Model Question paper First sem

FIRST SEMESTER B.Ed. DEGREE(MODEL) EXAMINATION- 2015

(Two Year Syllubus 2015)

Paper 1V-EDU04.10 Theoretical Base of Social Science Education

Duration: 2 Hours                                                                                Maximum: 50 Marks

[Instruction: Answer all questions from Part A, B& C, four questions from Part D and one question from Part E.]

PART – A

                 (Select the most appropriate option from those given in the brackets)

1.      The most higher order instructional objective under revised Blooms Taxonomy

(A.  Evaluation, B. Creating, C. Remembering, D. Analyzing)

2.      The central point of Social studies

(A.  Nature, B. Universe, C. Man, D. Values)

3.      Creation of a new schema is

(A.  Assimilation, B. Accommodation, C. Guided Response, D. Scaffolding)

4.      The learning strategy which helps the learner to gain from each other’s efforts

(A.  Cooperative learning, B. Brain storming, C. Case study, D. Direct Instruction)

5.      A Constructivist teacher

(A.  Promotes convergent thinking, B. Consider discipline more seriously, C. Promotes exam oriented learning, D. Accept student initiative and autonomy)   (5x1= 5 marks)

PART B

(Answer in a word or sentence)

6.      What is the role of teacher as ‘digital migrant’?

7.      Define profession.

8.      What is fusion curriculum?

9.       An instructional objective under affective domain.

10.  Define behaviorism.

                                                                                                   (5 x 1 = 5 Marks)

                                                                     PART – C       

(Answer all Questions in a paragraph)

11.       What is the importance of Social Science as an integral part of secondary education?

12.       Examine the correlation of Social Science with Life.

13.  What is integrated curriculum?

14.      What is learner centered approach in Social Science?

15.      List the advantages of Problem method.

                                                                                           (5 x 2 = 10 Marks)

                                                           

PART – D

(Answer any four Questions in one page each)

16.     Give an account about the continuing professional development of teachers.

17.     Examine the influence of Modern cognitive learning theories in Social Science   Classroom.

18.  Describe the values to be inculcated through the teaching of social Science.

19.  Explain the correlation of History with literature.

20.  Discuss the steps of project method and its advantages in teaching Social Science.

21.     Explain the features of supervised study.

                                                                                                   (4 x 5 = 20 Marks)

PART – D

 (Answer any one Question in 3 pages)

22.  Describe the features of cooperative learning and the strategies to be adopted to ensure cooperative learning among students.

23.  Describe the aims and objectives of teaching Social Science at secondary level. Do you consider these aims and objectives are relevant in the present day society? Why?

                                                                                                   (1 x 10 = 10 Marks)

FIRST SEMESTER B.Ed. DEGREE EXAMINATION- 2015

(Two Year Syllubus 2015)

Paper V-EDU 05.10 PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS OF SOCIAL SCIENCE

Duration: 2 Hours                                                                                Maximum: 50 Marks

[Instruction: Answer all questions from Part A, B & C four questions from Part D and one question from Part E.]

PART – A

                 (Select the most appropriate option from those given in the brackets)

1.      The teacher’s mental and emotional visualisaion of classroom activities is:

(A.  Year plan, B. Unit plan, C. Lesson Plan, D. Resource plan)

2.      Globe is an example of

(A.  Graphic aid, B. 3D aid, C. Audio Visual aid, D. Projected aid)

3.      The book which encourages self study of students

(A.  Text Book, B. Work Book, C. Hand book, D. Resource book)

4.      “Scaled down teaching encounter in class size and time” is:

(A.  Macro Teaching, B. Team Teaching, C. Models of Teaching, D. Micro Teaching)

5.      ‘Change in voice is a component of teaching skill

(A.  Reinforcement, B. Stimulus variation, C. Explaining, D. Introducing the lesson)

PART- B

(Answer in a word or sentence)

6.      What is resource mapping?

7.      What is link practice?

8.      While introducing the topic ‘Freedom movement’, students answered the first three questions of teacher and for the fourth one they became confused. This condition according to Piaget is:

9.      What is pedagogic analysis?

10.  Give an example of a concept from Social Science content area.

                                                                                                 (5 x 1 = 5 Marks)

PART – C

(Answer all Questions in a paragraph)

11.  Suggest a suitable situation where ‘map’ can be utilized for the effective transaction of content.

12.  Write a learning objective to inculcate human values while teaching the topic ‘Human Rights’.

13.      How will you utilize news papers while teaching the topic ‘Judiciary’?

14.      What is the importance of projected aids in Social Science Learning?

15.  How computer can be utilized in Social Science Class as learning device?

                                                                                                   (5 x 2 = 10 Marks)

                                                               PART – D

(Answer any four Questions in one page each)

16.  Illustrate the steps in micro teaching.

17.     Examine the need and significance of content analysis in Social Science.

18.    Do you think that practice of Micro Teaching skills will help to improve teaching efficiency of Social Science teachers? Why?

