ideas, options, alternatives.
What are the alternatives to this problem?
What can be a new approach to this problem?
What are the other options and choices?
Conclusion –blue hat thinking
What is the outcome of this discussion?
What is the solution and what is the next step?
RP divides the participants into three groups and assign the task of comprehensive unit plan for class –VIII/IX/X
Groups present unit plans, followed by discussions and refinement.
Performa on a chart.
Answer scripts.
Marking scheme.
*Format on the chart.
Copies of news paper report.
Paper pieces with topics to group participants (4)
Check list.
Check list
CPTA Module
Text book/hand book of class –VIII/IX/X
Comprehensive unit plans.
H S –ENGLISH –DRG-TRAINING MODULE
28th October 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster-4.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their
Products/constructs/performance.
3. Enable the RPs to plan and design strategies to process methods to boost confidence of pupils to use language.
4. Enable participants to make use of performance based/oriented lesson planning to facilitate
construction of knowledge.
5. Equip participants with knowledge of effective training methods and develop
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
7. Help participants develop training plans for unit 5 in class VIII/IX/X.
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from 10 am to 4.30 pm
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 10.30 AM : Review.
10.30 am to 10.40 am : Tea break
10.40 am to 11.30.AM : Assess the level of language competency of the pupils in written task based on their term
evaluation answer scripts.
11am to 12.20 pm : Critically examine the strength and weakness of bail out strategies implemented to improve
Language competence of the pupils.
12 .20 pm to 1. pm :Planning activities /strategies to address the thrust area –performance based activities.
2 pm to 4.30pm : Planning the unit 5 for class –VIII/IX/X, presentation/ discussion and refinement.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
SESSION 3
SESSION 4
SESSION 5
9.30 to 11.30
11.30
to
12.20.pm
12.20
to 1.30pm
2 to 3pm
3 TO 4
Critically examine the strength and weakness of the bail out strategies implemented to improve
Language competence of the pupils
To enable the RPs recognize the importance of performance based activities for use of MI in learning development
To sensitise participants about various performance based activities, its importance in constructivist paradigm as a non-conscious language acquisition process.
To enable the participants to conduct a group discussion in a classroom
Comprehensive unit plan by the participants in groups for unit 5 in class VIII/IX/X.
Unit plans class VIII/IX/X/Refinement
Analyse importance of transaction strategies and examine the effectiveness of strategies implemented.
Group and individual responses to reach at consensus on
the importance of performance based activities.
Pantomime /debate/group discussion.
Developing thinking skills through six thinking hat method of Edward de Bono.
UNIT 5-Class VIII/IX/X
Group presentations
*After the initial interaction RP asks the participants to evaluate and recall the thrust area of the previous clusters and examine the strength and weakness of the strategies implemented to improve
Language competence of the pupils-teacher training, cluster training, O.S.S.
*RP asks, “How do we assess their effectiveness in pupil performance?
RP concludes that it has to be made based on learners’ products/constructs/responses.
*RP groups the participants to four or five groups and supply the answer scripts of class X for evaluation.
*RP invites the group responses about their findings,
Where do the learners stand in terms of language competency?
What are the major problems of our learners?
*RP consolidates the discussion on the major issues /difficulties of the learners and incomprehensive nature of the evaluation method.
*what were the focus areas of the clusters held so far?
RP lists the focus areas of the previous clusters in the chart.
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
We addressed many areas lesson planning, yet there needs to be more focus on performance based activities to enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*RP issues copies of a newspaper report and initiates a discussion on the incident.
* RP groups the participants into theme based groups:
1)violation of social liberty in public place
2)violation of social liberty at home
3)violation of social liberty at work place
4) Violation of social liberty at school.
*RP asks the groups to discuss and find an instance of violation of social liberty in the theme got which has to be presented in the form of a pantomime.
*when the presentation is made, the other participants are asked to identify the following:
1) Theme 2) scene 3)characters
4) Possible conversation.
*RP initiates a discussion on the relevance of such activities in a classroom and concludes that such activities make class more democratic giving a chance even to the so-called backward children who may excel in performance based activities.
*RP asks the participants to read the read the passage ‘On the Rule of the Road’ in Unit V and asks if we have such examples in our social life where social liberty is violated for the interest of individual liberty/minority.
*RP suggests a topic for group discussion,’ Are hartals & strikes a violation of social liberty?’
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*RP introduces six thinking hat method in group discussion:
-Each member is given one minute to talk under each hat.
-discussion starts with a blue hat-
overview of the issue
What is the situation?
Why we are here?
Red hat thinking-express feelings
What do you think about it?
White hat thinking-facts and figures.
What are the facts in this matter?
Black hat thinking- logical –difficulties and problems.
Is it the only possible solution?
What will happen in future?
What are the risks?
Yellow hat thinking-constructive thinking, making things happen.
What is your proposal and suggestion ?
What is the best possible thing to do?
Green hat thinking-new ideas, options, alternatives.
What are the alternatives to this problem?
What can be a new approach to this problem?
What are the other options and choices?
Conclusion –blue hat thinking
What is the outcome of this discussion?
What is the solution and what is the next step?
RP divides the participants into three groups and assign the task of comprehensive unit plan for class –VIII/IX/X
Groups present unit plans, followed by discussions and refinement.
Performa on a chart.
Answer scripts.
Marking scheme.
*Format on the chart.
Copies of news paper report.
Paper pieces with topics to group participants (4)
Check list.
