ICT IN EDUCATION

Podcasting

Media files made available on the web to the public for download to a variety of digital hardware products ranging from personal computers to portable household devices (MP3 players, cellphones etc)
I.Podcasttools
1.Audacity- audio editing application. Recording and editing sounds
Audacity.sourceforge.net(music editing software)
2.Podbean-easy/powerfulpodcasting
3.Podomatic–video/audiopodcast, receive online calls
II. Surveys, Polls & Quizzes
1.Addpoll- easiest survey/poll tool on web.
2.Answergarden-online brainstorming tool
3.Fluid surveys-online survey software and form tools
4.Mysurveylab-professional online surveys
III.Photos&imageediting
1. Cacoo- A free online diagram tool. Draw flow chart, mind maps etc.
2.Pencil-Animation/drawingsoftware
3. Photopeach- online stories using photos
IV.Testing&Assessment
1. Class marker – professional web based testing service
2. Hot potatoes- interactive quiz generator. Interactive multiple choice, short answer, jumbled sentences, matching/ordering &gap filled exercises for www.
3.iQuizmaker-easy customizable quiz makers for I-pods
V.PDFtools (Portable Document Format)
1.AdobeReaderXI
2.DoroPDFwriter
3.Nitropedium
VIMusicdownloadertools
1.Freesound
www.freesounds.com300000 natural and artificial sounds available.
2.ArchiveAudioandMP3Library
3.Audiofarm( best& easiest way to found music)
4.iTunes-formusic
Types
a.Audio broadcasting solely of audio recordings
b.Enhanced podcasts multimedia formats combining audio recordings with images c.Videopodcasts(Vodcasts) video recordings
Blogging
• Web+ log ® blog
• log means historical narratives

• Log book in digital type ® blog

• Blog can be operated by the individual

Microblogging

Write brief text updates (usually less than 200 characters)

twitter
tumbler
mysay
irat
emyday
emotioner

Newsgroup
online discussion forums especially designed for a specific subject
Usenet
Online plat form in which newsgroups can be built.

Wikis (What I know is)
A web application which allows people to add, modify or
delete content in a collaboration with others. Wikis are
webpages that allows readers to effect corrections, additions
& deletions. Any layman can handle wiki pages using simple
tags. Wiki is a type of content management system. It differ
from blog. Content is created without any defined owner or
leader
a. Wikipedia
An ever expanding free online encyclopedia which has130 lakhs articles in 266 languages
b. Wiki Dictionary (Wikitionary)
A free online multi language dictionary containing definitions, pronunciation, model quotations, synonyms, antonyms and translations.
c.Wiki books
A collection of books on various subjects
d.Wiki Quotes
A collection of proverbs, puzzles, movies, texts, themes, legal dictionary, quotes, folklore etc.
e.Wiki species
Database on flora & flora
f. Wiki News
A free news centre
g. Meta wiki
A forum for co-ordination of wiki initiatives
h. Wiki commons
A common pool resource of wiki files
g.Wiki University
The wiki centre of learning
Moodle (Module Object Oriented Dynamic Learning Environment) www.moodle.org
A free software e-learning platform also known as a Learning Management System or Virtual Learning Environment (VLE). Developed by Martin Dougiamas, Australia
Features of Moodle
Assignment submission
Discussion forum
Files download
Yahoo(Yet Another Hierarchical Officious Oracle)
Yahoo–source of truth/wisdom.
Developed by JerryYang &David Filo. Founded on 1994 January.
Headquarters- SunnyVale in California.
Google
Nickname-Backrub
Pages 1 2 3 4 5 estimate importance of every site by checking by its back links.
Developed by Larry Page & Sergy Brim.
Founded on1998 January.
Motto of Google- ‘Don’t be evil’.
Head quarters-Google plex, Mountain view, California
Noogler- New employees of Google
Googol–search engine.
When it was typed accidentally misspelled as Google
Googol-one followed by 100 zeros.
Operating system of Google-Android
Versions-Cupcake, Donut, Echlair, Kitkat, Gingerbread, JellyBean, Froyo, Honeycomb, Icecream, sandwitch, Lolipop, Marshmallow.
Google support Net neutrality
Net neutrality is the principle that internet users should be in control of what content they view and what application they use in internet.
ICT Enabled Education In Kerala , IT made as compulsory subject in high school curriculumin2003.
FOSS- Free and Open Source Software used by IT@School

