UNIT 5- LANGUAGE ACROSS THE CURRICULUM-Developing Proficiency in Written Comprehension and Production - Part 5-BEd notes
Prepared by
Sabarish P
Contents
Linguistic hazards in pedagogic decision making-remedial programmes for teachers from different disciplines
Linguistic hazards in pedagogic decision making
In India, language and literacy are generally seen as the concern of only the language teachers.
However, no matter what the subject, teaching cannot take place in a language free environment.
Assumptions about the language and literacy background of students influence classroom interactions, pedagogical decisions and the nature of students’ learning.
Thus, it is important to understand their language background and know how oral and written language can be used in the classroom to ensure optimal learning of the subject area.
Student-teachers will need to be familiar with theoretical issues, and to develop competence in analysing current school practices and coming up with appropriate alternatives.
Teachers’ pedagogical decision making is a complex process. In the teaching and learning process, a pedagogical decision making involves intuitive, analytical and deliberative decisions.
Pedagogical decision making is the essence of teachers’ professional practice.
Pedagogical decision making refers to the process of thinking and reasoning that constitutes the basis and justification for choosing among available alternative, based on considerations, that is hoped will bring about effective and meaningful learning for the learners.
Teachers make multitude of decisions during the course of their teaching a lesson.
The quality of decisions that determines the quality of the teaching and learning process.
Decisions can be of various kinds, they can be technical, common sense or pedagogical.
Most teachers are apt at making common sense decisions. A curriculum that provides structure and guidelines may enable a teacher to make technical decisions.
The process of teaching and learning is basically pedagogical. Hence, it is only proper that the teacher is able to make pedagogical decision and not merely common sense and technical decisions.
Pedagogical decision making is a developmental process and embedded in actual pedagogical practice.
Pedagogical decision making can be viewed through theoretical understanding of teacher knowledge or a more practice oriented conception of knowledge that evolves through a growing understanding of the epistemology of practice.
Teachers need to be able to make pedagogical decisions on their own. They have to be thinking individuals who are flexible, creative, accommodating and are willing to accept students’ active, and event dominant, role in the teaching and learning processes in their classrooms.
Pedagogical decisions are recurring positive relationship between student learning and teachers’ flexibility, creativity, and adaptability.
Successful teachers tend to be those who are able to use a range of teaching strategies and who use a range of interaction styles, rather than a single, rigid approach.
Teachers’ abilities to structure materials, ask higher-order questions, use student ideas, and probe student comments have also been found to be important variables in what students learn.
Teachers don’t merely deliver the curriculum. They develop, define it and reinterpret it too. It is what teachers think, what teachers believe and what teachers do at the level of the classroom that ultimately shape the kind of learning that young people get.
Remedial programmes for teachers from different disciplines
Apart from various learning difficulties, pupils may have different abilities and styles of learning. Some are better in visual learning while others are more competent in audio learning. Certain pupils have to learn through sense of touch or practical experiences.
Remedial teachers should design diversified teaching activities and adopt various teaching methods to help students develop their potential and remove the obstacles in learning.
Each pupil is different in terms of learning ability, academic standards, classroom learning and academic performance, and each has his own in learning.
By adapting school curricula and teaching strategies, teachers can provide learning activities and practical experiences to students according to their abilities and needs.
Teachers can also design individualised educational programmes with intensive remedial support to help pupils consolidate their basic knowledge in different subjects, master the learning methods, strengthen their confidence and enhance the effectiveness of learning.
Throughout the teaching process, teachers should provide systematic training to develop pupils' generic skills, including interpersonal relationship, communication, problem-solving, self-management, self-learning, independent thinking, creativity and the use of information technology.
Such training can lay the foundation for pupils' life-long learning, help them develop positive attitudes and values, as well as prepare them for future studies and career.
Before preparing for their lessons, remedial teachers should identify pupils' diverse learning needs as soon as possible so that they may design appropriate teaching plans to facilitate pupils' effective learning.
Since pupils have different characteristics in learning, teachers must devise different learning activities with the same teaching objective to develop pupils' varied abilities and skills in problem solving.
It is more effective for teachers to adopt a series of relevant and simple teaching activities than assigning one long teaching activity since pupils may acquire the required knowledge and skills through diversified activities.
Remedial teachers should specifically design meaningful learning situations, language environments, games or activities so as to provide personal learning experiences for pupils and stimulate their interest and initiative in learning.
Teachers should give concrete examples before proceeding to abstract concepts by way of simple and easy steps at a pace in line with the learning abilities of students.