Check list
CPTA Module
Text book/hand book of class –VIII/IX/X
Comprehensive unit plans.
taraining module-sept
DIET –PALAKKAD
H S –ENGLISH –DRG-TRAINING MODULE
20th September 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing process oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster in view of focused thrust area –process analysis
2. Develop participants’ capacity to plan, organize, and conduct training.
3. Introduce participants to principles and concepts of constructivist pedagogy.
4. Develop participants’ capacity to make use of process oriented lesson planning to facilitate
construction of knowledge.
5. Equip participants with knowledge of effective training methods and develop
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions.
7. Help participants develop training plans with meta-cognitive evaluation tools to the children
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from 10 am to 4.30 pm
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 11 AM : Review.
11 am to 11.10 am : Tea break
11.10 am to 1 pm :Simulation –std IX- unit 4 –Albert Einstein
1 pm to 2 pm : Lunch break
2 pm to 4.00. pm :Planning meta-cognitive evaluation tools for- class VIII,IX,X.
4pm to 4.30pm :CPTA –Planning and Organization- discussion.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
Simulation activity-informal letter.
SESSION -5
Planning meta cognitive level evaluation tools for classes VIII,IX,X
SESSION 4
CPTA –Planning organization –discussion
1 hour
2 Hours
Share the outcomes of the last cluster and recall the thrust area.
To enable the participants recognize the importance of process oriented lesson planning in language transaction and acquisition process
To enable the RPs recognize the possibilities of ZPD development
To enable the RPs recognize the importance of editing in constructivist paradigm as a non-conscious grammar acquisition process.
To familiarize RPs in developing and executing meta cognitive evaluation tools assess the children
Process analysis and importance of changing transaction strategies.
Simulation highlight the importance of process oriented planning for construction of knowledge.
Letter
Format-
-place and date
-Proper salutation
-proper conclusion
content-
-Message
-Coherence of ideas
-Language-well formed structure etc
Lay out
*RP after the initial interaction asks the trainers to fill up the questionnaire to evaluate and recall the thrust area of the previous cluster
*RP invites individual responses and consolidates the discussion on the focal point that it is the RPs responsibility to make it live, resourceful and rich.
*what was the focus area of the last cluster?
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
* Uses of IT, library and Process lesson planning were the focal points, CCE enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*Initial interaction-RP,”here is an extract from the autobiography of Einstein prepared a by group in my class, please read it carefully.
* What would you do in if you were in Einstein’s place?
Will you write the letter to president Roosevelt?
*RP consolidates the discussion in the following line:
Einstein finally decided to write the letter President Roosevelt. Then RP asks the participants to write the letter Einstein is likely to write.
*Participants write the letter individually on the work sheet.
*After the individual attempt, RP asks the participants to exchange their product with their neighbour and assess the letter based on the features of a formal letter.
* RP asks them to sit groups of four after this and select the one that conforms to the features given.
* GroupWise presentations are invited.
RP selects one group product for editing.
Editing
Thematic Editing
RP presents his version of the letter and asks to make a thematic comparison
Syntactic Editing
-Identifies wrong word orders and asks, “what change would you like to make to this sentence?”
-if there’s a missing word, that part is underlined and asks,” there is a word missing here, can you suggest the word?
If it is a case of excess word, there is an excess word, can you identify ?(Eg.This is a Santhosh)
Morphological Editing
Wrong Tense form
In the case of sentences in wrong form, the RP has to underline the verb and ask, do you want to change it?
If there is no response from the learner, the RP can suggest the correct version and ask if that would be suitable.
Spelling and Punctuation
In the case of spelling errors, it can be assigned to check at home.( consult a dictionary)
After editing one group product, the rest of the group products may be given to small groups for editing.
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*Analysis made based on checklist.
RP consolidates the session emphasizing the need for designing meta cognitive level evaluation tools in all units to assess the children’s progress.
*RP groups the participants in groups of four or five members and assigns the task.
* RP issues the state level material after giving sufficient time complete the task given.
*Discuss CPTA
Questionnaire
Charts/BB
*Handout –Eistein’s biography
*IX- STD course book
*Hand Book
*BB/charts
Sample letter.
worksheet
Check list.
Check list
CPTA Module
H S –ENGLISH –DRG-TRAINING MODULE
20th September 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing process oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster in view of focused thrust area –process analysis
2. Develop participants’ capacity to plan, organize, and conduct training.
3. Introduce participants to principles and concepts of constructivist pedagogy.
4. Develop participants’ capacity to make use of process oriented lesson planning to facilitate
construction of knowledge.
5. Equip participants with knowledge of effective training methods and develop
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions.
7. Help participants develop training plans with meta-cognitive evaluation tools to the children
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from 10 am to 4.30 pm
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 11 AM : Review.
11 am to 11.10 am : Tea break
11.10 am to 1 pm :Simulation –std IX- unit 4 –Albert Einstein
1 pm to 2 pm : Lunch break
2 pm to 4.00. pm :Planning meta-cognitive evaluation tools for- class VIII,IX,X.
4pm to 4.30pm :CPTA –Planning and Organization- discussion.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
Simulation activity-informal letter.
SESSION -5
Planning meta cognitive level evaluation tools for classes VIII,IX,X
SESSION 4
CPTA –Planning organization –discussion
1 hour
2 Hours
Share the outcomes of the last cluster and recall the thrust area.
