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A textbook is a manual of instruction or standard book used in education that presents the subject matter defined by the curriculum. Textbooks are produced according to the demands of educational institutions and are usually part of a pedagogical design. A university textbook is required to contain a complete overview of the subject including theories as well as be of a more permanent character.
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Ncfte 2009
This slide (NCF-2005 OF INDIA) made for online teaching. Information are taken from slides (from slideshare), journals, websites, blogs, and books.
National curriculum framework(2005)
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Introduction to Teacher Education/ Structure & Curriculum of Teacher Edu...
Introduction to Teacher Education/ Structure & Curriculum of Teacher Edu...alagappa university, Karaikudi
This document discusses the structure of teacher education programs in India. It outlines the different types of pre-service teacher education programs, including general teacher education, physical teacher education, and programs for pre-primary, elementary, secondary, higher, and vocational education. It also describes in-service teacher education programs for developing practicing teachers, such as induction programs, refresher courses, workshops, seminars, and conferences. The structure of teacher education in India has been revised many times and includes both pre-service and in-service components, though there is a lack of uniformity and quality issues across programs.Presentation on DIET, CTE, IASE.pptx
The document discusses the establishment and roles of District Institutes of Education and Training (DIETs) in India. It notes that universal elementary education and adult literacy were goals after independence, with literacy rates rising from 16.7% in 1961 to 52.11% in 1991 and 61% in 2007. DIETs were established to provide academic leadership and improve education quality at the primary and secondary levels in states. The roles and functions of DIET principals, senior lecturers, and lecturers are also the functions of DIETs themselves.
National Policy on Education-1986
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Ncert
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
Kothari commission
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, was tasked with advising the Indian government on education reform. The Commission recommended transforming education to relate it to people's lives and needs in order to achieve national goals. It emphasized making education an instrument of social, economic, and cultural progress. The Commission also specified five aims of education in India and recommended reforms to curriculum, teaching methods, educational structure, and teacher training.
Recommended
Ncfte 2009
This slide (NCF-2005 OF INDIA) made for online teaching. Information are taken from slides (from slideshare), journals, websites, blogs, and books.
National curriculum framework(2005)
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Introduction to Teacher Education/ Structure & Curriculum of Teacher Edu...
Introduction to Teacher Education/ Structure & Curriculum of Teacher Edu...alagappa university, Karaikudi
This document discusses the structure of teacher education programs in India. It outlines the different types of pre-service teacher education programs, including general teacher education, physical teacher education, and programs for pre-primary, elementary, secondary, higher, and vocational education. It also describes in-service teacher education programs for developing practicing teachers, such as induction programs, refresher courses, workshops, seminars, and conferences. The structure of teacher education in India has been revised many times and includes both pre-service and in-service components, though there is a lack of uniformity and quality issues across programs.Presentation on DIET, CTE, IASE.pptx
The document discusses the establishment and roles of District Institutes of Education and Training (DIETs) in India. It notes that universal elementary education and adult literacy were goals after independence, with literacy rates rising from 16.7% in 1961 to 52.11% in 1991 and 61% in 2007. DIETs were established to provide academic leadership and improve education quality at the primary and secondary levels in states. The roles and functions of DIET principals, senior lecturers, and lecturers are also the functions of DIETs themselves.
National Policy on Education-1986
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
Wood's despatch 1854
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
Ncert
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
Kothari commission
The Kothari Commission of 1964-1966, led by Dr. D.S. Kothari, was tasked with advising the Indian government on education reform. The Commission recommended transforming education to relate it to people's lives and needs in order to achieve national goals. It emphasized making education an instrument of social, economic, and cultural progress. The Commission also specified five aims of education in India and recommended reforms to curriculum, teaching methods, educational structure, and teacher training.
Principles of curriculam construction
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptx
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
Epistemological Bases of Education
1. The document discusses key concepts related to epistemology including types of knowledge, skills, teaching, training, information, reason, and belief.
2. It distinguishes between knowledge and skills, noting that knowledge refers to learned concepts and principles while skills relate to applying that knowledge.
