Government of andhra pradesh school education department diploma in Elementary



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Part 1: On-going Activities

An on-going strand during the two year course, to be coordinated and shared by the faculty, would include



  • Journal writing by student teachers to reflect on significant experiences and periodically process their observations and thoughts on life situations, with comments being noted by a designated teacher educator as mentor.

  • Engaging with a range of literary texts such as short stories, poetry, novels, biographies, drama, expository texts. Opportunities must be provided to student teachers to share their interpretations.

  • Reading and Reflecting on texts has to be facilitated by all teacher educators through-out the programme. Student teachers have to be guided to critically read, discuss and reflect on the essential readings listed in all the courses.

  • Carefully framed writing tasks towards the beginning and end of each year, which enable student teachers to express and reflect, in stages, on their prior life journeys, current assimilation of experiences and questions, as well as evolving perspective on education.

  • Student teachers need guidance in questioning their beliefs, understanding and reflecting on their own processes of transformation as professionals and individuals. Teacher educators need to be sensitive and supportive in this process and mutually learn.

  • Change in assumptions and beliefs in the course of pre-service training in terms of nature of the child, nature of the learning, teaching, school, textbooks, assessment etc.

Part 2: Suggested Themes for Seminars and Workshops

  • Awareness of self, Understanding oneself

  • Aims and purposes of life

  • Mindfulness

  • Becoming sensitive

  • Accepting and celebrating differences

  • Harmony in relationships

  • Peace and coexistence

  • Conflict resolution

  • Stress management

  • Nurturing life skills among children

  • Writing year plans and lesson plans

  • Development of question papers

Note: Out of six (6) workshops, a 2-day workshop may be organized for developing year plan, lesson plan and period plans. Another workshop for developing question papers is the mandatory. The remaining four (4) workshops may be organized for given above suggested themes.

Suggested Resources

  • Batra, Poonam (2005).Voice and Agency of Teachers: The missing link in the National Curriculum Framework 2005, Economic and Political Weekly, Vol. 11, 4347-4356.

  • Danger school, (1996). Mapusa, Goa, India: Other India Press.

  • DSERT, 2015. D.Ed II Year. Education for Peace. Source book material. Bangalore: GoK

  • Friere, Paul (1992). Pedagogy of Hope. London, UK: Continuum pub. Co.

  • Gupta, Latika (2008). Making of a Teacher, Seminar, No. 592, 22-27.

  • Krishnamurti, J. (2000). Life Ahead, To parents, teachers and students, Ojai, 
California, USA: Krishnamurti Foundation Trust.

  • Wood, David (2000). Narrating Professional Development: Teacher’s stories as texts for improving practice. Anthropology and Education Quarterly, 31(4), 426- 448.

Audio-Visual Resources

  • Had-Anhad: Journeys with Ram and Kabir by Shabnam Virmani http://www.kabirproject.org/

  • Teacher’s Journey: An observational film on teaching methodologies of a primary school teacher in a single-teacher school in MP, India. Director- Deepak Verma, Azim Premji Foundation. For copies contact - madhumita@azimpremjifoundation.org.

  • Where Knowledge is Free: A documentary film about children branded by Caste and excluded from education. Director Binitesh Baruri. Available at Indian Institute of Dalit Studies, Q-3, Green Park Ext., New Delhi-16,Ph. 91-11-41643981. http://www.dalitstudies.org.in.

* * * *
Ist Year D.El.Ed. Paper 10

Proficiency in English

(Self Development Paper)

Maximum Marks: 50

External: 0

Internal: 50 Marks

Rationale and Aim

The purpose of this course is to enable the student-teachers to improve their proficiency in English. A teacher's confidence in the classroom is often undermined by a poor command of the English language. Research has shown that improving teacher efficacy, or her own belief in her effectiveness, has a tremendous impact on the classroom. A teacher who perceives herself as proficient in English is more likely to use communicative strategies for teaching English. She is less likely to resort to using simple translation or guide-books for teaching English.



This course focuses on the receptive (listening and reading) and productive (speaking and writing) skills of English and combines within each of these, both an approach on proficiency in usage and proficiency in classroom teaching.

Specific Objectives

  • To strengthen the student-teacher’s own English language proficiency.

  • To brush up their knowledge of grammatical, lexical and discourse systems in English.

  • To enable students to link this with pedagogy.

  • To re-sequence units of study for those who may have no knowledge of English.

This course will attempt to use a variety of resources, tasks and activities to enable the student-teacher to develop/increase her proficiency in English. The focus will not be on learning and memorising aspects of grammar and pure linguistics. Instead, the aim will be to enjoy learning English and to constantly reflect on this learning to link it with pedagogical strategies.

