Juris Prudential Inquiry Model: lesson plan

 

Juris Prudential Inquiry Model

Juris Prudential Inquiry Model of teaching is developed up on the learning theory of Donald Oliver and James Shaver. It is discussing the teaching design based on the social learning approach. Learners analyses the learning content and engage in active discussions to reach on the exact value points of the discussing issue.  This model is mostly suitable to transact social issues, contemporary issues political issues and so on. The model is supportive to develop social competencies and skill of using social dialogues by the learners. It also promotes social behaviour, social involvement and actions

The syntax of this model divided in to six phases and they are categorized to two wide steps (1) Analyses and (2) Argumentation.

The phases of syntax of Juris Prudential model are;

Phase- 1          Orientation to the Case

Phase- 2          Identify the issues

Phase -3          Taking positions

Phase -4          Exploring stances or patterns of argumentation

Phase -5          Refining and qualifying the positions

Phase -6          Testing factual assumptions behind qualified positions

In the Phase-1, teacher introduces the learning material or content to discussion. Teacher introduces and reviews the content matter. In Phase- 2, learners analyze the facts behind the issue and synthesize different facts of the issue that to be discussed. They select one policy issue for discussion. They identify its positive and negative qualities and values. In the Phase- 3, learners take a position to carry out the discussion. They are becoming ready to frame their arguments based on the positions. In Phase -4, learners engage in the discussion activities. They come out with desirable an undesirable argument on the values of the discussing items. In Phase- 5 learners qualify their arguments. They substantiate their value points and come out with appropriate reasoning. In Phase 6, the leaners, together with teacher, identify the factual assumptions on the issues. They also determine the relevant value points of the argument and reach on conclusion. Both learners and teacher behave like as skillful and competent judge in the JPI class. Together they reach on the best qualified reasoning and possible decision on the topic of discussion.

Remember that the JPI Model need not be carried out in a single session. The first phase is orienting to the case. After orienting students’ attention to the issue, teacher can give one or two days to the learners to collect information regarding their argument or view point on the issue. Learners can make use school library or other resources. After proper learning on the issue, teacher can conduct the other phases on another day.

A model lesson plan is described under.

------------------------------------------------------------------------------------------------------

 

LESSON TRANSCRIPT in JURIS PRUDENTIAL INQUIRY MODEL

 

Name of the teacher:

The school and Level:

Unit:

Duration:                     45 minutes

Topic or Issue:            Air Pollution

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

Social system

Teacher initiates and control the discussion on the topic/issue. She will organize open and intellectual discussion. Classroom will be managed with moderately structured social atmosphere

Principles of Reaction

Learners’ responses and views will be accepted by teacher.  Teachers will probe to reveal students’ stance trough discussion. Continuously use questions, suggestive directions and interpretive clarifications.

Support System

Teacher uses display board and charts to maintain major points of talk. Makes uses the source books and informative documents and PPT and video on air pollution.

 Instructional effects

1 - Learners are becoming able to analyze the issues of the air pollution  

2-  Student will be able to list and distinguish the reasons behind air pollution

3- Students are becoming able to brief the causes and effects of air pollution  

 Nurturant Effect

Students are developing positive attitude for acting against the reasons of creating air pollutions. They may try to protect the premise from pollution.  

 Syntax

Phase- 1: Orientation to the Case

                        Teacher develops reciprocal contact with the students.

            Teacher shows certain pictures and a video that explains the issues related with air pollution. Narrates certain examples of air pollution from the familiar contexts. Teacher takes their attention to identify its reasons and human roles in creating air pollution.

Teacher asks learners to think on the issue.

She writes the topic on BB. “Air pollution: Causes, Issues and Human role”. Teacher asks them to collect information on the issue from the resource books, news scripts and text books.

Teacher requests the students to come out with their opinions. They bring out themselves to a discussion.  

Phase- 2          Identify the issues

Learners generates their assumptions on the causes of air pollution and human role in creating air pollution. They briefly script their arguments on the issue and points for discussion.

Teacher gives time to list out their points of information on the issue.

Based on the assumptions, teacher makes three groups of students with five numbers in each. The balance of students will remain as active listeners. Teacher seeks helps of one or two students to help her in leading the discussion.

Teacher asks the members to have clear vision on their augments and prepare to be active participants in the discussion.