19.      Explain the need and significance of preparing Unit Plan.

20.  Discuss the importance of multimedia approach in teaching.

21.  Suggest suitable learning experiences for the topic ‘Atmosphere’.

                                                                                                (4 x 5 = 20 Marks)

PART – E

 (Answer any one Question in 3 pages)

22.  Give a critical review of any one of the Social Science text books prepared for the secondary classes in Kerala.

23.  Prepare a lesson plan for the topic ‘United Nations Organisation’ for standard X.

                                                                                               (1 x 10 = 10 Marks)

Virtual Learning

TPCK

TPCK

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. Traditionally, teaching did not require that the instructor also be learner, but only expert. Those who taught could do so in communicative (non-)interaction with the learner in a manner of talking-at. This is no longer adequate. Techno-pedagogy demands that lifeworld experience be enmeshed in hyperlearning. Neither theory nor practice, singularly, is a viable method of instruction -- regardless of the discipline and its methodological heritage. Teachers must now interact with learners by talking-through.

Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting, derived from the Latin 'texere' (to weave or fabricate). Here, 'techno' is a qualifier; it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information. It may also be used to describe the medium-specific learning strategies inherent in each technological form: where the medium facilitates or contributes to the learning process in such a way that another medium would not be able to -- an environmental uniqueness. Techno-pedagogy, then, necessarily implies that there is not only one valid or legitimate method of instruction per discipline nor per medium (nor per learner!). Creativity is an essential aspect of the successful learning environment. Additionally, generating multiple strategies for learning (per concept, per medium and/or per learner) within one mediated learning environment (or product) brings to fruition the idea of a postmodern pedagogy, defined in terms of praxis. It is a metaphorical interweaving of fact and fiction, text and texture, imagination and myth, word and image, language and symbol. The educational media developer must always strive to reach as many factors involved in the contextual interplay as possible, simultaneously frustrated and awe-struck in awareness that such knowledge will never be complete.

Content Knowledge (CK)

Content knowledge may be defined as “a thorough grounding in college-level subject matter” or “command of the subject”. It may also include knowledge of concepts, theories, conceptual frameworks as well as knowledge about accepted ways of developing knowledge.

Pedagogical Knowledge (PK)

Pedagogical knowledge includes generic knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories about learning. This knowledge alone is necessary but insufficient for teaching purposes. In addition a teacher requires content knowledge.

Pedagogical Content Knowledge (PCK)

Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively. This is knowledge about how to make a subject understandable to learners. PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.

Technological Content Knowledge (TCK)

Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content. For example, digital animation makes it possible for students to conceptualize how electrons are shared between atoms when chemical compounds are formed.

Technological Pedagogical Knowledge (TPK)

Technological pedagogical knowledge refers to the affordances and constraints of technology as an enabler of different teaching approaches. For example online collaboration tools may facilitate social learning for geographically separated learners.

Technological Pedagogical Content Knowledge (TPCK)

Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies

TPCK image

Technology

Techno Pedagogy

Technology and Education

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. Traditionally, teaching did not require that the instructor also be learner, but only expert. Those who taught could do so in communicative (non-)interaction with the learner in a manner of talking-at. This is no longer adequate. Techno-pedagogy demands that life world experience be enmeshed in hyper learning. Neither theory nor practice, singularly, is a viable method of instruction -- regardless of the discipline and its methodological heritage. Teachers must now interact with learners by talking-through.

Pedagogical approach

Pedagogically speaking, cognitive and constructivist learning theories serve as anchors in the design process of our computerized learning environments. These theories define the role of the learner differently from the behaviorist model, where the student is seen as a funnel and the teacher, the information provider. Thanks to the work of the constructivists and cognitive scientists, we now know that the learner plays an active role in building his knowledge and that he has a unique and personal way of thinking and learning, although subjected to some universal cognitive limitations.

Techno pedagogy

Techno-pedagogy is a key deciding factor in whether an educational media product is successful or not. What exactly is meant by this term? Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting, derived from the Latin 'texere' (to weave or fabricate). Here, 'techno' is a qualifier; it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information.

What are the key elements of any ICT based pedagogical design?

In any pedagogical design the key elements are:

•      The learning needs

•      The public target

•      The learning objectives

•      The content

•      How to measure the outcomes

In the specific case of ICT:

•      The level of technology knowledge of the students

•      How we can use technology to improve the experience of learning

Talking Towards Techno-Pedagogy:

Ò 1) What are pedagogical approaches you use in social science classes?

