workshop

CASE STUDY

According to PV Young:

“A case study is a research study to explore, analyse and interpret the
description of a social unit, be it a man, an institution, a body, or even
the entire community.”

• A case study is thus
  a small, intensive, inclusive study
  an in-depth study
  includes emotional aspects
  element of subjectivity might enter therefore avoid biases
  collection of all available information
  includes past history and current status
  based on facts
  confidential
  reliable and valid data
  systematic and scientific interpretation
  with detailed interpretation of data
  includes diagnosis and recommendations
  provision of feedback
  
  METHODS OF COLLECTING DATA
  Observation
  Interview
  Recorded data (e.g. cumulative record)
  Standardized tests
  Non-standardized tests
  etc
  
  STUDY SHOULD INCLUDE
  Objective of study
  General information (age, sex, etc)
  Family history
  Personality information
  Educational history
  Vocational history
  Social history
  etc
  
  OUTLINE OF REPORT
  Contents
  Introduction (theoretical framework of case study;theoretical framework of special need, etc)
  Details of problem (details of special need; identification of problem; diagnosis of problem [formulation of hypothesis], etc)
  Data Collection (tools; methods employed, etc)
  Data analysis and interpretation (scoring; interpretation, etc)
  Conclusions and Suggestions
  Planned follow-up
  Bibliography
  
  
  
  
  

FORMAT FOR CERTIFICATE FOR COMMUNITY SERVICE

The format of the certificate for community service is to be prepared on the letter head of the organization. The format should be on the following lines:

TO WHOMSOEVER IT MAY CONCERN

This is to certify that __________________daughter/son of _________________ has completed 30 hours of community service spread over _______ days during the period from _____ to _____________ at our organization _________________ her/his work at the organization was_______________ she/ he received no remuneration and conducted herself / himself satisfactorily during this period

VARIABLES IN THE TEACHING-LEARNING PROCESS

You can access material and appropriate links for this topic on my Wikieducator page (http://www.wikieducator.org/User:Nimrat)

SKILL OF REINFORCEMENT

I am afraid this is in bits and pieces - you can take a print out if you wish to.

SKILL OF REINFORCEMENT

Learning is a relatively permanent change in behaviour in a given situation brought about by repeated experiences in that situation
How does the teacher ensure the change is brought about?
Threats?
Promises?
Rewards?
Praise?
Punishment?
Embarrassment in front of peers?
Marks?

THE AIM OF THE TEACHER

To ensure that the desired behaviour occurs and keeps occurring
HOW?
Through REINFORCEMENT of the desired behaviour

Reinforcement: Any stimulus that increases the probability that a response will occur

POSITIVE REINFORCEMENT
A stimulus that increases the probability of a response when it is added to a situation
e.g. you get an approving smile if you are on time for assembly
e.g. a chance to work out a problem on the board

NEGATIVE REINFORCEMENT
A stimulus that increases the probability of a response when it is removed from a situation
e.g. you do not pay a fine if you are on time for assembly
e.g. no stay back in break if all problems solved

PUNISHMENT

• A pleasant stimulus is removed; e.g. the comic book is removed from between the covers of the Mathematics textbook
• A noxious or unpleasant stimulus is added; e.g. sent out of the class while the Principal is on rounds

Click on the image at the top of this post to see a comparison of reinforcement and punishment.