3. Distinctions are also made between knowledge and information, teaching and training, and reason and belief.
Programme Of Action ,1992
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptx
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
programmed learning
This document discusses programmed instruction, which breaks educational content into small, sequential steps with frequent student responses and feedback. It defines programmed instruction and lists its key characteristics and principles, including individualization, active student responding, immediate feedback, and self-pacing. The document describes the two main types - linear programming, developed by B.F. Skinner, and branched programming. Branched programming uses backward and forward branching to provide remedial frames depending on whether a student answers correctly. The advantages and limitations of programmed instruction are also summarized.
Understanding Disciplines
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Elementary education
Elementary education refers to the first 8 years of a child's formal schooling, from ages 6 to 14. It aims to provide students with basic literacy and numeracy skills, as well as foster their social, physical, and emotional development. The objectives of elementary education are to ensure mastery of basic learning tools, promote harmonious growth, develop good citizenship and national identity, and instill scientific thinking. Elementary education is critical for developing an enlightened and productive populace, spreading literacy, integrating the nation, and driving the country's progress.
Teacher education in india
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
CONTINUOUS AND COMPREHENSIVE EVALUATION
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
Flanders Interaction Analysis System
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
History of teacher education. pptx
The document traces the history of teacher education in India from ancient to British periods. In ancient India, meritorious senior students called "pattacharyas" would assist teachers and take charge of teaching when teachers were absent. During the British period, educational boards first recognized the need for teacher training and established some initial training centers in the 1800s. Over subsequent decades, the British gradually expanded the teacher training system across India, establishing more training schools and colleges and improving standards of teacher education. By the early 1900s, there was a growing network of training institutions across India with thousands of students receiving instruction in teaching methods and practical experience.
INTRODUCTION TO TEACHER EDUCATION
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Pre service & in-service teacher education
PRE-SERVICE & IN-SERVICE TEACHER EDUCATION
PRE-SERVICE TEACHER EDUCATION: NEEDS, OBJECTIVES & SCOPE
Hunter comission
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
Unit VIII Language Policy in Education Dr.C.Thanavathi
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
Mudaliar commission
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
National education policy(1986)
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
Kothari education commission's report
The Kothari Education Commission report from 1964-1966 analyzed India's education system and made recommendations. It suggested a uniform 10+2+3 pattern of education across India with 10 years of general education, 2 years of higher secondary, and 3 years of undergraduate education. It emphasized vocational education, improving teacher quality, increasing literacy, and using education to promote national integration, development, and democratic values. The report helped establish many foundations of India's modern education system.
Motivation
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states that motivation is extremely important for teachers to encourage diligent and enjoyable work from students.
Task based. .5
This document discusses the task-based approach (TBA) to language learning. It begins with background on why TBA is useful for developing communication skills in a foreign language. It then discusses language learning as a social process, defining tasks and differentiating between real-world and classroom tasks. The document outlines that TBA tasks should build in complexity and be meaning-guided rather than following a predefined syllabus. It notes criticism of TBA but concludes that the approach adds valuable procedures to communicative language teaching when implemented balancedly.
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Principles of curriculam construction
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptx
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
Epistemological Bases of Education
1. The document discusses key concepts related to epistemology including types of knowledge, skills, teaching, training, information, reason, and belief.
2. It distinguishes between knowledge and skills, noting that knowledge refers to learned concepts and principles while skills relate to applying that knowledge.
3. Distinctions are also made between knowledge and information, teaching and training, and reason and belief.
Programme Of Action ,1992
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptx
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
programmed learning
This document discusses programmed instruction, which breaks educational content into small, sequential steps with frequent student responses and feedback. It defines programmed instruction and lists its key characteristics and principles, including individualization, active student responding, immediate feedback, and self-pacing. The document describes the two main types - linear programming, developed by B.F. Skinner, and branched programming. Branched programming uses backward and forward branching to provide remedial frames depending on whether a student answers correctly. The advantages and limitations of programmed instruction are also summarized.
