CRITICAL PEDAGOGY and ISSUE BASED LEARNING
Critical Pedagogy is the theory of PAULO FREIRE.
It envisages an educational system capable of transforming the world -
where people get involved in social issues,
analyse them critically,
discuss them in a democratic atmosphere and
achieve a deepened awareness of socio-cultural reality that shapes their life.
According to Freire, when students think critically about their educational situation, they will be able to find connection between individual problems and experiences with the social context in which they live.
Freire stresses the importance of LIBERATING EDUCATION.
'PRAXIS' is the power and knowledge to take action against oppression. Praxis involves engaging in a cycle of theory, application, evaluation, reflection and then back to theory.
The first step of praxis is 'conscientisation' , which is realising ones consciousness.
Social transformation is the product of praxis at collective level.
Steps in Critical Pedagogy
Critical Pedagogy develops through a sequence of six steps:
1. CONTEXT
This tells about the background of the students. Educator must know each student -his/her family, social status, financial condition, culture, religious belief etc.
2. VOCABULARY
This tells about the volume of vocabulary possessed by each student. The educator must know the vocabulary of each student including their pronunciation, colloquial usage, slang etc.
3. CODIFICATION
This tells about the codification of words or usages possessed by the student. The educator must know the vocabulary possessed by the student with its coded meaning - a word may have different meaning in different localities and places.
4. DE-CODIFICATION
This tells about the codification of words and themes possessed by students, as being part of a culture, the educators must be aware of their influence on the child - listened words can create images in the mind.
5. DIALOGUE
This narrates the dialogue mode of learning , which builds upon dialogue between persons. This approach helps all learners to be active in learning process , contributing their share of knowledge. The educators must set a free learning atmosphere to help learners express themselves. In this setup, the students are co-investigator with the teacher and each one in the group teach others.
6. PRAXIS
This is 'action'. The dialogue mode of learning helps one to gain new knowledge and this knowledge inturn leads to actions.
ISSUE BASED LEARNING
By incorporating the ideas put forward by Freire, a problem based approach is being introduced in the school curriculum in Kerala. There are eight major issues to be dealt in as the bases for classroom transactions. They are :
CURRICULUM
The word 'curriculum' is derived from the Latin word 'currere' , which means 'to run'.
Curriculum means race course/ course of study / course which one runs for reaching a goal.
Definition
Cunningham : Curriculum is a tool in the hands of an artist (the teacher) to mould his material (the pupil) according to his ideal (objective) in his studio (school).
Principles;
Principle of
1. child centeredness
2. community centeredness
3. activity centeredness
4. forward looking
5. Renewal
Curriculum Development
It involves the following basic elements:
1. Analysis
Set goals for school programs
2. Design
Plan exercises for school programs
3. Implementation
Select and implement content for school programs
4. Evaluation
Assess outcomes of school programs
Curriculum and Syllabus
Curriculum is a broad term.
It encompasses all the experiences gained by learners in a school.
Curriculum considers fullest development of the personality of the individual .
Scope of syllabus is narrow and limited.
It is the outline of the course.
It gives the specific details of the study, the hierarchical order of presenting the content etc.
Syllabus is a part of the curriculum.
Philosophy of Science curriculum
Popular schools of philosophy are Idealism, Pragmatism, Naturalism and Realism. The basic elements of these schools of philosophy differ in their aims of education, content, role of teacher & method of instruction. Philosophy of science curriculum can evolve only by understanding the product and process nature of science. The process of knowing and the knowledge used in the process of knowing are equally important.
Philosophy of science deals with four basic questions:
What characteristics distinguish scientific inquiry from other types of investigation?
What procedure should scientists follow in investigating nature?
What conditions must be satisfied for a scientific explanation to be correct?
What is the cognitive status of scientific laws and principles?
Science curriculum is developed on the basis of these points.
Psychological Dimensions of Physical Science curriculum construction
According to Faculty psychologists, the study of
Latin develops reasoning,
Mathematics develops attention ,
Science develops critical thinking, Physical Education develops will power.
According to John Locke, mind is a ' tabula rasa' or ' blank slate'.
In 20th century, Alfred Binet developed Intelligence test.
By the third quarter of the 20th century, Aptitude test was developed.
Later, Piaget, Bruner, Ausbel provide an idea about what students can learn.