Phase -3          Taking positions

The learners frame three groups according to the directions of teacher. They express their, views, opinions and concepts. Clarify with factual and eventful arguments.

Yes Group       (Student group who consider the air pollution as a common phenomenon): “air pollution is a reality. Infrastructural development in different segments of human civilization caused this. Vehicles on road is a necessity. Flights on air is a necessity. Factories are inevitable. It is wrong to exaggerate the issue of air pollution”

No group (Student group who consider the air pollution is human made and men should sacrifice to control it): Human civilization needs development, but the human attempt for development should not spoil the nature where we live. We should try for alternative frame works. depending the bio fuel should be reduced. Alternatives are to be famed and introduced by keeping the aims of reducing pollution”

Third group evaluate the differences of opinion and explains with neutral approach.

Teacher interprets the discussion and verify their positions in the argument.

Giving directions for the effective carry out of the discussion.

Writes main points on BB

Phase -4          Exploring stances or patterns of argumentation

                        Students come out with their arguments on the air pollution.

The groups explain the causes of air pollution.

They examine the human role in creating air pollution.

Teacher accepts and interprets favorable and unfavorable opinions on the issue.

Each group answers certain questions of the other group members and also the interpretive questions of teacher.

Leads the discussion focusing on the core of the issue.

Teacher writes relevant points on BB in between the discussion.

Phase -5          Refining and qualifying the positions

                        Teacher observes the discussion and take initiative to conclude the session.

                        Codify the discussion to the selected areas;

Define the air pollution – list out the reasons of air pollution- examine the air pollution as a result of development – human role in creating air pollution – suggestions to reduce air pollution.   

Teacher writes the major findings on BB and in chart.

Exhibits the chart with relevant points in the class

Phase -6          Testing factual assumptions behind qualified positions

Teacher seeks clarifications from each group on the major points of their arguments.  

Askes certain questions to test like –“do you consider development is the reason for air pollution?”

“Is over exploitation a reason for air pollution?”

“How do you evaluate the human role in creating air pollution?”

Teacher asks questions based on each assumption and assure the clarity of findings.

Based on the students’ evaluation, teacher codify the session. Explain briefly on the issue and the discussion.

Teacher announce the culmination of the lesson.

 

Concept Attainment Teaching Model: Lesson Plan or Lesson Transcript

 

Lesson Planning in Concept Attainment Model

 

The lesson plan in a teaching model is popularly called Lesson Transcript. A lesson transcript is a design to transact the content. It is to be planned according to the proposed syntax of the teaching model. This note discusses about Concept Attainment Model

Concept attainment model has three phases in its syntax. They are;  

Phase One: Presentation of Data and Identification of Concept

Phase Two: Testing Attainment of the Concept

Phase Three: Analysis of Thinking Strategies

 The teaching learning activities in each phase are described under:

Phase One: Presentation of Data and Identification of Concept

 Teacher presents labeled examples.

Learners compare attributes in positive and negative examples.

Learners generate and test hypotheses.

Learners state a definition according to the essential attributes.

 Phase Two: Testing Attainment of the Concept

 Learners identify additional unlabeled examples as yes or no.

Teacher confirms hypotheses, names, concept, and restates definitions according to essential attributes.

Learners generate examples.

 Phase Three: Analysis of Thinking Strategies

Learners describe thoughts.

Learners discuss role of hypotheses and attributes.

Learners discuss type and number of hypotheses.

 Teachers can prepare different types of lesson transcripts in CA Model. Most popular and advanced form is the descriptive model plan for CAM. A demonstrative example of lesson transcript in Concept Attainment model from the subject social science is given here;

 

 

LESSON TRANSCRIPT in CONCEPT ATTAINMENT MODEL

Name of the teacher:

The school and Level:

Unit:

Duration:

Topic or Concept:

 Social system

For the first phase of the syntax, teacher makes use highly structured social atmosphere in the classroom. The social system will be teacher centered int the first phase. Loosely structured system will be maintained in the last phase. Totally democratic atmosphere will be maintained throughout the session.

Principles of Reaction

Teacher do not entertain student doubts at the first phase of the class.

In second and third phases, teacher will be supportive to students’ hypotheses and reflections. Teacher grabs student attention throughout the class. Teacher will be supportive towards the learners ‘tasks and talks’.