Edusat-VICTERS Channel
VICTERS is the only complete educational channel of the State which telecast programmes of educational value, general awareness programmes and content on general interest and is fast becoming the most sought channel by students, parents, teachers and general public.
India's first broadband network on EDUSAT for schools VICTERS (Versatile ICT Enabled Resource for Students) inaugurated by A P J Abdul Kalam, the Former President of India on 28th July, 2005 in Thiruvananthapuram has revolutionized classrooms through interactive IT based technology. The scheme which is being executed by IT @ School Project of Government of Kerala, is mainly intended to meet the demand for an Interactive Satellite based Distance Education system for the country.
VICTERS offers interactive virtual classrooms that enable the school students as well as the teachers to directly communicate with the subject experts and educationists. It
also ensures the dissemination of high quality education to the students and teachers from the original source.
VICTERS has two modes of operation–
Interactive mode
Non interactive mode.
Interactive mode of VICTERS is used for video conferencing and other such educational training purposes. Being India's broadband first interactive network for school, the interactive mode is equipped with 116 Satellite Interactive Terminals (SITs).
The main users of the facility under Thiruvananthapuram Hub are IT@School Project, Directorate of Collegiate Education, Directorate of Technical Education, CDAC, SSA, Directorate of IT Lakshwadeep & CIMR. The new studio present at SCERT building, Poojappura.
The non interactive mode of VICTERS is the complete educational channel, first of its kind in the country, which was officially inaugurated by Former Chief Minister of Kerala Shri. V.S Achuthananthan on 3rd August 2006. The channel which is telecast for 17 hours a day from 6 AM to 11 PM, is unique in the sense that it caters to students & teachers on a need based manner, and programs are aired on demand, sensitive to school curriculum and even timetable.
Software used in school level
Kalzium
Kgeography
Kstars
Geo Gebra (software for maths)
Dr.Geo
KIG Chemical
G periodic
Rasmol
Sunclock
Marble
Audacity
Kino
GIMP
Biology resource (software) Blood transfusion through animation. USB microscope used for mass education instead of single person observation (eg: Amoeba)
English, Malayalam &Hindi subjects blogs present.
Kavym sukhe –malayalam blog
Vidyarangam- ,,
English forum-English blog
Social science
Marble-software Virtual view of globe
Rotate in all direction
Geotag- Latitude and longitude of the place is present
Kalzium -
for studying periodic tables
eg: Nitrogen –overview, picture, atom model, chemical bond, energy spectrum etc
PhET
For Physics eg: How the electrons flow through animation.
Wicket –Physics software
G-compris
For pre primary to higher level. Through games, puzzles students identify the parts of computers in lower classes. Animations also used.
Cyber crimes
All actions that employ modern information and communication technologies such as computers, mobile phones& internet that are detrimental to people and communities in any way can be considered cyber crimes.
Different types of cyber crimes
1.Individuals
2.Property
3.Organisation
Against individuals
1.E-mail harassment
2.Cyberstalking
3.Pornography
4.Cracking
5.Phishing/identifytheft
6.Online cheating
Against property
1.Credit card fraud
2.Skimmer used in the ATM for stealing money
3.Intellectual property crimes
Against organization
1.Hacking
2.Virus attack
3.Denialof service
4.e-mailbombing
5.Salami attack
Cracking
Cracking is illegally entering a computer or a network and using or destroying its database.
Hacking
Hacking is about examining software applications & operating systems in depth and modifying them to improve their performance.
Phishing
Phishing is extracting information on passwords, credit card related information and other secured data by misguiding individuals through malicious actions
Cybersquatting
It is the action of creating and displaying unauthorised websites posting them as official or authentic.
Pornography
Pornography is the display and spreading of obscene information and pictures.
Section of Law
43 of IT Act 2000 -Damage to computer
66(A) of IT Act 2008- Sending offensive or false message through communication service
66(B) of IT Act 2008- Dishonestly receiving stolen computer resource or communication device
66(C) of IT Act 2008- Identify theft/ misuse of digital signature
66(D) of IT Act 2008- Cheating of personation by using computer resource.
66(E) of IT Act 2008- Violation of privacy
67 of IT Act 2008- Publishing or transmitting obscene material in electronic form.
67 (A)of IT Act 2008- Publishing or transmitting of material containing sexually explicit in electronic form.
67(B) of IT Act 2008- Browsing, downloading, publishing or transmitting of materials depicting children in sexually explicit in the electronic form.

Peck and Wilson- Technology Integrated with teaching
Jonassen, Peck, and Wilson's (1999) Learning With Technology is about how teachers can use new educational technologies to create meaningful learning environments. Students

constructing knowledge with technology, as opposed to merely obtaining information from computers. The goal of education at all levels is to engage students in meaningful learning.

Learning by doing, learning by exploring, learning by reflecting, learning by constructing, and learning by visualizing with technology. Different Internet technologies -- chat, email,

bulletin boards -- can be used to create powerful new tele-learning communities.

Teaching with technologies places schooling, curriculum, and technology within a larger socio-cultural context in which technological transformations that have occurred in

modern society. The role of technology in shaping new socio-cultural contexts and the implications of these contexts for learning and teaching in the twenty-first century. Learning

with technology is focused on the learner and the construction of meaningful knowledge with technology.

Introducing the challenge of teaching with technology in today ís ever-changing society. Society has moved from a print-dependant, industrial age to a postmodern era deeply

influenced by electronic media. Learning With Technology is focused on the learner and the construction of meaningful knowledge with technology.

Technology refers to the designs and environments that engage learners (by Jonassen, Peck and Wilson 1999). The focus of both constructivism and technology are on the creation of

learning environments. The integration of technology in the classroom, highlighting the connection between constructivism and technology. The focus is on the constructivist view of

learning as an active process of constructing rather than acquiring knowledge, and instruction as a process that supports construction rather than communicating knowledge.