1. Development stage
2. Pre- requisite
Last of 20 th century witnessed the emergence of Constructivism by Piaget and Generative Learning Model by Osbourne and Wittrock.
Later, Maxims of teaching evolved.
Sociological Principles of Curriculum Development
The structure and function of a society has its reflection in curriculum. UNESCO has drafted separate curriculum for the developed, developing and under developed countries. In India, curriculum should aim for social change (change in attitude, values, behaviour, manners, relations, customs etc.) , taking into consideration the prevailing superstitions, illiteracy and poverty of the masses. Education should enable to create an urge for social mobility. Recent attempt is to connect science education with society. 'Extension' is suggested for Higher education.
Aspects of Curriculum Organisation
Curriculum organisation has two aspects:
1. Core Curriculum
Society needs citizens with both common and differentiated competencies and the school should provide these. It views knowledge as an integrated embodiment. The term 'core' has been applied to the part of curriculum which is concerned with the experiences necessary for all learners to develop behavioural competencies, personal and social responsibility necessary for all individuals living in a democratic society. It unifies learning experience of pupils around real problems. The core curriculum provides a natural integration of school, home and community living.
The purpose of the core curriculum:
2. Subject- centered Curriculum
In this approach, all subjects for instruction are separated. The content areas are taught in isolation. Emphasis on oral discourse and extensive explanations. Teaching strategies: Lecture, Discussions & Questions. Teachers plan the content before teaching, which is centered around content. This method is effective for training specialists in particular disciplines. The drawback of this method is that it does not foster creative or critical thinking. It does not develop an understanding of science related social issues. Overemphasis is given to content.
3. Activity Curriculum
It is based on the theories of Plato, Rousseau and John Dewey. Emphasizes the development of four fundamental impulses:
To develop these fundamental impulses, curriculum emphasis activities derived from traditional subjects. Carpentary, cooking, sewing, craft, agriculture, sculpture, painting etc are included in the curriculum. It is in agreement with the psychological principles of learning, Over emphasis on activity. But it creates wide gap in knowledge from different branches of science and discontinuity of experience from class to class.
Concentric
Plan
Here, the
science course is arranged over a number of years. In the beginning years, a general treatment is attempted. Later, it is developed in successive years, according to the mental development of the students. Here, the learner moves from simple to complex in gradation, considering the psychological development of the learner.
Example
Topic : ACIDS
I Year : food items having sour taste
II Year : common properties of acids
III Year: strong and weak acids
IV Year : monobasic and dibasic acids
Later years : electronic concept of an acid etc.
Spiral Curriculum
In spiral curriculum, the content materials with in the course are arranged in a spiral manner.
It ascends and enlarges as it climbs. The spiral view accounts for the more refined
wisdom distilled from the experience over time. This type of curriculum
organization shows the gradual nature of development of knowledge and the learner, over the years.
Historical approach
In this approach, the organization of the science curriculum is in accordance with the evolution of science. The major emphasis is the realization of scientific life rather than the mastery
of the principles and method. The pupils should be guided in to the spirit of the
intellectual life of great men of science, who made significant contribution for its development.
Eg : Evolution of modern periodic table through series of stages.
Type study
In this system, the material to be taught is classified into types. A type is that which represents the characteristics of group. The approach is advantageous as it helps pupils to draw their own generalizations from types. Thus it follows inductive approach. This approach is based on sound psychological principles, gives training in scientific thinking and develops powers of observation. The types are arranged according to the increasing order of complexity. The main draw back of the type study is that all the content to be taught cannot be classified into types.
Eg : An element represents a family of elements - Chlorine as a representative of halogen group elements.
Topical approach
In this approach the content of the topic selected is dealt in detail in
the same class. The topic dealt in any classes will not repeat in further classes. For
example the topic surface tension in STD VIII will not be included in the upper or lower
class curriculum. This method is suitable for higher classes. This approach has the
disadvantage that it may lead to lop-sided syllabus with some topics have unjustified
weightage and other lacks the same. (adapted from text)
General science approach
General science course emerged a as a revolt against the compartmentalization of different disciplines of science. The general science scheme was meant to popularize science instruction by presenting more simple, attractive and interesting study of scientific facts and principles in relation to real life experiences. It is based on the common experience of children and explain the laws of nature without compartmentalisation . It consists of an elementary study of the fundamental facts and principles of various sciences related to the immediate environment of the pupils.
