Professionalizing Social Science Education - A Note on IV sem B Ed University of Calicut

 Professionalizing Social Science Education

 

This is a brief note on the course Professionalizing Social Science Education that is a paper for IV semester B Ed program of University of Calicut. 

The text is available on following link 

Either copy this link to Google search 

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the text on professionalizing SS Education  

TEACHING AS A PROFESSION Teaching is not a job, but a profession. A profession always needs completion of a professional education and training. Teachers all over the world enter this profession after the completion of a professional education. In India, teaching is something more than a profession. It is considered a sacred work. They are called preceptors or Gurus. Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession. Profession is derived from the word “profiteor” meaning to profess or to recognize or to own up or to agree or knowledge. The implication here is that a professional is a person who possesses knowledge of something and has a commitment to a particular set of values both of which are generally well accepted characteristics of professions. Teachers are professionals with knowledge and commitment. They possess a particular set of values and qualities. In its broadest sense, teaching is a process that facilitates learning. Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession. In addition to providing study......

Book by Sankaranarayanan Paleeri - Brief History of Educational Development in India: Towards an Educated Society - book published by Cambridge Scholars Publishing, UK

Towards an Educated Society: Brief History of Educational Developments in India

www.cambridgescholars.com/product/978-1-5275-6043-7

My book titled "Towards an Educated Society: Brief History of Educational Developments in India" is being published. It is the result of almost three years of research. 

The book discusses the educational history of India from Pre Vedic period to the present decade. 

The text details the dichotomies and history of Indian education during Vedic, Budha, Jaina, Medieval, and Colonial periods and after Independence up to NEP 2020.

The publisher of the work is Cambridge Scholars Publishing. (CSP, Lady Stephenson Library, Cambridge, UK) It is confident that a book coming out from the renowned center of Higher education scenario- Cambridge.

Presenting the book with cordial regards before the reading community.

Book available at 

https://www.cambridgescholars.com/product/978-1-5275-6043-7

 വളരെയേറെ പഴക്കം ചെന്ന വിദ്യഭ്യാസ ചരിത്രമാണ് ഭാരതത്തിനുള്ളത്.

ഇന്ത്യയുടെ വിദ്യാഭ്യാസ ചരിത്രം വേദകാലത്തിനും മുന്നേ തുടങ്ങുന്നു. ഗുരുകുലവും പാഠശാലകളും മഠങ്ങളും ശാലൈകളും ഒക്കെ ചരിത്രത്തിലെ സുപ്രധാന വിദ്യഭ്യാസ കേന്ദ്രങ്ങളായിരുന്നു. 1083 ൽ ഇറ്റലിയിലാണ് ആദ്യ യൂറോപ്യൻ സർവ്വകലാശാല രൂപം കൊണ്ടത് : ബലഗോണയിൽ. അതിനും എത്രയോ നൂറ്റാണ്ടുകൾക്കു മുമ്പ് ഇന്ത്യയിൽ, ഇന്നു കണ്ടെത്തിയതനുസരിച്ച്, ഏഴോളം സർവ്വകലാശാലകൾ നിലനിന്നിരുന്നു എന്നത് എത്ര കൗതുകകരമാണ്!

ഇന്ത്യയുടെ അതിപ്രാചീന കാലം മുതൽ 2020 NEP വരെയുള്ള വിദ്യഭ്യാസ ചരിത്രത്തെ വളരെച്ചുരുക്കി എഴുതിയ പുസ്തകമാണ് "Towards an Educated society : A Brief History of Educational Development in India "

ഫേസ്ബുക്കിൽ കയറുന്നവരെല്ലാം ചരിത്രകാരന്മാരാവുന്ന ഈ കാലത്ത് ഈ പുസ്തകത്തിന് വളരെ പ്രസക്തിയുണ്ട്. ബ്രഹത് സാഗരം പോലെ വിശാലമായ ഭാരതീയ വിദ്യാഭ്യാസ ചരിത്രത്തിൽ നിന്ന് ചെറിയ ഒരു ശേഖരമാണീ പുസ്തകം. 

ഉന്നത വിദ്യാഭ്യാസ രംഗത്തെ പ്രധാന കേന്ദ്രങ്ങളിലൊന്നാണ് ലണ്ടനിലെ കേംബ്രിഡ്ജ് യൂണിവേഴ്സിറ്റി. കേംബ്രിഡ്ജിലെ സ്കോളേഴ്സ് പബ്ലിഷർസ് ആണ് പുസ്തകം പ്രസിദ്ധീകരിച്ചത് [ CSP, ലേഡി സ്റ്റെഫിൻസൺ ലൈബ്രറി, കേംബ്രിഡ്ജ്] . അതും വലിയ സന്തോഷം തന്നെ.