To enable the participants recognize the importance of process oriented lesson planning in language transaction and acquisition process
To enable the RPs recognize the possibilities of ZPD development
To enable the RPs recognize the importance of editing in constructivist paradigm as a non-conscious grammar acquisition process.
To familiarize RPs in developing and executing meta cognitive evaluation tools assess the children
Process analysis and importance of changing transaction strategies.
Simulation highlight the importance of process oriented planning for construction of knowledge.
Letter
Format-
-place and date
-Proper salutation
-proper conclusion
content-
-Message
-Coherence of ideas
-Language-well formed structure etc
Lay out
*RP after the initial interaction asks the trainers to fill up the questionnaire to evaluate and recall the thrust area of the previous cluster
*RP invites individual responses and consolidates the discussion on the focal point that it is the RPs responsibility to make it live, resourceful and rich.
*what was the focus area of the last cluster?
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
* Uses of IT, library and Process lesson planning were the focal points, CCE enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*Initial interaction-RP,”here is an extract from the autobiography of Einstein prepared a by group in my class, please read it carefully.
* What would you do in if you were in Einstein’s place?
Will you write the letter to president Roosevelt?
*RP consolidates the discussion in the following line:
Einstein finally decided to write the letter President Roosevelt. Then RP asks the participants to write the letter Einstein is likely to write.
*Participants write the letter individually on the work sheet.
*After the individual attempt, RP asks the participants to exchange their product with their neighbour and assess the letter based on the features of a formal letter.
* RP asks them to sit groups of four after this and select the one that conforms to the features given.
* GroupWise presentations are invited.
RP selects one group product for editing.
Editing
Thematic Editing
RP presents his version of the letter and asks to make a thematic comparison
Syntactic Editing
-Identifies wrong word orders and asks, “what change would you like to make to this sentence?”
-if there’s a missing word, that part is underlined and asks,” there is a word missing here, can you suggest the word?
If it is a case of excess word, there is an excess word, can you identify ?(Eg.This is a Santhosh)
Morphological Editing
Wrong Tense form
In the case of sentences in wrong form, the RP has to underline the verb and ask, do you want to change it?
If there is no response from the learner, the RP can suggest the correct version and ask if that would be suitable.
Spelling and Punctuation
In the case of spelling errors, it can be assigned to check at home.( consult a dictionary)
After editing one group product, the rest of the group products may be given to small groups for editing.
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*Analysis made based on checklist.
RP consolidates the session emphasizing the need for designing meta cognitive level evaluation tools in all units to assess the children’s progress.
*RP groups the participants in groups of four or five members and assigns the task.
* RP issues the state level material after giving sufficient time complete the task given.
*Discuss CPTA
Questionnaire
Charts/BB
*Handout –Eistein’s biography
*IX- STD course book
*Hand Book
*BB/charts
Sample letter.
worksheet
Check list.
Check list
CPTA Module
training module
DIET –PALAKKAD
H S –ENGLISH –DRG-TRAINING MODULE
12th August 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
methodologies and facilitation skills; developing learning objectives and designing lesson
plans; using library ,IT lab, audio-visuals. The DRG Training is based on the
principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster in view of focused thrust area –process analysis
2. Develop participants’ capacity to plan, organize, and conduct training.
3. Introduce participants to principles and concepts of constructivist pedagogy.
4. Develop participants’ capacity to make use of library and information technology for the
construction of knowledge.
5. Equip participants with knowledge of effective training methods, visual aids and
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions.
7. Help participants develop training plans-comprehensive unit plans exploring the possibilities
of IT and library.
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: 6 sessions
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 11 AM : Review.
11 am to 11.10 am : Tea break
11.10 am to 1 pm :Simulation –std VIII- unit 4 –Can we stop earthquakes?
1 pm to 2 pm : Lunch break
2 pm to 4.30. pm :Planning comprehensive unit plans- class VIII,IX,X.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
IT and library in English language acquisition.
1 hour
2 Hours
Share the outcomes of the last cluster and recall the thrust area.
Recognize the importance of IT and library in language transaction and acquisition process
Process analysis and importance of changing transaction strategies.
Explore the uses of IT/library in construction of knowledge.
*RP asks, “Are our clusters effective and useful?”
*RP invites individual responses and consolidates the discussion on the focal point that it is the RPs responsibility to make it live, resourceful and rich.
*what was the focus area of the last cluster?
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
*Process analysis was the focal point, CCE enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*Shows the video clippings of the devastation caused by an earthquake.
*RP asks,” What caused this devastation?”
“Why does an earthquake happen?”
“Where does it happen?”
“Are we insulated from earthquakes and such other natural calamities?”
“Does human intervention in nature cause natural calamities?”
“Can we stop a natural calamity like earthquake?”
“What all aspects should we study to know more about earthquakes”
*RP consolidates the discussion in the following line:
A detailed study demands to factor in the following; a)History of earthquakes
b) Causes of earthquakes, c) effects of earthquakes, d) methods to combat earthquakes.
*RP asks the groups to collect information on topics assigned to them from the passage ‘Can we stop earthquakes?’ in the text for class VIII.
*Participants sit in groups and take notes on the points of their topic individually.
* Participants share ideas and consolidate.
*Participants prepare a short paragraph.
* RP asks,” Can you present your write up as a seminar paper?”
“What do you want to make it a seminar paper?”
* Groups are given sufficient time to refer to internet/library/reference material copied from internet.
* GroupWise presentations are made to edit the product.