Understanding Disciplines
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Elementary education
Elementary education refers to the first 8 years of a child's formal schooling, from ages 6 to 14. It aims to provide students with basic literacy and numeracy skills, as well as foster their social, physical, and emotional development. The objectives of elementary education are to ensure mastery of basic learning tools, promote harmonious growth, develop good citizenship and national identity, and instill scientific thinking. Elementary education is critical for developing an enlightened and productive populace, spreading literacy, integrating the nation, and driving the country's progress.
Teacher education in india
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
CONTINUOUS AND COMPREHENSIVE EVALUATION
The document discusses continuous and comprehensive evaluation (CCE), which was mandated by the National Policy on Education in 1986. CCE aims to evaluate students in a holistic manner through regular assessment of both scholastic (academic) and co-scholastic (non-academic) areas in order to promote their overall development. It involves assessing students continuously using various tools and techniques, covering curricular and extracurricular activities. The objectives of CCE are to make evaluation part of the teaching-learning process and use it to improve student achievement through diagnosis and remediation.
Flanders Interaction Analysis System
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
History of teacher education. pptx
The document traces the history of teacher education in India from ancient to British periods. In ancient India, meritorious senior students called "pattacharyas" would assist teachers and take charge of teaching when teachers were absent. During the British period, educational boards first recognized the need for teacher training and established some initial training centers in the 1800s. Over subsequent decades, the British gradually expanded the teacher training system across India, establishing more training schools and colleges and improving standards of teacher education. By the early 1900s, there was a growing network of training institutions across India with thousands of students receiving instruction in teaching methods and practical experience.
INTRODUCTION TO TEACHER EDUCATION
INTRODUCTION TO TEACHER EDUCATION; Concept & Objectives of Teacher Education; Teacher education
Pre service & in-service teacher education
PRE-SERVICE & IN-SERVICE TEACHER EDUCATION
PRE-SERVICE TEACHER EDUCATION: NEEDS, OBJECTIVES & SCOPE
Hunter comission
The Hunter Commission was appointed in 1882 to review the progress of education in India since 1854. It made recommendations to improve primary, secondary, higher and specialized education (e.g. for women and Muslims). For primary education, it recommended vernacular languages as the medium of instruction, training and appointing more teachers, and expanding access for disadvantaged groups. For secondary education, it suggested transferring administration to local bodies and using English as the medium. It strengthened the education department and emphasized expanding educational opportunities overall in India. However, it also had weaknesses like transferring too much control to inexperienced local bodies and not mandating primary education.
Unit VIII Language Policy in Education Dr.C.Thanavathi
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
Mudaliar commission
The Mudaliar Commission was appointed in 1952 to examine secondary education in India and provide recommendations. It was chaired by Dr. A. Lakshmanswami Mudaliar and included seven other members. The Commission studied the present state of secondary education and suggested measures to reorganize and improve it. Key recommendations included restructuring secondary education to span 7 years, introducing vocational education, making the curriculum more flexible and practical, improving teaching methods, emphasizing character education and co-curricular activities, reducing examinations, and improving teacher training and status.
National education policy(1986)
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
Kothari education commission's report
The Kothari Education Commission report from 1964-1966 analyzed India's education system and made recommendations. It suggested a uniform 10+2+3 pattern of education across India with 10 years of general education, 2 years of higher secondary, and 3 years of undergraduate education. It emphasized vocational education, improving teacher quality, increasing literacy, and using education to promote national integration, development, and democratic values. The report helped establish many foundations of India's modern education system.
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STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptx
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Unit VIII Language Policy in Education Dr.C.Thanavathi
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Motivation
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states that motivation is extremely important for teachers to encourage diligent and enjoyable work from students.
Task based. .5
This document discusses the task-based approach (TBA) to language learning. It begins with background on why TBA is useful for developing communication skills in a foreign language. It then discusses language learning as a social process, defining tasks and differentiating between real-world and classroom tasks. The document outlines that TBA tasks should build in complexity and be meaning-guided rather than following a predefined syllabus. It notes criticism of TBA but concludes that the approach adds valuable procedures to communicative language teaching when implemented balancedly.
