UNIT 1. Curriculum Analysis for Session Planning:
This unit focuses on curriculum analysis of a specific course, so as to understand the relationship between programme outcomes, course competency, course outcomes, unit outcomes, practical outcomes and affective domain outcomes and how to arrive at subject matter comprising of topics, subtopics, practical activity, project work, etc. The teacher trainee will use taxonomy table, create spray diagram and concept maps to analyse the curriculum. The teacher trainee will be equipped to use relevant strategies for teaching elements of content analysis such as facts, concepts, principles, and so on. Principles of learning and events of instruction will be dealt with from instructional planning point of view. The contents of this unit include: 4 lessons, 8 videos, 4 activities, 4 assignments, 1 discussion forum, and Multiple-Choice Questions.
UNIT 2. Instructional Methods and Strategies- Part 1:
Planning a teaching learning session involves a number of instructional decisions, of which one of the vital decisions is regarding the instructional methods to be employed. For any given learning outcome, teachers may choose among a wide range of teacher-centred and student-centred instructional methods. Effective teachers look for an appropriate match between the content to be taught and strategies for teaching that content. This unit is intended to provide an exposure to various basic instructional methods through 4 lessons in the form of e-content, 11 video lectures, 2 activities, 2 assignments, 2 discussion forums, and Multiple-Choice Questions.
UNIT 3. Instructional Methods and Strategies- Part 2:
This unit, which is in continuation of ‘Instructional Methods and Strategies- Part 1’ focuses on some advanced instructional methods and strategies, along with blended and flipped learning approaches. These require action, interaction and reflection by students individually or in groups to develop the higher taxonomy level skills in all the domains of learning matching with the programme outcomes, course outcomes and learning outcomes. This unit provides an exposure to various advanced instructional methods, strategies and approaches through 2 lessons in the form of e-content, 14 video lectures, 7 activities, 8 assignments, 4 discussion forums, and Multiple-Choice Questions.
UNIT 4. Instructional Media:
Instructional media plays an important role in improving the effectiveness of instruction and in enhancing the process of learning. This unit focuses on the importance of instructional media, identification of relevant media for the given teaching learning environment from traditional to emerging media. Further, the importance of various media elements, media design principles and guidelines, designing of print and non-print media, effective use of chalkboard and interactive board are elaborated with examples in video as well as in e-content. This will guide the teacher trainee in designing, developing and using different types of instructional media in classroom, laboratory, workshop, etc. The contents of this unit include: 4 lessons, 11 videos, 7 activities, 2 assignments, 2 discussion forums, and Multiple-Choice Questions.
UNIT 5. Instructional Plan Preparation:
Every teacher, whether newly recruited or experienced, has to plan for the sessions to be implemented. This ensures effective use of resources and organization of teaching learning activities, to attain intended learning outcomes. A teacher is expected to plan for classroom, laboratory, workshop and industry-based instructions. The session plan should be discussed with peers and mentors to obtain feedback on various aspects of planning. The developed plan needs to be modified in view of the feedback provided. This unit will equip a trainee teacher to prepare a session plan systematically and get it validated. The contents of this unit include: 3 lessons, 3 activities, 1 assignment, and Multiple-Choice Questions.
UNIT 6. Instructional Delivery:
The final outcome of this module is to improve the teachers’ performance through “Practicum in classroom’. Apart from planning for practicum, organisation and effective management of resources for delivery are also important. The teacher also has to make provision for assessment of student’s learning during planning and delivery of the session, which is an integral part of teaching learning process. Assignment, quiz, classroom tests, are some of the important tools to assess the learning of students in formative stage in classroom situation while checklists, rating scales, and rubrics are used for practical performance assessment during workshop and lab sessions. Guidelines for using these tools in brief are included in this unit, and will be dealt in detail in Module 6 on ‘Students’ Assessment and Evaluation’. Further in this unit, the teacher will deliver a session of stipulated duration in a classroom situation. The presentation will be followed by feedback, which may be provided using the suggested format by the peers and mentor. In addition, the teacher trainee ought to introspect, as self-feedback is significant activity for self-improvement. This feedback process will result in identification of areas for improvement in order to enhance the effectiveness of teaching - learning process. As we know any skill cannot be developed in one attempt, so the cycle of practicing, getting feedback, improving the performance based on the feedback and re-practice should continue, till the teacher achieve confidence level and develop effective presentation skills. The contents of this unit include: 4 lessons, 6 videos, 4 activities, 6 assignments, 1 discussion forum, and Multiple-Choice Questions.
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