*RP initiates a discussion on the modalities of a seminar.
*Arrangements are made for a seminar on earthquake.
*welcome speech by one participant.
* Groups are called up on to present their seminar paper.
*Discussion follows and moderator (one participant to be selected) consolidates.
*vote of thanks by one participant.
* Seminar report has to be prepared
after the presentations.
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*Analysis made based on checklist.
**RP postulates the following points to conclude the session:
*Reference skill is very important, every child should be enabled to use school library effectively.
* Use of IT in English Language transaction is to be promoted .
Charts/BB
*Video clippings
*L c d projector
*Computer
*VIII STD course book
*Hand Book
*BB/charts
*Issue tips for grouping
*CD Files copied to computer/ Internet facility.
Check list
Seminar is, generally, a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor, or through a more formal presentation of research. Normally, participants must not be beginners in the field under discussion (at US universities, seminar classes are generally reserved for upper-year students, although at UK and Australian universities seminars are often used for all years). The idea behind the seminar system is to familiarise students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always crop up during research work. It is essentially a place where assigned readings are discussed, questions can be raised and debates conducted. It is relatively informal, at least compared to the lecture system of academic instruction.
In some European universities, a seminar may be a large lecture course, especially when conducted by a renowned thinker (regardless of the size of the audience or the scope of student participation in discussion).
H S –ENGLISH –DRG-TRAINING MODULE
12th August 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
methodologies and facilitation skills; developing learning objectives and designing lesson
plans; using library ,IT lab, audio-visuals. The DRG Training is based on the
principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster in view of focused thrust area –process analysis
2. Develop participants’ capacity to plan, organize, and conduct training.
3. Introduce participants to principles and concepts of constructivist pedagogy.
4. Develop participants’ capacity to make use of library and information technology for the
construction of knowledge.
5. Equip participants with knowledge of effective training methods, visual aids and
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions.
7. Help participants develop training plans-comprehensive unit plans exploring the possibilities
of IT and library.
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: 6 sessions
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 11 AM : Review.
11 am to 11.10 am : Tea break
11.10 am to 1 pm :Simulation –std VIII- unit 4 –Can we stop earthquakes?
1 pm to 2 pm : Lunch break
2 pm to 4.30. pm :Planning comprehensive unit plans- class VIII,IX,X.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
IT and library in English language acquisition.
1 hour
2 Hours
Share the outcomes of the last cluster and recall the thrust area.
Recognize the importance of IT and library in language transaction and acquisition process
Process analysis and importance of changing transaction strategies.
Explore the uses of IT/library in construction of knowledge.
*RP asks, “Are our clusters effective and useful?”
*RP invites individual responses and consolidates the discussion on the focal point that it is the RPs responsibility to make it live, resourceful and rich.
*what was the focus area of the last cluster?
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
*Process analysis was the focal point, CCE enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*Shows the video clippings of the devastation caused by an earthquake.
*RP asks,” What caused this devastation?”
“Why does an earthquake happen?”
“Where does it happen?”
“Are we insulated from earthquakes and such other natural calamities?”
“Does human intervention in nature cause natural calamities?”
“Can we stop a natural calamity like earthquake?”
“What all aspects should we study to know more about earthquakes”
*RP consolidates the discussion in the following line:
A detailed study demands to factor in the following; a)History of earthquakes
b) Causes of earthquakes, c) effects of earthquakes, d) methods to combat earthquakes.
*RP asks the groups to collect information on topics assigned to them from the passage ‘Can we stop earthquakes?’ in the text for class VIII.
*Participants sit in groups and take notes on the points of their topic individually.
* Participants share ideas and consolidate.
*Participants prepare a short paragraph.
* RP asks,” Can you present your write up as a seminar paper?”
“What do you want to make it a seminar paper?”
* Groups are given sufficient time to refer to internet/library/reference material copied from internet.
* GroupWise presentations are made to edit the product.
*RP initiates a discussion on the modalities of a seminar.
*Arrangements are made for a seminar on earthquake.
*welcome speech by one participant.
* Groups are called up on to present their seminar paper.
*Discussion follows and moderator (one participant to be selected) consolidates.
*vote of thanks by one participant.
* Seminar report has to be prepared
after the presentations.
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*Analysis made based on checklist.
**RP postulates the following points to conclude the session:
*Reference skill is very important, every child should be enabled to use school library effectively.
* Use of IT in English Language transaction is to be promoted .
Charts/BB
*Video clippings
*L c d projector
*Computer
*VIII STD course book
*Hand Book
*BB/charts
*Issue tips for grouping
*CD Files copied to computer/ Internet facility.
Check list
Seminar is, generally, a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor, or through a more formal presentation of research. Normally, participants must not be beginners in the field under discussion (at US universities, seminar classes are generally reserved for upper-year students, although at UK and Australian universities seminars are often used for all years). The idea behind the seminar system is to familiarise students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always crop up during research work. It is essentially a place where assigned readings are discussed, questions can be raised and debates conducted. It is relatively informal, at least compared to the lecture system of academic instruction.
In some European universities, a seminar may be a large lecture course, especially when conducted by a renowned thinker (regardless of the size of the audience or the scope of student participation in discussion).
Friday, November 7, 2008
How to name it?
O God
You Left me alone
Amidst the crowd
I am,
A fish out of water
Breathless, I pant for air.