Motivation. milton. 2
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and affiliation motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
Project based
This document summarizes an environmental awareness project carried out with students in 9th grade in Florencia, Caqueta, Colombia. The project aimed to raise students' awareness of environmental problems and develop their English language skills. Over three classes, students learned vocabulary, watched a video, and created posters about environmental topics like pollution, natural landscapes, and tree planting. Students then presented their posters to the class. The project was successful in teaching students about environmental issues and improving their English skills through task-based activities that motivated their creativity.
Children and war. (micro teaching)
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Motivation
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
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This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
ONLINE ASSIGNMENT TEXT BIOK
This document defines and discusses textbooks. It begins by defining a textbook as a book containing compiled content about a subject intended to explain that subject. Textbooks are produced to meet the needs of educators, especially in educational institutions. The document then discusses how textbooks are carefully prepared by experts, are indispensable study tools for subjects like social sciences, and provide uniform standards and a base for teachers and students. It notes cautions around overreliance on textbooks and advantages such as organizing course content. While textbooks can help planning, the document also lists disadvantages like potentially dull content and narrowing student outlooks.
Online assignment
The document discusses the features and purposes of textbooks, workbooks, and handbooks used in social science education. It states that textbooks are the core instructional material and provide structured and systematic knowledge on the curriculum. Workbooks are smaller supplemental materials that allow students to directly complete practice problems. Handbooks are reference guides that help teachers plan lessons and understand curriculum objectives. The document also outlines criteria for good social science textbooks and cautions in their use, as well as the roles and advantages of workbooks and handbooks in supporting teaching and learning.
Materials Evaluation Intro
The document discusses the importance of materials evaluation and design in language teaching. It notes that materials evaluation, syllabus design, and learner assessment are central activities in applied linguistics. Experienced teachers are able to predict how learners will respond to different types of published materials and know what to use, adapt, and supplement. The document emphasizes that language teachers need the competence to make informed decisions about choosing and using teaching materials, as well as developing their own materials when existing options are inadequate.
Assignment vijitha
This document discusses different types of reference materials used in science education, including handbooks, workbooks, and reference books. It provides details on the contents and advantages of each. A teacher's handbook is described as an excellent reference for effective science teaching, containing chapter summaries, objectives, technical terms, activities, and evaluation tools. Science workbooks supplement textbooks by providing practice exercises, assignments, and suggestions for practicals and improvisation. Reference books are sources of confirmed facts that are referenced briefly rather than read thoroughly, and include dictionaries, encyclopedias, and catalogs.
Textbook and Reference book ppt
By going through this ppt anyone can understand the concept of textbooks and reference books with examples and get to know the difference between the same.
Online assignment
This document discusses the key features and functions of an effective social science textbook. It states that textbooks are indispensable guides for students and teachers, providing minimum essential knowledge in a single source and ensuring uniformity of standards. Textbooks also help rectify limitations of classroom situations like large class sizes. They aim to organize knowledge in a logical, comprehensive manner and serve as a common basis for students and teachers to build upon. However, some debate exists around the appropriate role of textbooks in social science education.
Balanced Literacy
Marilyn Jager Adams proposed a balanced literacy approach in 1990 based on the work of several reading experts. This approach became popular in the 1990s and remains popular today. A balanced literacy approach combines the best elements of phonics instruction and whole language approaches, incorporating reading, writing, and oral language. It includes self-selected reading, guided reading, phonics instruction, and writing.
Materials or not
The document discusses the use of materials in language teaching, specifically regarding the Dogme approach. It makes the following key points:
1. Materials can support teaching and learning but teachers should not feel constrained by published textbooks. Teachers are best able to determine which materials meet student needs.
2. Selecting good, well-adapted materials is important. No single textbook is perfect so a combination should be used to match different student learning styles and levels.
3. While the Dogme approach values teacher-student interactions over fixed materials, published materials still provide guidance for inexperienced teachers and support textbook-based learning in Southeast Asian contexts. A balanced approach is recommended.
What is Textbook ? Features of a good Textbook
This document discusses the meaning, definition, and characteristics of a good textbook. It begins by defining a textbook as a standard book used for teaching and learning that is organized according to the curriculum. Textbooks are authored by experts in the subject area and take into account the intended readers. The document then discusses the physical and academic aspects that make for a good textbook. Physically, a good textbook has an appropriate size, strong binding, reasonable cost, and clear printing. Academically, it has detailed explanations, relevant content organized by the syllabus, a simple style suitable for the audience, and questions to conclude lessons. Overall, the document emphasizes that textbooks provide organized instruction to aid both teaching and learning.
