What is reading and its importance in our life..how reading reflects in our day-to-day lives. Types of text and types of reading mentioned in th slides.....

1. S U B M I T T E D T O : S U B M I T T E D B Y :
A S S I S T . P R O F M A N J U W A L I A M S . S H I K H A S H A R M A
B . E D . ( 1 S T S E M )
R O L L N O . 1 9
READING AND
REFLECTING ON TEXTS

2. INTRODUCTION
Reading is a complex
developmental challenge that
we know to be intertwined with
many other developmental
accomplishments: attention,
memory, language, and
motivation

3. IMPORTANCE
 For the development of mind and excessive
knowledge and lessons of life.
 To understand the world around you better. It keeps
your mind active and enhances your creative ability.
 Reading improves your vocabulary and develops
your communication skills.

4. TEXT
 A text is a passage of words that conveys a set of
meanings to the person who is reading it.
 It’s a body of written work, in various forms and
structures, that can be words, phrases and sentences
that piece together a passage of written work.

6. Purposes of TEXT
• To Inform
• To Describe
• To Persuade
• To Entertain
• To Instruct
• To Analyze

7. READING
Reading is the
process of taking in
the sense of letters,
symbols etc. What
we read with our
eyes is understood
and then
interpreted by our
mind and intellect.

8. Purpose of Reading
READING FOR ANALYSIS INTERPRETATION
READING FOR LITERAL UNDERSTANDING
READING FOR PLEASURE AND ENJOYMENT
READING FOR PRACTICAL APPLICATION
TO LOCALE SPECIFIC INFORMATION

9. REFLECTING
Reflecting a text is producing your deeper
understanding which comes after reading

10.  Mirroring
Mirroring is a simple form of
reflecting and involves
repeating almost exactly
what the speaker says.
 Paraphrasing
Paraphrasing involves using
other words to reflect what
the speaker has said.
PURPOSES OF REFLECTING
 Stimulates enquiry
 Leads to greater
understanding and practice
competence
 Aids learning
 Develop analytical skills and
creative powers
TECHNIQUES OF REFLECTING
REFLECTING

11. National Policy on Education NPE-1986
NPE-1986, child-centered approach gave emphasis
on early childhood education, strategies that
involved total development of the child specially its
physical, motor, cognitive, language, emotionally &
socially

12. National Policy on Education NPE-1986
Emphasis on curriculum
and pedagogy to increase
the participation of girls
and children from
scheduled caste,
scheduled tribes, and
other backward sections
and minorities.

13. The concept of this policy
implies that all students
must have access to
education irrespective of
caste, creed, sex etc.
To encourage the young
to undertake the
discovery of India, its
image and perception.
To establish network
between different
institutions in the
country.
The union government
would accept a large
integrative character of
education.
The national system of
education will be based
on a national curriculum
framework.
OBJECTIVE OF NPE-1986

14. Recommendation on
Education for Equality
Education for women equality
Education for Scheduled caste
Education for Scheduled tribes
Reorganisation of
Education at different
stages
Early childhood and Education
School facilities
A Resolve
Non-Formal Education
Secondary Education
RECOMMENDATIONS OF NPE-1986

15. REFLECTION ON PEDAGOGY ACCORDING
TO NPE-1986
PEDAGOGY
 the method and practice of teaching, especially as an academic subject or
theoretical concept.
• It is the Art and Science of how something is taught , the method of
learning behind it.
REFLECTION ON PEDAGOGY ACCORDING TO NPE-1986
 Common Structure of education i.e. 10+2+3 (Eight years of primary
education, four years secondary education.)
 Interactive Teaching.
 Teachers with greater accountability.
 Manual work, sports and physical education to strength the learning
process
 Moral and social values should be include among students.
 Improvement of learner’s achievement through MLL.

16. Assessment and performance is an integral part of any process of learning and
teaching.
Insertion of semester system from the secondary stage.
The use of grades in place of marks.
Improvement in the conduct of examination.
Effective use of evaluation process by teachers and students.
The de-emphasis of memorization.
REFLECTION ON EVALUATION ACCORDING TO NPE-1986

17. NATIONAL CURRICULUM FRAMEWORK ( NCF-2005)
•A curriculum framework is a standardized format or organized plan or learning
outcome that drives the curriculum for courses.
•It aims to define clear outcomes expected the students to achieve or know in their
course.
•It is introduced in new educational approaches such as outcome-based education
or standards-based education reform design.