PUNISHMENT
Not recommended; results in simply drawing attention to undesirable behaviour and affects emotional well being; studies show that merely suppresses undesirable behaviour

REINFORCEMENT
Encourages desirable behaviour and leads to unlearning of undesirable behaviour; increases students’ involvement in work; has a motivating effect; improves discipline

MAJOR COMPONENTS OF REINFORCEMENT

• Positive verbal reinforcement (PVR)
• Positive non-verbal reinforcement (PVNR)
• Extra-verbal cues (EVC)
• Repeating and rephrasing (R&R)
• Writing pupils answers on the blackboard (WPABB)

DESIRABLE TEACHER BEHAVIOUR
I.Use of positive verbal reinforcers
•Use of praise words (good, well done)
•Use of statements of praise (that is very perceptive of you)
•Accepting pupil’s feelings (yes, you are right; please elaborate; summarizing of responses)
II. Use of positive non-verbal reinforcers
•Use of non-verbal actions (smile, nod, move closer)
III. Use of extra-verbal cues
•Encouraging sounds (Uh-huh, Hmmm, Ah-ha, etc)
IV. Repeating and rephrasing pupils’ responses
V. Writing pupils’ responses on the blackboard

PRECAUTIONS

• Avoid too little or over-frequent use
• Reinforcing/encouraging only responding students
• Use a variety of reinforcers
• Rarely use marks, stars, etc as reinforcement
• Both individual and class reinforcement
• Immediate reinforcement
• Personalized reinforcement
• Meaningful reinforcement
• Avoid negative verbal and non-verbal behaviours (that is not good, humph, sarcastic tone, raised eyebrows, etc)
• Avoid inappropriate use (using when not needed, not using when needed)

WORKING WITH COMMUNITY

The format of the Working with Community file to be submitted by students of the B Ed programme at the end of the academic session is as follows:

FORMAT OF REPORT

INTRODUCTION

My perspective of community service: to be written in a minimum of 300 words an a maximum of 500 words, this should include the meaning of community service and what you think is its relevance to the B Ed programme
My expectations from community service: to be written in a minimum of 200 words and a maximum of 500 words
Details of the organisation: to be written in a minimum of 400 words to a maximum of 500 words

DAILY REPORTS

Daily reports: these are to be in the format given in the example below:

Day 5 Thursday
27 October 2009
Timings: 10:00 am – 11:00 am

Objective of the Day: To get the more shy children involved in making cards for Diwali

Activity undertaken: I formed groups, with the more outgoing and shyer students in different groups, and declared that this was a card making competition

Reflections: an example of a reflective report is posted alongside. Please note that failures as well as successes must be reported. This is to be written in a minimum of 100 words and a maximum of 200 words.

Learnings: The word limit will depend on your learnings on that particular day.

CONCLUSIONS

· Learnings from community service: this is to be an amalgamation of the learning that has occurred at the end of 30 hours of community service, to be written in a minimum of 200 words and maximum of 300 words.
· Change in my perspective of community service: compare your perspective of community service at the start of the session and after completing 30 hours of community service; to be written in a minimum of 200 words and a maximum of 300 words.
· Recommendations: please state any recommendations you have to make this component of the B Ed programme more meaningful.

PHOTOGRAPHS

Please attach a minimum of 10 and a maximum of 15 photographs related to the activities you undertook as a part of community service. Computer print-outs of digital photographs on non-photographic paper are acceptable as long as they are clear.

GENERAL

It is strongly recommended that you write the daily report on the day you have visited the organization where you are working. During mid-term evaluation, you will be required to present these reports as evidence that you are indeed proceeding in the right direction

REFLECTIVE DIARY (B Ed Programme)
The format of the Reflective Diary to be submitted by students of the B Ed programme at the end of the academic session is as follows:

CONTENTS

Report on participation in house activities
Report on participation in inter-institute activities
Report on participation in activities organized by the Activity Clubs
Report on educational visits
Report on sports and Sangathan-related activities
Report on participation in morning assembly
Any other in consultation with CCA Coordinator

FORMAT OF REPORT

Date of participation
Name of activity
Nature of participation (to be written in a few sentences; e.g. I represented AIE as part of the Kho-Kho team; I participated in the Debate competition organized by AIE on the topic ‘……’)
Reflections: the emphasis should be on what you experienced and the learning that occurred; an example has been posted to further clarify your understanding of what is expected of you. This part of the report has to be written in a minimum of 250 words and a maximum of 500 words.