Technologies, primarily computers, help build knowledge bases, which will “engage the learners more and result in more meaningful and transferable knowledge. Learners

function as designers using the technology as tool for analyzing the world. Accessing information, interpreting and organizing their personal knowledge and representing what they

know to others” (Jonassen, 1994). Technological tools such as spreadsheets, databases, expert systems, video conferencing and others can be used by students to analyze subject

matter, develop representative mental models, and then transcribe them into knowledge bases.

Within the shift in focus from objectivist to the constructivist context domain, technology can play an integral part in the learning environment. The richness of the technology

permits us to provide a richer and more exciting (entertaining) learning environment. Our concern is the new understandings and new capabilities that are possible through the use of

technology. By integrating technology with constructivist methods, such as problem based learning and project based learning, learners are more responsible for and active in the

learning process. Constructivism offers flexibility to teachers to individualize learning for each student while using technology tools to augment cognitive and meta cognitive

processes.

Sample questions for B.Ed. Natural Science
University of Kerala

Write multiple choice questions(1 mark)
1. Botanical garden is an example for
(human resources, man made resources, natural resources)
2. Olericulture is cultivation of
( trees, vegetables, flowers, fruits)
3. Full form of SIET
( State Institute of Educational Technology, State Instruction of Educational Technology, State Institute of Education Teaching, State Instruction of Education Teaching)
4. National Curriculum Framework (NCF) formed in
(2005, 2007, 2006, 2004)
5.The whole science course is divided into a number of related topics is called
(spiral method, topic method, concentric method, type study)
6. Reflective practice was introduced by
(Donald Schon, Vygotsky, Oliva, Cunningham)
7. Pisciculture is rearing of
(birds, fishes, animals, shells)
8. Exhibitions which is devoted to scientific and historic themes, where text, dioramas, charts, maps and interactive displays may provide necessary explanation of background and concepts is
(Interpretive exhibition, art exhibition, commercial exhibition, online exhibition)
9. A web page that serves as a publicity accessible personal journal for an individual is called
(internet, website, blog, virtual classroom)
10. National Eligibility Test conducted by
(NAAC, UGC, NIEPA, NCERT)
11. The excretory organs in insects
(Nephredia, Contractile vacuoles, Malphigian tubules, Skin)
12. Name the growth promoting hormone
( cytokinin, ethylene, abscissic acid, ether.)
13.The largest part of the brain is
( cerebellum, cerebrum, medulla oblongata, thalamus)
14. The hormone which helps to keep the circadian rhythm of animals
( melatonin, progeaterone, oestrogen, testosterone)
15. Who invented nucleic acid
(Averi, Frederich Mischer, Theodor Boveri, James Watson)
16. Which enzyme is called ‘molecular glue’ in genetic engineering
(Restriction endonuclease, Ligase, Valine, Alanine)
17. The condition in which nitrogenous wastes are excreted as ammonia
(Ureotelism, Ammonotelism, Uricotelism)
18. Hardening of arteries due to deposition of cholestrol or calcium salts is
(Arteriosclerosis, atherosclerosis, coronary thrombosis, cerebral thrombosis)

19. The software programme that allows users to access and navigate the world wide web
is called
(Web browser, web server, web page, WWW)
20. The other name of online exhibition is
( commercial exhibition, virtual exhibition, art exhibition, interpretive exhibition)
21. The institution which give a well developed knowledge about agriculture and farming
(agri farms, hospitals, poultry farms, dairy farms)
22. The live corner for rearing creatures living on the surface and below the surface of the earth
(Aquarium, terrarium, vivarium, bird watching)
23. BSCS is
(Biological Scientific Curriculum Study, Biological Science Curriculum Study, Biology Science Curriculum Study, Biological Science Case Study)

Write very short answers (2 marks)

1. Write short note on virtual classroom
2. Write 2 journals in the field of science
3. Write down the contribution of two biologists in India
4. What are the different patterns of text books in BSCS
5. Write short note on any two human resources
6. What are the teaching strategies used for small group students?
7. Write down the importance of time management in classroom
8. Explain multimedia approach
9. Write short note on science Olympiad
10. Write down the importance of online assessment
11. Write short note on journals
12. What are the criteria for judging exhibition given by NCERT?
13. How science exhibition is useful for biology teaching?
14. Write down 4 advantages of excursion
15. What are the advantages of teacher’s hand book?
16. What are the advantages of pupil’s work book?
17. Compare renewable and non-renewable resources
18. What is the need of protecting sacred groves
19. Write any two research centers in Kerala
20. What is teleconferencing?
21. Write two uses of interactive white boards?
22. What is pedagogical content knowledge?
23. Write Teacher Eligibility Test in Kerala
24. Write down the advantages of library
25. What is the importance of community awareness programs?
26. What are the different types of live corners?
27. What is experienced curriculum?
28. Write down the themes of BSCS
29. What is critical pedagogy?
Write short answers ( 5 marks)

