This is brief notes on certain commonly used terminologies. The content is just some points on the concepts. The titles or not in order. Aim of this script is to provided idea on certain syllabus based contents on unit 3 of B Ed 4 sem. CU;
Organisations that promote educational developments in India:
there are any governmental organisations those function to promote education in India.Some of them areL
UGC - University Grant Commission
NAAC - National Assessment and Accreditation Council
NCERT - National Council of Educational Research and Training
CBSE - Central Board of Secondary Education
SCERT - State Council of Educational Research and Training (in all states)
ICSSR - Indian Council of Social Science Research
ICPR - Indian Council of Philosophical Research
CSIR - Council of Scientific and Industrial Research
the list is not complete. See their functions/roles
Some Online Method Used in Classroom
There have many online methods to be used for formal teaching. The methods are rejuvanated day by day. There are number of online aaps that can be used for teaching pupose. Google Classroom, Edmodo, Gnomio, Blackboard are examples.
There are traditional methods also using for teaching process. Teleconference, Video conference are examples.
Teleconferencing
A meeting through telecommunication media is teleconferencing. Any telecommunication device can be utilized for this purpose. Audio conference and video conference are coming under this title. If it is through telephone only, it is termed as tele conference. If the meeting is through video medium, it is video conference. The modern aaps like Zoom, Skype, google meet and etc are providing platform for tele conferences.
A tele or video conference can be Point to Point conference,Multiple point conference, Individual to Mass meeting and so on. Point to point and multiple point conference are the popular types.
The conferences provide effective online face to face communication. It increase knowledge productivity, reduce the formal arrangements and expenses, save time and learner and instructor can be engaged at any time.
Edubuntu
Edubuntu is associated with ubuntu operating system. The edubuntu is formerly known as Ubuntu Education Edition. It is official derivative of the Ubuntu designed for use in classroom teaching, for self learning and interactive e learning. Edubuntu provide information to learners and teachers on various topics on school subjects and academic disciplines.
What is meant by the techno pedagogic content analyses?
Techno pedagogic content analyses indicate analysis of the learning content and learning objects in the techno pedagogic perspective.
The process of analysis is to identify terms, acts, concepts, specific objects, suitable strategies, teaching experiences, aids and appropriate evaluation. Techno pedagogic analyses focused to refer the ICT integrated strategies, e-content, e resources, ICT tools and aaps suitable to teach the selected topic to teach.
INFLIBNET
INFLIBNET is the information library net work. The inflibnet functions in India with the aim of organizing educational resources and references under one roof. It provides reliable access to document collections from any library in the country, which is associated with INFLIBNET. It felicitates academic communication among scientists, academics, teachers, research scholars, and students. It aimed to promote research and development in academic areas. Inflibent is a platform to collaborate with institutions, libraries and information centers. Shodganga, an online channel of INFLIBNET provides direct access to all research theses from Indian Universities.
Presentation Software for classroom teaching.
Vynod
Zoho Show
Google Slides
Custom Show
Slidedog
vist : www.vyond.com for further information
Importance of Current Affairs in Social
Science Classroom
Social studies/sciences include subject matter and activities that enable
the child to acquire:
· - knowledge of the environment
· - dedication to the principles and social life
· - values of society
· - relationship of human being with his social and physical environment
· - commitment to participate in the process through which society is maintained and improved, and so on.
- Classroom
teaching of social science subject cannot be separated from real life situations
that abound in the society we live in.
- Discussions
on current social issues have direct connection with students’
understanding and perception of the society. Current social issues need to
be made a part of the teaching–learning process in order to provide the
learners an important skill of sifting individual experiences and
knowledge to the society. It will support the effective reciprocal contact
between individual and society.
- The factual
learning of current issues will help him to critically evaluate today’s
ubiquitous and biased media.
- The social
science classroom is the rightful agency to introduce the basic principles
of civil society and encourage the principles and values that society
collectively cherishes.
5.
The knowledge on current affairs, social aspects and on the emerging areas
like consumer education or child right education assure democratic
participation and interaction of students in the classroom for learning to be
complete and meaningful.
- Real
life connections are essential for learning to be made relevant.
- Linking incidents/events taking place in the world around us to the social science classroom is essential for proper understanding and perception of the social and cultural life in which he learner is living. The social cohesion, social values, cultural values, social mobility and etc can to a great extent be achieved through integrating current affairs into everyday classroom transaction.
- To be briefed, social science classroom is to be essentially active with the discussion on current affairs. Best method of teaching current affairs is discussion method. The Juries Prudential Inquiry Training Model is a suitable Model of teaching current affairs. The student cantered discussions on such current issues will promote democratic thinking, value acquisition and proper social accommodation of the learners.
Curtsy: www.progressiveteacher.in
Importance of Current Affairs in Social Science Classroom
Social studies/sciences include subject matter and activities that enable the child to acquire:
• understanding of human relationships
• knowledge of the environment
• dedication to the principles and social life
• values of society
• relationship of human being with his social and physical environment
• commitment to participate in the process through which society is maintained and improved, and so on.