On the edge of a precipice
I stand helpless
The dizzy heights
Gives me creeps
Make me feel giddy
Your absence is a vacuum
A bottomless void
The staring blank space sprawl agape
I am a ship anchorless
Adrift in the vast expanse of the sea,
I sink and swim
With the waves, it
Wanes my vigour
A river in spate finds
It’s way in plain
And low alike
But in a drought
The river turns a ghost of its past
Lifeless,
It becomes an empty shallow abyss
Making a woeful sight in the scorching sun.
O God come
Fill in to the void
As the rain in a river
Explode in my space
Pour your self in my soul
Anchor me with love
Shore up with care
Speak soft and sweet, for
In you, there’s life
The fecund wind
The seminal elixir of life.
You Left me alone
Amidst the crowd
I am,
A fish out of water
Breathless, I pant for air.
On the edge of a precipice
I stand helpless
The dizzy heights
Gives me creeps
Make me feel giddy
Your absence is a vacuum
A bottomless void
The staring blank space sprawl agape
I am a ship anchorless
Adrift in the vast expanse of the sea,
I sink and swim
With the waves, it
Wanes my vigour
A river in spate finds
It’s way in plain
And low alike
But in a drought
The river turns a ghost of its past
Lifeless,
It becomes an empty shallow abyss
Making a woeful sight in the scorching sun.
O God come
Fill in to the void
As the rain in a river
Explode in my space
Pour your self in my soul
Anchor me with love
Shore up with care
Speak soft and sweet, for
In you, there’s life
The fecund wind
The seminal elixir of life.
Thursday, November 6, 2008
constructivism
Social Constructivism
Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). This perspective is closely associated with many contemporary theories, most notably the developmental theories of Vygotsky and Bruner, and Bandura's social cognitive theory (Shunk, 2000).
Assumptions of Social Constructivism
Social constructivism is based on specific assumptions about reality, knowledge, and learning. To understand and apply models of instruction that are rooted in the perspectives of social constructivists, it is important to know the premises that underlie them.
Reality: Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world (Kukla, 2000). For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention.
Knowledge: To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). Individuals create meaning through their interactions with each other and with the environment they live in.
Learning: Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997). Meaningful learning occurs when individuals are engaged in social activities.
Intersubjectivity of Social Meanings
Intersubjectivity is a shared understanding among individuals whose interaction is based on common interests and assumptions that form the ground for their communication (Rogoff, 1990). Communications and interactions entail socially agreed-upon ideas of the world and the social patterns and rules of language use (Ernest, 1999). Construction of social meanings, therefore, involves intersubjectivity among individuals. Social meanings and knowledge are shaped and evolve through negotiation within the communicating groups (Gredler, 1997; Prawat & Floden, 1994). Any personal meanings shaped through these experiences are affected by the intersubjectivity of the community to which the people belong.
Intersubjectivity not only provides the grounds for communication but also supports people to extend their understanding of new information and activities among the group members (Rogoff, 1990; Vygotsky, 1987). Knowledge is derived from interactions between people and their environments and resides within cultures (Shunk, 2000; McMahon, 1997). The construction of knowledge is also influenced by the intersubjectivity formed by cultural and historical factors of the community (Gredler, 1997; Prawat & Floden, 1994). When the members of the community are aware of their intersubjective meanings, it is easier for them to understand new information and activities that arise in the community.
Social Context for Learning
Some social constructivists discuss two aspects of social context that largely affect the nature and extent of the learning (Gredler, 1997; Wertch, 1991):
Historical developments inherited by the learner as a member of a particular culture. Symbol systems, such as language, logic, and mathematical systems, are learned throughout the learner's life. These symbol systems dictate how and what is learned.
The nature of the learner's social interaction with knowledgeable members of the society is important. Without the social interaction with more knowledgeable others, it is impossible to acquire social meaning of important symbol systems and learn how to use them. Young children develop their thinking abilities by interacting with adults.
General Perspectives of Social Constructivism on Learning
Social constructivists see as crucial both the context in which learning occurs and the social contexts that learners bring to their learning environment. There are four general perspectives that inform how we could facilitate the learning within a framework of social constructivism (Gredler, 1997):
Cognitive tools perspective: Cognitive tools perspective focuses on the learning of cognitive skills and strategies. Students engage in those social learning activities that involve hands-on project-based methods and utilization of discipline-based cognitive tools (Gredler, 1997; Prawat & Folden, 1994). Together they produce a product and, as a group, impose meaning on it through the social learning process.
Idea-based social constructivism: Idea-based social constructivism sets education's priority on important concepts in the various disciplines (e.g. part-whole relations in mathematics, photosynthesis in science, and point of view in literature, Gredler, 1997, p.59; Prawat, 1995; Prawat & Folden, 1994). These "big ideas" expand learner vision and become important foundations for learners' thinking and on construction of social meaning (Gredler, 1997).
Pragmatic or emergent approach: Social constructivists with this perspective assert that the implementation of social constructivism in class should be emergent as the need arises (Gredler, 1997). Its proponents hold that knowledge, meaning, and understanding of the world can be addressed in the classroom from both the view of individual learner and the collective view of the entire class (Cobb, 1995; Gredler, 1997).
Transactional or situated cognitive perspectives: This perspective focuses on the relationship between the people and their environment. Humans are a part of the constructed environment (including social relationships); the environment is in turn one of the characteristics that constitutes the individual (Bredo, 1994; Gredler, 1997). When a mind operates, its owner is interacting with the environment. Therefore, if the environment and social relationships among group members change, the tasks of each individual also change (Bredo, 1994; Gredler, 1997). Learning thus should not take place in isolation from the environment.
