ROUND TABLE DISCUSSION IN THE CLASSROOM
The
Round table discussion method was used in the paper I Foundations of Education
on 11.01.2023. The Roundtable Discussion Strategy is a classroom interactive activity where
every student has an equal right to participate in the discussion. Roundtables are
generally not open to the wider students but involve a relatively small number
of participants who can discuss a topic that is usually identified beforehand. This
strategy was designed to engage students in ways that support their
integration of new and intriguing content information with past knowledge. The various
policies on education pre-independence were introduced and students learned the
topic through a panel discussion. In
continuation with the topic, the various policies recommended
by various commissions post-independence on education were given
by the Staff. In this strategy, students split the
topic into smaller areas for a more structured discussion.
The general aim of a
roundtable discussion is to hold a close discussion and exploration of a
specific topic. In
this discussion, the moderator made sure that everyone is included equally in the discussion.
This method
helped students to improve their higher-order thinking abilities while boosting
their self-esteem and respect for their peers.
The students who participated in the discussion had already been
provided the study materials. In order to be prepared for the Round Table
discussion when they return to class, the reading materials were shared already
to them by the staff and it is continued as homework. The staff made sure that
the students were adequately noting the panelists' presentations so that they
could ask questions and get clarifications. The staff of the class monitored
the whole activity to ensure that students are engaging in meaningful and
relevant discourse with one another during the activity. The panelists
answered the students’ inquiries and shared the report to the group.
Students gave feedback to the staff when the activity was over, and it was
clear that they found it to be very engaging, exciting, interactive, and enlightening.
SOCRATIC DISCUSSION IN TEACHING
The
Socratic method of instruction involves a reflective conversation between the
teacher and the students. B.Ed first-year students were given the topic ‘Relevance
of human values in education’ from paper-I Foundations of Education in
advance. Students collected materials
and went through the topic in detail. The
staff began the Socratic inquiry by asking an introductory, open-ended question
to the class on 17.02.2022. Students then carried on the discussion by
challenging one another to back up their ideas with textual proof. Students were encouraged to share the podium
with others in a polite manner, but there is no set speaking order. Students were not required to raise their
hands to talk during the discussion because it is intended to be spontaneous. The
purpose of the inquiry is to elicit the underlying assumptions that each
participant bases their claims, arguments, and presumptions on the topic.
The
main advantage of using this method in teaching is to allow students to analyse
the facts for themselves and draw their own conclusions rather than simply
accepting what they are told. The
Socratic discussion fosters higher-order thinking in students, encourages
reflection and critical thinking, and allows them to examine the topic from
different points of view in a cooperative and supportive setting. The discussion ended with the conclusion that
value-based education should be prioritized at all levels of education, from
elementary school through college since the human value is typically recognised as
a moral benchmark for human conduct. It
is important to maintain and preserve human values. Human values could be seen
as the solution to the world's issues.
FISHBOWL
TEACHING STRATEGY
The Fishbowl teaching strategy is a kind of active learning
technique used to facilitate discussion over any interesting topic so that
students are able to engage in active discussion. The Fishbowl teaching strategy provides an
opportunity for the students to raise their voices and enhance active listening
to others' opinions. This strategy was used to B.Ed I year 2021-23 batch in the
first semester for Foundations of Education Paper 14.02.2022 which is posted in
the ssce blog for education.va.
https://www.blogger.com/blog/post/edit/1311330046049073398/8737612606227653390
The students were divided into two groups where Group I and Group
II are given topics for discussion by the Staff. Group I was placed in the
inner circle, who is called fish, and they are instructed to hold a discussion
with the representative members of the group. Group II was placed in the
outer circle and asked to observe the discussion of group I who are called fish
watchers. Fish watchers were instructed
to listen carefully to their fish and take notes on the discussion of Group
I. The same activity was reversed later.
During the discussion, the teacher moderated the whole activity. Any student from each group was asked to
report about the active participation of the other group in discussion to the
staff. The Fishbowl discussion session covered 45 minutes. At the
end of the discussions, both groups shared their feedback on the session to
the staff. All students actively engaged in the
discussion and the students’ audience was satisfied and revealed they engaged in
meaningful learning.
