Report on Teaching Practice: School Internship Phase II

Report on Teaching Practice: School Internship Phase II

  February 28, 2021    Beema Saif

---

INTRODUCTION

            Due to the closure of schools as a result of the spread of COVID-19 pandemic, the School Internship Phase 2 programme has been conducted in a blended mode comprising both online and offline classes. The School Internship was split into two sections: Peer teaching and Face-to-face teaching. Peer teaching was further split into Offline peer teaching and Online peer teaching.

1. Offline Peer Teaching

        Peer teaching was conducted from 25th January 2021 to 8th February2021 at H.K.M. College. Among 15 lessons, 11 lessons were taught through offline mode.

The lessons taught include:

• Lithosphere and Asthenosphere
• Rocks
• Weathering
• Soil Evolves
• Soil for Sustenance
• Legislature in India
• Rajya sabha and Lok sabha
• Functions of parliament
• Executive and President
• Atmospheric Composition and
• Changing atmospheric condition

Experiences/Reflection

            Student-teachers became familiar and adaptive to the peer teaching sessions within two-three days. Apart from a few minor mistakes the sessions were effective. Implementing new ways to present the teaching learning materials can be highly effective to draw and sustain the attention of students. Teacher should take deliberate efforts to make classroom student-centred. Learner-friendly study materials should be included. Increased participation from students results in increased learning.

2. Online Peer Teaching

           Among 15 lessons, 4 lessons were taken online on 4th February 2021 and 6th February 2021 using Google meet.

The lessons taught include:

• Money bill, Other functions of Parliament
• Sessions of Parliament, State Legislature
• Vice president, Prime minister, and
• Judiciary in India

Experiences/Reflection

            Online teaching is challenging at times. However, students' attention can be earned by using a variety of teaching aids and different strategies. Multimedia is an all-time favourite of students of all age group. 

3. Face-to-face Online Teaching (Class 1 to 8)

            For face-to-face teaching I got 8th grade students of NSMGHS Kottiyam. They were English Medium students. Total strength of the class was 18. The classes were taken from 9th February 2021to 24th February 2021.

The lessons taught include:

• Towards the Saptha sindhu region
• Life of People (aryans)
• Rigvedic Society
• Towards the Gangetic plain
• Rise of cities
• Towards an agrarian society
• Aryans in Sapata SIndhu region and in Gangetic plains
  
• Formation of new ideas

Experiences/Reflection

                In this era of technology, children literally born with smart phones in their hands. There is an information explosion and its spread every where. As teacher is not the only source of information to todays' kids, teacher should master technological skills and additional abilities to guide students properly. Teacher can succeed only if he/she is able to provide a better learning experience to students rather than merely transacting the content from the textbooks.

4. Face-to-face Online Teaching (Class 9 to 15, Achievement and Diagnostic tests)

The lessons taught include:

• Buddhism in India
• Buddhism Centres, Contributions
• Jainism
• Mahajanapadas
• Magadha
• Foreign relations
• Persians and Macedonians in India

Experiences/Reflection

              Teaching practice was a very good experience. It helped to improve teaching skills, teaching competence and content knowledge. Assessment and evaluation through online mode was challenging but technological challenges had technological solutions. We got ample opportunities to interact with school children which gave us confidence to manage classes. Our peers and teachers helped us to improve our knowledge and skills. 

Read More

B.Ed. Innovative Work in Social Science

B.Ed. Innovative Work in Social Science

  February 20, 2021    Beema Saif

---

Innovative Working Model

                An Innovative Working Model of a well was used to present the topic "Mahajanapadas" from the unit, "Towards The Gangetic Plain" of  8th standard during the School Internship - Phase 2 programme. Janapadas are the places where Aryans settled in the Gangetic plains which were later combined together to form Mahajanapadas. There were such 16 Mahajanapadas existed in ancient India - Kamboja, Gandhara, Kuru, Panchala, Kosala, Malla, Vajji, Kasi, Vatsa, Surasena, Matsya, Avanti, CHeti, Magadha, Anga, and Assaka.