Unit 1: Introduction

  • Introduction

    • English around us

    • English as a global language – Language of opportunities

    • Constitutional provision; English as an Associate Official Language

    • Importance of language proficiency in classroom transaction.

    • Different avenues for development of language proficiency.

    • Need and importance of English language proficiency to the elementary teacher.

Unit 2: Understanding Language - Listening to and Producing Oral Discourses

  • Introduction

  • Listening with comprehension

  • Analysing discourse features in Listening and Speaking

  • Analyzing the suprasegmental features

  • Issues related to oral discourses

  • Making oral presentations and constructing different oral discourses

  • Opportunities to Use Language in context

  • Oral discourse and their features

  • Activities:

      • Theme-based interaction

  • Listening to oral discourses (speeches, discussions, songs, news reports, interviews, announcements, ads, etc.)

  • Producing oral discourses (speeches, discussions, songs, news reports, interviews, announcements, ads, etc.)

  • Giving and eliciting feedback for refining oral discourses in terms of features of discourses and supra-segmental features.

  • Using classroom theatre (drama, choreography) as a pedagogical tool

Unit 3: Critical Reading

  • Introduction

  • Reading for comprehension

  • extrapolating the texts through making inferences, analysing, reflecting

  • understanding the theoretical postulates of critical reading

  • Reading different types of texts such as descriptions, conversations, narratives, biographical sketches, plays, essays, poems, screenplays, letters, reports, news reports, feature articles, reviews, notices, ads /matrimonial, brochures, etc. and identifying their features.

  • Understanding the process of critical reading

  • Indicators for assessing reading

  • Activities:

    • Identifying the features of various discourses they have read

    • Interpreting tables, graphs, diagrams, pictures, etc.

    • Reviewing any book/article

    • Using reading as a tool for reference skills i.e. use of dictionary, encyclopedia and internet

Unit 4: Writing and Creative Writing

  • Introduction

  • Writing for specific purposes and specific audience and understand writing as a process

  • Experience the classroom process of writing (individual, collaborative, editing)

  • Writing texts such as descriptions, conversations, narratives, biographical sketches, plays, essays, poems, screenplays, letters, reports, news reports, feature articles, reviews, notices, ads/ matrimonial, brochures etc. and identifying their features

  • Recognising errors as a part of learning process

  • Editing the written texts in terms of discourse features, syntax, morphology and writing conventions

  • Indicators for assessing the written discourses

  • Activities:

    • Brainstorming on the theme and the type of text, the audience, etc.

    • Concept mapping on the content and organization of the text

    • Writing individually and refining through collaboration

    • Reading related texts for refinement of the written work in terms of discourse features and theme

    • Editing texts written by oneself and others in terms of discourse features, syntax, morphology and conventions of writing

Unit 5: Vocabulary and Grammar in Context

  • Introduction

  • What is grammar; how we learn grammar in mother tongue.

  • Problems with traditional prescriptive grammars.

  • Classification of words (closed word classes and open word classes).

  • Lexical, phrasal and clausal categories.

  • Elements of a sentence (nuclear and optional).

  • Classification of clauses based on structure, function and finiteness.

  • Auxiliary system (Tense, Modals, Perfective and Progressive Aspects, Passive).

  • Syntactic devices (coordination, subordination, complementation, relativisation, passivisation, embedding, agreement)

  • Word formation (prefix, suffix, compounding)

  • Synonyms, antonyms, homophones, homographs, homonyms, phrasal verbs, idioms

  • Activities:

    • Reading passages and analyzing the distribution of linguistic elements.

    • Classification of words in a given sentences.

    • Making generalizations on syntactic and morphological properties.

    • Checking the generalizations in the light of new passages.

    • Writing discourses and editing them individually and also through collaboration, feedback.

    • Critical reading of specific areas of grammar as discussed in a few popular grammar books and reaching at conclusions.

    • Framing questions for different types of texts for reading comprehension/ interaction.

References

Agnihotri, R.K. and Khanna, A.L. (1996). Grammar in context.New Delhi: Ratnasagar. Cook, G, Guy (1989). Discourse, Oxford University Press , Great Clarendon Street, Oxford OX2 6DP

Craven, M. (2008). Real listening and speaking -4. Cambridge: Cambridge University Press.

Driscoll, L. (2008). Real speaking. Cambridge: Cambridge University Press. Elboum, S.N. (2010).Grammar in context ^.Heinley ??????????? Grellet, F. (1981). Developing reading skills UK: Cambridge University Press. Haines, S. (2008). Real writing. Cambridge: Cambridge University Press Hedge, T. (1988). Writing. Oxford: Oxford University Press.

IGNOU (1999). Reading comprehension (material for Course ES-344 Teaching of

English). New Delhi: IGNOU.