To fulfill all these requirements, social science classroom should be active with discussions on contemporary social issues. Current affairs should be subject matter in social science classroom because knowledge on current affairs is necessary to assure learners’ commitment towards society and to perform the social responsibilities. To be clear, knowledge on current affairs is necessary to know the society better.
Benefits of Learning Current Affairs
1. Classroom teaching of social science subject cannot be separated from real life situations that abound in the society we live in.
2. Discussions on current social issues have direct connection with students’ understanding and perception of the society. Current social issues need to be made a part of the teaching–learning process in order to provide the learners an important skill of sifting individual experiences and knowledge to the society. It will support the effective reciprocal contact between individual and society.
3. The factual learning of current issues will help him to critically evaluate today’s ubiquitous and biased media.
4. The social science classroom is the rightful agency to introduce the basic principles of civil society and encourage the principles and values that society collectively cherishes.
5. The knowledge on current affairs, social aspects and on the emerging areas like consumer education or child right education assure democratic participation and interaction of students in the classroom for learning to be complete and meaningful.
6. Real life connections are essential for learning to be made relevant.
7. Linking incidents/events taking place in the world around us to the social science classroom is essential for proper understanding and perception of the social and cultural life in which he learner is living. The social cohesion, social values, cultural values, social mobility and etc can to a great extent be achieved through integrating current affairs into everyday classroom transaction.
To be briefed, social science classroom is to be essentially active with the discussion on current affairs. Best method of teaching current affaires is discussion method. The Juries Prudential Enquiring Training Model is a suitable Model of teaching current affairs. The student cantered discussions on such current issues will promote democratic thinking, value acquisition and proper social accommodation of the learners.
Curtsy: www.progressiveteacher.in
Human Rights Education
Human Rights Education (HRE) is learning that develops the KNOWLEDGE, SKILLS, and VALUES of human rights. It has the broad goal of building a universal human rights culture.
Human rights education transacts awareness of human rights issues, concerned by the issues, and makes the students capable of standing up for human rights. It will move students from understanding human rights concepts to examining their experiences from a human rights perspective. It is also incorporating the human right concepts into their personal values and decision-making processes.
Knowledge in Human Rights
HRE aims to provide knowledge in human rights to students. Knowledge has different perspectives. Some of them are:
• Promote awareness and understanding of human rights issues so that people recognize violations of human rights.
• The belief that every human is born with the indisputable human rights listed in the UDHR (Universal Declaration of Human Rights- UN).
Link: https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf
• Get knowledge of the key concepts such as: freedom, justice, equality, human dignity, non-discrimination, democracy, sustainability, poverty, universality, rights, responsibilities, interdependence, solidarity, and peace.
• To get the idea that human rights provide a framework for negotiating and agreeing on standards of behaviour in the family, school, community, and the world.
• To know the interdependence of civil/political rights and economic/social/ cultural rights of Human Being.
• Understand human rights terms and concepts according to age/ grade level and recognize the root causes of human rights issues/concerns.
Skills Regarding Human Rights Education
HRE aimed to develop the skills and abilities necessary for the defence of human rights. The ‘skills’ regarding human rights education may include:
• Skill of active listening and communication: being able to listen to different points of view, to advocate one's own rights and those of other people
• Skill of critical thinking: finding relevant information, appraising evidence critically, being aware of preconceptions and biases, recognizing forms of manipulation, and making decisions on the basis of reasoned judgement
• The skill or ability to work cooperatively and to address conflict positively;
• The skill or ability to participate in and organize social groups and acting to promote and safeguard human rights both locally and globally
Values regarding Human Rights Education
HRE aims to develop certain values among all learners. The acquisitions of these values are essential for sooth existence of humanity. The values that are to be developed in learners are:
• Develop attitudes of respect for human rights, so people do not violate the rights of others.
• A sense of responsibility for one's own actions, a commitment to personal development and social change
• Curiosity, open mindedness and an appreciation of diversity
• Empathy and solidarity and sympathy with others and a commitment to support those whose human rights are under threat
• A sense of human dignity, of self-worth and of others' worth, irrespective of social, cultural, linguistic or religious differences
• A sense of justice, the desire to work towards the ideals of freedom, equality and respect for diversity.
HRE in Teaching Learning Processes
HRE provides a common framework through which different subject matters may be taught in relation to one another. The concepts of human rights transacted through different subjects and topic, may not be under the specific title ‘human right’. The topics of globalization, the environment, peace, citizenship, gender equality, democracy, poverty, and intercultural relations all address human rights issues and attempt to build a culture that respects human rights. Rather than teaching about these subject matters in isolation, using a HRE framework provides educators and students with a shared value system through which all subjects intersect.
Human rights education framework
Humen Rights Education has a wide frame work. It is progressively implemented through integration with other subjects or school topics. A diagram of frame work is given below;
Curtsy: www.theadvocatesforhumanrights.org