It is strongly recommended that you maintain the reflective diary throughout the year as and when you participate in any activity.

TERMS IN EDUCATIONAL PSYCHOLOGY

Behaviour: actions or reactions of a person in response to external or internal stimuli

Stimuli: any thing or event in the environment that evokes a response, overt or covert, conscious or subconscious or unconscious

Environment: circumstances or conditions that a person is in

Experience: apprehension, realization of an object, thought or emotions through the senses; active participation in events/activities

Science: methodical activity, discipline, study

Consciousness: mental alertness to a particular situation; being aware of one’s environment or existence, sensation and thoughts

Subconscious: not wholly conscious; part of mind below level of conscious perception (e.g. hear a sound that recollect later)

Unconscious: lacking awareness and capacity for sensory perception; absence of conscious awareness/thought; involuntary or unintended

Covert: hidden, not seen

Overt: open, observable

Positive science: attempts to describe things as they are, not how they ought to be; descriptive, objective; e.g. pure physics

Normative science: how things should be; which things are good and which bad; which actions are right and which are wrong

Applied science: application of knowledge to solve particular problems

Perception: understanding the information obtained through the senses

LINKS FOR LEARNING THEORIES

You could follow these links for material on learning approaches
BEHAVIOURISTIC APPROACH
http://cranepsych.com/Psych/Overview_of_behaviourism.pdf
http://www.simplypsychology.pwp.blueyonder.co.uk/behaviourism.html
http://uk.encarta.msn.com/encyclopedia_761551503/behaviourism.html
http://www.scribd.com/doc/5769721/teaching-learning-process-
CONSTRUCTIVIST APPROACH
http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
http://saskschoolboards.ca/research/instruction/97-07.htm#A%20Classroom%20Example%20of%20Constructivist%20Teaching
http://www.prainbow.com/cld/cldp.html

An example of lesson planning with constructivist approach

http://jaime1.blogspot.com/2005/02/lesson-plans.html

VYGOTSKY'S SOCIAL LEARNING THEORY

Look at the sections titled ‘Theory of learning’ and ‘Theory of transmission’ at this site
http://www.newfoundations.com/GALLERY/Vygotsky.html
Look at this too
http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky's_constructivism

MATERIAL ON LEARNING THEORIES
Can explore these – a kind of virtual library for learning theories
http://www.emtech.net/learning_theories.htm
http://www.teach-nology.com/currenttrends/constructivism/

CONSTRUCTIVISM

Wikipedia page on constructivism with links to pages on psychologists
http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

BRUNER'S CONSTRUCTIVISM
Some information on Bruner
http://www.learning-theories.com/discovery-learning-bruner.html
http://www.thinkingink.com/_contents/edu/phd_archives/EPRS8500_DiscLrngThry.PDF

LEARNINGS FROM ANCIENT INDIAN EDUCATION

This presentation was prepared by Vandana Upadhyaya, M Ed 2007-08
“BEST PRACTICES: LEARNING FROM ANCIENT INDIAN EDUCATION”
ANCIENT INDIAN EDUCATION
•Rich tradition of learning & education.
•Education imparted orally.
•Institutional form of imparting learning came into existence.
EDUCATIONAL SYSTEM IN ANCIENT TIME
•First system was Guru-Shishya system.
•The first lesson taught to student was the performance of Sandhya & reciting of Gayatri mantra.
•Training of mind & process of thinking are essential for acquisition of knowledge.
•3 simple processes: Sravana, Manana, Niddhyasana

•Special institution for the promotion of study & research.
•Nalanda & Taxila were the best university at that time.
•Institution imparting vedic knowledge that exist even today.

HOLISTIC VIEW
•Holistic education facilitates the students understanding of the meaning & purpose of life
•Its aim is to call forth from students a passionate love for learning.

