B.Ed. Social Science: INNOVATIVE WORK FOR TEACHING SOCIAL SCIENCE

B.Ed. Social Science: INNOVATIVE WORK FOR TEACHING SOCIAL SCIENCE

  December 31, 2020    Beema Saif

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AN INNOVATIVE LEARNING AID FOR TEACHING SOCIAL SCIENCE

INTRODUCTION

            Innovative works and Innovative lesson plans are two important works assigned to the student-teachers as part of their B.Ed. Course. This work aims at equipping future teachers to transact the learning materials and experiences innovatively and creatively to ensure the active participation of learners in the learning process by arousing interest in them. Innovation can be broadly thought of as new ideas, new ways of looking at things, new methods or products that have value. Innovation contains the idea of output, of actually producing or doing something differently, making something happen, or implementing something new. Innovation almost always involves hard work; persistence and perseverance are necessary as many good ideas never get followed through and developed.

            Innovation and creativity are fundamental to all academic disciplines and educational activities, not just the arts. The creative process is a critical component of making sense of learning experiences. Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others (Robert E. Franken). To be creative, you need to be able to view things in new ways or from a different perspective. Among other things, you need to be able to generate new possibilities or new alternatives. “Creativity is the capability or act of conceiving something original or unusual,” while “Innovation is the implementation of something new" (Paul Sloane).

            As part of my Innovative work assignments, I have created a Self Learning Material for the students. A Self Learning Material (SLM) is developed with the approach of self-explanatory, self-contained, self-directed, self-motivating, and self-evaluating. Proper planning has been done before the development of the learning material.

INNOVATIVE SELF LEARNING MATERIAL

            The present material is a Self-help Learning material to teach the topic "Social Problems and Solutions from the Unit "Towards A Bright Future" in the standard IX textbook. This Innovative work is a short book that contains activities with space allocated to students to practice their work. Answers are given hidden using cards and papers to avoid students get answers before they try to find out their own.            

            During the development of SLM, backgrounds of learners and learning needs, learning experiences, support, and preparation in adapting to flexible learning were considered. The major ingredients considered while developing the learning material by authors are learning objectives, assessment of prior knowledge, learning activities, feedback of learning activities, examples and illustrations, self-assessment tests, summaries, and key points. The learning material is developed with the constructivist approach and emphasized real-world tasks, learner’s choice of tasks or situations, case studies, collaborative learning tasks, opportunities for observing others, self-evaluation.

PROCESS

            The material can be placed on a flat surface such as a table. The student should open the book and read the instructions before starting to do the activities on the book. The student is asked to read the task which may be a question related to the topic. Then he should try to write down the points he knows related to the topic. After that, he can check the answers given in the book. Then the student can read the brief note on the concept on which the activity was given. There is a total of five such activities are included in the book. The student understands the topic well once he finishes doing the tasks and reading the brief notes.

CONCLUSION

            This work is helpful for the students to understand the topic, 'Social Problems and Solutions'. As social issues are something that exists in their surroundings, they might have familiar with some of them. So, it is easier for them to use a self-instructional module to grasp the concepts. With the help of this innovative work the learners learn in their own time and at their own pace with little or no supervision, self-learning materials are designed to facilitate the learning process. Self-directed learning can be challenging, even for the brightest and most motivated students.

 

 

 

 

 

 

 

 

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Reflective Journal - Peer Teaching, Face-to-Face Online Teaching, VICTERS Channel Observation & E-content Preparation

Reflective Journal - Peer Teaching, Face-to-Face Online Teaching, VICTERS Channel Observation & E-content Preparation

  December 30, 2020    Beema Saif

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“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - Alvin Toffler 

INTRODUCTION

            As the scheme and syllabus of Two Year B.Ed. Degree course (2019 Scheme) for the academic year 2020-21 was revised due to the closure of schools as a result of the spread of the Covid-19 pandemic, the School Internship Phase-I programme required its conduction through online mode. Through this, the 21st-century education in Kerala proved its capability to educate children to get adapted to any life situation. 

            This is how our educational system makes the students learn, unlearn and relearn because education is not the mere acquisition of knowledge or gathering of information. Education in its true spirit makes people live a meaningful life through all-round development of their personality, motivates them towards self-actualization, and prepares them for the future. A reflection journal was required to be kept and updated on the blog as part of the programme. 

 

            This reflection journal is based on the experience received during the sessions of Peer teaching, Face-to-face school teaching, VICTERS channel observations, and E-content video preparations. Reflective journals are personal records of students' learning experiences as a part of an educational programme. It helps to understand the things that have happened and to reflect on why it happened this way. It also helps to align our future actions with our lessons learned from our past experiences. 

