The document discusses pedagogic analysis for social science geography curriculum. Pedagogic analysis involves a comprehensive breakdown of curriculum content from a teacher's perspective to allow for effective teaching. It includes determining objectives, identifying prerequisites, selecting learning experiences, anticipating difficulties, and planning evaluations. The analysis aims to consider students' needs and abilities. It allows teachers to systematically plan instructional materials, strategies, and assessments to realize learning objectives and address any gaps in students' understanding.

1. ONLINE ASSIGNEMNET
TECHNO PEDAGOGIC ANALYSIS OF
SOCIAL SCIENCE-GEOGRAPHY
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Submitted by
Jijin p. v
No. 66
Bed Geography

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Candidate Code-19113361013
CONTENT TABLE
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TOPICS PAGE
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1 Introduction
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2 Techno-Pedagogic Analysis of Social Science-
Geography
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3 Pedagogic Analysis-A conceptual Overview
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4 Objectives of the Pedagogic Analysis
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5 Scope of Pedagogic Analysis
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6 Pedagogic Analysis-How
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7 Advantages of Pedagogic Analysis
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8 Conclusion
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9 References
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3. Introduction
Pedagogic analysis is a broad concept that includes the determination
of objectives. Inputs, strategies, method of teaching learning
experiences evaluation etc. It describes the plan for curriculum analysis
and curriculum transaction in its totality. Pedagogic analysis is systems
which consist of the planning of inputs, processes and outputs. Equating
content analysis is a mistaken notion because the farmer is merely a part
of the latter. Pedagogic analysis is highly complex, deeper, and meant to
make a thorough analysis of the curriculum in its totality. Here the
curriculum is conceived as the sum total of all learning experiences
gained within and outside the class. As a matter of facts, pedagogic
analysis end pedagogical analyses are synonymous.
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4. TECHNO-PEDAGOGIC ANALYSIS OF SOCIAL
SCIENCE GEOGRAPHY
PEDAGOGIC ANLYSIS- A CONCEPTUAL OVERVIEW
The term ‘Pedagogue’ is derived from two Greek words p
is Paidos meaning boy and agogos meaning guide, Which together
connotes a teacher. Thus pedagogy implies the science of teaching. By
pedagogic analysis we mean logical and systematic breakup of the
curriculum from the point of view of a pedagogue (teacher) for the
purpose of its effective transaction. This would not only help the teacher
to identify each component of the learning material and its type but also
to further analysis it in terms of the pre-requisites essentially needed for
its effective transactions, example to illustrate it, attributes
characteristics to be highlighted probable difficulties that might occur at
the time of transaction, etc. In addition to these exercise, it involves the
process of determining objectives and selecting suitable learning
experiences. It also aims at pooling of all the resources for the effective
realization of goals anticipated. In the process of the learners. It is
worthy to note here that, in the process of analysis the curriculum should
be viewed through the eyes of a teacher and in the transactional phase it
should be viewed and treated in tune with the needs, capacities.
Probable difficulties etc of the learners for whom it is transacted.
Feasible remedial steps that could be taken to solve the probable
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5. difficulties also should be envisaged in advance, by the pedagogic
analysis.
To make the concept of pedagogic analysis clearer, let us cite an
example. A physician who is diagnosing a patient, analysis the disease
by applying his knowledge and expertise related to medical science. But
while treating, he will consider the unique physiological and
psychological characteristics of the patient also. Here the patient, his
relatives, and the doctor, may view the case differently. Their analysis,
except that of the doctor may be biased and quite often unscientific;
likewise the teacher who is having expertise and experiences is the right
person to do the analysis.
The brief discussion on the scope of the pedagogic analysis depicts
that equating content analysis with pedagogic analysis is highly
complex, deeper, and meant to make a thorough analysis is conceived as
the sum total of all learning experiences geared within and outside the
class.
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6. OBJECTIVES OF PEDAGOGIC ANALYSIS
The specific objectives of pedagogic analysis are listed below:
1. To analysis the curriculum content into meaningful components
that constitute the curriculum in its totality.
2. To anticipate comprehensive instructional objectives appropriate to
each component of the content and the development level of the
learners.
3. To identify the pre-requisites essentially needed for assimilating
the curricular materials and experiences.
4. To enumerate comprehensively the inputs that might be required
for effective curriculum transaction and to adopt strategies for
pooling the inputs.
5. To design stage- appropriate, content-appropriate and objective-base
learning experiences by which the inputs could be processed
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and objectives realized.
6. To anticipate probable difficulties and derive strategies for
remediation and comprehension wherever needed.
7. To anticipate strategies for continuous and comprehensive
evaluation leading to mastery learning.

7. SCOPE OF PEDAGOGIC ANALYSIS
The scope of pedagogic analysis can be summarized as
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below:
1. It forms an integral part of curriculum in all teacher education
programs.
2. It helps the teacher to set educational goals in accordance with the
needs and abilities of the learner as well as the characteristics of
the content material.
3. It provides the teacher deeper in sight in to the curricular material
and enables him to plan for realizing maximum output.
4. It helps the teacher in pooling the resources required for effective
instruction.
5. It would help the teacher to search for effective tools and to be
prepared for handling such situations.
6. It enables the teacher to search for effective tools and techniques
for continuous evaluation and to use the results of this evaluation
for monitoring the instructional processes.