1.Write down the characteristics of a science text book
2. write down the Nuffield science programmes in England
3. Explain reflective practices
4. Write down the four types or reference materials used in teaching
5. Explain the role and functions of NCERT
6. Explain the significance and organization of science laboratory
7. Explain the components of TPACK
8. Write short note on e-twinning
9. What is blog? How to prepare it?
10. Write note on ICT
11.Explain concept mapping
12. What are the educational importance of science fairs?
13. How to organize a science fair in the school?
14. What are the aims of nature club?
15. Write down the duties of office bearers of eco club?
16. Explain the values of field trip
17. Write down the different types of gardens?
18. Explain any two ecosystem
19. Explain different types of forests
20. Explain National Science Talent Search Scheme(NSTSS)
21. What do you meant by large group instruction? What are the advantages and
disadvantages of it?
22. What are the features of good science laboratory
23. What are the registers maintained in the laboratory
24.Write down the Nuffield science programmes
25. Explain reflective practices


Write essay questions (10 marks)

1. Explain technique for co-operative and collaborative learning
2. Write down the modern trends in curricular reforms in developed countries
3. Explain the different qualifying examination for teaching profession
4. Explain different types of resources for better science teaching and learning
5. Explain the types of resources for accessing information.
6. Explain the characteristics of a good science text book.
7. Write down the different types of reference materials
8. Explain Kearla Curriculum Framework 2007

Disaster managment from Renuka Sonny

Natural Science: Models of teaching

Natural Science: Models of teaching: Models of Teaching                           Teaching models are  instructional designs. Bruce Joyces & Marsha  Weil(1978), “A model...

Models of Teaching                   

    Teaching models are  instructional designs. Bruce Joyces & Marsha  Weil(1978), “A model of teaching consists of guidelines for designing educational activities and environments. It specifies ways of teaching and learning that are intended to achieve certain kinds of goals.”

Families of teaching models
 a. Information Processing family
b. Behaviour modification family
c.  Personal family              
d. Social interaction family

Information processing model 

              The purpose are:
    a. Mastery of the methods of enquiry
    b. Developing the skill for processing information 
    c. Fostering the ability to think logically

 Examples  
1. Concept Attainment model
2. Inductive Thinking model  
3. Inquiry Training model  
4. Memory model

      Behaviour modification family  

The specific goals are:   
 a.  To master techniques for stress reduction                                                               
 b.  To develop the competency to  adopt behaviour styles appropriate to

The specific goals are:   
 a.  To master techniques for stress reduction                                                               
 b.  To develop the competency to  adopt behaviour styles appropriate to

      given situations

 c.  To foster leadership qualities

  Examples 
 a. Anxiety Reduction model
 b. Assertive Training model
 c. Relaxation model 

 Personal family  
 The primary goals are: 
 a. To help students understand  
 b. To increase the students sense of self worth                                                               
 c.  To help students refine their emotion            
 d.  To foster the students’ creativity

             Examples                                                                                          

a. Awareness Training model

b. Synetics model

c. Classroom meeting model

d. Non-directive teaching model

   Social Interaction family
The primary  goals are:
a) To train students work together
b) To inculcate personal and social values
c) To develop skills for maintaining human Relations

Examples

A) Group Investigation model

B) Role play model

C) Jurisprudential model

D) Social Inquiry model

Elements of a model

a. Focus

Name & objectives of teaching constitute the focus. It refers to the goals or

objectives of teaching.

b. Syntax

It deals with steps of the model. It refers the presentation aspect of teaching. c. Social system

It deals with role of the teacher and role of the students. d. Support system

Support system relates to the additional requirements other than facilities usually available in the classroom.

e. Principles of reactions

Teacher reacts to the response of the students

f. Instructional and Nurturant effect

Instructional effect
Pupils acquires knowledge through the models. By the use of the models, teaching and learning relationship may be established empirically.
Nurturant effect
Pupil develops social efficience, personal abilities, cognitive abilities and behavioural aspects through the model.

 Concept Attainment model
           by     Jerome S.Bruner & Jacqualine Goodnow  & George Austin   Five elements  present in a concept       a. Name
 
  

Name is a word that describes a concept for communication                                                                                                              b. Exemplars( Positive & Negative) 

Exemplars are instances or items that could be used in the process of categorization. They are two types, positive exemplars & negative exemplars. The items that are positive examples that obey all the essential cues used for categorization leading to the concept as well as negative items that do not satisfy all cues of a positive example, but are needed for making the grouping meaningful.

c. Attributes (essential& non-essential)

Attributes are features or characteristics on the basis of which a number of items could be categorized into a particular group or class that represents the concept.

d. Attribute values

Each contribute has its value range

 e. Rule

Rule is the definition formed to describe a concept on the basis of the essential attributes.

Description of the model                                                                                  1. Syntax                                                                                                               
Phase I                                                                                                             
Presentation of data & identification of concept

Teacher presents labelled exemplars. Students compare attributes and generate hypotheses , attempts a definition.                                               
Phase II                                                                                                                 Testing attainment of concepts  

Teacher confirms hypothesis, gives the name and helps arrive at the restatement of the definition. Students generate more examples.                                                                  
Phase III                                                                                                           Analysis of thinking strategy

Discussion of the process, how they made the hypothesis etc.

