Teaching pedagogy

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Article presented in the 33rd Annual international school psychology conference held in VIT university, vellore

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Teaching pedagogy

  1. 1. TEACHING PEDAGOGIES FOR CHANGE IN LAYERS OF CONSCIOUSNESS : PROBLEM OF SCHOOL PSYCHOLOGY Dr. D. Dutta Roy, Ph.D. Psychology Research Unit Indian Statistical Institute 203, B.T. Road, Kolkata – 700 108 E-mail: [email_address] http:// www.isical . ac.in/~ddroy/invt.html 33 rd ANNUAL INTERNATIONAL SCHOOL PSYCHOLOGY CONFERENCE VIT UNIVERSITY, VELLORE 22.7.2011
  2. 2. CONSCIOUSNESS PARADIGM MURTA -Missing -Anomalies RAAG -Vividness -Orderliness -Complexity <ul><li>SARASWAT </li></ul><ul><li>Harmony with Environment </li></ul><ul><li>Aesthetics </li></ul><ul><li>Cleanliness </li></ul>
  3. 3. Characteristics of 3 layers <ul><li>The outer layer or Murta : What we sense through our five sensory organs; It is tangible and measurable. </li></ul><ul><li>The inner layer or the Raaga : The meaning carried by the sensory stimuli. It is attached with Rasas or emotion; It is apperception. It can be measured through quasi continuous scale. It is mixed with error variance. </li></ul><ul><li>The inner core layer or Saraswat layer : The feeling of harmony, the existence of truth, the feeling of white; It is partially measured by the quasi continuous scale. It is free from error variance. </li></ul>
  4. 4. MURTA, RAAG, SARASWAT <ul><li>Q: What is this ? </li></ul><ul><li>A1: This is a white object (Murta) </li></ul><ul><li>A2: This is white beautiful flower (Raag) </li></ul><ul><li>A3: This is light (Saraswat) </li></ul>
  5. 5. MURTA, RAAG, SARASWAT <ul><li>Q: What is this ? </li></ul><ul><li>A1: This is a girl (Murta) </li></ul><ul><li>A2: This is a beautiful girl (Raag) </li></ul><ul><li>A3: This is a source of light (Saraswat) </li></ul><ul><li>In the last answer, the picture does not represent girl rather other thing that represents some wholistic value of the picture and which is unique in nature. </li></ul><ul><li>When the picture passes from murta to saraswat layer, more imaginations are coming. They shape the picture with more complex characteristics and finally the picture represents some eternality. Like Satyam shivam sundaram. </li></ul>
  6. 6. Role of teaching pedagogy on change in consciousness layers Murta Saraswat Raag TIME C H A N G E
  7. 7. Equilibrium stage of consciousness <ul><li>Information-processing in the consciousness is like a journey from Murta to Raag and Raag to Saraswat. This is equilibrium stage. </li></ul><ul><li>Random processing of information makes consciousness more disequilibrium. Individual tends to move from Raag to Murta or Saraswat to Murta layer. </li></ul><ul><li>Both equilibrium and disequilibrium stages are important to understand the subject. </li></ul>
  8. 8. DISEQUILIBRIUM STAGE OF CONSCIOUSNESS <ul><li>After learning the flower as white, individual still asks the question as what is this ? or is it white ? </li></ul><ul><li>After considering the flower as light, individual asks the question – is it light ? </li></ul>
  9. 9. Faulty development of consciousness and motivation to learn <ul><li>Consciousness develops through coordination of different sensory organs, and mental functions like attention, perception, memorizing, emotion, concept formation etc. Therefore, inadequacy in above causes faulty development of consciousness. </li></ul><ul><li>Faulty learning often leads to faulty development of consciousness too. Faulty learning occurs when information is faulty or when individual is extrinsically motivated to learn. </li></ul>
  10. 10. Intrinsic and Extrinsic academic motivation <ul><li>Intrinsic motivation is to learn from inner urges. It includes rAppli, rKnow, rAch, wDoc, wEmo, wAch, wCrea. </li></ul><ul><li>Extrinsic motivation is to learn for external forces. It includes rAff, rRecog, rHarm_av, wAff, wRecog, wHarm_av. </li></ul>READING MOTIVATION INTRINSIC Corr_coeff rAppli 0.22** rAch 0.17** rKnow 0.15* EXTRINSIC   rHarm-av -0.30** WRITING MOTIVATION INTRINSIC   wCrea 0.29** wEmo 0.18** EXTRINSIC   wRecog -0.23** wHarm -0.20** * p<0.05, **p<0.01  
  11. 11. Research question <ul><li>Pedagogy is a process of teaching. It is not instructional material rather the system that reduces disequilibrium stage of consciousness. The more experience of equilibrium, the more is intrinsic reading and writing motivation. </li></ul><ul><li>Research question : Is there any teaching pedagogy that can cause intrinsic reading and writing motivation ? </li></ul><ul><li>This paper discusses Level 1 and Level 2 teaching pedagogies. Level 1 is for young children and Level 2 is for teen aged. </li></ul>
  12. 12. LEVEL 1 & LEVEL 2 TEACHING PEDAGOGIES <ul><li>LEVEL 1 </li></ul><ul><li>Observation </li></ul><ul><li>Dreaming </li></ul><ul><li>Playing </li></ul><ul><li>Play therapy </li></ul><ul><li>Drawing </li></ul><ul><li>Story telling </li></ul><ul><li>Touring </li></ul><ul><li>Performing art therapy </li></ul><ul><li>Phoneme competency development </li></ul><ul><li>LEVEL 2 </li></ul><ul><li>Conceptual conflict </li></ul><ul><li>Creating climate for questioning </li></ul><ul><li>Generating curiosity </li></ul><ul><li>Modeling, drilling and generalization </li></ul><ul><li>SQ4R technique </li></ul>
  13. 13. OBSERVING THE PATTERN OF SURROUNDINGS The consciousness will be unbounded.