PANEL DISCUSSION STRATEGY IN
TEACHING
A panel discussion is a method for teaching students to work in
groups. It allows them to develop their
capacity to organise their thoughts rationally and to communicate their ideas
clearly and effectively. The panel
discussion was conducted in Paper I on the topic ‘Recommendations of
various commissions on Education’ for first semester Foundations of Education
paper on 23.12.2022 (B.Ed I year, 2022-24 Batch). The respective staff asked students to collect
valid points on the topic before the session which helped them to present
points in a logical manner.
The selected panel discussed the topic given to
them such as the Secondary Education Commission (1952-53), University Education
Commission (1948), New Education policy (1968), (1986), Modified Education
policy (1992), and Ambani-Birla report on Education (2000). A panel of chosen students served as the panel
and the rest of the class served as the audience. A panel leader is appointed,
who opened the conversation to the audience and provided a summary of the
panel's discussion.
All students actively engaged in the discussion and the students'
audience was also given the opportunity to clarify their doubts at the end of
the activity students were asked to share their feedback with the staff and they
revealed they engaged in meaningful learning. The students shared their
views about the activity in the ssce blog for education.va.
https://educationssce.blogspot.com/2022/12/panel-discussions-in-classroom-bed-i.html.
PANEL DISCUSSION (M.ED)
The panel discussion has been conducted for M.Ed I year students
on 04.03.2022 on the topic ‘Indian and Western Philosophers’ in the first
semester. Before the panel discussion started, each student was
given a topic to share their views on. The activity images are shared in the
ssce blog for education.va.
https://www.blogger.com/blog/post/edit/1311330046049073398/1825902831136505206
The panel discussion was led by the respective Staff who moderated
the arguments of students on the ideas of philosophers and their contribution
to Education. A panel discussion is an eccentric approach to getting
students involved in important discussions. The M.Ed. students participated as panelists,
holding conversations about a topic from a different
perspective. Students had the chance to ponder and practice critical
thinking while listening to other points of view during the panel discussion.
This teaching strategy
especially increased the chances for the students to boost their
self-confidence, communication, and presentation skills.
POGIL ACTIVITY (M.ED II
YEAR)
POGIL method
of instruction has been adopted for M.Ed II Year students in the History
and Political Economy of Education paper for III semester on 07.10.22. The
POGIL approach started by offering students a challenge that demands
them to collaborate in order to provide answers to the questions that result in
the development of a concept (guided inquiry). As a result, it incorporated aspects of the problem- and team-based learning.
The students were grouped into two and given questions such as
‘Analyse the status of RTE-2009 in India and evaluate the functions of autonomy
in higher education institutions' from Unit II.
In this activity, students played different roles such as manager,
reader, reflector, recorder, presenter, sigfig checker, and technical
assistant. The POGIL strategy was based
on the components of content and process where the critical thinking skill was
developed through this activity in which the students develop a deep
understanding of a concept and apply that knowledge to answer the question
given by the staff. The POGIL strategy
boosted students’ process skills such as analytical thinking, critical
thinking, and evaluative thinking in a collaborative setting to solve a problem and
communicate the new knowledge to another group. In this activity, the
staff acted as a facilitator, who helped students to get the solution to the
problem effectively. The images were uploaded in the ssce blog for
education.va.
https://www.blogger.com/blog/posts/1311330046049073398.
ROLE PLAY METHOD OF TEACHING
Role play method of teaching was adopted for B.Ed I year for the
Paper ‘Understanding the learner’ in the II semester on 04.07.2022 on the topic
‘Defense mechanisms’. Role play gives
students the opportunity to assume the role of a person to act out in a given
situation. The class was divided into eight groups who have been given
different topics such as Rationalisation, identification, projection,
regression, repression and suppression, sublimation, withdrawal, and sympathism.
Each group has demonstrated different types of defense mechanisms
where the roles were performed by a group of students in which each defense
mechanism was demonstrated with an appropriate story. The entire role-play
lasted between five and ten minutes. The class made an effort to determine
which defence mechanisms they were demonstrating once they had concluded the
scene.
Students had the chance to participate in exercises that mirrored
particular defence systems through role-playing. Role-plays that were content-focused, matched
with learning objectives, and applicable to real-world scenarios were used to
help students understand how to use role-playing sessions. Students were encouraged to think critically
about the subject matter in order to gain a comprehensive understanding of it
through role-playing exercises.