PLACE OF TEACHER
•A teacher was seen as a friend ,a mentor , a facilitator and an experienced person.
•Co-operation was the norm rather than competition.
•Gurukul system of education was the best example of quality management in education.
•Gurus decided the curriculum.
•Gurus choose the student on the basis of learning potential.
•More emphasis on discipline.
•Transfer the gurukul tradition to the early Indian university such as Nalanda & Taxila.

BEST PRACTICES: LEARNING FROM ANCIENT INDIAN EDUCATION (AIE)
•To make the student fit to become a pious member of society
AIMS
•its aimed at helping the individual to grow in the power and force.
•To creating a mind to both scientific and spiritual.
•To develop a mind which is rational, flexible and open to change.
•To character formation through proper development of moral feeling.
EDUCATIONAL SYSTEM
focused on building a disciplined and value based culture
.It tried to inculcate in student the following qualities:
-social consciousness based on love for the humanity.
-character, honesty based on moral law.
-Discipline based on the sense of duties and responsibilities of an individual
•Prompted the students to utilize their educational attainments and capacities to benefit of the society.
STATUS OF WOMEN
•Women were admitted at the highest knowledge.
•Equality between the sexes.
CONCLUSION
•The aim of this article is to capture the wisdom of the ages and to make it relevant in present times.
•To help the educator to come up with innovative methodologies.
•Ancient Indian cultural provides an effective approach.
•The goals of educational philosophy for tomorrow should be:
-To educate students so that they are able to develop a holistic personality
-To inculcate a love for nature and respect for all forms of life.

Orientation to Learning Practices Project

LEARNING PRACTICES

MEANING

•Learning is also an activity like any other
•We all have individual ways of learning: practices generally follow when learning are learning practices
LEARNING QUANTITY

•Cramming versus learning
•When learn, do not need to think before using knowledge (e.g. multiplication tables)
•Remember something spontaneously
•Mnemonics (VIBGYOR), association, etc
LEARNING PACE

•When
•For how long
•How much practice
•Breaks
•Self-tests
LEARNING METHODS (includes learning style and learning techniques)

•Learning style
Basic learning styles:
1.Auditory learning occurs through hearing the spoken word (tapes, read out, etc)
2.Kinesthetic learning occurs through doing, touching and interacting (rework material)
3.Visual learning occurs through images, demonstrations and body language (diagrams, etc)
•Learning technique
1.Writing: notes and essays
2.Visualizing: mind maps and models
3.Speaking: spoken repetition and presentations
PROCEDURE

•Interview 30 fellow students (any course)
•Identify best learning practices
•Implement to facilitate learning during practice teaching
FORMAT OF FILE

•INDEX
•INTRODUCTION
•BEST LEARNING PRACTICES
•IMPLEMENTATION OF BEST LEARNING PRACTICES
•CONCLUSION
•APPENDIX (List of names of interviewees and their best learning practices)
EVALUATION

Please remember, as I have reiterated often enough in class, that the focus should be on what you have done; the introduction should be focussed, spend time to reflect on how to incorporate your findings in teaching-learning. You can include your experiences in the conclusion

You can look at the following in addition to learning styles

http://www.learnplus.com/guides/learning-practice.html

QUESTIONNAIRE

An introduction to questionnaires can be seen at
http://www.wiziq.com/educational-tutorials/presentation/16143-An-introduction-to-questionnaires

INTRODUCTION TO PROJECT IN QUALITY ANALYSIS

View the following slide show for an orientation to the project on quality analysis of an educational subsystem
http://www.wiziq.com/educational-tutorials/presentation/16142-Quality-analysis-of-an-educational-subsystem

QUALITY IN EDUCATION

INDICATORS OF QUALITY IN EDUCATION
The following link will take you to the highlights of the report of Delors Commission
www.unesco.org/delors/
You can download the document of the NCF 2005 from this site:
http://www.ncert.nic.in/html/framework2005.htm
The recommendations of the NKC regarding school education can be downloaded from this site:
www.knowledgecommission.gov.in/downloads/documents/nkc_se.pdf
This is a link to the UNESCO position on quality indicators in education
http://portal.unesco.org/education/en/ev.php-URL_ID=27856&URL_DO=DO_PRINTPAGE&URL_SECTION=201.html