  14. 14. Dreaming <ul><li>Spend time alone and dream. </li></ul><ul><li>Relate each property or dimension of dream to surroundings. </li></ul>
  15. 15. Experience the dream
  16. 16. PLAYING <ul><li>Play provides children opportunity to actively explore, manipulate and interact with their environment. </li></ul><ul><li>Playing with nature like plants, birds and animals develop motivation to understand their parts of body and functions. </li></ul>
  17. 17. PLAY THERAPY
  18. 18. DRAWING <ul><li>Drawing opens a gateway to understand the surroundings. More independence in drawing helps children to develop curiosity to know. </li></ul>
  19. 19. STORY TELLING <ul><li>Story telling is another strategy to develop knowledge motive as by listening to story, children develop own imagination,. </li></ul><ul><li>Incomplete event of story haunts them and develop curiosity to know. </li></ul><ul><li>Storytelling is a viable method for stimulating children's imaginations, ultimately leading to a higher cognitive level in student responses. </li></ul>
  20. 20. TOURING
  21. 21. PERFORMING ART <ul><li>Performing art not only facilitates coordination between body and mental function, it also regulates each other by different self-regulation strategies </li></ul>
  22. 22. Phoneme Identification <ul><li>Problem is to correctly identify the character that presents the syllable that matches the target syllable. </li></ul><ul><li>Va/fa, aba/ada, ba/da </li></ul>
  23. 23. PHONEME COMPETENCY <ul><li>Mastery over reading helps students to develop phonological awareness or the ability to identify and manipulate sublexical units of speech such as phonemes or rimes. It helps students to make correspondence between morphological structure of letter and sound. </li></ul><ul><li>There is a growing evidence that phonological awareness plays important role in reading and spelling acquisition in alphabetic and non alphabetic languages (Ziegler & Goswami, 2005). </li></ul><ul><li>Fowler (1991) argued that children who have poorly defined or degraded phonological representations will experience significant difficulties in encoding, rehearsing, storing and retrieving speech stimuli from memory. </li></ul><ul><li>Reading aloud, monitoring speech and speech feedback help in phonological awareness. </li></ul><ul><li>In classroom learning, teacher should encourage students to read the sentences of given lesson one by one and other students should follow his pronunciation. </li></ul><ul><li>Other students will be advised to raise hands if there is any error of pronunciation. </li></ul><ul><li>In this way, phonological awareness can be developed. </li></ul>
  24. 24. TEACHING PEDAGOGIES FOR TEEN AGED
  25. 25. Conceptual conflict <ul><li>In conceptual conflict strategy, teachers will introduce conceptual conflict when possible. Learners will feel compelled to explore the conflict until it is resolved. </li></ul><ul><li>Example : Why does the water do not fall when upside of the glass with full of water down ? </li></ul>
  26. 26. Creating climate for Questioning <ul><li>Another strategy is to create atmosphere for questioning where in students can test their own hypotheses through discussion or brainstorming. </li></ul>
  27. 27. Curiosity generation <ul><li>Curiosity arousing elements are incongruity, contradictions, novelty, surprise, complexity and uncertainty. Teacher can use them in developing knowledge seeking motivation within students. </li></ul>
  28. 28. Modelling, Drilling and Generalization <ul><li>Modelling: It helps students in defining the task operationally, in identification of resources or materials and in planning workflows with specific time limits to design representations of lessons. </li></ul><ul><li>Drilling : Total process of modelling energizes students to drill different components of tasks, workflows. </li></ul><ul><li>Generalization : Finally it helps to make generalization about the lesson. </li></ul>
  29. 29. Layers of Consciousness in designing model Outer layer (morphology of model) Inner layer (understanding Model functions) Inner core layer (Finding out harmony of model and Environment)
  30. 30. SQ4R technique <ul><li>After phonological awareness, teacher may pay more attention to &quot;SQ4R&quot; strategies in reading the text: </li></ul><ul><li>S: Survey – Survey the outlines. </li></ul><ul><li>* Q: Question – Make question out of outlines without going in too deeply. </li></ul><ul><li>* R: Read – Read the material in order to answer the question. </li></ul><ul><li>* R: Reflect – Relate what is read to real life. </li></ul><ul><li>* R: Recite – Read section and take notes. Associate text with spoken words and gestures. </li></ul><ul><li>* R: Review – Review the material soon after reading and on a schedule. </li></ul>
  31. 31. SUMMARY <ul><li>In teaching, teacher will pay attention to change in murta, raag and saraswat layer of consciousness by facilitating intrinsic resources of students and manipulating the extrinsic resources tactfully. </li></ul><ul><li>Avoid punishment or negative reinforcement. </li></ul><ul><li>Relate extrinsic motivating factor to intrinsic. For example, relate recognition to mastery experience in reading and writing. </li></ul><ul><li>In considering extent of maturity of murta, raag and saraswat layer of consciousness, teacher will exercise level 1 and level 2 teaching pedagogies. </li></ul>
  32. 32. THANK YOU Publications: http://www.isical.ac.in/~ddroy/abstract.html

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