Sandhya.b
The document discusses the features and criteria of a good social science textbook. It notes that textbooks are an indispensable aid for students and teachers in the subject. A good textbook should be child-centered, have clear arrangements of content, engaging language suited to the reading level, and illustrate concepts clearly. It should also promote self-study, be up-to-date, develop international understanding, and provide references for further learning. While textbooks organize key content, teachers should not rely on them primarily and should engage students in additional active learning.
Rext book
A text book is a specially written book that contains selective and systematic knowledge about the prescribed curriculum. It presents information and learning activities in a coherent and sequenced manner suited to the intended learners. A text book differs from an ordinary book in that it is student-friendly and reflects teaching goals and techniques. While some thinkers argued against textbooks, most educationists see them as an integral part of any educational system. A well-chosen social science textbook can aid the teacher and provide essential information to students in a clear, explanatory, and suitable manner. It should help achieve national goals and develop international understanding.
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TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXT
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Teaching foreign language for specific purposes (1)
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Lesson plan 2
This lesson plan is for an intermediate to high level English class at Universidad de la Amazonia. The lesson will focus on the topic of children and war, and involve 13 students on April 28th from 8:00-9:00 am. The main goal is to develop student participation through discussing a relevant topic. Students will discuss what they know about words and concepts related to the topic, look at pictures and answer reflective questions, read parts of a text in groups, and share ideas with the class. Finally, students will write a short paragraph on the theme and describe a picture expressing their thoughts and feelings.
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Assessment involves ongoing processes to gather evidence of student learning and use that information to improve instruction. The document discusses 3 types of assessment: formative assessment which is part of daily teaching, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies skills over time with student involvement. Effective assessment involves clear learning goals, criteria students understand, and feedback to support future learning.
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Motivation. milton. 2
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and affiliation motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
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This document discusses different types of writing and approaches to writing assessment. It describes informative, expressive/narrative, and persuasive writing. It also outlines holistic, primary trait, and analytic scoring approaches. Key aspects of the writing process like prewriting, writing, and post-writing are explained. Strategies for writing instruction, self-assessment, peer assessment, and using assessment to inform instruction are provided.
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Position paper milton...eulicer
This document discusses the importance of materials in teaching English as a foreign language. It outlines several materials that teachers can use, including pictures, videos, authentic materials, chalkboards, dictionaries, and social networks. Teachers must carefully select materials that are appropriate for their students' ages, levels, knowledge, and contexts. A variety of materials should be used to avoid boring students. Social networks and technology can be useful resources when incorporated appropriately.
Textbooks...(eulicer)
A textbook is a manual of instruction or standard book used in education that presents the subject matter defined by the curriculum. Textbooks are produced according to the demands of educational institutions and are usually part of a pedagogical design. A university textbook is required to contain a complete overview of the subject including theories as well as be of a more permanent character.
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- 1. TEXTBOOKS BY: MILTON FERNEY MORALES JHON FREDY ESPINOZA Licenciatura en inglés Universidad de la Amazonia
- 2. WHAT IS A TEXTBOOK? A textbook is a manual of instruction or a standard book using in education. Textbook is a teaching tool (material) which presents the subject matter defined by the curriculum.
- 3. They are produced according to the demand of the educational institutions. Textbooks are usually part of a pedagogical design. A university textbook is required to contain the complete overview of the subject, including the theories, as well as to be of a more permanent character.
- 4. USE OF TEXTBOOKS Itcan be the center piece of a course syllabus. Itcan be used for self-study (students and professionals), teachers can assign just parts for reading. According to use contexts, functions of a textbook are not the same.
- 5. PEDAGOGYCAL OBJETIVES Textbooks are written with pedagogical objectives in mind. But since teachers and learners must construct their own representation, they sometimes re- purpose a text in ways not anticipated. E.g. a textbook could be used just for reference instead of for direct instruction.