BUZZ SESSION
B. Ed first-year students were asked to present their topics in
the Buzz session in Understanding the learner Paper on 16.05.2022. Students
interestingly took part in the Buzz session. Buzz session is a kind of
group discussion where the topics are designed by the staff for the discussion
in the class. For the activity, students were divided into eight
groups where they have allotted a specific topic to analyze it in deep to gain
a deep understanding of the topic. A
recorder in the group gathered points discussed in the group about a topic and
handover to the presenter. The presenter organised the points in such a way as
to share the new knowledge with other groups.
Each group approximately took
5-10 minutes time for the presentation. The Buzz session helped students
to tap into the knowledge and thereby learned to generate a large number
of ideas.
COLLABORATIVE
PROBLEM-SOLVING
The collaborative problem-solving technique
was used in the class to make students understand ‘Kohlberg’s stages of
Moral development’ in the Understanding the Learner paper in the II semester on
30.04.2022. B.
Ed I year (2021-23) students were divided into eight groups and given Moral
dilemmas by the staff to make students to make a moral judgment
collaboratively in the class. Students collectively discussed the problem
and come up with a conclusion. At the end discussion, the team leader in the
group presented the conclusion of the problem on the given moral dilemma to
other groups. The collaborative problem-solving
technique encouraged students to develop their problem-solving ability,
critical-thinking skills, and team spirit.
At the end of each group’s presentation, students from the other group asked
questions and clarified their doubts, it’s observed that most of the students
take moral judgment from fifth stage social contract stage.
Collaborative problem-solving is the
natural fusion of problem-based learning and collaborative learning, which
places the learners at the centre of the learning process with certain moral
dilemmas that need a solution in a real-world context. As a result, the staff
was able to gain insight into the moral stages at which students reach a
resolution.
COLLABORATIVE
PROBLEM-SOLVING
Collaborative problem-solving technique
was used in the class to make students understand ‘Kohlberg’s stages of
Moral development’ in the Understanding the Learner paper in the II semester on
24.09.2021. B.
Ed I year (2021-23) students were divided into eight groups and given Moral
dilemmas by the staff to make students to make a moral judgement
collaboratively in the class. Students collectively discussed the problem
and come up with a conclusion. At the end discussion, the team leader in the
group presented the conclusion of the problem on the given moral dilemma to
other groups. The collaborative
problem-solving technique encouraged students to develop their problem-solving
ability, critical-thinking skills, and team spirit. At the end of each groups’ presentation,
students from the other group asked questions and clarified their doubts, it’s
observed that most of the students take moral judgement from fifth stage social
contract stage.
The Collaborative problem-solving is the
natural fusion of problem-based learning and collaborative learning, which
places the learners at the centre of the learning process with certain moral
dilemmas that need a solution in a real-world context. As a result, the staff
was able to gain insight into the moral stages at which students reach a
resolution.
PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) IN TEACHING
Process Oriented
Guided Inquiry Learning (POGIL) is a collaborative-constructivist learning method followed by
three guided inquiry stages such as exploration, concept invention and
application. POGIL method encourages a
deep understanding of the topic so that students can develop their higher-order
thinking skills such as critical thinking, problem-solving, communication
skills, and creative thinking skills.
This method was implemented in the II semester for Paper-II
Understanding the Learner for B.Ed I year students. POGIL is different from other student-centered methods where students are instructed to take ownership of constructing
knowledge collaboratively in the classroom.
At every step, the instructor guided the students’ work to develop the
concept in a more constructive and interactive way. Hence, students are asked to work in eight
small learning groups with individual roles such as Manager, Reader, Recorder /
Presenter, Reflector, Equipment Manager, Encourager, and Sigfig Checker. The role of the manager was to keep the group
focused on the task to ensure that all group members participated and
understood the problem.
The presenter introduced the
group's new learning to other groups.
The reader spoke loudly on the topic to the group every time they
worked together. The role of the recorder
was to maintain a record of the task and prepare a report in consultation with
others in the group. The role of the
reflector was to identify strategies and methods for problem-solving and
prepare a report in consultation with the others. The equipment manager helped the presenter in
her presentation by arranging the appropriate equipment. The encourager motivates
the learning process of the group and prepares the concept map. The final report
was handed over to the sigfig checker to check the report for its final touch.