Ò 2) Kinds of resources you encounter and need for class

Ò 3) What roles and responsibilities do you currently assume regarding the use and instruction of technology?

Ò 4) What goals do you have for collaboration in this area?

Ò 5) What resources are you considering devoting to its future development?

E-Learning

                   e-Learning is defined as ‘learning facilitated and supported through the use of information and communications technology (ICT).’ The e-learning and Pedagogy programme aims to ensure that e-Learning should be ‘pedagogically sound, learner-focused and accessible

                                                  Virtual learning environment (VLE)

A virtual learning environment (VLE), or learning platform, is an e-learning education system based on the web that models conventional in-person education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links..

                                                       Virtual field trip

Ò  A virtual field trip is a guided exploration through the world wide web that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience.

Ò  It is an inter-related collection of images, supporting text and/or other media, delivered electronically via the World Wide Web, in a format that can be professionally presented to relate the essence of a visit to a time or place. The virtual experience becomes a unique part of the participants' life experience.

                                                       Pedagogy and e-Learning

Ò  e-Learning and collaborative/co-constructive pedagogies go together. The dynamics of classrooms change when e-Learning is part of the regular learning environment.Using collaborative, interactive pedagogies that also foster co-operation, appear to lead to effective learning and better teacher/student relationships over time.Technology in classrooms becomes an effective tool when teachers deliberately use them in relation to appropriate and targeted pedagogical practices.

ICT in Class room

Ò  From Behaviourism to Constructivism

    - Psychological way of thinking

    - Construction of knowledge

    - Inquiry/ Scientific method

    - Learning through social interaction

    - Global society

    - Bring society into the class room

       (Internet & Multi- media merits)

Impact of ICT

   1. Higher order thinking

   2. Divergent thinking

   3. Scientific temperament

   4. Learning by doing

   5. Real & concrete experience

   6. Learner centered teaching & learning

   7. Concept of Multiple Intelligence

   8. Both IQ & EQ develops

   9. Equal opportunity to all

   10. Considering individual difference

   11. Co- operative & Collaborative learning

   12. Play-way method- Stress on games

How can the use of ICTs help improve the quality of education?

•      Motivating to learn.

•      Facilitating the acquisition of basic skills

•      Enhancing teacher training

•      Active learning

•      Collaborative learning

•      Creative Learning

•      Integrative learning

•      Evaluative learning

Internet as a Mass Media

Main functions:

   -Collection, distribution & interpretation of information

   -Provision of a medium for different types communication like text voice, on-line etc

   -Entertainment & Socialisation

   -Transmission of social heritage from one region to another & from one generation to other

   -Enrichment of economy & culture

   -Provision of a worldwide single communication channel

On-line teaching – Merits

-Informal & non- formal education

 -Low cost & time saving

 -Privacy

 -Self Pacing

 -Individual difference

 -No need for formal set up

 -Self motivation & self discipline

Content & Design of an on-line Teaching material

The scope of the materials should be determined & a creative treatment should be made. The subject expert should specify what will be taught & how it will be presented

How much content should an e-lesson include?

Ò  A single e-lesson should not take more than 30 minutes of learning time.

Ò  How many pages of content should the SME submit to create a single e-lesson?

Ò  There are no precise rules on this; it depends on the level of complexity and on the number of questions and interactions in the lesson. For a 30-minute e-lesson that included 30 screens (using an estimate of 1 minute per screen of, for example, a text/image or a feedback window), approximately 10-15 pages of content would be required.

Tips for developing a demonstration-practice lesson

Ò  You can use an animation (e.g. a flash animation) to demonstrate the procedure. This should be accompanied by a detailed verbal explanation, in the form of written text or audio comment.

Ò   Allow the learner to control the animation by providing play, pause, stop and reload buttons.

Ò  Integrate different media to present the example (e.g. a picture and text or audio narration). If the example is long or complex, break it up into smaller components.

Ò  Display on-screen text to provide the best readability and clarity. If possible, use diagrams, graphs and flow charts to help the learners understand the content.

What is blended learning?

Ò  This refers to learning models that combine traditional classroom practice with e-learning solutions. For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list.

Ò  “Blending” was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live Instructor altogether.

Pedagogy and “webogogy”

Ò  The Internet provides a wide range of scope for integrating varied learning experiences  and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans.

The various skills and competencies to be developed on the part of student teachers would be:

•      Surfing the Internet and locating useful information from the Internet for the development of lesson plans.

•      Developing lessons plans incorporating student use of technology in the learning process.

•      Evaluating and selecting appropriate software for a particular subject and per student needs.

•      Generating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing.

•      Managing student data ; using data management tools for efficiently managing learning.

•      Using technology to gather, organize, and report information about student performance like Excel and Access for database management.

  

•      Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications.

•      Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops and seminars.

•      Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among students.