MOTHER TERESA COLLEGE OF TEACHER EDUCATION : B.Ed BATCH 2018-20
Monday, 30 December 2019
Monday, 23 December 2019
MOOC
Massive
Open
Online
Course
Massive means the huge quantity of learners ( there may be 100000+ students in a course )
Open means open licensing. Anyone anywhere can register for the courses.
Online means coursework is accessible entirely over the internet.
Course designed uniquely according to subjects & experts.
MOOC is a LMS (learning management system)
MOOC is an online course that offers open access via the Internet for free or at a low cost.
MOOCs provide interactive courses with user forums or social media discussions to support community interactions among students, professors, and instructors.
It provides immediate feedback to quizzes and assignments.
MOOCs are very much popular in distance education
SWAYAM is the best example of MOOC.
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Diverse needs of learner
Modern-day educators have extended their vision to create global citizens.
Teachers must be culturally sensitive to the diverse populations in our schools.
Classroom Diversity
•Children have changed and more foreign languages are being spoken in our schools
•Teachers must be sensitive to the changes in our schools.
• Teachers must plan to meet the needs of diverse school populations.
• Hold high but realistic expectations for all students.
• Modify plans for special students and Gifted/Talented students.
• LEP (Limited English Proficiency) is a major challenge in some parts of the country. In some schools, more than half the students have a first language other than English.
Multiculturally Sensitive Communication
• Teachers need to develop better communication and listening skills.
• Effective teachers communicate with parents, school administrators, and community leaders.
Education is, in a sense, a “golden door” of opportunity that enables people to transcend social, physical, economic, or cultural barriers to pursue their dreams.
If we want all students to enter this golden door of educational opportunity, teachers must be sensitive to their students’ cultural and academic differences. They need to create culturally sensitive learning communities, develop positive teacher– student–parent relationships, design lessons that motivate all students to learn, and implement those lessons using differentiated instructional strategies to maximize student learning
During classroom interactions and instruction, teachers must keep the special cultural needs of their diverse student population in mind. Diversity means differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. Thus, teachers must be prepared to identify diverse students’ strengths, weaknesses, aspirations, limitations, and special needs. Today’s classrooms must celebrate diversity.
Most classrooms include students who have documented intellectual, physical, and/or emotional exceptionalities.
In the past, children with special needs were mainstreamed into general education classrooms on a limited basis for a limited number of subjects. Today, mainstreaming has been replaced by inclusion, as children with special needs are taught full-time in a general education classroom by a regular education teacher and specialists.
TEACHING STUDENTS WITH SPECIAL NEEDS
Some planning guidelines for working with students who have special needs follow:
1. Gather information about the nature of the exceptional student’s difference and how that difference might affect the learning process.
2. Seek assistance from district special education or resource experts.
3. Use specialized equipment (typewriters, computers, DVD player, print enlarger, Braille material, etc.) to allow students to function at an optimum level.
4. Individualize the curriculum by adapting materials and teaching strategies to better meet the needs of the exceptional students.
5. Remove physical and psychological barriers that limit exceptional students’ ability to succeed in your classroom.
TEACHING STUDENTS WITH LIMITED ENGLISH PROFICIENCY
A major challenge facing many school districts in many areas of the country is teaching students a second language: English. Limited English students who are learning to communicate reasonably well in English need encouragement and help.
Teaching students who have limited proficiency in English should include the use of plentiful visual displays, demonstrations, dual language texts, bilingual software programs, physical education activities, hands-on activities, group work, artwork, and cooperative learning. Teachers should attempt to communicate with LEP students through gestures, pictures, and any words they know from the students’ native language. Take time to teach English-speaking students some key words, phrases, or gestures so they can build peer relationships as well.
Encourage other students to include LEP students in their activities, explaining that they can make the new students comfortable by helping them learn the standard procedures and popular activities. Always maintain a positive attitude, even though attempting to communicate with LEP students may be challenging.
MOULDING GIFTED/ TALENTED LEARNERS
Gifted children are all different and don’t all have the same traits.
CHARACTERISTICS
• Consistently ahead of the class
• Learns rapidly
• Has an excellent memory
• Uses advanced, adult-like vocabulary
• Has a great sense of humor
• Tests or performs at unusually high levels for his/her age
• Highly imaginative or creative
• Early or avid reader (if too young to read, loves being read to)
• Good at jigsaw puzzles
• Reasons well (good thinker)
• Is a keen observer
• Has a wide range of interests
• Has strong curiosity
• Has a passion and intensity for learning
• Has a long attention span (if interested)
• Easily bored with routine class work and protests loudly or tunes out
• Independent worker that doesn’t like to work in groups
• Perfectionistic
• Perseverant in their interests
• Has high degree of energy
• Prefers older companions or adults
• Morally sensitive
• Shows compassion
• Sensitive (feelings hurt easily)
• Concerned with justice, fairness
• Judgment mature for age at times
• Tends to question authority ( if any undemocratic issues)
Role of teacher
The teachers of extremely gifted children try to make positive and physical relationships that can help the learning of them
• The quality and quantity of the verbal interaction, it is an important factor for the success of the leaning of these children.