Lelly, C. Gargagliano, A. (2001). Writing from within. Cambridge, UK: Cambridge University Press.

Maley, A. & Duff, A. (1991). Drama techniques in language learning: A resource book of communication activities for language teachers (2nd ed.). Cambridge: Cambridge University Press.

Morgan, J. and Rinvolucri, M. (1983). Once upon a time: Using stories in the language

classroom, Cambridge: Cambridge University Press. Radford, A. (2014) English Syntax Cambridge University Press

Seely, J. (1980. The Oxford guide to writing and speaking. Oxford: Oxford University Press.

Slatterly, M. and Willis, J. (2001). English for primary teachers: A handbook of activities

& classroom language. Oxford: Oxford University Press. Thornbury, Scout (2005) Beyond the Sentence- Introducing discourse analysis. Wright, A. (1989). Pictures for language learning, Cambridge: Cambridge University Press.

* * *

2nd Year D.El.Ed. Paper 1

Education in Contemporary Indian Society

(General Paper)

Maximum Marks: 100

External: 60 Marks

Internal: 40 Marks


Rationale and Aim

This course involves an understanding of the events and issues that have influenced and continue to shape the lives of people in India. The student teachers are expected to enrich their understanding of education by relating and integrating the discussions on the historical, political, economic trajectories of Indian society discussed in the course. The course aims to examine the larger issues in Indian society within which educational structures, policies and provisions get shaped.



We have a heritage in education drawing upon many sources. It is upon this heritage that further developments directed towards building understanding in education and its processes needs to be built. Here again, perspectives from different social science disciplines have been drawn to enable the student teachers to acquire analytical frameworks to examine developments in education, connecting with the past and looking ahead. This course forms the basis to think critically. A questioning outlook is required from students teachers which can help them challenge their own presumptions regarding the nature of Indian society, issues and challenges and it’s influence on the processes, content and structure of education.

Objectives

  • To familiarize student teachers with an understanding of the historical and socio-economic trends of Indian society in order to be able to appreciate the interrelatedness of education and the wider context

  • To develop critical understandings of the diversity and heritage of Indian society

  • To examine inequalities that plague Indian society and challenges of achieving social justice

  • To understand the relationship between the public context of education and the Indian Constitution in a democratic country like ours, especially in shaping the aims of equity, quality, justice and inclusion in education

  • To observe and examine the nature of manifestation of social diversity in classrooms, revisit one’s general presumptions and reflect on one’s role as a teacher

  • To build a robust vision of a school, community and society from a liberal, humane perspective

Unit 1: Colonial and nationalist ideas on education

  • Colonial education, indigenous education, debate over education policy (Orientalists, Anglicists) development of English education, impact on content, pedagogy and the school system.

  • Nationalist Movement - Rise of national consciousness, education reforms and legacy, influence of these ideas in shaping nationalist discourse in education.

  • Social Movements in pre-independent India– Voices of the marginalized and their struggles for equal participation in education

Unit 2: Indian Constitution and Provisions for Education

  • Constitution and Education: Constitutional vision of independent India, Directive Principles of State Policy and education

  • Panchayat Raj Institutions and Education - 73rd & 74th Constitutional Amendments and its implications.

  • Policies, Acts and Provisions related to education and children with special reference to their contexts (class, caste, tribe, religion, language and gender)

  • Equality and Justice in the Indian Constitution (Understanding the Preamble and basic concepts in Indian Constitution, Role of education to ensure Fundamental Rights); Reservation as an egalitarian policy: Equalisation of educational opportunities, Differential school system and idea of common neighbourhood and school system

  • Human and Child Rights

Unit 3: Inequalities in Contemporary Indian Society

  • Nature and causes of inequalities - Equality, equity, democratisation of quality education.

  • Changing social structures and education: Caste, Class and Social Exclusion

  • Power, Ideology and Merit in Education: differential school system and the idea of common neighbourhood school; Debates around growing influence of English language, mother tongue on medium of instruction

  • New Economic Reforms and their impact on Education

  • Public Education Vs Private Education and Privatisation of Public Education

  • Globalisation and its impact on education; Environmental degradation, Consumption patterns and issues of sustainable development; Loss of indigenous knowledge systems including languages

  • Education and Human Resource Development

Unit 4: Educational Policies and Programmes in Independent India

  • Important features of educational commissions and policies (Basic education and its review, Kothari Commission, NPE-1986, Learning Without Burden Report by Yashpal-2003, NCF-2005, RTE-2009, SCF-2011…)

  • Important programmes (APPEP, DPEP, SSA, RMSA, Teacher Education)

  • Special programmes: Mid Day Meal, ICT, OBB, MLL.

