Transactional Process of a Unit in the Context of

Report
Transactional Process of a Unit in
the Context of New English
Textbooks in A.P
By
K Nagendra
New English Textbooks for Classes 1-9
(in two phases)
NCF-2005,NCFTE-2009
RTE-2009-quality initiatives-CCE
APSCF-2011,
-Need for a change in the classroom
transaction
-based on constructivist paradigm
Major shift In Pedagogy
Child-friendly classroom transaction
Why?
“We have been teaching the
same way we taught ten years
ago but now we have an urge
to experiment with new ideas
in our teaching” (Simon Borg, TEC14).
Salient Features of New Textbooks:
1. single book-main reader, Listening material,
workbook at the unit level.
-Assumed that it would cater to needs of both media
2. thematic approach-construction of Knowledge along
with development of Language skills.
3.Holistic treatment –Grammar and Vocabulary have
much relevance to the content
4. authentic communication in writing and speaking
5.other bells and whistles-multi-coloured-illustrations
6. Deveoped by practising teachers and experts.
Objectives:
-To create more meaningful interaction
-To have holistic approach to TLP
-To enable the learners to evolve as independent users the
target language
How:
- Through Discourse Oriented Pedagogy (DOP)
using pedagogic tools such as :
-Asking multiple types of questions
- continuous thinking to get engaged in TLP
- Enhanced Classroom Interaction
(Negotiation and dialoguing with the learners)
Objectives of interaction:
1. Sharing of ideas
2. Giving rich, authentic listening input
3. Embedding functional aspects of language in natural
and authentic contexts
4. Maintaining rapport with the learners
5. For dialoguing with the learners
6. For giving feedback to the learners for taking them to
the next higher level of learning
7. Maintaining the continuity of the theme in all the
modules of transaction
Each unit of a textbook comprises:
1. Face sheet-picture/pre-reading/
proverb/quotation/narrative,
2. Reading text A,
3.vocabulary, 4.grammar,
5.writing, 6.study skills, 7.listening &
speaking, 8.reading text B (Poem), 9.reading
text C, and
10. project work
Major stages in transacting a Unit:
1. Pre-reading (acts as a trigger),
2.reading,
3. post reading (construction of a
discourse) and
4. Editing (of discourse)
The Process of transacting
Pre – Reading activities
• Display the picture before the class
• Ask a variety of questions one by one and elicit
answers
• Give freedom to the learners to express themselves
in mother tongue
• Megaphone the learners’ ideas in English
• Build up on the responses ( dialoguing)
• Write the relevant responses on the BB/chart- write
the words in the margin and the sentences on the
10
The Process of transacting
Pre – Reading activities
• While writing say aloud holistically what you are writing
(not letters )
• Read the words and sentences written on the chart /BB
• Ask a few children to read (give propriety to low –
proficient learners)
• Let children write the words and sentences in their
notebooks from the BB In classes 2 to 5 this will turn out
as a description of the trigger picture (what they see in
the picture and what the people are seen doing )
11
Reading Activities –Consolidation
1.
2.
3.
4.
Interact to link with the pre-reading activities
Assign specific part of the passage to read
Ask individuals to read the given text
Generate sub texts through interaction for helping
the low-proficient readers
5. Go for collaborative reading
–
–
–
–
Sharing within the group
Using the glossary
Sharing between the groups
Asking a few comprehension questions
(contd..)12
Reading Activities –Consolidation
(Cont’d)
6. Ask extrapolative questions displayed before the
class
7. Read the passage aloud with proper voice
modulation
8. Ask a few children to read
– Give feedback on oral reading
– Elicit feedback from the students
9. Ask children to take down the extrapolative
questions for home assignment
13
Post-reading-the process of
Discourse Construction
• Identify the context of the discourse and the type
of discourse to be constructed
• Interact with the learners to sensitize them on the
discourse features
• Ask individuals to do the work individually
Editing - Consolidation
• Select one of the group products for editing in
negotiation with the whole class.
• Go for discourse level editing (checking the theme,
ensuring linkage between the different pieces,
proper sequencing, using proper pronouns, etc.)
15
Editing – Consolidation Cont…
• Go for syntactic editing (wrong word order, missing
words and excess words
• Go for morphological editing (errors related to
tense, aspects, agreement, prefix, suffix , etc.)
prefix, suffix, agreement, etc.)