 

PEER TEACHING CLASSES

            Totally 10 peer teaching classes with proper lesson plans duly verified by the optional teacher were required for the successful completion of the School-internship Phase-I programme. I have started my peer teaching sessions on 17th November 2020 for the 8th-grade Social Science students. The units covered include "Early life of men" and "The RivervValley Civilizations". I have completed the peer teaching sessions on 19th November 2020. Same subject peers, as well as other subject peers, attended my sessions. I could also attend the sessions of the same subject peers and the other subject peers.

            The classes were very much thrilling. In the beginning, I was a little nervous as there were peers from other optional subjects. But, as the session progresses I could gradually adapt to it. The sessions were also monitored by my optional teacher as well as general teachers. I was happy to receive valuable feedback from experienced teacher educators. Peer teaching sessions were helpful to practice my skills in teaching. It was effective in understanding my' strengths and the areas to be improved. It also helped me to build sound content knowledge and mastery of the subject. 

            After ten peer teaching classes, my content knowledge and pedagogical knowledge has been improved. Became more confident in handling students. With each session, my performance got improved. Observing the teaching of my peers was also helpful to have a proper idea about the teaching-learning process. Earlier we had opportunities to practice micro-teaching skills. Peer teaching sessions provided an opportunity to integrate all the micro-teaching skills into a whole macro session and to practice it well. 

 

 

FACE-TO-FACE ONLINE CLASSES

            Totally 10 face-to-face online classes for Upper Primary, High School, or Higher Secondary students are needed for the successful completion of School-Internship Phase 1. As part of my School Internship, I have been assigned to the Nithya Sahaya Matha Girls High Schools at Kottiyam in Kollam. I have conducted the sessions online from 23rd November 2020 to 30th November 2020 for the 8th-grade students in Social Science and covered the unit "Reading Maps". School teaching was a great experience with a bunch of smart and enthusiastic students. It was a marvelous experience. Details of the classes were shared to their WhatsApp group soon after their class teacher added me to the group. 

            It was the first time the students were using the Google Meet app for learning and attending a live online session. So measures were taken to make them familiar with the different options on Google meet such as using the chatbox, turning video and audio on or off, etc. I had an informal talk with the students at the beginning of the class to break the ice and to build a rapport with them. An attendance register was strictly maintained for marking the attendance of students. Follow-up was taken place for absentees.

            A pleasant and friendly approach was maintained through out the sessions. Checked students understanding through questions. Whiteboards, markers, Multimedia presentations using Powerpoint slides, videos, images, tables, charts, activities, etc. were implemented to sustain the attention of students. ICT-based learning was found to be effective. There were continuous interactions with the students. Reinforcements were provided frequently for their responses. Special assistance was given to students with unstable network connections. They were given a quick session over WhatsApp. Learning materials were also provided to all students. Positive and encouraging feedbacks were obtained from my optional and general teachers regarding the sessions. 

 

            This face-to-face learning experience was really helpful to build teaching skills. I am very much satisfied with my teaching practice now. During the face-to-face teaching, conscientization programmes and school-based activity were also carried out. An achievement test was conducted. Later a diagnostic test followed by remedial teaching was also carried out for the betterment of the pupils.

VICTERS CLASS OBSERVATION

            Student-teachers needed to observe and write reviews of the classes by expert teachers which were broadcasted on the VICTERS channel. Several classes were observed and wrote lesson plans for fifteen number of selected classes in the subject Social Science for 9th-grade students. 

            Fifteen Lesson plans were written based on the classes of the teachers - Mr. Aneesh V (Unit: National Income), Mr. S. Sudheesh Shenayi (Unit: Sun - The Ultimate Source), Mr. Mahesh G. (Unit: Signature of Time), and Mrs. Bindhu P.V. (Unit: Indian Constitution: Rights and Duties). Their classes surprised me. Those were perfect models to be followed. The classes were orderly, sequential, systematic, and well organized. They started by mentioning the lessons taught in the previous classes and developed their lessons using multimedia and through proper explanations. An overall summary was given at the end of the session followed by enrichment activities. 

            All the teachers took great efforts to use various means to transact the learning materials in the best possible way. It helped to self-assess my teaching strategies. These video lessons were examples of how to integrate technology effectively in different disciplines in social science such as Economics, Geography, History, Sociology, etc. It also helped to understand how to make children internalise various concepts in Social Science. 

E-CONTENT/ VIDEO LESSONS

            As teachers who are digital immigrants but need to handle students who are digital natives, it is important for us to master technological knowledge and skills. Therefore we were instructed to create five E-content videos or Video lessons for the completion of our School Internship Phase-I programme. 

            I have created five E-content videos each having a duration of 15 minutes. E-contents were prepared for the subject of Social Science of 9th-grade students for the unit, "Oceans and Man". At first, five Econtent lesson transcripts were prepared based on the prescribed format. Then Econtents were prepared. These Econtent materials are videos that include texts, images, tables, video clips, audio, PowerPoint slides, etc. Screen recording and video editing tools were used for preparing the content. 