Social Constructivism and Instructional Models
Instructional models based on the social constructivist perspective stress the need for collaboration among learners and with practitioners in the society (Lave & Wenger, 1991; McMahon, 1997). Lave and Wenger (1991) assert that a society’s practical knowledge is situated in relations among practitioners, their practice, and the social organization and political economy of communities of practice. For this reason, learning should involve such knowledge and practice (Lave & Wenger, 1991; Gredler, 1997). Social constructivist approaches can include reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, webquests, anchored instruction and other methods that involve learning with others (Shunk, 2000).
Sorting Out Variations on the Terms "Constructionism" and Constructivism"
Table by Beth Clark, Jessie Griffin, and Dana Turner (Fall, 2007)Introductory comments by Gregory Clinton
Several of the important perspectives about learning discussed in this eBook are really epistemologies – that is, sets of beliefs about the nature of knowledge. What we believe about knowledge determines a great deal of what we believe about learning; and thus even the loftiest philosophical perspectives can have practical implications for how we approach teaching and learning.
Sorting Out Variations on the Terms "Constructionism" and Constructivism"
Philosophical Perspective/Theory
Key Points
Practical Implications
Social Constructionism (epistemology)(also called simply Constructionism)
· There is no meaning in the world until we construct it.· We do not find meaning, we make it.· The meaning we make is affected by our social interpretation of the thing.· The meaning we derive for objects arises in and out of the interactive human community.
Even if you bump into a tree, you cannot get meaning directly from the tree because you have ingrained social interpretations of the tree. You will assign meaning to the tree based on your social background and it will be a different meaning than the tree will get from any other person.
Social Constructivism (epistemology)
· Reality is constructed through human activity· Members of a society together invent the properties of the world.· People create meaning through their interactions with each other and the objects in the environment.· Learning is a social process. It occurs when people are engaged in social activities.· Associated in part with the work of Richard Prawat
A group of students are given a difficult WebQuest Math problem to work through. By using the different perspectives they have gained from their different backgrounds, they can help each other solve the problem more effectively that if they had worked alone.
Vygotsky’s Constructivism (epistemology)
· Social interaction in development of cognition· Social learning precedes development· MKO (More Knowledgeable Other)· ZPD –distance between the actual development level as determined by the independent problem solving and level of potential development as determined through problem solving under MKO· In ZPD provide scaffolding –masters task remove (fading)· Social interaction leads to increased knowledge
Struggling students in a Math class are assigned a peer tutor. (MKO) The peer tutor helps their partner work through problems by providing hints and instruction. (Scaffolding) Struggling students will stop relying on MKO as they work through ZPD levels. The amount of help from the peer tutor can be gradually reduced until they are no longer needed or relied on. (fading) The struggling students have reached the MKO level and no longer are struggling.
Piaget’s Constructivism (epistemology)
· Knowledge is actively constructed· More of a “theory” on how a child’s thinking evolves over time· Focuses on the commonality of learning stages· Need for equilibrium· Detached observation
At a certain stage of development all children will become aware of “self”. A mother places a mark on a child’s face without the child’s knowledge. She then places the child in front of a mirror. If the child has self awareness, he will reach to his face and touch the mark. However, if he has not developed self awareness, he will reach out to the mirror and try to touch the mark. He is unaware that it is his image in the mirror.
Papert’s Constructionism (also called simply Constructionism)
· Not an epistemology but “a theory of learning and a strategy for education” (Kafai & Resnick, 1996, p. 1). · Knowledge is actively constructed· Learning to learn· Focuses on the variance of individual and the environment· Dynamics of change· Engagement – Learning occurs through interaction and reflection· Learners can create meaning by building artifacts
In the University of Georgia’s Instructional Design & Development master’s program, the Design & Development Tools class invites students to choose any multimedia development project they personally find meaningful (within reasonable social and professional norms). The project is not required to be instructional in nature. They are then required to reflect on the design process via readings in design literature and writing an online design journal; and structures are put into place to promote interaction about the design process among peers. Finally, finished artifacts are displayed at the end of each semester in a public showcase event.
Seymour Papert on Constructivism and (Papert’s) Constructionism:"The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that happens especially felicitously when the learner is engaged in the construction of something external or at least sharable" (Papert, 1991, p.3).
One difficulty is that often the same or similar terms are used in different ways by different scholars. The table below presents several variants of the terms “constructivism” and “constructionism.” Four of these are essentially philosophical perspectives about how we as learners come to know what we know, i.e., epistemologies; and one (Papert’s Constructionism) is a theory of learning tied to a particular instructional strategy. However, all of the terms presented below relate to the belief that learning is “constructed” by learners (individually or socially) rather than simply receiving knowledge from an instructor or other source.
Another potential difficulty is that the differences between the perspectives listed below can be very subtle. Social constructionism and social constructivism, for example, appear to be two different ways to talk about the same thing. However, constructivism generally allows the possibility that people can derive meaning from objects in the environment as well as from social interactions; social constructionism denies that deriving meaning directly from objects is possible (Crotty, 1998).
One important point to note is the distinction between epistemology, a set of beliefs about knowing, and ontology, a set of beliefs about what exists or what is real. While constructionist or constructivist epistemologies generally insist that individuals construct their own realities, and no two persons’ realities will be the same, this does not necessarily mean that those who hold these views believe multiple realities exist. Belief about the nature of the external world is not the same as belief about knowledge (Crotty, 1998).