Purpose of the work:

            The purpose of the work was to present the topic in an innovative and interesting way to enhance the learning of the students. The span of attention of humans is limited. Also, there are more distracting element in an online teaching session than in a traditional face-to-face teaching. With the help of appropriate learning materials, teacher can help students to arise intellectual curiosity and suystain their attention longer and learn efficiently. 

Outcome of the work:

            Students had a better idea of the topic with the help of the innovative working model presented to them. Students were excited to see the working model of a well. This way of presenting the learning material also helped to reduce boredom and repetitive classroom procedures. It gave a break from the regular classroom interaction and added a fun element to learning.

Read More

Cognitive Maps

Cognitive Maps

  February 17, 2021    Beema Saif

---

Introduction

            The idea of cognitive map originates from the work of the psychologist Edward Tolman, who is famous for his studies of how rats learned to navigate mazes. In psychology, it has a strong spatial connotation- cognitive maps usually refer to the representation of a space (e.g., a maze) in the brain. Cognitive maps have since been used in a range of fields; Colin Eden, an operations researcher, used the term in a broader sense to refer to a mental model representation of any type of process or concept (whether spatial or not). 

        Cognitive maps can be defined as mental images and concepts that are built to visualize and assimilate information. They are also referred to as mental maps, mind maps, schemata, and frames of reference. They act as tools for strategists to move beyond the constraints of short-term memory and to process information spanning long periods of time. The mind creates spatial concepts in order to make sense of incoming information.

Advantages

• The process organizes complex information into manageable portions.
•  It simplifies knowledge, increases memory, and improves cognition where cognition is understood to be the mental act or process by which knowledge is acquired, including perception, intuition, and reasoning.
• As a fundamental mental process, it acts as a coping mechanism under conditions of uncertainty.
•  It is also essential in environments where strategic decisions are made in rapidly shifting economic environments.
• The method is applied equally effectively for nonvisual tasks, such as memorizing lists, code, names, and other textual information.

Preparation of Cognitive Map

Topic Selected: 

The number of cognitive map selected is two based on two topics from Geography and Philosophy textbooks of plus one. 

1.    Geography As A Discipline
This topic was chose from the Geography textbook of plus one. It introduces Geography as an independent subject. This topic covers the fundamental aspects of Geography as a discipline. It includes the origin of the discipline, nature, relationship with other disciplines, branches of Geography, classification of Geography based on Systematic approach and regional approach, etc. This topic also deals with the questions such as what is Geography and why should we study Geography.

2.    Introducing Logic

   This topic was chosen from the Philosophy textbook of plus one. It introduces Philosophy, logic and reasoning.  The topic discusses the fundamental aspects of the discipline Philosophy including the origin, epistemology, definition, important philosophers, etc. Moreover it explains the main branches of Philosophy- Metaphysics, Epistemology, and Axiology, the development of Logic, the categories of Thinking, the laws of thought, and the relationship of logic with other sciences are also included under this topic. 

Method Adopted: 

There are a number of strategies to create cognitive maps including free drawing. The use of mobile application was the strategy followed here. Among many apps, "MiMind App" has been installed to create cognitive maps.

• Main Points Included:

The cognitive maps were developed based on two different topics from different subjects. Each topic was dealing with the fundamental aspects of those disciplines. The main points included in the topic 1, Geography As A Discipline, are the branches of Geography based on systematic approach and regional approach; and the interrelation of Geography between other disciplines. The main points included in the topic 2, Introducing Logic, are the meaning and definition of Philosophy, interrelation between Philosophy and other disciplines, logic, laws of thought, utility of logic and interrelation between Logic and other sciences.

Cognitive Maps

To find the cognitive maps please click the links below:

1. Cognitive Map: XI Philosophy: U1: Introducing Logic 

2. Cognitive Map: XI Geography: U1 Geography As A Discipline

Conclusion:

Cognitive map, as a visual representation of Knowldge, is a good teaching aid for the teachers. With the help of cognitive map, it was easier to arrange learning material based on the relationship between ideas, concepts, and different branches of information. It will help students synthesize and interate information, ideas and concepts. All learners benefit from this study material, especially visual learners can grasp it faster. Students can understand the link between different information which enhances their ability to recall it with accuracy.

Read More