2. Social system                                                                                                   

 Teacher prepares  in advance exemplars and labels them                                                                                       

3. Principle of reaction                                 

Teacher support the pupil’s hypotheses & create dialogue                        

4. Support system                                              

Materials in the form of positive & negative exemplars                                                                                     

5. Instructional effect & Nurturant effect

Instructional effect                            
a. Getting clear notions about nature of concepts                    

b. Developing skills in using in appropriate concept   building strategies                                                                    

c. Attaining the specific concepts                                            

d. Develop skill in inductive reasoning
Nurturant effect 
a. Sensitivity  to logical reasoning
b. Tolerance of ambiguity and initial errors
c. A sense of using alternative perspectives 

 Advance Organiser Model            
                               by    David Ausubel  
     The main aim of this model is to provide children with competencies  required for meaningful verbal learning.
The key concepts of this model are:                                             a. Cognitive structure
  

Cognitive structure refers to a student’s knowledge of that matter with special reference to how much  he knows, how well he knows and how effectively the knowledge is structured. On the basis of his cognitive structure, student learn new materials meaningfully.                                                                b. Meaningful learning set

This is a condition in which connection could easily be established between the new material to be learnt and the related materials that already exist in the cognitive structure. Such a mental set makes the learner ready to receive the new knowledge.

c. Structure of concepts

Each discipline has a structure of concepts arranged hierarchically. Certain broad abstract concepts are at the top and these will include more concrete concepts at the lower stages of organization.                                                             c. Advance Orgniser  

The materials presented in advance as introduction to the new materials to be presented. This will be broader and more abstract in nature than the new task, but will act as the container for the new ones. The advance organizer will include items of the cognitive structure of the learner with which the new material can be linked when they are later presented.                                                                      d. Subsumer
 

An organizer is helpful to subsume (contain it) the specific concepts involved in a broader concept.                                                                                                                 e. Progressive differentiation
 

Ausubel thinks that the hierarchial order in the processing of information is from the broader and more general to the specific ones. It is the processing of maintaining this gradation by which specific items are gradually presented one by one in the hierarchial order is known as progressive differentiation.                                                     f. Integrative reconciliation
  

It is the process of adjusting or adapting with new situation by integrating the new items with already familiar one with cognitive structure.

Types of Advance organiser 

a. Expository type 

The existing cognitive structure is expose to process the new information. Expository organizers are those in which a general class (group) relationship is exposed with a view to include more specific classes.                                                                                                                                  b. Comparative type

Comparative organizers are those that contain concepts similar to the ones to be presented so that familiar relations are established and learning made meaningful.  

Description of the Advance Organiser Model
 1. Syntax  
Phase I. Presentation of Advance Organiser    

The aims of the lessons are made clear and then the organizer is presented. The concept that to act as a subsumer have to be clarified and illustrated. The teacher should ensure the required cognitive structure by discussion, questioning and feedback.                                           Phase II Preparation of the learning task or material

Present the minor concepts in the order using the principle of progressive differentiation. Different types of tools and techniques can be adopted for this. Use of aids, charts, pictures, films, examples, actions etc could be helpful for making meaningful learning. Phase III Strengthening cognitive organization

The principle integrative reconciliation is adopting in this phase. The teacher ensures meaningful reception and then reinforces this by a critical approach and further clarification of the doubts raised by students.

II Social system
In the first two stages highly structured but in the third phase more free interaction occurs. III Support system Instructional materials can be prepared in advance                                                                       

IV Principle of    reaction                                                                                                                                           Giving clarifications, differentiating or by helping them to reconcilate with existing knowledge 
  Instructional & Nurturant effect

Instructional effect
Formation of conceptual structural structures and  meaningful assimilation of information & ideas Nurturant effect Interest in inquiry and habits of precise thinking

Inquiry Training Model
              by Richard Suchmann
 Main objectives of Inquiry Training Model
a. To develop scientific process skills
b. To develop among students the strategies for creative inquiry
c. To develop among students an independence or  autonomy in learning
d. To make the students understand the tentative nature of knowledge

      Description of the model 
1. Syntax  
 Phase I                                                                                                                     
             Encounter with the problem    

The teacher presents the preplanned discrepant event and explains the inquiry procedure.

 Phase II                                                                                                                   
             Data gathering verification 

The students inquire about the nature and identity of the objects, events, properties and conditions related to the problem. Phase III Data gathering experimentation Asks the students to organize the data which they have gathered and to give the most appropriate explanation which fits the data.Phase IV Formulating rules or explanationTeacher asks the pupils to formulate rules based on the third phase.PhaseV Analysis of the inquiry processAsks the students to analyse their pattern of inquiry.

2.  Social system

Teacher selects or designs the puzzling situation& presents it to the students.

3. Principle of reaction

Ensuring that the phrasing of the questions eliciting yes/no answers is done correctly. If the teacher is asked questions that cannot be answered by a ‘yes’ or ‘no’ she must ask students to rephrase the questions.