            In the beginning, it was difficult to create this material due to a lack of exposure and experience with technology. Gradually, my technological knowledge and skills were improved. The E-contents were uploaded in a folder on Google Drive and the link was shared with teachers. 

 

CONCLUSION

            Education should prepare an individual for life. In this ever-changing world, “Intelligence is defined as the ability to adapt to change” (Stephen Hawking). Skills that allow people to adapt to rapid change is an important factor in determining whether the future is full of promise or peril. The skills that are uniquely human and that complement digital technologies are increasingly in demand. These skills, such as adaptability, flexibility, lifelong learning, being up-to-date in ones' field, etc. have always been important for work and life, but the current context makes them even more crucial for the present and future generations.

            Therefore the School Induction Phase-I programme that was carried out online mode prepared both the teachers and the learners to constantly upgrade their skills. It also gave an insight that learning is possible in any situation. We know that education empowers us to face many adversities in life. Education is possible anywhere, anytime during any disastrous phase was the great realization obtained through these learning experiences.

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REPORT ON SCHOOL BASED ACTIVITY: Multiple Intelligences

REPORT ON SCHOOL BASED ACTIVITY: Multiple Intelligences

  December 30, 2020    Beema Saif

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REPORT ON SCHOOL BASED ACTIVITY

INTRODUCTION

            The school-based activity is coming under the paper EDU 12: Learner in the Educational Perspective. The aim of the activity is to equip the student teachers proficient in initiation, organization and management of student-centred programmes considering the demands of the group. Student teachers can conduct any activity/programme in connection with the theoretical transaction of Educational Psychology in classroom in order to help school students for meaningful learning.

            The school-based activity was conducted in the form of a video presentation on the topic multiple Intelligences. The program was carried out during the face-to-face teaching practice which was done through the Google Meet.    

NEED AND SIGNIFICANCE OF THE PROGRAM

            Multiple intelligences refer to a theory put forward by Howard Gardner (1983). The multiple intelligences range from the use of words, numbers, pictures and music, to the importance of social interactions, introspection, physical movement and being in tune with nature. Accordingly, an understanding of which type(s) of intelligence a student may possess can help teachers adjust learning styles, and suggest certain career paths for learners.

            All intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two of verbal-linguistic or mathematical-logical intelligences, which have historically taken precedence. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

            The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching and learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.).

            When educators are given the freedom to move away from the traditional, visually-based methods of teaching, they will have the opportunity to reach more students, more effectively. By teaching to the dominant learning intelligences, teachers will find students to be more productive, more receptive and more willing to engage in the learning process.

 

OBJECTIVES

1.      To make students aware about the different types of intelligences

2.      To make students aware about the different types of professions as per their intelligence

3.      To enable students to improve the types of intelligences other than their prominent                   intelligence.

4.      To get an awareness about the different modalities that can be used in a classroom to                   overcome the individual differences during the teaching learning processes.  

 

 PROCEDURE

            The programme was conducted during the teaching practice time. Due to the prevailing conditions, didn’t get a chance to directly conduct the school-based activity. So the activity was conducted in the form of a video presentation based on the Multiple Intelligences. The video was in the form of an e-content. Several slides describing about the 9 types intelligences, the famous personalities coming under each types of intelligences, the characteristics of people having that intelligence, the ways to improve each of the intelligences, the fields which are suitable for each of the intelligences etc are included.

            After the presentation, conducted a discussion on the topic with the students. Cleared the doubts raised by some of the students. 

              Following  are the images and screenshots of the school based activity on multiple intelligences:

Howard Gardener

Multiple Intelligences proposed by Gardner

 

CONCLUSION

            We are able to know the world through language, logical mathematical analysis, spatial representation, musical thinking, the use of body to solve problems or to make things, natural enjoyment, awareness about the existence, an understanding of other individuals and an understanding of ourselves. In short, we need to effectively utilise all the nine types of intelligences. By teaching the dominant intelligences, teacher can find their students to be more receptive and more willing to engage in learning processes. 

 

REFLECTION

            Students got an idea about the different types of intelligences and they came to the conclusion that each among themselves are having different capabilities. Some are good in music, some are good in dance, some are good in maths, some are good in verbal capacities etc. As a prospective teacher, I got an idea that not a single method of teaching will fit for all. So, have to identify the types of intelligence of students and have to plan the teaching process accordingly.

 

REFERENCES

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

https://www.cornerstone.edu/blog-post/what-are-multiple-intelligences-and-how-do-they-affect-learning/

https://www.institute4learning.com/resources/articles/multiple-intelligences/

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