.............................

എന്റെ പുതിയ പുസ്തകം " Towards an Educated Society : Brief History of Educational Developments in India " ഈ മാസം പുറത്തിറങ്ങി. കേംബ്രിഡ്ജ് പബ്ളിഷിങ് ആണ് പ്രസിദ്ധീകരിച്ചത്. [ കേംബ്രിഡ്ജ് സ്കോളർ പ്രസ്, കേംബ്രിഡ്ജ് പബ്ലിഷിങ്ങ്, കേംബ്രിഡ്ജ്, ലണ്ടൻ, യു കെ ] നിലവിൽ വില 63.8 പൗണ്ടാണ്.

സന്തോഷം പങ്കുവക്കുന്നു.

Book available at 

https://www.cambridgescholars.com/product/978-1-5275-6043-7

Microteaching plan tp practice Skill of Introducing a Lesson

Microteaching plan to practice the Skil of Introducing a Lesson 

 

Skill:               Introducing a lesson

Topic:             Pollution

Time:              06 minutes

Session:           teach

Date:              

 

 

Teaching – Practicing Experiences

Associated Sub skills

The teacher creates a reciprocity with the students Interacts with them informally. In between the informal interaction, the teacher says “I have bought a script of a story. Please read it” Teacher distributes the paper script of a story to the students. The story is about the life experience of a boy in a polluted town. The teacher gives sufficient time to read the story.  The teacher observes their reading tasks. Clarify their queries individually. After assuring the completion of the student task of reading, teacher asks them to attend her talk Teacher asks some students to explain their understanding of the story  Repeat the question to two or three students. Gather their understanding of the story. The teacher clarifies their understanding Storyline – boy- lived in a village- later shifted to a city- experienced pollution- illness- identified as a result of pollution -   The teacher talked about the issues of over-pollution in cities.  The teacher says that pollution is a big issue, and we have to understand its problems, reasons, and so on. Introduce some facts about pollution and brief it. Informing students that today’s topic is about pollution. Teacher writes the topic of teaching on BB “Pollution”(BB) (instead, the teacher can display the topic in a chart, or on screen as a slide)

-Making rapport   -Connect with existing awareness   -Assuring learner participation   -Gathering attention to the teaching task   -Asking relevant questions   -Assuring pupil participation   -Connecting with facts   -Connecting with the topic. -Arising motivation

 

Micro Teaching Plan to Practice Skill of Explanation

 Certain Points to Remember While Practicing Micro Teaching and Plan to Practice Skill of Explanation 

· Microteaching is not to teach content. So in a session, trainees need not completely transact content. A part of the content can also be transacted.

· Microteaching is to practice a skill at a time. Important to the skill practice, not to the content

·       A skill is not an isolated skill in teaching. A skill will be associated with other skills. So practicing one skill means, other skills also will intrude.

·       Suppose a trainee practices the skill of questioning or stimulus variation or any other skill on a topic, it is not important to transact the full topic but must focus on the sub-skills or component skills of the teaching skill. Feedback is to be given based on the use of sub-skills.

·       Ideal time for a skill practice is 04 to 09 minutes

·       A skill is a totality of component skills or sub-skills

·       Practice can be in ‘teach session’ and ‘re-teach session’. The session should be continued till mastery over the skill is achieved

·       A practice session of a skill need not be incorporated with all sub-skills. Can take some of the subskills.

 

Major teaching skills

Skill of planning

Skill of set induction

Skill of introducing a lesson

Skill of explanation

Skill of using Black Board

Skill of Questioning

Skill of stimulus variation

Skill of illustrating with examples

Skill of voice modulation

Skill of narration

Skill of using teaching- learning aids

Skill of using technological/computer supports

Skill of conclusion/closure

 

 

 

Explanation is different from narration. Narration is a type of oral presentation. Explanation is an integrated approach of various media to transact content.