• These teachers give great importance to the creativity of the their children.
• Provide the suitable environment support for studies and independent interest of the children.
Student’s Individual Differences
Teachers must be sensitive to and accommodate students’ learning styles.
Gardner suggests that humans have eight different intelligences:
Gardner’s multiple intelligences theory gives classroom teachers two extremely valuable tools that make learning more focused on individual abilities. First, it helps teachers to identify students’ innate strengths and abilities. Second, it enables teachers to design classroom activities that will give students an opportunity to experience working in different areas of intelligence. This will help students discover talents that may otherwise have gone unnoticed or untapped. Teachers need to use Gardner’s multiple intelligences approach to help students embrace who they are?, develop a sense of self, recognize their strengths, and capitalize on talents that will strengthen their self-esteem.
Inclusive practices are an integral characteristic of schools that achieve strong measures of academic success because in inclusive schools, the following characteristics are in place:
• Students are educated whenever appropriate in the general education classroom with teachers skilled in the content taught.
• Access and opportunities to progress in the general education curriculum is greatly facilitated through inclusive practices.
• High expectations for all students are the norm.
• Instruction is differentiated to engage students on the basis of the skill sets, interests, and learning styles.
• Teachers use flexible grouping that includes varied small group instruction, large group, and paired instruction.
• Students are actively engaged in instruction and in their own learning.
• Instructional accommodations and scaffolding are used to increase access to learning and academic success.
The use of a variety of learning strategies has been found to be effective when working with students from diverse backgrounds. Learning strategies or instructional strategies vary based upon the needs of the students.
Five learning strategies have been identified as beneficial for promoting student learning:
1) setting high expectations,
2) self-system of learning,
3) conveying the importance of the lesson,
4) promoting self-efficacy, and
5) understanding the student’s emotions
Teachers must be culturally sensitive to the diverse populations in our schools.
Classroom Diversity
•Children have changed and more foreign languages are being spoken in our schools
•Teachers must be sensitive to the changes in our schools.
• Teachers must plan to meet the needs of diverse school populations.
• Hold high but realistic expectations for all students.
• Modify plans for special students and Gifted/Talented students.
• LEP (Limited English Proficiency) is a major challenge in some parts of the country. In some schools, more than half the students have a first language other than English.
Multiculturally Sensitive Communication
• Teachers need to develop better communication and listening skills.
• Effective teachers communicate with parents, school administrators, and community leaders.
Education is, in a sense, a “golden door” of opportunity that enables people to transcend social, physical, economic, or cultural barriers to pursue their dreams.
If we want all students to enter this golden door of educational opportunity, teachers must be sensitive to their students’ cultural and academic differences. They need to create culturally sensitive learning communities, develop positive teacher– student–parent relationships, design lessons that motivate all students to learn, and implement those lessons using differentiated instructional strategies to maximize student learning
During classroom interactions and instruction, teachers must keep the special cultural needs of their diverse student population in mind. Diversity means differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. Thus, teachers must be prepared to identify diverse students’ strengths, weaknesses, aspirations, limitations, and special needs. Today’s classrooms must celebrate diversity.
Most classrooms include students who have documented intellectual, physical, and/or emotional exceptionalities.
In the past, children with special needs were mainstreamed into general education classrooms on a limited basis for a limited number of subjects. Today, mainstreaming has been replaced by inclusion, as children with special needs are taught full-time in a general education classroom by a regular education teacher and specialists.
TEACHING STUDENTS WITH SPECIAL NEEDS
Some planning guidelines for working with students who have special needs follow:
1. Gather information about the nature of the exceptional student’s difference and how that difference might affect the learning process.
2. Seek assistance from district special education or resource experts.
3. Use specialized equipment (typewriters, computers, DVD player, print enlarger, Braille material, etc.) to allow students to function at an optimum level.
4. Individualize the curriculum by adapting materials and teaching strategies to better meet the needs of the exceptional students.
5. Remove physical and psychological barriers that limit exceptional students’ ability to succeed in your classroom.
TEACHING STUDENTS WITH LIMITED ENGLISH PROFICIENCY
A major challenge facing many school districts in many areas of the country is teaching students a second language: English. Limited English students who are learning to communicate reasonably well in English need encouragement and help.