TQM PHILOSOPHY
The first link also speaks of the evolution of TQM
http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_chapter/9780631236146/Dale_C01.pdf
http://www.minuteman.org/topics/tqm.html
www.herdsa.org.au/wp-content/uploads/conference/2003/PDF/HERDSA19.pdf
http://www.ijee.dit.ie/articles/Vol14-1/ijee959.pdf

View a slideshow by Bhavna Joshi (M Ed 2007-08) on indicators of quality in education
http://www.wiziq.com/educational-tutorials/presentation/16139-Quality-Indicators-in-Education

If you do not wish to see the PowerPoint presentation, part of the the content is pasted below:

• Quality can be judged to exist when a good or service meets the specification that has been laid for it. Therefore, the product must do what it claims to do and do what their customers expect of them.
• Education has no finished products. They are on the way “TO BE”.
  Human being continue to learn and evolves “TO BE”.
  QUALITY IN EDUCATION is not an end….aims to create life long learners that can fit this society…is determined by the kind of humans it produces.
  
  EDUCATIONAL QUALITY AND ACCOUNTABILTY OFFICE

Main indicator- student’s achievement
•INPUT FACTORS- financial and human resources invested in education. Example: expenditure per student, experience, qualification of teachers.
•PROCESS FACTORS- learning environment and organization of schools. Example: curriculum and development, instruction.
•OUTPUT FACTORS- The achievement result of students and their development. Example: dropout rates at various level, new knowledge.

EDUCATIONAL QUALITY INDICATORS BY UNESCO

•COMMUNITY- School environment, its organization, methods play a vital role.
•EQUALITY- It is school’s responsibility for creating environment where potentiality can develop
•PARTICIPATION- Non segregation, participation of every child in every activity

QUALITY INDICATORS

COURSES AND PROGRAMMES
•Appropriate opportunities for pupil as per their choice.
•The Programme contributes to a continuing interest in learning and learning.
•Courses planned and taught to meet the needs and abilities and aspirations of pupil.
•To promote, progress and continuity in pupil’s learning.

PUPIL’S LEARNING EXPERIENCE

•Extent to which the learning environment stimulates and motivates pupils
•Pace of learning
•Learning, independent thinking and active involvement.
•Interaction with others, work collaboratively in variety of circumstances.

MEETING PUPIL’S NEED

•Choice of task, activities well matched with the need of people.
•Provision for pupil with differing abilities and aptitude.
•Identification of learning needs and barriers to learning are clearly addressed.

PLAN AND SOCIAL DEVELOPMENT

•Planned approach which aims to promote personal and social development.
•Child’s progress in developing positive attitude, personal and social skills like self- esteem.
• Confidence in their own knowledge, skills and emerging values.

AVAILABILITY OF QUALIFIED AND MOTIVATED TEACHERS

•Well qualified teachers teaching subject as per their qualification.
•In-service training is necessary to upgrade their teaching capabilities (theory and practical).
•Working conditions of teachers
•Salaries given to the teachers

INFRASTRUCTURAL FACILTIES

•Proper building
•class room space for learning
•proper space for activities
•drinking water and toilet facilities
•Playground and play material facilities
•Library and resource room

TRAINING FOR CITIZENSHIP

•Participation in co-curricular and other activities
•Proper guidance and consultation about the field the child wants to take as per his/her interest which in future will contribute to employment.

NEED OF THE HOUR

•Our education system is facing serious challenges
•Due to lack of correct implementation of policy our system has been divided into a dual system
•For implementing various reform programme the management, professional and financial support is needed.
•Improvement can be there by bringing quality in education and fulfilling the indicators of quality in education.