Support System

The Yes and No examples

Record/ note book to write students responses

Charts that explain the entity and attributes of the concept

Text book

Supportive Content materials

 Instructional effects

Learners are becoming able to define the Union Territories in India

Student will be able to differentiate the UT from provincial States

Students are becoming able to list and explain the features of the UTs in India

 Nurturant Effect

Learners are getting over all ideals of different types of administrative systems prevailing in India. They are appreciating the systems of administration in the country.

 The Syntax

 Phase One: Presentation of Data and Identification of Concept

            Teacher interacts with the students in the beginning of the class.

In between the talks, she says about the content for today’s lesson. After gathering learners’ attention, she describes,

“I have and idea in my mind. That I want to manipulate from your thought. You can make hypotheses about the concept from the examples I am going to give now. There is no right or wrong hypotheses. Frame according to your perceptions after verifying and comparting the attributes”

Teacher present the first “Yes and No” examples

Teacher uses black board to write Yes and No examples. She draws YES column and NO column on BB

Writes Chandigarh as first labelled Yes example and Chennai as first labelled No example

Teacher askes learners to frame their hypothesis on the concept

Teacher observes student tasks

Teacher observes note books in which they are writing their hypotheses.

After a while teacher provides the second labeled examples

Yes example: Pondicherry and No Example: Meghalaya

Teacher asks to frame hypotheses on the concept based on the second examples.

Verifies the learner tasks

Teacher gives third YES and NO examples and repeat the processes. 

Yes example: Lakshadweep and No Example: Mumbai

Teacher asks the learners to compare the attributes of each positive and negative examples. Learners frame their hypothesis based on attributes of the examples. They define the concept.

Teacher verifies the tasks.

                        --------------------------------------------------------------

(in order to get exact information, teacher can give list of yes and no examples in the lesson plan / transcript. List them under title) 

YES Examples (Positive Examples)                        NO Examples (Negative Examples)

Here list all or some of Yes examples                         here list some of the No examples (a god no example will have most of the qualities of the Yes examples)

                    -------------------------------------------------------------------------------------- 

Phase Two: Testing Attainment of the Concept

Teacher askes the learners to reply on the unlabeled examples

Teacher says, “now I said certain YES and NO examples. Now tell me whether the examples that I am going to mention are positive or negative. Compare the attributes of examples and reach on the assumption”

Teacher says: “Mahi”

Gets students responses. Confirm it as Yes example.

Teacher asks, “Hyderabad. Is Hyderabad a positive example?”

Accepts students’ responses. Explains that it is wrong example.

Teacher says, “is Diu a Yes example or No example?”

Explains that Diu is yes example.  

 Teacher assess the responses. And asks learners to suggest positive examples for the concept after comparing the attributes of the entity. Learners may respond with yes and no examples.

Teacher confirms the Yes examples from their responses: Andaman and Nicobar Islands, Delhi…

 Teacher asks learners to write down the name and definition of the concept in their note book. Also demands to write certain peculiarities or traits of the concepts they formulated.

Teacher is giving them opportunity to discuss each other in a group and also to go through the learning materials provided for reference. 

            Teacher verify the learners’ tasks

Teacher asks two or three students to tell the name of the concept as they discovered based on the attributes and examples

States the concept “Union Territories” The union territories in India

 Teacher calls two or three students to read the definition they framed on the concept based on the hypotheses.

Students report the definitions of Union territories

“The territories in India that are directly governed by Central Government of India. Unlike the states, the union territories are under direct administration of the central government.”

Teacher clarifies the students’ definitions.

Teacher hangs a chart on the wall that written what is union territories.

Students corrects the definition, if needed

Teacher asks three or four students to read the traits of the entity that is Union Territories.

They read the attributes or traits of the Union Territories in India. Teacher corrects their reflections, if needed.

-       Administered by central government

-       Comparatively small in size

-       Head of administration is Lieutenant governor

-       The tax system is framed and employed by central government and so tax rate will be less while compare with that of states and etc.… 

 Phase Three: Analysis of Thinking Strategies

 Teacher asks some students to reveal their cognitive processes of framing hypotheses based on the examples

“What was your assumption after the first yes and no examples?”

“What was your assumption after second example?”

“When did you reach on the concept Union Territories?”

Teacher asks such questions and analyses their answer

Teacher tells them to verify their hypotheses quality they framed to define the concept

Teacher concludes the class after brief narration on the concept – Union Territories in India.