Plan to practice the skill

 

Skill:               Skill of explanation  

Topic:             Delta 

Time:              08 minutes

Session:           teach

Date:              

 

Teaching- practicing experiences

Associated sub-skills

The teacher makes rapport with students. Enter in informal talks with students. In between the talks, the teacher says “I have to tell something about the rivers, and we can understand a gift that is given by rivers” The teacher writes the topic on BB – Delta. The teacher gathers students’ attention to BB and draws an outline of big mountains on the board.  Says that it is a big mountain Teacher draws a demonstrative outline of rivers that flow through the mountain The teacher says; “a river starts from a mountain. It flows down to the valley. The river flows swiftly through mountains,  but while reaching the valley, it loses its swiftness” The teacher explains how water flows in the mountain and how in the valley. The teacher uses video to explain this (30 seconds) (teacher can use any other aid like a picture chart or photo of a waterfall, river flow,   and so on) The teacher asks, “While flows from mountains to another valley, does a river carry water only?” The teacher elicits students’ responses. Accept different responses. The teacher writes responses on BB with suitable comments and feedback. It may carry – mud, minerals, rocks, wood.. etc. What happens to these materials, while water flows slowly?   Collect student responses. After considering the student responses, the teacher concludes that ‘Rivers invest mud, minerals and other materials at its banks or shores.’ A flood in the river may create a huge investment of mud and minerals on the shores the sediments from the river get deposited onto that land. And deltas are formed. The size and the shape of the delta are decided by the balance between the river that supplies the sediments and other water bodies that meet the river and cannot carry away the deposits. Teacher illustrates this investment in BB The teacher explains this procedure of rivers and concludes “Such a big investment of mud, minerals, and other things may repeat every year and that makes new landforms. Such big landforms are called Delta. The teacher shows the picture of a Delta – ‘Sunderban’ delta and also shows a chart that defines ‘delta.’ The teacher underlines the title “Delta” on BB and says “Now you got the idea of what a delta is. Let’s see its characteristics and we can discuss them in the next class. (instead of a content chart, the teacher can use slides, audio, or video)

Rapport making Motivating the content Use of BB Gathering pupil attention   Use of BB     Oral–verbal switching   Use of appropriate aid Attending learner responses   Asks probing questions         Connecting with facts     Use of BB   Narrating the fact   Use of appropriate aids   Developing curiosity

 

 

 

 

 

A brief note on Revised Blooms Taxonomy

 The revised Bloom's taxonomy, also known as A Taxonomy for Teaching, Learning, and Assessment, is a framework for classifying learning objectives into six levels of increasing complexity:

• Remember: Recognizing, recalling facts, and concepts.
• Understand: Interpreting, explaining, and summarizing information.
• Apply: Using knowledge to solve problems and complete tasks.
• Analyze: Breaking down information into its parts, identifying relationships, and drawing conclusions.
• Evaluate: Making judgments about the value or worth of something.
• Create: Putting together parts to form a new whole, such as a plan, design, or product.

The revised taxonomy was published in 2001 by a group of cognitive psychologists, curriculum theorists, and instructional researchers. It is a revision of the original Bloom's taxonomy, which was published in 1956.

One of the key changes in the revised taxonomy is that it uses verbs instead of nouns to describe the different levels of learning. This is meant to emphasize that learning is an active process, not just a passive accumulation of knowledge.

Another key change is that the revised taxonomy places the creation of new knowledge at the highest level. This reflects the growing importance of creativity and innovation in the 21st century.

The revised Bloom's taxonomy is a valuable tool for educators and learners alike. It can be used to design learning activities and assessments that are aligned with different levels of learning. It can also be used to help learners track their own progress and identify areas where they need additional support.

Here are some examples of learning objectives at each level of the revised Bloom's taxonomy:

Remember:

• List the names of the planets in our solar system.
• Define the term "photosynthesis."
• Recall the steps involved in the scientific method.

Understand:

• Explain the difference between a simile and a metaphor.
• Summarize the main points of a lecture or article.
• Interpret a graph or chart.

Apply:

• Use the quadratic formula to solve a problem.
• Write a persuasive essay on a given topic.
• Design and conduct an experiment.

Analyze:

• Identify the causes and effects of the Civil War.
• Compare and contrast the different types of government.
• Draw conclusions from a set of data.

Evaluate:

• Critique a piece of art or literature.
• Assess the validity of an argument.
• Make a recommendation based on a set of criteria.

Create:

• Write a poem or short story.
• Design a new product or service.
• Develop a new business plan.

The revised Bloom's taxonomy is a versatile tool that can be used in any subject area and at any level of education. It is a valuable resource for anyone who wants to create effective learning experiences.

(ref: Google Bard)

BEd Social Science (University of Calicut), IV semester: Note on Professionalizing social Science Education

 

This link gives detailed notes on professionalizing social science education - a Paper for Social Science IV sem BEd, Calicut University 

Go through the note for a preliminary understanding. 

Thanks to Sreeja MG, B Ed Student, 2021-2023 for compiling the notes 

Note on Social Science : Not eon IV semester of Calicut University

https://drive.google.com/file/d/1zT-ccyfZk17EXXxoDAMH9RwhPmcjq1pM/view?usp=drive_link