  • Innovations and alternative forms of educations: Eklavya, Diganathar, Rishi Valley, ABL, CLIP, CLAPS, LEP, Children Literature, Classroom Library, Children Diaries, Wall Magazine, M.V. Foundation [Bridge Course Centres] etc.

Unit 5: Vision of an Inclusive and Democratic Indian Society

  • Democratisation of Education

  • Peasant, Dalit and Feminist Movements and their implications to Education

  • Education of Disabled, Marginalised and Socially Disadvantaged

  • Role of state, school and teacher in building an Inclusive and Democratic Indian Society

Suggested Mode of Transaction

  • Classroom discussions on student teachers’ prior understanding of concepts such as Democracy, Equality, Social Justice, Inclusion, Access, Success, Stagnation, Dropout and dealing with deprivation and learning experiences

  • Reflective assignments to engage student teachers in challenging their presumptions regarding India’s diversity and legacy

  • Close and critical reading, as well as analysis of education policy documents, texts, and articles

  • Dialogue, discussions and analysis based on classroom observations, interpretation and analysis of primary and secondary data on learning conditions and experiences of children in school and its impact on meaningful, participatory learning.

Suggested Practicum Tasks

Task 1:

Student teachers discuss in groups Gandhi’s vision of Basic education and its implications for school curriculum.



Task 2:

Student teachers can collect autobiographies, biographies, short stories focussing on education to analyse the nature of schooling in colonial and post independent India.(Om Prakash Valmiki’s “Joothan”, Rabindranath Tagore’s ”The Parrot’s Training”, for instance)



Task 3:

Student Teachers take up case studies of social movements in the region, for instance, Women, Dalit and Tribal movements, Displacement, Land Rights, Human Rights and examine issues such as education as social action, role of education in breaking the cycle of poverty and increasing opportunity.



Task 4:

Student teachers take up group projects on themes such as First generation school goers – issues and concerns; Education of children from slums, migrant children and other children in difficult situations– documenting experiences; Education of children with special needs – challenges and opportunities



Task 5:

Student teachers view films (such as Satyajit Ray’s Apu Trilogy) to discuss issues like deprivation and formal schooling, drawing from their own experiences in school.



Task 6:

Student teachers research, reflect and present their points of view on alternative visions of Indian democracy: presenting multiple perspectives on the expectations from democracy in India, and the institutions and attitudes of mind needed to give expression to these. 




Other Tasks:

Some Suggested Projects on Contemporary Indian issues

  • Critical appraisal of Constitutional values as practiced in an Educational Institution

  • Comparative study of different workplaces

  • Conflicts and Social Movements in India: Women, Dalit and tribal movements, Displacement, Land, Human Rights, Communal mobilization.

  • Displacement and Development

  • Educational debates and movements

  • First generation learners in school

  • Children with disability and inclusive education

  • Role of Media in Democracy

  • Effects of mass media/ social media on children’s education

  • Understanding childhood in India

  • Analysis of contemporary debates in media

  • Education for Peace

  • Construct of the child and school in RTE act

  • Language within school

  • Tracing any farm/industrial product to its origin

  • Role of state and international political economy in producing and addressing marginalization

  • Linguistic and religious diversity of India

  • Significance of minority rights

  • Educational status, opportunities and experiences of Dalits, Tribals and Religious minorities in India

  • Marginalization and education of children from slums and distress migration

  • Challenges of pluralist education in the context of conflict

  • Impact of electronic media on children

  • Understanding youth culture in the present times and the impact of internet and other visual mediums

Essential Readings

  • Government of India (GOI) (1986/92) New Education Policy, MHRD: New Delhi.

  • IGNOU FHS 01 Block 3 Emergence of independent India. IGNOU: New Delhi. Unit 10: Indian National Movement I.

  • Kashyap, S C (2009) The Constitution of India. National Book Trust: New Delhi.

  • Naik,J.P. (1979.) Equality, Quality and Quantity: The Elusive Triangle in IndianEducation. Macmillan:Delhi

  • NCERT Class VIII Textbook (2006-2008) Social and Political Life III NCERT: New Delhi Unit 1, 2, 3, 4, & 5.

  • NCERT Class XII History Textbook (2006) Themes in Indian History II, Theme 3 NCERT: New Delhi

  • NCERT Class XII History Textbook(2006) Themes in Indian History III Theme 3 NCERT: New Delhi.

  • NCERT Textbook (2006) Democratic Politics 1, NCERT: New Delhi Chapter 3,4,& 5.

  • NCERT textbook (2006) Social and Political Life 1, NCERT: New Delhi. Unit 3.

  • Nurullah,S. and Naik,(1964)A Student’s History of Education in India:1800-1965. Macmillan

  • Raina, Vinod (2009) Right to Education, Seminar 593
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