Bio Note on Sankaranarayanan Paleeri

 

Dr. Sankaranarayanan Paleeri

Dr. Sankaranarayanan Paleeri is Assistant Professor and HOD of Department of Social Sciences Education, NSS Training College, (Research Centre in Education- University of Calicut) Ottapalam, Palakkad, Kerala.

Dr. Paleeri has teaching experiences of five years in School and sixteen years in higher education. His areas of interests include Social Sciences, Pedagogy, Value Education Educational Research and Creative Dramatics. He is an active motivational speaker too along with educational endeavours. Dr. Paleeri is awarded funding for research projects from ICSSR, UGC, CEDS and MHRD. He has visited UAE, Qatar and Nepal as resource person for educational conferences. His credential includes 26 papers in national and international journals and four books. Books titled "Rudiments of Education" and "Gender School and Society" are published by Neelkamal Hyderabad. Dr. Paleeri has received patent for "Process Dimension Based Blueprint for Achievement Test Construction" from copy right authority of India, New Delhi in 2018. He is associated with NCERT E-PG Pathshala, SCERT, NRC- SPP University- Pune and PMMMNMTT - GRD Dindigul. He has completed more than 1500 workshops for prospective teachers in the area of Education Theatre. Dr. Paleeri handles sessions on Qualitative Research, Research Ethics and Theatre Pedagogy at HRDCs of various universities in India.

His email is paleeri@gmail.com and mobile is +91  9946681761

Constructivism and Critical Pedagogy in Teaching

 

Constructivism and Critical Pedagogy

 

Constructivism: Definition and Features

Constructivism is comparatively a new approach in teaching. It is the advanced method after behaviourist approach. There are two major approaches in constructivism; cognitive constructivism and social constructivism. Jean Piaget, Vygotsky, Jerom S Bruner, Noam Chomsky are the major propagators of constructivism. In India, Jithu Krishnamoorthy is being considered a practitioner of this approach. Out of them Piaget and Bruner belong to cognitive constructivism and others are of social constructivism,

Constructivism is a philosophy of learning developed on the principles that,

·       learning is reflecting on personal experiences

·       learner constructs own understanding of the world where learner live in

·       learner has the capacity to construct knowledge from the social context

·       Learning is the process of adjusting mental reproductions to accommodate new experiences

Constructivism has different facets like philosophical, pedagogical, technological, psychological and the like. In teaching, “Constructivism is the theory that says learners construct knowledge rather than just passively take in information.” Constructivism explains that knowledge is not something to be poured in but to be constructed. 

What is the learning procedure according to constructivism? We can understand it from the following procedures;  

·       All learners continuously experience the world

·       The learners always reflect upon those experiences

·       Based on their own reflections, the learners incorporate new information into their pre-existing knowledge. This is the process of knowledge construction

·       This new knowledge associate with the existing knowledge

·       Constructivist learning environments emphasize knowledge construction instead of knowledge reproduction 

According to constructivism, learning is an active process to be carried out by the learner. A teacher need not be ‘lecture’ the content. Teacher is a facilitator or stage setter in constructivism. Learner will engage in the leaning process as per her/his capacity.

There are some key elements in constructivist approach of teaching. They are;

·       Knowledge is to be constructed and not to be poured in.

·       People learn to learn, as they learn. Acquiring knowledge means learning to learn.

·       Learning is an active process. Learners are not passive listeners in classrooms.

·       Learning is a social activity.

·       Learning is contextual. Teachers has to set suitable contexts for effective learning

·       Knowledge acquisition depends up on personal cognitive capacities

·       Learning exists in the mind and reflects through cognitive and social actions

·       Motivation is a key to learning. Readiness to learn is a necessity

Characteristic features of Constructivism

There are many specific elements and principles of constructivism that form its features. Let’s discuss them. (www.wgu.edu)

• Knowledge is to be constructed. Knowledge is built upon another knowledge that the learners already possess. A learner takes pieces of information and put them together in his own unique way. His way of building something will be different from another one’s method. The student’s previous knowledge, experiences, beliefs, and insights are important factors in learning.
• Learners are not passive listeners. In constructivist method, learners are learning to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a learner learns the chronological order of events in the Indian freedom movement, the learner learns years and events and along with that he also learns what is chronology and also what is significance of chronological order in studying a movement.
• Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it’s not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. Learner can’t just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc. (www.wgu.edu)
• Learning is through social activities and it is contextual. Family, teachers, neighbours, peers, and acquaintances impact on learning. One will not effectively learn in isolation. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge. Though knowledge is personal, it has social applicability
• Knowledge acquisition depends on personal uniqueness. Constructivism is based on learner’s own experiences and interactions. Each person will have their own prior knowledge and experiences to bring to the table. So, the way and things people learn and gain from education will all be very different. 
• Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning. Engaging the mind is key to successful learning. Mental experiences are needed for retaining knowledge.
• Motivation is key to learning. Learning will not be effective if the learner is unmotivated. Without motivation, it’s difficult for learners to reach into their past experience and make connections for new learning.