Students were instructed to use
appropriate materials as prescribed in the syllabus for the given problem in
order to construct new knowledge in the classroom. Before assigning the task to the students,
the instructor provided an orientation to the learning approach because it is
new to the students. The POGIL method is completely different from other
methods in which critical thinking and problem-solving skills can be
improved. The instructor assigned a
problem specifically designed for students to come up with their own valid
conclusions. The role of the instructor
has been changed as a facilitator to respond to individual and class
needs. Each group explored the problem
in detail in the first stage (exploratory stage) by referring to appropriate
materials to develop conceptual understanding.
As the concept was not explicitly given, students were prompted to
conclude by refining and integrating the relevant content. The instructor facilitated each group to
report on their conclusions. Each group found a new idea and represented it through the concept map using ICTs. Finally, the speaker
from each group shared new knowledge discovered by them with another group at
the end of the POGIL classroom. The
outcomes were interrogated by all group members. In this manner, students were put into
practice to solve a problem collaboratively. The instructor assessed students’ critical thinking, problem-solving, and
communication skills in the application
stage. Students in each stage were
instructed to record their improvement on the worksheet provided by the
instructor. In the end, all comments on the POGIL experience were gathered by
the instructor and all students felt that the POGIL group work was a positive
learning experience. The activity lasted
for three days 28.09.2021, 29.09.2021, and 01.10.2021. the presentation was made
by the students on 07.10.2021.
Example of the problem
is given below;
(Example **) You are familiar with
the various theories of intelligence.
Now you have to go through all the theories to integrate your ideas of
their classroom applications. Choose
multiple intelligence theory and describe how would you teach students a
concept in a way that takes the key aspects of that theory into account?
Present your plan structure. The
activity was posted in the ssce blog for education.va.
https://educationssce.blogspot.com/2022/12/med-ii-year-pogil-activity-07102022.html
https://educationssce.blogspot.com/2021/10/pogil-presentation-by-bed-i-year-on.html
https://educationssce.blogspot.com/2021/09/pogil-iii-day.html
https://educationssce.blogspot.com/2021/09/process-oriented-guided-inquiry.html
the feed back collected from
students were given in the below link;
https://docs.google.com/spreadsheets/d/1OHBVYHAT24hkvfyCPmQdOqNKo9wXwmCoA313qXhtStM/edit?usp=sharing
BRAINSTORMING
IN TEACHING ACTION RESEARCH 27.02.2021
Action research is the practicum
activity that helps students to select an immediate problem in the class they
teach in their practice teaching during intensive teaching practice. Students were required to analyse the
problem and use the novel technique to improve their pedagogy and practise. The action research duration may vary from
student to student based on the nature of the problem. Before students engaged in intensive
teaching practice, they were given adequate orientation and get practice in writing the action research proposal. The brainstorming activity was used to teach action
research on 27.02.2021 to help students to improve their comprehension of the problem
statement, formulate the hypothesis, selecting appropriate teaching strategies
in their respective subject to arrive at the right solutions to the action
problem.
Before students get into the brainstorming, the action research process was first elaborated by the staff in the classroom,
then the class was divided into small groups to discuss the novel teaching
techniques to be used in the action research class. As
brainstorming is the problem-solving method, the goal of the activity was to
make students come up with novel teaching strategies that can be applied in
the action research classroom thereby finding creative solutions to the
problem. At the end of the activity, the representative from each group
highlighted their ideas to the other group which was evaluated and consolidated
by the staff in the class.
FLIPPED TEACHING
The flipped teaching model helps
teachers in prioritizing active learning during class time by giving students study
materials to go through at home. This
method was used in the paper Foundations of Education Unit I- Recommendations
of various commissions in Education. The
staff allotted students into six groups and they were given orientation on the
method of flipped teaching and how it is going to be implemented in the classroom
for this topic. The topics given to six
groups are mentioned below; University Education Commission (1948-1949),
Secondary Education Commission (1952-53), Kothari commission (1964-66), NEP
(1968), NEP (1986), and National plan of action (1992). The topics and online contents were shared on
04.10.2018 via ssce blog for education.va on the below link.
https://educationssce.blogspot.com/2018/10/commissions-of-education.html.
The students and staff discussed
the topic on 08.10.2018 and 09.10.2018. On that day students were grouped into six
and prepared concept maps collaboratively. The representative from each group
presented the content with the help of a concept map to other groups. The flipped
classroom model made it easier for staff to focus on each student individually
and engage them in small-group activities that accelerate effective learning
for all.
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