8. PEDAGOGIC ANALYSIS-HOW?
It has already been pointed out that, pedagogic analysis is a
very complex process which is to be done with skill and almost
care. As for as objectives based instructions is concerned,
pedagogic analysis should give more emphasis on realization of
objectives. For this, a suggested scheme of analysis is given
below:
1. A COMPREHENSIVE AND SCIENTFIC CONTENT
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ANALYSIS
Initially, the content or subject matter should be analyzed
in order to find out the terms, facts, concepts. Principles,
rules process etc. For this a teacher has to go through the
content thoroughly and find out the structured ingredients in
it.
2. DETERMINATION OF OBJECTIVES
The major instructional objectives as well as specific
objectives to be realized also have to be decided in advance
while analyzing the curriculum material. The specific
anticipated behavior should vary with the nature of the
content as well as the developmental status of the Lerner.
3. LISTING THE PRE-REQUISITES
Pre-requisites needed in the cognitive structure of the
learners for assimilating the new learning materials should be
comprehensively listed. This may include all familiar
schemes that might be required for assimilating new and
unfamiliar schemes to be presented while transmitting the
curriculum. For example, familiar facts, and pre-concepts
may be essentially required to assimilate and internalize a

9. new broad concept. In the some way in order to comprehend
a new principle, the learner should posses the concepts
involves as well as the preliminary principles based up on
which the new principles is being developed. In the same
way the relevant principles and skills will be prerequisites for
learning a process.
4. DEVELOPING A PRE-DIAGNOSTIC TEST
In order to locate the gaps in the pre-requisites among the
learners, a pre-diagnostic test should be developed by the
teacher as part of the test should be developed by the teacher
as part of the pedagogic analysis.
5. PREPARING THE LIST OF INPUTS
Here inputs mean the instructional aides and material that
can be used for effective instruction. These will have very
wide range say, form routine or innovative instructional aides
to a visit to significant historical places. Monuments,
individual concerns, commercial institutions like bank etc.
As the case may be. Any mediator, such as examples,
anecdote, ecologies, stories etc. or any aid gathered from
physical, natural and social environment should form part of
the list.
6. GUIDELINES FOR PROCESSING THE INPUTS
The listed inputs will have to be processes for providing the
content= appropriate, objectives based, learner centered,
environment based, process oriented and comprehensive
learning experiences. Maximum utilization of the available
inputs should also be aimed at by the pedagogic analysis.
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10. Hence it should contain certain detailed guidelines in this
regard.
7. SUGGESTIONS FOR GATHERING IMMEDIATE
FEEDBACK AND REMEDIATION
Methods for collecting feedback from the students should
also be decided in advance. This enables immediate
knowledge of results, diagnosis, remediation and
reinforcement. Techniques and strategies for continuous
formative evaluation have to be decided upon of the purpose.
8. PLANNING OF ASSIGNMENTS AND ACTIVITIES
Assignments and activities to be provided as part of the
instruction should be planned in advanced.
9. DESIGNING THE POST DIAGNOSTIC TEST
Assignment and activities to be a post diagnostic test should
also be developed in advance. It can be in the form of a detailed
summative evaluation tool also. Unit plan, lesson plan, unit’s
tests, etc. developed on the basis of the above analysis also one
part of the pedagogic analysis.
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11. ADVANTAGES OF PEDAGOGIC ANLYSIS
1. The teacher can take steps to motivate students and
develop interest among them.
2. The scientific analysis help the teacher adopt learner
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central instruction
3. The content analysis which is a part of pedagogic analysis
would make the instructional program more systematic
and content-appropriate.
4. Effective instructional aides and strategies will emuge as
the result of pedagogic analysis.
5. By pedagogic analysis the teacher can design a plan of
action for providing immediate feedback diagnosis and
remediation, which in turn will facilitate mastery learning.
6. Pedagogic analysis would motivate and enable the teacher
in implementing proper evaluation procedures.

12. CONCLUSION
Pedagogic analysis of social science geography
pedagogic analysis is highly complex, deeper and mean to
make a through analysis of the curriculum in its totality in
the process of analysis, the teacher should take in to
consideration the unique needs and individuality of the
learner. In the process of analysis the learner is able to
satisfy unique needs and individuality of the learner. In
the process of analysis the learner is able to satisfy unique
needs should of analysis the curriculum should be viewed
through the eye of the teacher and in the transactional
phase it should be viewed and treated in ture with the
needs, capacities, probable difficulties etc of the learner of
whom it is transacted.
REFERENCE
 Dr. Sivarajan.K, Dr. Thulasidaran T.V,Dr. Vijayan
N. k, Social Science education methods of teaching
and pedagogic Analysis(2008), published by Calicut
university page No:(273-276)
 Dr. Sivarajan.K, E.K.Lal Commerce Education,
methodology of teaching and pedagogic analysis
published by Calicut university page no(367-370)
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