Disadvantages of Constructivism

One of the major disadvantages of constructivism is that the learner may not become able to contextualize learning at all time.  Learner may fail to form abstractions and transfer knowledge and skills in new situations (Merrill, 1991) There is possibility for confusion and even frustration in learning tasks. Other disadvantages are that the knowledge that construct by learner may not be factual, teachers may not get opportunities to transact knowledge properly, learners are being deprived form the effective learning, learners do not always actively construct meaning and building an appropriate knowledge structure and possibility of dullness in learning process.

 

Constructivism is the presently practicing approach mostly in school level education. The approach made teaching learning tasks activity oriented. Though there have some demerits, the approach is acknowledged as effective by pedagogical experts. 

 

Get a brief explanation from this link

 https://www.blogger.com/blog/post/edit/5783378581439316796/8144029602228316210

 

 

Critical Pedagogy

Critical pedagogy is a teaching approach. It is proposed by the famous educational philosopher Paulo Friere. Critical pedagogy is introduced for developing critical consciousness or critical awareness in the learner.  Critical consciousness is ability to critically perceive the causes of social, political and economic oppression and to take action against the oppressive elements of society.

          Critical pedagogy is defined as an education methodology that seeks to increase student awareness of the hidden curriculum’s inequalities and multiple form of oppression that exist in the society, and encourage them to take step towards creating a more democratic and equitable society. Friere explained this pedagogical approach in his book ‘pedagogy of the oppressed”

              The aim of Freir’s critical pedagogy is to restore to marginalized groups their stolen ‘voice’, to enable them recognize identify, and give their name the things in the world.

Characteristics of critical pedagogy

1.                   Critical pedagogy enables student to question and challenge domination, the beliefs and practices that dominate

2.                   Critical pedagogy is based on the presumption that all education is pedagogy

3.                   It provides the learner with tools to better themselves and define the world

4.                   Its approach is issue based or problem based

5.                   It provides the learner with the tools to analyse critically how and on whose benefit the knowledge is constructed

6.                   Critical pedagogy transforms the learner from objects to subjects

7.                   It aims to create a more egalitarian and just society

8.                   It transforms the learner from the role of passive listener to active participants

9.                   Critical pedagogy argues for an approach to education that is rooted in the experiences of marginalized peoples

10.                It is focused on dialogue instead of a one-way transmission of knowledge

11.                It envisages a transformed world, i.e., a more democratic, more just and more egalitarian world

12.                Critical pedagogy needs to create new forms of knowledge through its emphasis on breaking down disciplinary boundaries and creating new spaces where knowledge can be produced

Critical pedagogy is a teaching philosophy that asks teachers to encourage students to critique constructions of power and oppression. It is rooted in critical theory, which involves becoming aware of and questioning the societal conditions. In critical pedagogy, a teacher uses his or her own enlightenment to encourage students to question and challenge inequalities that exist in different facets of society where he lives.

Critical pedagogy primarily supports for thinking critically and challenging social structures. Critical pedagogy encourages students to challenge their own beliefs, break free of damaging social narratives, and think independently.

In critical pedagogy, assessment and evaluation will be with different strategies.   Assessments are not about finding the right answer, but are instead about critical thinking skills. Process oriented evaluation is suggested in critical pedagogy.  It is a cyclic process – teacher to learner – learner to learner- and learner to teacher. Learning is not a one-way process in critical pedagogy.

Concluding Thoughts

Implementing critical pedagogy has different ways in different subjects, and what techniques or strategies or tactics function for one class may not work for another. Often, this will involve finding common bonds between subjects as the critical approach is not confined to only one area of education and culture. Critical pedagogy is an effective tool in the hand of teacher to make his or her children active leaners in classrooms.