4. Support system 

Books, films, posters& apparatus required for experimentation 

5. Instructional effect &Nurturant ef                                                                                                                                              

    Instructional effect                                                                   

a.      Scientific process skills                                                     

b.     Strategies for creative inquiry                                          
Nurturant effect                                                                        

a. Spirit of creativity                                                                    
b. Autonomy in learning                                                            

c. Tolerance of ambiguity                                                         
d. Tentative nature of knowledge  

Inductive Thinking Model                                               
              by  Hilda Taba
   The main focus of the model is developing mental abilities  and emphasizing concept formation involving cognitive  tasks. This model has the key of maxims of teaching ie, simple to complex, concrete to abstract, specific to general. It is based on concept formation.
Description of the model
1. Focus

 2. Syntax
 Three phases

  Phase I
Concept formation
- Listing
-Grouping
-Labelling

 Phase II
Interpretaton of data

 - Comparing 
 - Explaining  
 - Generalizing
 Phase III                               

  Application of generalizations 
 - Predicting                                                                                             

 - Supporting  the prediction
 - Verifying the prediction

3. Principle of reaction
Teacher is closely monitoring how students are processing information                                                                                               

4. Social system
Co-operative environment is maintained  which provide a positive and encouraging atmosphere for students to participate actively in the learning process.                                                                                                                   5. Support system 
It includes devices provided in the learning environment which helps in processing information meaningfully                                                                                                                     6. Instructional & Nurturant  effect                                                                         

   Instructional effect                                                                                              It helps to develop process skills      

  Nurturant effect                                                    

 It helps the students to improve their ability                                                                                                                                                                                                            

Constructivism 
     Students construct their own knowledge by actively participating  in the process of  learning.  The learner construct their own knowledge on the basis of interaction with their environment.   Types of constructivism
                                                                                          
  a. Cognitive constructivism

Jean Piaget is the proponent of cognitive constructivism. It emphasis the cognitive structure of an individual and its developmental process.

b.      Social constructivism

 The transformation of knowledge by an individual is done in the context of social environment. It involves social activities, student participation in the learning process to develop mastery in the content.                           

C. Cultural constructivism
   

According to Vygotsky, culture is the main determinant of individual development.                        

d. Radical constructivism 

All human knowledge do not lie outside the knower. Everything which can be known is found by the observer.

e. Cybernetic constructivism                        
   

This constructivism is based on the concept of self-formation. A self- formation system is defined as a system which is organized as a network of processes of production (transformation and destruction) of components. 

  Key concept of constructivism

1.     Development of cognitive structure

Development of cognitive learning is the main aspect of constructivism. Here language and culture are interlinked.

2. Level of learning

 a. Zone of actual development  

Actual knowledge of the student                                                                             

b. Zone of proximal development

It lies between level of actual development to potential development. According to Vygotsky the learner is only able to reach a specific level of understanding by himself or herself. This level of success can be increased to an optimal level (ZPD) by communication with others or the use of a learning tool.

                                                                          

c.     Zone of Potential development

Attain maximum knowledge or to what extent.                  

3. Motivation

Instrinsic motivation generate the new knowledge                                     

4. Instruction
  

Group interaction present and through this instruction take place.                                    

5. Scaffolding
 

Within the zone of proximal development, the structure that enables an individual to move forward in time with one’s potential is known as scaffolding. It is metaphor used for the support provided by adult or expert to the learner while learning. Teacher act as a scaffolder. 

Six elements of constructivist learning design                 
1. Situation   

The teacher has to develop the situation for students about the process of their learning.                                   

2. Grouping   

The teacher has to select a process  for grouping of students and learning materials. 

3. Bridging                                  
  

The teacher has to develop a bridge between what the students already know and what the teacher wants them to learn.                                    

4. Questioning

The teacher should anticipate questions to be asked to the students. Teacher should predict the questions which way be asked by students in the class and should be prepared accordingly.                                     

5. Exhibiting

The teacher should encourage students to exhibit a record of their thinking by sharing it with others. Students exhibit their thinking in the form of cards, experiments, graphs, diagrams etc.                                   

6. Reflecting

The teacher has to solicit reflection of students on their learning. Reactions and reflections of different groups towards the presentation of other groups. Reaction is in the form of suggestion, positive and negative criticism additional examples.

           Steps for constructivist approach
                  by Driver et al   (1989)                                                                                                                           

1.     Orientation

Teacher introduces the topic.

2.     Elicitation of ideas

Opportunities are provided for pupils to explore and explain their ideas

3.     Restructuring of ideas

Restructuring of ideas are classified into 

a) Clarification of exchange 

 Pupils are given a chance to recognize scientific ideas and examine their own ideas.                                

b) Exposure to conflict situation

Pupils are provided with situations in which to test their ideas and examine their own ideas.                         

c) Construction of new ideas  

Opportunities are provided for pupils to reconstruct their ideas.                                               

d) Evaluation

Pupils are provided with opportunities to test  out the validity of their newly constructed ideas. 
 4. Application of ideas 

Pupils are provided with opportunities to apply their ideas in new situations to reinforce these ideas.  

5. Review change in ideas

Pupils are provided opportunities to reflect upon how and why their ideas have changed.

 Role of constructivist teacher
a. The teacher should encourage & accept student autonomy and initiative                                                                                                        
b. He should give individual attention to all students in the class                
c. He should act as a guide and facilitator in instruction                                  
d. He should promote student leadership, collaboration, location of

    information and taking actions as a result of the learning process                                                                                                    
e. He should use a wide variety of materials including raw data, primary

    sources and interactive materials and encourage students to use them.