Teaching students who have limited proficiency in English should include the use of plentiful visual displays, demonstrations, dual language texts, bilingual software programs, physical education activities, hands-on activities, group work, artwork, and cooperative learning. Teachers should attempt to communicate with LEP students through gestures, pictures, and any words they know from the students’ native language. Take time to teach English-speaking students some key words, phrases, or gestures so they can build peer relationships as well.
Encourage other students to include LEP students in their activities, explaining that they can make the new students comfortable by helping them learn the standard procedures and popular activities. Always maintain a positive attitude, even though attempting to communicate with LEP students may be challenging.
MOULDING GIFTED/ TALENTED LEARNERS
Gifted children are all different and don’t all have the same traits.
CHARACTERISTICS
• Consistently ahead of the class
• Learns rapidly
• Has an excellent memory
• Uses advanced, adult-like vocabulary
• Has a great sense of humor
• Tests or performs at unusually high levels for his/her age
• Highly imaginative or creative
• Early or avid reader (if too young to read, loves being read to)
• Good at jigsaw puzzles
• Reasons well (good thinker)
• Is a keen observer
• Has a wide range of interests
• Has strong curiosity
• Has a passion and intensity for learning
• Has a long attention span (if interested)
• Easily bored with routine class work and protests loudly or tunes out
• Independent worker that doesn’t like to work in groups
• Perfectionistic
• Perseverant in their interests
• Has high degree of energy
• Prefers older companions or adults
• Morally sensitive
• Shows compassion
• Sensitive (feelings hurt easily)
• Concerned with justice, fairness
• Judgment mature for age at times
• Tends to question authority ( if any undemocratic issues)
Role of teacher
The teachers of extremely gifted children try to make positive and physical relationships that can help the learning of them
• The quality and quantity of the verbal interaction, it is an important factor for the success of the leaning of these children.
• These teachers give great importance to the creativity of the their children.
• Provide the suitable environment support for studies and independent interest of the children.
Student’s Individual Differences
Teachers must be sensitive to and accommodate students’ learning styles.
Gardner suggests that humans have eight different intelligences:
- Linguistic
- Logical–mathematical
- Spatial
- Bodily–kinesthetic
- Musical
- Interpersonal
- Intrapersonal
- Naturalistic.
Gardner’s multiple intelligences theory gives classroom teachers two extremely valuable tools that make learning more focused on individual abilities. First, it helps teachers to identify students’ innate strengths and abilities. Second, it enables teachers to design classroom activities that will give students an opportunity to experience working in different areas of intelligence. This will help students discover talents that may otherwise have gone unnoticed or untapped. Teachers need to use Gardner’s multiple intelligences approach to help students embrace who they are?, develop a sense of self, recognize their strengths, and capitalize on talents that will strengthen their self-esteem.
Gardner’s Eight Areas of Intelligence
Teaching Strategies to Address the Multiple Intelligence
Inclusive practices are an integral characteristic of schools that achieve strong measures of academic success because in inclusive schools, the following characteristics are in place:
• Students are educated whenever appropriate in the general education classroom with teachers skilled in the content taught.
• Access and opportunities to progress in the general education curriculum is greatly facilitated through inclusive practices.
• High expectations for all students are the norm.
• Instruction is differentiated to engage students on the basis of the skill sets, interests, and learning styles.
• Teachers use flexible grouping that includes varied small group instruction, large group, and paired instruction.
• Students are actively engaged in instruction and in their own learning.
• Instructional accommodations and scaffolding are used to increase access to learning and academic success.
The use of a variety of learning strategies has been found to be effective when working with students from diverse backgrounds. Learning strategies or instructional strategies vary based upon the needs of the students.
Five learning strategies have been identified as beneficial for promoting student learning:
1) setting high expectations,
2) self-system of learning,
3) conveying the importance of the lesson,
4) promoting self-efficacy, and
5) understanding the student’s emotions
The role of the teacher is that of a gardener. He must provide necessary & suitable learning atmosphere to cater the diverse needs of learner. He should nourish the learners (plants) in the school (garden) with rich & needy learning resources (nutrients) to yield better learning outcomes (fruits).
Thursday, 19 December 2019
Wednesday, 18 December 2019
Hand Book / Teacher's Text in Physical Science
Teacher‟s handbook is an excellent reference material for teachers for effective science teaching.
