Pedagogical analysis and Planning
Pedagogy is the
art (and science) of teaching. Effective teachers use an array of teaching
strategies because there is no single, universal approach that suits all
situations. Different strategies used in different combinations with different
groups of students to improve their learning outcomes. Some teaching strategies
are better suited to teaching certain skills and fields of knowledge than are
others. Some strategies are better suited to certain student backgrounds,
learning styles and abilities. Pedagogy, incorporating an array of teaching
strategies that support intellectual engagement, connectedness to the wider
world, supportive classroom environments and recognition of difference, should
be implemented across all key learning, and subject areas. Pedagogical practice
promotes the wellbeing of students, teachers and the school community - it
improves students' and teachers' confidence and contributes to their sense of
purpose for being at school; it builds community confidence in the quality of
learning and
teaching in the
school.
Pedagogical
Analysis and Effective Teaching
In its simple
meaning the term pedagogical analysis (a composition of two words pedagogy and
analysis) stands for a type of analysis based on pedagogy. For its further
understanding let us try to be acquainted with the term analysis and pedagogy.
Analysis as a term stands for a process of breaking or separating a thing into
its smaller parts, elements or constituents. We break a teaching unit into its constituents
–subunit, topics or single concepts etc. through the process of unit analysis.
In addition, we can break the contents of the prescribed course in a subject
into its various constituents – major and minor sections, sub-sections, units
and sub-units, major concept and minor concepts, topics etc by carrying out a
process of content analysis. Therefore, “the analysis of a given content
material in any subject any topic carried out well in the spirit of the
science of teaching (Pedagogy) is known by the term pedagogical
analysis of the contents”.
Components and
Operations Involved in the task of
Pedagogical
Analysis
Looking in the
way, by the term pedagogical Analysis of any subject content we certainly aim
to carry out the task of the analyzing the prescribed course material or a
particular unit/sub-unit/topic/single concept of the subject being taught to a
particular class by systematically executing the following four operations in a
close interactive style.
A. Content
analysis of the unit/topic/single concept being taught by the teacher in the
subject.
B. Setting of
the objectives of the content material of the topic in hand by writing them in a
learner centered approach.
C. Suggesting methods, techniques, teaching
learning activities, aids and equipments helpful for the teaching learning of
the topic in hand quite in tune with the realization of the set instructional
objectives.
D. Suggesting
appropriate evaluation devices in the form of oral, written or practical
activities and test questions etc for evaluating the outcomes of the teaching
learning process carried in relation to the teaching of the topic in hand.
In this way when
a teacher is asked to perform pedagogical analysis of the contents of a
subject/unit or topic to be taught in the class he has to go through the cycle
of the above mentioned four components namely (i) content analysis (ii)
objective formulation (iii) selection of the teaching method and material and
(iv) selection of the evaluation devices.
Planning
for Instruction
Year
Plan
Points to
consider
- Total no. of working days
- Total no. of periods available for the subject
- Term wise units to be covered
- Unit wise strategies/ methods to be selected
- C E items to be completed- term wise/ Unit wise
Unit
Plan
Name of Teacher:…………………………….. Standard……………………..
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Name of Unit…………………………………. Total periods available…………
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Learning objective/ Outcome
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Ideas, concepts, Principles
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Method/ strategies for transaction
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inputs/ material support required
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product/ outcome/
CE
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No.of periods
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Lesson
Plan
Name of Teacher:
Standard:
Name of School:
Division:
Unit:
Topic:
Learning objective/ learning outcome:
Issue/ sub issue:
(for standard VIII only)
(Refer unit wise learning objectives and issues in
teachers’ handbook)
Content analysis:
Facts: (Core facts of the area concerned- small statements only)
§
§
Concepts/Principles:
Pre requisits:
Materials/ resource support needed:
(Two
column lesson plan is needed)
Classroom interaction procedure (Learning Process)
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Response/
Evaluation
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Point
to consider
- Learning objectives/ Outcomes are formulated by the education department for each unit. We can select one or more objective for a period considering the content area to be covered in a period.
- If content area included in an objective is not possible to cover within a single period, a specific objective has to be furnished (after the listed objective from hand book) delimiting the content area for the particular period.
- Learning process should start with introductory activity and ends with proper review cum consolidation. Activities should have learner participation/ involvement ie activity means learning activity.
- If group work is planned, grouping technique, no of groups etc should be mentioned. Each group should be allotted specific area and learning tasks should be mentioned as discussion points:
§
§
As far as possible one
discussion point for each group should help to develop divergent thinking/
critical thinking related to the area of study. If more groups get same area
for discussion, that should be mentioned.
- Groups should get chance to present what they have identified. Proper suggestion should be there in lesson plan for presentation aspects
- Provide material support to groups wherever needed and attach a copy the reading material provided( in addition to the text book), with lesson plan during criticism/ practice teaching classes. Those copies can be clubbed in to a separate scrap book later.
- At last there should be proper consolidation from the part of teacher. Teacher can consolidate properly through asking review questions.
- Follow up activities should be there at the end.
Response/ evaluation
The term expected pupil’s response is a behaviourist
concern. Now we consider the actual response only. At every stage of lesson
process the response/ involvement/ outcome of learners are to be noticed and
mentioned in lesson plan.
- involvement/ success of the introductory part
- strategy adopted to develop lesson- involvement of learners, task allotment- success and outcome
- Personal attention to some students- active participation, leadership, coordination, those who are not involving and need more attention
- Presentation aspects – how it benefitted- time management
- Overall assessment of lesson process and outcome
The above said points to be considered while writing
response/ evaluation column.
Any doubts please contact 9447202286 or email to kusstec@gmail.com
Any doubts please contact 9447202286 or email to kusstec@gmail.com