Kerala University College of Teacher Education, Nedumangad, Thiruvanaanthapuram, Kerala

                                 College calender 2013-14

NOVEMBER
1	Friday
2	Saturday
3	Sunday
4	Monday
5	Tuesday
6	Wednesday
7	Thursday
8	Friday	COLLEGE OPENS
9	Saturday
10	Sunday
11	Monday	National Education Day
12	Tuesday	Orientation of the course
13	Wednesday
14	Thursday
15	Friday
16	Saturday
17	Sunday
18	Monday
19	Tuesday	Orientation
20	Wednesday
21	Thursday
22	Friday
23	Saturday
24	Sunday
25	Monday	Orientation
26	Tuesday	Orientation
27	Wednesday	Orientation & Self introduction of students
28	Thursday	Talent Day
29	Friday	Talent Day
30	Saturday
DECEMBER
1	Sunday	World Aids Day
2	Monday
3	Tuesday	College Union Election
4	Wednesday
5	Thursday
6	Friday
7	Saturday	Flag Day
8	Sunday
9	Monday
10	Tuesday	U N Human Rights Day
11	Wednesday
12	Thursday
13	Friday
14	Saturday
15	Sunday
16	Monday	Class Seminar Starts
17	Tuesday
18	Wednesday	Lecture (ICT) Dr.Benedict
19	Thursday
20	Friday	X Mas Celebration
21	Saturday	X mas Holidays
22	Sunday
23	Monday
24	Tuesday
25	Wednesday
26	Thursday
27	Friday
28	Saturday
29	Sunday
30	Monday	Practicum should be given
31	Tuesday	Malayalam Seminar(Ezhuthachan's Birthday)
JANUARY
1	Wednesday
2	Thursday	Lecture- Micro teaching Dr. Rosamma Philip
3	Friday
4	Saturday
5	Sunday
6	Monday	Discussion lesson starts
7	Tuesday
8	Wednesday
9	Thursday	lecture-(IT@ Schoo)l Mr. Manoj
10	Friday
11	Saturday
12	Sunday	National Youth Day
13	Monday	Demonstration classes
14	Tuesday	Nabi Day
15	Wednesday	College Union Inaguration
16	Thursday
17	Friday	Video Lesson Observation + Report Writing
18	Saturday	Working Day
19	Sunday
20	Monday	Micro Teaching Lesson (Test Paper & Regular Classes )
21	Tuesday	Test Paper & Regular Classes
22	Wednesday
23	Thursday
24	Friday
25	Saturday
26	Sunday	Republic Day
27	Monday	Student initiation work
28	Tuesday	Student initiation work
29	Wednesday	Student initiation work
30	Thursday	Martyrs' Day
31	Friday	Reflection
FEBRUARY
1	Saturday
2	Sunday
3	Monday	Computer/ IT enable lesson preparation
4	Tuesday
5	Wednesday	Criticism Lesson
6	Thursday
7	Friday
8	Saturday
9	Sunday
10	Monday
11	Tuesday	Lecture- Dr. Maya
12	Wednesday
13	Thursday
14	Friday	Mid Semester Exam
15	Saturday
16	Sunday
17	Monday
18	Tuesday
19	Wednesday
20	Thursday
21	Friday
22	Saturday	Working day
23	Sunday
24	Monday	Literary Competition starts
25	Tuesday
26	Wednesday
27	Thursday	Sivarathri
28	Friday	National Science Day
	MARCH
1	Saturday
2	Sunday
3	Monday
4	Tuesday
5	Wednesday	Script for Video Lesson
6	Thursday
7	Friday
8	Saturday	International Womens' day
9	Sunday
10	Monday
11	Tuesday
12	Wednesday	Lecture- Dr. Devadas Menon
13	Thursday
14	Friday
15	Saturday	Working day
16	Sunday
17	Monday
18	Tuesday
19	Wednesday
20	Thursday
21	Friday	World Forest Day
22	Saturday	World day for water
23	Sunday
24	Monday
25	Tuesday
26	Wednesday	Model Exam
27	Thursday	Model Exam
28	Friday	Model Exam
29	Saturday	Working day (Exam)
30	Sunday
31	Monday	Model Exam
	APRIL
1	Tuesday
2	Wednesday
3	Thursday
4	Friday
5	Saturday
6	Sunday
7	Monday	World health day
8	Tuesday
9	Wednesday
10	Thursday
11	Friday
12	Saturday
13	Sunday
14	Monday	Ambedkar Jayanthi
15	Tuesday	Vishu
16	Wednesday
17	Thursday	Mondy Thursday
18	Friday	Good Friday
19	Saturday
20	Sunday
21	Monday
22	Tuesday
23	Wednesday
24	Thursday
25	Friday
26	Saturday
27	Sunday
28	Monday	Tour
29	Tuesday
30	Wednesday
	MAY
1	Wednesday	Tour
2	Friday
3	Saturday
4	Sunday
5	Monday
6	Tuesday
7	Wednesday
8	Thursday
9	Friday
10	Saturday
11	Sunday
12	Monday	Community Camp
13	Tuesday	Community Camp
14	Wednesday	Community Camp
15	Thursday	World Family Day( Community Camp)
16	Friday
17	Saturday