The major advantages of General science approach are
1. Science learned in the school will be of much use in the daily life of students.
2. Since general science deal with real problems of life pupils develop the ability to
solve practical problems encounter in their environment.
The disadvantages lies in the difficulty of selection of subject matter and organization of the course as a unified whole . It requires proficient teachers to handle the topics successfully.
It does not provide sound knowledge of subject matter. The lack of text books written according to the scheme and lack of well equipped libraries and laboratories are other major drawbacks.
Disciplinary Approach
On account of the defects of general science curriculum, it has been replaced by a disciplinary approach in the secondary school science course. The scheme is suitable for primary classes where children have a natural interest in the elementary facts and processes in science.
In the disciplinary approach sciences are treated as separate disciplines
namely, physics, chemistry, biology etc. The content is treated exhaustively and is made
to cover wide areas. The advocates of this scheme claim that the system provides the
pupils a sound knowledge of the fundamentals of various sciences and is more practical
than the general science approach.
Hidden curriculum
Hidden curriculum is sometimes referred to as unintended curriculum which consists all the learning experiences that produce changes in the students’ views, attitudes and values but are not
part of the formal curriculum. It resembles in the models and values reflected by the
teachers and administrators.
The hidden curriculum often reflects trends such as rewarding great success,
ignoring average performance and criticizing or punishing failure. The inequalities
prevailing in the society in terms of gender, language, cultural differences, and socio-
economic-status become inherent part of the hidden curriculum. The control mechanism
with in the school and the classroom, the distributions of resources and the decision
about tracking both for student and teacher assignments are part of the hidden curriculum.
CORRELATION
Correlation is the technique of relating two subjects while teaching any one of them for facilitating meaningful learning and easy understanding of the topic under consideration.
Principle
Various school subjects must help the learner to understand his/her environment better.
Classification of correlation
1. Systematic correlation
Achieved through planning of the curriculum.
A panel of experts from different subjects work in group at the time of curriculum development.
Related topics in various subjects are arranged scientifically in same standard.
Its success depends on the cooperation and coordination of various subject teachers.
2. Incidental correlation
Achieved by planning of the teacher,
Not a result of curriculum organisation.
Intrinsic in nature- teacher may correlate a topic with another of the same or previous standard.
Its success depends on wide knowledge and resourcefulness of the teacher.
Correlation of Science with other subjects
It can be treated under 3 heads
1. Correlation of science subjects with one another
Science cannot be taught in isolation. All branches of science ( physics, chemistry, zoology, botany, geology, agriculture etc) are correlated and independent upon each other.
Eg : photosynthesis(botany) is related to physics & chemistry.
2. Correlation of science with other school subjects
a. Science and mathematics
Eg : Laws of reflection (physics), mathematical language is required to express the equation and to solve problems, mathematical computation is required.
b. Science and language
It is through languages, the people in different parts of the world becomes aware of scientific developments / inventions .
c. Science and social science
The history of development of science, the developments in various field to reach the present stage - all these can be understood and this knowledge enables a student to become good and useful citizen, to lead an ideal civic life.
d. Science and drawing/craft
Leisure time and science club activities(chart preparation,card board modelling, clay modelling) are closely related to craft and drawing.
3. Correlation of science with Social and physical environment
Teacher should relate the topics with daily life situations.
Eg :plastic (chemistry) can be correlated with hazards in surroundings due to plastic.
Advantages of correlation
1. Helps in integration of knowledge
2. Helps in effective, meaningful teaching and learning
3. Enhances motivation
4. Widens mental horizon
5. Enhances economy of effort
6. Helps in transfer of training
MICROTEACHING
Teaching skill is a group of teaching acts or behaviours intended to facilitate pupil's learning directly or indirectly. They are
OBSERVABLE
The term MICROTEACHING was first coined by D. W. Allen at Stanford University in 1963.
What is Microteaching?
D.W.Allen (1966) “Microteaching is defined as a system of controlled practice, that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.”