• Go for editing punctuation errors
• Editing of spelling errors
• Assigning the remaining group products to the
learners for editing
16
What do we expect from the learners?
Academic Standards(6 major domains)
1. Listening and Speaking.
2. Reading Comprehension.
3. Conventions of Writing.
4. Vocabulary.5. Grammar.
6. Creative Expressions (Discourses):(a)Oral
(b)Written
NOTE: Areas from 1 to 5 are addressed as they get
embedded in discourses such as conversation,
description (oral/written), letter, drama, diary,
and stories/narratives
17
Class-wise targeted discourses
Sl.No
Details of the Discourses
1.
Conversations
2.
Descriptions
3.
Rhymes /songs /poems |
4.
Narratives/Story
5.
Diary
6.
Letter
7.
Notice/Poster/Announcement/Ads
8.
Messages/Invitation/SMS
9
Slogans /Placards
I
II III IV V VI VII VIII IX
X
10. Drama/Skit
18
Class-wise targeted discourses
Sl.No Details
of the Discourses I
11
Compeering
12.
Choreography
13.
Essay (All types)
14.
Report
15.
Speech
16.
Review
17.
Debate /discussion
18.
Biographical
II
III
IV
V
VI
VII
VIII
IX
X
sketches/Profile
19
News Report
20
Feature Article
19
Case Study
• Sample:6 English teachers from ZPHSs located
in Anantapuramu District of AndhraPradesh.
• Tools: Classroom observation and informal
interviews
Study summary
• All 6 Teachers reported that
• “New textbooks are very attractive, good
illustrations with multicolours. Interesting themebased units.
• Interactive in nature and children-friendly
• 3 teachers reported that Vocabulary used in the
texts is high. Not suiting the needs of telugu
medium children. Grammar activities are not
interesting. They wanted more grammar topics.
-Teachers say that children are given paramount
importance in the new pedagogy-are provided ample
opportunities to get engaged in the learning process.
- Four of them reported that they enjoy teaching
more now than before
-4 teachers are very positive about the revised English
curriculum saying that these textbooks do accelerate
learning of English at school level if they could sustain
the same kind of classroom transaction.
Contd….
The other 2 teachers are yet to internalize the
relevance of change in syllabi/textbook and
corresponding key pedagogic principles.
-one of those teachers say “DOP is very time
consuming. I have to complete the syllabus”-Another teacher admits “it requires immense
preparation to transact a unit in the context of
new teaxtbooks and pedagogy”
Teacher Preparation
1.Subject Teachers’ meeting discussing Teacher's Handbook and
the classroom processes at MRC level . Providing a platform for
sharing invidual refections
2. On- site support to address need-based issues.
3. Periodical teleconferencing for addressing various aspects of
classroom transaction
4. Videos of actual classroom teaching in various classes
Source materials for teachers in the form of books, newsletters,
etc.
CDs containing talks by experts / panel discussions / etc.
5. Periodical reviews for identifying issues and developing
remedial measures.
Online resource support to the teachers through blogs.(For
Example, FELTAP)
Change in the role of teacher
The teacher’s role has been re-defined
– focusing on meaningful interaction with the
learners to help them think and articulate their
ideas.
– Facilitating collaborative learning
– Providing inclusive learning environment
– Treating the child as partner in the learning
process not as a mere recipient
26
Change in the role of textbook
• The TB by itself is not the goal but a means to gain.
language proficiency ; there is no point in learning its
content.
• Classroom activities are to be linked with and real life
situations ; learners will find scope to express their
feelings and ideas.
• No space for rote-learning; the focus is on using language
contextually and meaningfully.
• The thematic relationship of the components of the TB
leads to better understanding.
• It provides slots for study skills, project work and self
assessment.
27
Change in the role of the learner
•
•
•
•
We want the learners to evolve as:
independent users of the target language
use analytical and reflective thinking
Individuals who own up democratic and
humanistic values
Individuals who have leadership qualities
28
Let us not ignore the fact that each child is a
potential learner in his/her own way. LET US
RESPECT THEIR INDIVIDUAL LEARNING
STYLES……Happy teaching ahead!!
Thank you all for your patience and kind
attention!

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