The second CASW session was held on 8th February 2010. The participants were Mrs. Sumi Waran, Mrs. Anusuya Roy, Mr. Shibnath Chakraborty, Ms. Archana Joseph, Ms. Bhagyalakshmi and myself. We started at 8:30.
This time I chose the standard XII research on Stress as the student’s piece of work. The reason for choosing that was to clarify some of my doubts that I had related to the research and also to see if my facilitation during the research was good enough to carry out the research successfully and how can I modify it. The objective of the research on stress was to understand the causes and effects of stress on adolescents. The research was evaluated at every step. A lot of draft questionnaires were constructed and discussions held before finalizing the questionnaire the students would administer on the sample. Followed by that they were taught to analyze the quantitative data and interpret it.
I provided the CASW participants with a few copies of the research work and clearly stated the background of the research study. Mrs. Sumi Waran facilitated my session.
My key questions were as follows:
How far does the research help the students to understand the causes and effects of stress?
2. Are there any modifications required to enable the students to research better on
the topic?
I received both warm and cool feedback from the participants. I took 15 minutes to present the students work. I told the participants the details of the research, the format in which it was conducted and how the students were taught to analyze the results. I explained the time provided to the students to do the research, how it was broken up into separate components, the number of drafts they had to work on before finalizing the interpretation and conclusion.
Once the background information was provided to the participants they discussed amongst themselves the nature of the research and focused on my key questions. Some of the suggestions they had were that I should probably provide the students with a model project before starting on the research. However, they felt that it was definitely an experiential process of learning about the stressors and its effects on the adolescent age group. The participants felt that the research does help the students to understand the causes and effects of stress as the students themselves frame the questionnaire, administer it and interpret the results. Besides since each student conducted the study they got a varied idea about the stressors and it effects.
As far as modifying the research process, the participants felt that I can discuss the student’s research results with other such research work to see the extent to which the results can be generalized.
The overall feeling was that it was a good way to contextualize the content and make learning more meaningful. I do agree that a model research work would have added more clarity to the student’s idea on how to go about the research initially. However since I kept guiding the students I felt it wont be much of a problem.
The session reiterated the significance of holding CASW sessions as it helps to enhance ones teaching skills. Feedbacks from colleagues are essential to keep one motivated and to stay focused.
Monday, February 15, 2010
Monday, February 8, 2010
Null curriculum
My meeting with Mrs. Kannan, was very useful today. I have considered her inputs and suggestions.
I spoke to Nishita and did a brainstorming, too.
We discussed how children lack hands on experiences in using scientific apparatus.
To have hands on experiences in using a simple science kit or doing a experiment.
We felt that this is an very important aspect for children to have a scientific bent of mind.
I saw an article on - " The Implementation of a Science Lab for Elementary Schools K-3 " from the net. J.V. Narlikar, article entitled 'No Fizz and Spark - Decline in Science Education' published in Times of India (6 May 1999, p.10). I have taken a print out to read. I need to read more on it. Hopefully by next meeting I have something ready in hand to show to Mrs. Kannan.
Bhagya
I spoke to Nishita and did a brainstorming, too.
We discussed how children lack hands on experiences in using scientific apparatus.
To have hands on experiences in using a simple science kit or doing a experiment.
We felt that this is an very important aspect for children to have a scientific bent of mind.
I saw an article on - " The Implementation of a Science Lab for Elementary Schools K-3 " from the net. J.V. Narlikar, article entitled 'No Fizz and Spark - Decline in Science Education' published in Times of India (6 May 1999, p.10). I have taken a print out to read. I need to read more on it. Hopefully by next meeting I have something ready in hand to show to Mrs. Kannan.
Bhagya
Tuning Protocol
Today at 8.30, PPSE group met for tuning protocol. Mrs. Sumi Waren and Mrs. Anusuya Roy, was our guides.
I had brought a piece of work which was given in the class to assess the child's creative thinking and writing; reading and comprehension.
This was in the form of a worsheet from write time. The child had to read a the story and answer the questions, in fill in the blanks form. An other was the child has to read the story and complete the story.
The questions that I out forward was:
How well the child is able to read, comprehend and complete a piece of creative writing.
The piece of work was shown to the group and was given for a protocol and a discussion happened. I told them that the child needs one to one support, has difficulty in reading and writing and putting thoughts in paper.
The guides, Archana and Aparjita were there.
They gave their inputs in their discussions, where I was a silent listener.
The discussions that came out:
They thought it was a good activity and apt worksheet.
The rubrics was also apt.
The assessment rubrics showed that the child was still in Novice.
They were discussing as why the child had novice.
If that was so, then the assessment could have been different.
It could have been done orally, ( completing the story ) like asking the child to eloborate and then helped in putting the thoughts in a paper.The child could have enacted the remaining part of the story or narrated. this could have been a good assessment for assessing the creative thinking process.
Aprarjita, suggested that I should have given them pictures and ask them to sequence or organise it in a right order.
My reply:
I liked the way the discussions happened. It allowed me to think differently.
I thought yes, they were right. I should have thought the other way also. I was happy with there suggestions. I even felt that I should have atleast asked the child to draw or I should have given pictures to identuify.
I thanked for their valuable inputs and I shall incorporate them in my teaching and learning process. A different way and approach to assess, a child with learning difficulties.
Bhagya.
I had brought a piece of work which was given in the class to assess the child's creative thinking and writing; reading and comprehension.
This was in the form of a worsheet from write time. The child had to read a the story and answer the questions, in fill in the blanks form. An other was the child has to read the story and complete the story.
The questions that I out forward was:
How well the child is able to read, comprehend and complete a piece of creative writing.
The piece of work was shown to the group and was given for a protocol and a discussion happened. I told them that the child needs one to one support, has difficulty in reading and writing and putting thoughts in paper.