STEPS OF MICROTEACHING
Orientation of student-teachers
Discussion of Teaching Skills
Selection of a particular teaching skill
Preparation of a model demonstration lesson (on a particular skill)
Observation of the model lesson
Micro Teaching Cycle - Plan, Teach, Feedback, Replan, Reteach, Refeedback
STEPS OF MICROTEACHING
Step I: Orientation of student-teachers
Necessary theoretical background about microteaching must be given to student-teachers with regard to
1.Concept of microteaching
Step 2: Discussion of Teaching Skills
Discussions are made with emphasis on the following:
2. The rationale and role of these teaching skills in teaching
3. The component teaching behaviours comprising various teaching skills .
Step III :Selection of a particular teaching skill
Step IV :Preparation of a model demonstration lesson (on a particular skill)
Step V : Observation of the model lesson
The actual practice of the selected skill is carried out through a series of steps, collectively known as the microteaching cycle.
MICROTEACHING CYCLE.
Step- I : Micro Lesson Plan
a) Planning the microlesson
The student-teacher prepares a microlesson by
b)Teaching the microlesson (role-playing)
The student-teacher teaches the prepared microlesson to a small group of students in simulated condition.
c) Feedback
observers/recordings gives immediate feedback to the student teacher.
d) Re- plan session (by the st- tr to do re teach)
e)Reteach session
The revised micro-lesson is re-taught in simulated conditions
The “ teach - Re-teach” cycle may be repeated several times till adequate mastery level is achieved.
CHARACTERISTICS OF MICROTEACHING
Duration of teaching as well as number of students are less.
E LEARNING
ELLIOTT MASIE coined the term e learning in 1999 to describe online learning. Online learning is a form of distance learning; teacher and learner are physically separated and learning takes place via internet.
E learning is also called Online learning/education, Technology-based, Computer-based or Web-based learning/training, Virtual learning, Distributed learning etc.
In E-learning, the instructional content and Learning experience are provided by electronic technology. It is logically arranged, organised and follows interactive approach.
E learning make use of audio, video, computer and network technologies.
E learning helps to
l Earn professional degree without physically attending
l Enhance student access to different university programmes
l Acquire technical skills
l Achieve professional growth
Types of e-learning
There are two types of e learning : synchronous and asynchronous
1. Synchronous e learning:
Examples:
live webinars, instant messaging, video conferencing, virtual classrooms.
Characteristics:
Real time e learning.
Teacher and student log on at the pre-fixed time,
Communication between participants(teacher-student and student-student) is virtual and direct.
2. Asynchronous e learning:
Examples
Email, blogs, pre-recorded video lessons, online discussion boards
Characteristics:
Availability - available at all times, anywhere.
Courseware is served from a web server.
Sender and receiver need not synchronise to send or receive the content.
Provides stress free learning environment.
Comparison - Synchronous and Asynchronous e-learning
SYNCHRONOUS | ASYNCHRONOUS |
It occurs in real time. | Does not occur in real time. |
Cannot be reproduced or reused | Can be reused. |
Involves face to face interaction. | No face to face interaction. |
Involves social interaction between teacher-student and student-student . | Less social interaction , students feel isolated and lonely. |
Immediate feedback | Delayed feedback |
Benefit to all student | Benefit to students who cannot attend real time , suitable for working category. |
Suitable for students with good communication skills | Develop creative writing skills |
Involves direct real time communication | No direct, real time communication |
Self-motivation is required | Requires high self -motivation |
Students doubts can be cleared immediately | Doubts are not cleared immediately |
Usually used in classroom teaching | Usually used in distance education |
Uses teleconferencing(audio /video chat), instant messaging, voice /video call, live telecasting | Uses emails, blogs, social network, etc. |
Advantages of e learning
§ Accessibility - anytime, anywhere, provided there is computer and internet connection.
§ Self- paced – proceed at one’s own speed, can skip activities already studied.
§ Course materials and content- easy distribution and updation
§ Resources – easily available, accessible, manageable, reusable.
§ Feedback- immediate
§ Saves time, energy and money
§ Retention – better, compared to traditional methods.
§ Instructions - real time
§ Activities – discussion forums, online assignments, teleconferencing, e-mails, blogs etc
§ Interaction among instructors& students- through chat rooms; more effective than in large lecture
§ Diverse and enriching experience
§ Earn a degree without physically attending the class.
Disadvantages of e learning
v Requires computer skills, technology infrastructure, internet connection, high-cost gadgets.
v Increased cost, especially initial investment.
v Students feel lonely, isolated and confused about learning activities.
v Non- availability of the instructor.
v Lack of student’s self-motivation and face to face interaction