Thus being a constructionist or constructivist does not require you to believe that there are multiple versions of the universe all floating around at the same time. It does mean, however, that each of us has a uniquely constructed version of reality that we carry around with us in our day-to-day experience as human beings. Two people looking at something together never actually see the same thing in the same way.
(As stated in this chapter, some constructionists and constructivists state that they believe reality does NOT exist apart from being socially invented by people. However, usually this may be taken as an epistemological statement, not an ontological statement. Few individuals would deny, for example, that if mankind were to someday succeed in self-annihilation, the planet and the rest of the universe would continue to exist apart from our meaning-making activity.)
Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). This perspective is closely associated with many contemporary theories, most notably the developmental theories of Vygotsky and Bruner, and Bandura's social cognitive theory (Shunk, 2000).
Assumptions of Social Constructivism
Social constructivism is based on specific assumptions about reality, knowledge, and learning. To understand and apply models of instruction that are rooted in the perspectives of social constructivists, it is important to know the premises that underlie them.
Reality: Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world (Kukla, 2000). For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention.
Knowledge: To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). Individuals create meaning through their interactions with each other and with the environment they live in.
Learning: Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997). Meaningful learning occurs when individuals are engaged in social activities.
Intersubjectivity of Social Meanings
Intersubjectivity is a shared understanding among individuals whose interaction is based on common interests and assumptions that form the ground for their communication (Rogoff, 1990). Communications and interactions entail socially agreed-upon ideas of the world and the social patterns and rules of language use (Ernest, 1999). Construction of social meanings, therefore, involves intersubjectivity among individuals. Social meanings and knowledge are shaped and evolve through negotiation within the communicating groups (Gredler, 1997; Prawat & Floden, 1994). Any personal meanings shaped through these experiences are affected by the intersubjectivity of the community to which the people belong.
Intersubjectivity not only provides the grounds for communication but also supports people to extend their understanding of new information and activities among the group members (Rogoff, 1990; Vygotsky, 1987). Knowledge is derived from interactions between people and their environments and resides within cultures (Shunk, 2000; McMahon, 1997). The construction of knowledge is also influenced by the intersubjectivity formed by cultural and historical factors of the community (Gredler, 1997; Prawat & Floden, 1994). When the members of the community are aware of their intersubjective meanings, it is easier for them to understand new information and activities that arise in the community.
Social Context for Learning
Some social constructivists discuss two aspects of social context that largely affect the nature and extent of the learning (Gredler, 1997; Wertch, 1991):
Historical developments inherited by the learner as a member of a particular culture. Symbol systems, such as language, logic, and mathematical systems, are learned throughout the learner's life. These symbol systems dictate how and what is learned.
The nature of the learner's social interaction with knowledgeable members of the society is important. Without the social interaction with more knowledgeable others, it is impossible to acquire social meaning of important symbol systems and learn how to use them. Young children develop their thinking abilities by interacting with adults.
General Perspectives of Social Constructivism on Learning
Social constructivists see as crucial both the context in which learning occurs and the social contexts that learners bring to their learning environment. There are four general perspectives that inform how we could facilitate the learning within a framework of social constructivism (Gredler, 1997):
Cognitive tools perspective: Cognitive tools perspective focuses on the learning of cognitive skills and strategies. Students engage in those social learning activities that involve hands-on project-based methods and utilization of discipline-based cognitive tools (Gredler, 1997; Prawat & Folden, 1994). Together they produce a product and, as a group, impose meaning on it through the social learning process.
Idea-based social constructivism: Idea-based social constructivism sets education's priority on important concepts in the various disciplines (e.g. part-whole relations in mathematics, photosynthesis in science, and point of view in literature, Gredler, 1997, p.59; Prawat, 1995; Prawat & Folden, 1994). These "big ideas" expand learner vision and become important foundations for learners' thinking and on construction of social meaning (Gredler, 1997).
Pragmatic or emergent approach: Social constructivists with this perspective assert that the implementation of social constructivism in class should be emergent as the need arises (Gredler, 1997). Its proponents hold that knowledge, meaning, and understanding of the world can be addressed in the classroom from both the view of individual learner and the collective view of the entire class (Cobb, 1995; Gredler, 1997).
Transactional or situated cognitive perspectives: This perspective focuses on the relationship between the people and their environment. Humans are a part of the constructed environment (including social relationships); the environment is in turn one of the characteristics that constitutes the individual (Bredo, 1994; Gredler, 1997). When a mind operates, its owner is interacting with the environment. Therefore, if the environment and social relationships among group members change, the tasks of each individual also change (Bredo, 1994; Gredler, 1997). Learning thus should not take place in isolation from the environment.
Social Constructivism and Instructional Models
Instructional models based on the social constructivist perspective stress the need for collaboration among learners and with practitioners in the society (Lave & Wenger, 1991; McMahon, 1997). Lave and Wenger (1991) assert that a society’s practical knowledge is situated in relations among practitioners, their practice, and the social organization and political economy of communities of practice. For this reason, learning should involve such knowledge and practice (Lave & Wenger, 1991; Gredler, 1997). Social constructivist approaches can include reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, webquests, anchored instruction and other methods that involve learning with others (Shunk, 2000).