18	Sunday
19	Monday
20	Tuesday
21	Wednesday	College Re-opens(Semester II)
22	Thursday
23	Friday
24	Saturday
25	Sunday
26	Monday	Practicum should be given
27	Tuesday
28	Wednesday
29	Thursday
30	Friday
31	Saturday	World Anti Tobacco Day
	JUNE
1	Sunday
2	Monday
3	Tuesday
4	Wednesday
5	Thursday	World Environment Day
6	Friday
7	Saturday
8	Sunday
9	Monday
10	Tuesday
11	Wednesday
12	Thursday	International Day against Child Labour
13	Friday
14	Saturday
15	Sunday
16	Monday
17	Tuesday
18	Wednesday
19	Thursday
20	Friday
21	Saturday
22	Sunday
23	Monday	Teaching Practice
24	Tuesday	Teaching Practice
25	Wednesday	Teaching Practice
26	Thursday	Teaching Practice (Anti Drugs Day)
27	Friday	Teaching Practice
28	Saturday	Teaching Practice (Working Day)
29	Sunday	Teaching Practice
30	Monday	Teaching Practice
JULY
1	Tuesday	Teaching Practice
2	Wednesday	Teaching Practice
3	Thursday	Teaching Practice
4	Friday	Teaching Practice
5	Saturday	Working Day(Teaching Practice)
6	Sunday	Teaching Practice
7	Monday	Teaching Practice
8	Tuesday	Teaching Practice
9	Wednesday	Teaching Practice
10	Thursday	Teaching Practice
11	Friday	World Population Day
12	Saturday	Teaching Practice
13	Sunday	Teaching Practice
14	Monday	Teaching Practice
15	Tuesday	Teaching Practice
16	Wednesday	Teaching Practice
17	Thursday	Teaching Practice
18	Friday	Teaching Practice
19	Saturday	Working Day(Teaching Practice)
20	Sunday	Teaching Practice
21	Monday
22	Tuesday
23	Wednesday
24	Thursday
25	Friday
26	Saturday	Karkkida vavu
27	Sunday	Teaching Practice
28	Monday	Ramzan(Teaching Practice)
29	Tuesday	Teaching Practice
30	Wednesday
31	Thursday
AUGUST
1	Friday	Teaching Practice
2	Saturday	Working Day(Teaching Practice)
3	Sunday	Teaching Practice
4	Monday	Teaching Practice
5	Tuesday	Teaching Practice(Hiroshima day)
6	Wednesday	Teaching Practice
7	Thursday	Teaching Practice
8	Friday	Teaching Practice
9	Saturday	Teaching Practice
10	Sunday	Teaching Practice
11	Monday	Teaching Practice
12	Tuesday	Teaching Practice
13	Wednesday
14	Thursday
15	Friday	Independence Day
16	Saturday
17	Sunday
18	Monday
19	Tuesday
20	Wednesday
21	Thursday
22	Friday	Submission of online assignment
23	Saturday
24	Sunday
25	Monday	Test Paper
26	Tuesday
27	Wednesday
28	Thursday
29	Friday
30	Saturday
31	Sunday
SEPTEMBER
1	Monday	Preparation & uploading of Power point slide
2	Tuesday
3	Wednesday	Arts Festival
4	Thursday	Arts Festival
5	Friday	Onam Celebration & Teacher's day
6	Saturday	Onam Holidays ( 08/09/2014- World Literacy Day)
7	Sunday
8	Monday
9	Tuesday
10	Wednesday
11	Thursday
12	Friday
13	Saturday
14	Sunday
15	Monday	Sreekrishna Jayanthi (Holiday)
16	Tuesday	World Ozone Day
17	Wednesday
18	Thursday	Preparation & uploading of Teaching manual (Practical)
19	Friday
20	Saturday
21	Sunday
22	Monday	Mid Semester exam + regular class
23	Tuesday	Mid Semester exam + regular class
24	Wednesday	Mid Semester exam + regular class
25	Thursday	Mid Semester exam + regular class
26	Friday	Mid Semester exam + regular class
27	Saturday	World Tourism Day
28	Sunday
29	Monday
30	Tuesday
	OCTOBER
1	Wednesday	Poojavaipu (Holiday), Gandhi Jayanthi
2	Thursday	Poojavaipu (Holiday)
3	Friday
4	Saturday
5	Sunday
6	Monday
7	Tuesday
8	Wednesday
9	Thursday	World Post Office Day
10	Friday
11	Saturday
12	Sunday
13	Monday
14	Tuesday
15	Wednesday
16	Thursday	World Food day
17	Friday
18	Saturday
19	Sunday
20	Monday	College Day
21	Tuesday	General Social
22	Wednesday	Deepavali (Holiday)
23	Thursday
24	Friday	United Nations Day
25	Saturday
26	Sunday
27	Monday	Model Examination
28	Tuesday	Model Examination
29	Wednesday	Model Examination
30	Thursday	Model Examination
31	Friday	National Integration Day (Model Exam)