18. OBJECTIVE OF NCF-2005
Introducing the concept of learning without too much
load by reducing the syllabus
All children should have access to quality education
without any discrimination
Curricular practices should be in alignment with
secularism, social justice, and equality
Strengthening a national education system in the
society

19. GUIDING PRINCIPLE OF NCF-2005
Enhancing the curriculum to offer knowledge and experiences beyond textbooks
Ensuring different learning approaches rather than rote methods
Connecting learning to real-life examples outside school
Improving flexibility of taking examinations and integrating them with class school life
Enhancing an overriding identity informed by concerns within the democratic polity of the country.

20. Teacher and student engagement is important within the classroom as it helps to
improve participatory learning.
The role of the teacher is to create a safe and inclusive environment for the students
to express themselves freely without having to worry about being judged.
It is noteworthy to mention that when teachers and students share and reflect on
their individual experiences it helps to learn about varied social realities.
CRITICAL PEDAGOGY:

21. Strive for excellence, in
all aspects of learning,
especially in writing
materials, correction of
work, monitoring
students progress.
Providing opportunity
for revision and
improvement of
performance should
consistently be
available without
examinations and
evaluation being used
as threat study.
Evaluated learning
experience itself along
with its outcome.
Learner must be able to
access her learning
experiences.
REFLECTION ON EVALUATION ACCORDING TO NCF-2005

22. READING OF TEXTBOOK
Meaning:
Textbook are common features of classroom
and used as a tool of teaching and
learning . Textbook features have a
significant impact on their target
audience.
Analysis of textbook:
By analysis a textbook one can identified the
features and hence the effectiveness of
textbooks be established.

23. The textbook offers information and knowledge
To examine the extent to which textbook is appropriate for teachers who will be using
it.
To examine the extent to which textbook is suitable for students.
To examine the extent to which it is aligned tto the prescribed approach to learning.
OBJECTIVES OF TEXTBOOK

24.  Textbook – Class VIII
 Subject- Science
 Board- CBSE
 By-NCERT

25. GENDER
In this textbook men
and women are
shown equal. The
boys and girls are
represented equally
in most of the
examples in different
chapters.
HEALTH
This textbook focuses
on good health
Chapter 10 focuses
on role of hormones.
In the column of Say
NO to drugs is best
example to spread
awareness . chapter
‘Microorganisms-
friend and foe’
focuses on health.
ENVIRONMENT
In this textbook there
are some chapters
which provides us
information to keep
our environment
pure and clean.

26. REVIEW AND EVALUATION
1. LEARNING TO BE
 Four pillars of education
described by Jacques Delors.
 Learning to be focuses on the all
round development of a person.
 Learning to be initiates critical
thinking, self-esteem and
emotional intelligence.

27. 2. LEARNING WITHOUT
BURDEN
 To advise on the ways and
means to reduce the load on
school students at all levels
particularly the young students,
while improving quality of
learning including the capability
for life-long self-learning and
skill formulation.
REVIEW AND EVALUATION

28. Recommendations of YashPal Committee Report
 Practice of holding tests and interviews for admission to
nursery class be abolished.
 Need to change the culture of writing books
 Setting up of Education Committees at villages, block and
district level
 Jurisdiction of CBSE be restricted to Kendriya vidyalayas
and all other to res. State Boards.
 No compulsion for children to carry heavy bags of books

29. Human Development chapter of economic survey
2014-2015
 The economic survey 2014-15 was tabled in parliament on
February 27,2015 by Mr. Arun Jaitley, Union Minister For
Finance.
 This survey forecast growth rate of over 8% for FY16 as
compared to the growth rate of 7.4 % in FY15.

30. T H E E C O N O M I C S U R V E Y F O R
2 0 2 1 - 2 2 I S E X P E C T E D T O
G I V E A G R O W T H
P R O J E C T I O N O F A R O U N D 9 %
F O R T H E N E X T F I N A N C I A L
Y E A R .
Human Development chapter of
economic survey 2021-22