Teachers may teach new concepts from different perspectives by various approaches so that pupils can grasp the ideas through meaningful and repeated illustrations.
Teachers should encourage pupils' active participation by more frequent use of teaching aids, games and activities.
Teacher can also make use of information technology and all the teaching resources available to help pupils understand the main points.
Pupils with learning difficulties are less competent in understanding written language. Therefore, remedial teachers should give pupils short and clear instructions to avoid confusion.
Teachers must explain clearly the arrangement of each learning activity. If necessary, they may ask pupils to repeat the steps of activities so that every pupil may understand the instructions.
At the course of teaching, teachers should always sum up the main points in teaching and write the key phrases on the board to enhance pupils' audio and visual memories.
Teachers can guide their pupils to link up the knowledge they learn from class with their life experiences so as to enhance the effectiveness of learning.
Besides, guiding pupils to repeat the main points in verbal or written form is also an effective way of learning.
Suffering from frequent frustrations in their work, pupils with learning difficulties may gradually lose their interest in learning. Therefore, teachers should adapt the curriculum to meet the needs of pupils.
Teachers can design interesting activities coupled with reward scheme to stimulate pupils' interest.
It is most important to help pupils overcome their learning difficulties so that they may gain a sense of achievement and recover their confidence and interest in learning.
Pupils with learning difficulties usually lack self-confidence and are more passive in class. They seldom ask questions or express their views. Remedial teachers should patiently encourage active participation in class. Pleasurable learning experiences may help enhance pupils' interest in learning.
Teaching should not only focus on the transmission of knowledge. It is also important to see that pupils are benefited from the entire learning process.
Teachers should provide ample opportunities in class for pupils to practise and think what they have learnt, and allow them to solve problems by different means.
Teachers should also carefully observe the performances of pupils and give them appropriate assistance, feedback and encouragement so as to help them acquire the learning skills, solve their problems and understand their own capability, thus enhancing self-confidence and improving their learning skills.
Pupils may encounter different problems in their studies, therefore, teachers should carefully observe the learning process of individual pupils in class.
Whenever necessary, teachers should provide individualised remedial teaching before and after class, during recess or lunchtime, so that they can remove their learning obstacles as soon as possible.
When marking assignments, teachers should take note of the common errors of pupils and deliver the correct concepts and knowledge to them promptly.
Remedial teachers should adapt the curriculum to accommodate the learning characteristics and abilities of pupils. They should set some teaching objectives which are easy to achieve to ensure that pupils may acquire the knowledge as desired after the completion of each module.
Teaching should not be directed by textbooks which should not be taken as the school curriculum. There is no need to cover all the contents in the textbooks as well.
Schools can classify the teaching content into core and non-core learning aspects according to the teaching objectives and pupils abilities.
Core learning aspects require in-depth studies and application whereas materials in the non-core or advanced learning aspects may be streamlined or appropriately selected for teaching.
Teachers are encouraged to adopt recommendations on cross-curricular teaching by linking up related teaching areas flexibly so that more time can be spared for effective activities and learning.
Teachers should make good use of all teaching materials. For example, they may select and use the materials in textbooks to meet the teaching objectives, or compile their own supplementary teaching materials. They may also design materials of different standards.
Materials from the internet, newspapers, magazines and references provided by the Education Department may help teachers design interesting and enjoyable activities to enhance pupils’effectiveness of learning.
Schools should formulate clear policies on homework which should be reviewed regularly. The assignments should be targeted at the teaching objectives and serve the purposes of learning.
Schools should choose these exercise books carefully and make appropriate adjustments to the category, quantity and quality of homework.
Teachers should take note of the following points when designing homework for pupils:
the homework should have clear objectives and can accommodate the level and needs of pupils;
the form and contents of homework should be of a great variety so as to develop pupils’ creativity, self-learning and collaborative skills;
the homework should match the content taught in class;
teachers should give simple and clear instruction;
assign appropriate amount of homework each day;
ineffective and mechanical drills should be avoided; and
teachers should make good use of the homework as a tool for evaluation and feedback to enhance the motivation and effectiveness of learning.
Remedial teachers must keep in close contact with other teachers. They are encouraged to discuss or share their experiences with others to find out ways to improve pupils’ learning and behaviour.
Remedial teachers should also liaise with other related professionals to seek for professional support with a view to helping pupils solve their problems.
Prepared by
Sabarish P
(MSc Physics, MEd, NET)Contact: pklsabarish@gmail.com