It contains list of instructional & specific objectives, summarization of chapters, explanation of significant terms &concepts ( products of science), learning activities, learning resources, various kinds of assignments and its guidlines, evaluation tools, seminar, projects, workshops to be organised, suggested reference materials etc. It gives sufficient additional points that teachers can use in classrooms, which are more socially relevant to the immediate surroundings of the students and more acceptable to their cognitive sense. Teacher's handbook serves as a resource & reference material that supplement classroom teaching.
Advantages :
It contains list of instructional & specific objectives, summarization of chapters, explanation of significant terms &concepts ( products of science), learning activities, learning resources, various kinds of assignments and its guidlines, evaluation tools, seminar, projects, workshops to be organised, suggested reference materials etc. It gives sufficient additional points that teachers can use in classrooms, which are more socially relevant to the immediate surroundings of the students and more acceptable to their cognitive sense. Teacher's handbook serves as a resource & reference material that supplement classroom teaching.
Advantages :
- It equips the teacher with sufficient content knowledge , what is to be taught, why is to be taught and how is to be taught ?
- The teachers can choose appropriate learning experience from different alternatives provided, The thread & essence of the concept got from the resource book helps the teacher to develop & bring creative and innovative ideas into classroom.
- It helps the teacher to organize the lesson in a systematic way, conceptual development of the topic/content
- It helps the teacher to adopt appropriate strategies and techniques in teaching -learning process.
- Helps the teacher to evaluate the learning using relevant and standard tools of evaluation.
- It minimize the effort of teacher as it serves as a excellent reference material.
Disadvantages :
- Teacher becomes lazy and does not try to learn more in the topic
- Teacher always takes help from this material other than applying reasoning
Sunday, 8 December 2019
Thursday, 5 December 2019
CHEMSTUDY
CHEMICAL EDUCATION MATERIAL STUDY
The Chemical Education Material Study was originated in USA. This approach was originated due to the concern that in USA, the chemistry education at school level placed undue reliance on the acquisition of facts for their own sake, and was out of touch with modern developments in Chemistry. The experimental nature of science is the basis for student investigation of chemical reactions. This approach was originated in 1960 by J.A.Campel.
Objectives
1. To update chemistry in the light of latest developments in the subjects
2. To give students a good understanding of the subject
3. To organize content in unifying concepts and principles
4. To provide some insight into modes of scientific thinking
5. To provide opportunities for laboratory work, not only to supplement the theoretical knowledge but also to facilitate students in exercising scientific and critical modes of thinking
6. To make students aware of the applications of chemistry in everyday life
CHEM Study Course
The CHEM Study course consists of 25 chapters. The course emphasizes practical as well as theory. The student is allowed to discover many of the fundamental ideas and relations of chemistry for himself and discuss them in a laboratory context with his classmates. The student is sent to the laboratory on the first day of school and he works there of the seven of the first ten days of the school. This approach so intrigues the student that he comes to look forward to laboratory days. He realizes that chemistry is indeed an experimental science, not a subject that can only read about in a book or talked about in class.
The contents were arranged in such a way that emphasis was given to
1. The structure of chemical systems, including electron structure, the geometrical arrangement of the atoms, their relative size and shapes, the packing of atoms and molecules, the forces between them and how these affect their chemistry is expected to guide the student in his understanding and interpretation of the complex chemical formula.
2. The text material begins with an overview of the field of chemistry.
3. The student is introduced to major generalization including energy and chemical reactions, rates of chemical reactions, chemical equilibrium, stoichiometry, atoms and their structure, periodicity of chemical properties and electron structure
4. After the generalizations have been developed through experimentation, the students are expected to continue using what they have learned in interpreting and understanding more complex ideas.
Materials
1. Text book
2. Laboratory Manual
3. Teacher's Guide
4. Supplementary Materials
5. 16mm Colour Movie Films
6. Series of Chemistry Monographs.
Advantages
1. It attempts to rectify the drawbacks of the traditional chemistry by updating the conten with light of new discoveries and by giving students opportunities for first-hand experience in the laboratory.
2. It has led to the improvement in laboratory facilities.
3. The students have been able to learn through heuristic method.
The main feature of CHEM Study is that, it adopts inductive method of teaching of facts and concepts in science. That is moving from particular to general.
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CBA
Chemical Bond Approach
The Chemical Bond Approach (CBA) was originated in USA. This approach is organized around the central theme that is stated in the title 'Chemical bonds'. The project originated in university of California in 1960 and George C Pimental was the exponent of this project.
Objectives
1. To diminish the separation between scientist and teachers in the learning of science
2. To stimulate and prepare those high school students who plan to continue the study of Chemistry in college as a professional career
3. To encourage teachers to undertake further study of Chemistry CBA Course.
The CBA course consist of five parts in 18 chapters.