The guides, Archana and Aparjita were there.
They gave their inputs in their discussions, where I was a silent listener.
The discussions that came out:
They thought it was a good activity and apt worksheet.
The rubrics was also apt.
The assessment rubrics showed that the child was still in Novice.
They were discussing as why the child had novice.
If that was so, then the assessment could have been different.
It could have been done orally, ( completing the story ) like asking the child to eloborate and then helped in putting the thoughts in a paper.The child could have enacted the remaining part of the story or narrated. this could have been a good assessment for assessing the creative thinking process.
Aprarjita, suggested that I should have given them pictures and ask them to sequence or organise it in a right order.
My reply:
I liked the way the discussions happened. It allowed me to think differently.
I thought yes, they were right. I should have thought the other way also. I was happy with there suggestions. I even felt that I should have atleast asked the child to draw or I should have given pictures to identuify.
I thanked for their valuable inputs and I shall incorporate them in my teaching and learning process. A different way and approach to assess, a child with learning difficulties.
Bhagya.
Saturday, January 30, 2010
null curriculum!
Hi! All PPSE4 !
It is so difficult to identify a null curiculum ! Have anyone of you found one? !
I have my first meeting with Mrs. Kannan on the Feb 8th !
Please let me know your status now and then.
I am planning on India Focus ! or something connected to bangalore heritage, so children can relate to the place they are living or should I take up some thing on waste management !
I still wonder.
Please help me out and post your comments.
I wish u all the best !
Thank you.
It is so difficult to identify a null curiculum ! Have anyone of you found one? !
I have my first meeting with Mrs. Kannan on the Feb 8th !
Please let me know your status now and then.
I am planning on India Focus ! or something connected to bangalore heritage, so children can relate to the place they are living or should I take up some thing on waste management !
I still wonder.
Please help me out and post your comments.
I wish u all the best !
Thank you.
wackylesson
One wacky lesson that I did with Class 01, was in LAR.
I drew two pictures or three pictures on the board and asked them to give the title of the books, they have read.Eg. Dr. Suess, A cat on a hat ; Jack in the box ; Monkey and a Capseller.
Later the pictures were drawn, for the children to describe the picture, make a sentence also. I used this for a grammar lesson, for naming words, and adjectives too.
I drew two pictures or three pictures on the board and asked them to give the title of the books, they have read.Eg. Dr. Suess, A cat on a hat ; Jack in the box ; Monkey and a Capseller.
Later the pictures were drawn, for the children to describe the picture, make a sentence also. I used this for a grammar lesson, for naming words, and adjectives too.
Sunday, January 17, 2010
Teacher 1: grow baby plant grow! NOW!
Our gardening group – Guerilla Garders – had been together for about a week last December, when we teachers planned to bring in a wacky lesson. We chose to role play. What was wacky? Children had not seen us doing that, and so we thought we could use that tool.
Background:
As a part of the learning camps that are organised by Project Vision, we were working with about 11 children in a gardening process. The process was physically challenging, where children both boys and girls had to set up plant beds, by mixing sand, and planting little seeds and sapplings. The process was also mentally challenging as children set about building for the group an outdoor classroom, and a pergola which they could use to spring creepers on.
We built a Pergola, and set up three beds and were basking in the happiness of seeing tomato, spinach and marigold shoots. We also had just then planted creepers such as beans, pepper, grapes and passion fruit. Wow. We had laughed all through the week. And we had kept track of our thoughts and the growth of each plant – we had documented every process that we took up during gardening. One of the things that we had planned to do was also to get the children to use art to express themselves using art. And so to introduce the session, we planned a wacky session. A session to be introduced with role - playing of children in the group (by me) and of a seed they had planted by another teacher.
We walked into the class, and I began by saying… “I want to plant a little seed” and went on to put a chair, and pull another teacher (who was acting as the seed) and planted her on the chair. As the planter, I behaved impatiently with my seed, asking it to grow the very next day, I said “grow grow grow”. What ensued was a roleplay of how the seed reacted by saying no no.. and going back into the ground, and me wanting it to grow. After more baby talking and coaxing the seed to grow, it plant began to respond.
Histrionics of this kind not only tickled the kids nerves bring forth a lot of laughter, it kind of made for a great hook – towards a process of play creation by children around their learning from the gardening process.
Background:
As a part of the learning camps that are organised by Project Vision, we were working with about 11 children in a gardening process. The process was physically challenging, where children both boys and girls had to set up plant beds, by mixing sand, and planting little seeds and sapplings. The process was also mentally challenging as children set about building for the group an outdoor classroom, and a pergola which they could use to spring creepers on.
We built a Pergola, and set up three beds and were basking in the happiness of seeing tomato, spinach and marigold shoots. We also had just then planted creepers such as beans, pepper, grapes and passion fruit. Wow. We had laughed all through the week. And we had kept track of our thoughts and the growth of each plant – we had documented every process that we took up during gardening. One of the things that we had planned to do was also to get the children to use art to express themselves using art. And so to introduce the session, we planned a wacky session. A session to be introduced with role - playing of children in the group (by me) and of a seed they had planted by another teacher.
We walked into the class, and I began by saying… “I want to plant a little seed” and went on to put a chair, and pull another teacher (who was acting as the seed) and planted her on the chair. As the planter, I behaved impatiently with my seed, asking it to grow the very next day, I said “grow grow grow”. What ensued was a roleplay of how the seed reacted by saying no no.. and going back into the ground, and me wanting it to grow. After more baby talking and coaxing the seed to grow, it plant began to respond.
Histrionics of this kind not only tickled the kids nerves bring forth a lot of laughter, it kind of made for a great hook – towards a process of play creation by children around their learning from the gardening process.
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