Sorting Out Variations on the Terms "Constructionism" and Constructivism"
Table by Beth Clark, Jessie Griffin, and Dana Turner (Fall, 2007)Introductory comments by Gregory Clinton
Several of the important perspectives about learning discussed in this eBook are really epistemologies – that is, sets of beliefs about the nature of knowledge. What we believe about knowledge determines a great deal of what we believe about learning; and thus even the loftiest philosophical perspectives can have practical implications for how we approach teaching and learning.
Sorting Out Variations on the Terms "Constructionism" and Constructivism"
Philosophical Perspective/Theory
Key Points
Practical Implications
Social Constructionism (epistemology)(also called simply Constructionism)
· There is no meaning in the world until we construct it.· We do not find meaning, we make it.· The meaning we make is affected by our social interpretation of the thing.· The meaning we derive for objects arises in and out of the interactive human community.
Even if you bump into a tree, you cannot get meaning directly from the tree because you have ingrained social interpretations of the tree. You will assign meaning to the tree based on your social background and it will be a different meaning than the tree will get from any other person.
Social Constructivism (epistemology)
· Reality is constructed through human activity· Members of a society together invent the properties of the world.· People create meaning through their interactions with each other and the objects in the environment.· Learning is a social process. It occurs when people are engaged in social activities.· Associated in part with the work of Richard Prawat
A group of students are given a difficult WebQuest Math problem to work through. By using the different perspectives they have gained from their different backgrounds, they can help each other solve the problem more effectively that if they had worked alone.
Vygotsky’s Constructivism (epistemology)
· Social interaction in development of cognition· Social learning precedes development· MKO (More Knowledgeable Other)· ZPD –distance between the actual development level as determined by the independent problem solving and level of potential development as determined through problem solving under MKO· In ZPD provide scaffolding –masters task remove (fading)· Social interaction leads to increased knowledge
Struggling students in a Math class are assigned a peer tutor. (MKO) The peer tutor helps their partner work through problems by providing hints and instruction. (Scaffolding) Struggling students will stop relying on MKO as they work through ZPD levels. The amount of help from the peer tutor can be gradually reduced until they are no longer needed or relied on. (fading) The struggling students have reached the MKO level and no longer are struggling.
Piaget’s Constructivism (epistemology)
· Knowledge is actively constructed· More of a “theory” on how a child’s thinking evolves over time· Focuses on the commonality of learning stages· Need for equilibrium· Detached observation
At a certain stage of development all children will become aware of “self”. A mother places a mark on a child’s face without the child’s knowledge. She then places the child in front of a mirror. If the child has self awareness, he will reach to his face and touch the mark. However, if he has not developed self awareness, he will reach out to the mirror and try to touch the mark. He is unaware that it is his image in the mirror.
Papert’s Constructionism (also called simply Constructionism)
· Not an epistemology but “a theory of learning and a strategy for education” (Kafai & Resnick, 1996, p. 1). · Knowledge is actively constructed· Learning to learn· Focuses on the variance of individual and the environment· Dynamics of change· Engagement – Learning occurs through interaction and reflection· Learners can create meaning by building artifacts
In the University of Georgia’s Instructional Design & Development master’s program, the Design & Development Tools class invites students to choose any multimedia development project they personally find meaningful (within reasonable social and professional norms). The project is not required to be instructional in nature. They are then required to reflect on the design process via readings in design literature and writing an online design journal; and structures are put into place to promote interaction about the design process among peers. Finally, finished artifacts are displayed at the end of each semester in a public showcase event.
Seymour Papert on Constructivism and (Papert’s) Constructionism:"The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that happens especially felicitously when the learner is engaged in the construction of something external or at least sharable" (Papert, 1991, p.3).
One difficulty is that often the same or similar terms are used in different ways by different scholars. The table below presents several variants of the terms “constructivism” and “constructionism.” Four of these are essentially philosophical perspectives about how we as learners come to know what we know, i.e., epistemologies; and one (Papert’s Constructionism) is a theory of learning tied to a particular instructional strategy. However, all of the terms presented below relate to the belief that learning is “constructed” by learners (individually or socially) rather than simply receiving knowledge from an instructor or other source.
Another potential difficulty is that the differences between the perspectives listed below can be very subtle. Social constructionism and social constructivism, for example, appear to be two different ways to talk about the same thing. However, constructivism generally allows the possibility that people can derive meaning from objects in the environment as well as from social interactions; social constructionism denies that deriving meaning directly from objects is possible (Crotty, 1998).
One important point to note is the distinction between epistemology, a set of beliefs about knowing, and ontology, a set of beliefs about what exists or what is real. While constructionist or constructivist epistemologies generally insist that individuals construct their own realities, and no two persons’ realities will be the same, this does not necessarily mean that those who hold these views believe multiple realities exist. Belief about the nature of the external world is not the same as belief about knowledge (Crotty, 1998).
Thus being a constructionist or constructivist does not require you to believe that there are multiple versions of the universe all floating around at the same time. It does mean, however, that each of us has a uniquely constructed version of reality that we carry around with us in our day-to-day experience as human beings. Two people looking at something together never actually see the same thing in the same way.
(As stated in this chapter, some constructionists and constructivists state that they believe reality does NOT exist apart from being socially invented by people. However, usually this may be taken as an epistemological statement, not an ontological statement. Few individuals would deny, for example, that if mankind were to someday succeed in self-annihilation, the planet and the rest of the universe would continue to exist apart from our meaning-making activity.)
Subscribe to:
Posts (Atom)