Part I- Nature of Chemical Change
Part II-Electrical nature of Chemical Systems
Part III- Models Aids to the Interpretation of Systems
Part IV- Bonds in Chemical Systems
Part V- Order, Disorder and Change.
Materials
The materials developed for CBA are
1. Laboratory Manual
2. Teacher's Guide
3. Evaluative Instrument in Cooperation with Educational Testing Service.
The peculiarity of Chemical Bond Approach is that it utilized deductive approach in dealing with facts and concepts. That is moving from general to particular.
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PSSC
Physical Science Study Committee
The program was started at Massachusetts Institute of Technology, USA in 1956. The program started with the grand from National Science Foundation, Ford Foundation and Alfred P Solan Foundation. The program recommends changes in the Physics curriculum in the light of practical needs of the people. It presents Physics as a unified and continuing process by which man continue to understand the nature of the Physical world, as well as to encourage the spirit of inquiry through laboratory experimentation. Practical work is considered as the core of the course and pupils are expected to discover the principles of Physics by themselves. Emphasis is given to improvisation of gadgets by pupils themselves.
Objectives
1. To present Physics as a unified and ever changing subject
2. To demonstrate the interplay between experiment and theory in the development of Physics
3. To develop the skill to observe nature closely and to interrogate it, thus learning not only the laws and principles of Physics but the evidence on which they are based
4. To lead students to recapitulate the process by which knowledge is based
5. To extend the capacity of students to read critically
6. To provide foundations for those students who will go for further study in science and technology.
PSSC Course
PSSC course consist of four parts distributed in 34 Chapters
Part I- Fundamental Concepts of time, space and matter
Part II- Optics and Waves
Part III- Mechanics
Part IV- Electricity and Physics of atom
Part I- Fundamental Concepts of time, space and matter.
A general introduction of fundamental physical notions of time, space and matter, how we grasp them, how we measure them etc. For a student learns these dimensions from very large to very small quantities and from a fraction of seconds to billions of years. He learns how these magnitudes can be measured, learns that instruments serve as an extension of his senses. From these experiments measuring time and space, moves to an understanding of velocity and acceleration of vectors and of relative motion, he then goes on to study matter and develop the concepts of mass and its conservation. The topics of Physics course are selected and ordered from simple and familiar to
A general introduction of fundamental physical notions of time, space and matter, how we grasp them, how we measure them etc. For a student learns these dimensions from very large to very small quantities and from a fraction of seconds to billions of years. He learns how these magnitudes can be measured, learns that instruments serve as an extension of his senses. From these experiments measuring time and space, moves to an understanding of velocity and acceleration of vectors and of relative motion, he then goes on to study matter and develop the concepts of mass and its conservation. The topics of Physics course are selected and ordered from simple and familiar to
complex ideas. In part I we see the broad picture of the universe.
Part II- Optics and Waves.
This section discusses about light. In light the student moves into the study of sharp and diffuse shadows, reflection, refraction and then to particle theory of light. Later on this particle model particle model proves inadequate and another model, wave model was introduced and two important phenomena interference and diffraction was also studied.
This section discusses about light. In light the student moves into the study of sharp and diffuse shadows, reflection, refraction and then to particle theory of light. Later on this particle model particle model proves inadequate and another model, wave model was introduced and two important phenomena interference and diffraction was also studied.
Part III- Mechanics
This section deals with motion. Here Newton's laws of motion, gravitation, conservation of energy and momentum, kinetic theory of gases etc were dealt in an order.
This section deals with motion. Here Newton's laws of motion, gravitation, conservation of energy and momentum, kinetic theory of gases etc were dealt in an order.
Part IV- Electricity and Physics of atom
This area introduces student to electricity and through it to the physics of atom. Here the student uses the knowledge of dynamics gained in part III. They go to study about electric charges, motion of charged particles and then move on to magnetic field, magnetic currents, induction laws, electromagnetic effects etc.
This area introduces student to electricity and through it to the physics of atom. Here the student uses the knowledge of dynamics gained in part III. They go to study about electric charges, motion of charged particles and then move on to magnetic field, magnetic currents, induction laws, electromagnetic effects etc.
Materials
1. Text Books
2. Teacher's Guide
3. Laboratory Experiments
4. Supplementary Text Materials
5. Films or Documentaries
6. Achievement Tests
7. Simple low cost apparatus (Kits)
Advantages
1. Facts are linked and not learned in isolation. The project shows the unified nature of Physics
2. The learner's involvement is ensured by the open-ended experiments
3. The course stimulates creative and critical thinking
4. Rote memorization is reduced
5. Experimentation helps to develop skills of drawing inferences
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