PEDAGOGIC ANALYSIS INTRODUCTION The word pedagogy comes from

PEDAGOGIC ANALYSIS �INTRODUCTION: The word ‘ pedagogy’ comes from the Greek word ‘paidagogos’ in which ‘paida’ means ‘child’ and ‘agog’ means ‘lead’ literally translated ‘ to lead the child’ �Pedagogy is the science and art of education specifically instructional theory. It is a master plan that includes a detailed analysis of what is to be done by the teacher.

STEPS OF PEDAGOGIC ANALYSIS 1. Divide the contents of the selected unit into suitable sub-units and arrange the selected sub-units in to a number of required periods 2. Briefly write the essence of the content of the selected sub-unit 3. Write appropriate previous knowledge required for the sub-unit 4. Write appropriate instructional objectives to be selected for the sub-unit.

S 2 unit 2 Classroom processes and teaching learning strategies Pedagogic Analysis format Name of the teacher trainee: Ideas Class Skills Subject Language elements Unit Discourses Theme Values, Attitudes Objectives Learning outcomes INPUT Expected product PROCESS OUTCOMES ASSESSMENT

SAMPLE CONCEPT MAP Unit 1 NATURE’S PLENTY THEME Love for nature Beauty of nature Observing

LEARNING TASKS AND ACTIVITIES �Construction of description �Preparing slogans �Preparing poster �Task on describing words/naming words �Writing letter �Developing magazine �Vocabulary tasks �Task on poetry appreciation �Telephonic conversation �Language games

VOCABULARY ITEMS STRUCTURES �Prepositions �Relative pronouns

INPUT DISCOURSES � Story by Ruskin Bond � Poem by William Blake � Story by R. K. Narayan � Newspaper report

Output discourses �Description �Slogans �Poster �Letter �Paragraph �Thoughts �Telephonic conversation �Script

LEARNING OUTCOMES �Write descriptions, slogans, poster, letter, paragraph, telephonic conversation, script etc. �Read stories, Newspaper �Read poem and appreciate �Play language games and puzzle. S

STRATEGIES FOR MAKING LEARNING MORE AUTHENTIC AND EFFECTIVE �Children’s literature �Integrating ICT �Using web resources �Reference materials

WEB RESOURCES

REFERENCE MATERIALS

ADDRESSING ISSUES OF LEARNERS WITH SPECIAL EDUCATIONAL NEEDS

SCOPE OF ICT(information and communication technology)

Traditional v/s Internet based ICT education Approach Traditional Classroom • • Content Personalisation • Physical – limited size ICT In Education • Unlimited • Anytime, anywhere Synchronous Power. Point / transparency / etc • Multimedia / simulation • Textbooks / library • Digital library • Video • On demand • One learning path • Syn & Asyn. Communication • Learning path and pace determined by learner

SOME DISADVANTAGES OF ICT � Excess use of ICT is harmful to health � Teachers prefer already prepared material than hand written � Excessive use may harm eyesight � Progress of ICT will also occur of violation of Intellectual Property Rights (IPR) for the easy access to the data that is causing people plagiarist will commit fraud. � Although the system of the administration of an educational institution like a system without a gap, but if there is a recklessness in running the system would be dangerous.

MENTORING

STRATEGIES FOR COLLABORATIVE LEARNING

STRATEGIES FOR COLLABORATIVE LEARNING �Group work �Games �Dramatisation �Role-play �Simulation �Surveys �Projects �Seminars �Discussions �Debates, etc.

GROUP WORK

GAMES

GAME MAKES THE CLASSROOM

DRAMATISATION

DEFINITION OF ROLE-PLAY �Students play a part (their own or somebody else’s) in a specific situation. �Give student information about who they are, and what they think and feel.

FEATURES OF ROLE-PLAY (1) � � � Student(s): Alone, in pairs, groups. Short or long. Open or tightly controlled. Defined by teacher/students. Types of roles: a) Useful for real-world needs b) Roles from TV, newspapers, books… c) Fictional roles.

FEATURES OF ROLE-PLAY (2) �Language already acquired. �Language practice (rather than learning). �Fluency over accuracy. �It is a low input-high output technique. (The presentation by the teacher is very short). �CAN be performed for other students or recorded in a video (extrovert students).

SIMULATIONS (1) �The students feel they are real participants of the situation. �Simulated environment away from the real world. �Simulations must have a structure. The students do not invent anything. They are provided all the facts. �More complex. �Lengthier. �More fixed.

SIMULATIONS (2) �Less open-ended. �Includes other types of activities: ◦ Analysis of data. ◦ Reading. ◦ Writing. ◦ Discussion of options. �Students find themselves in a different world. �Enriching experience.

Surveys

PROJECTS

SEMINARS

DISCUSSION

BIBLIOGRAPHY �Harmer, J. 1991. The Practice of English Language Teaching. London: Longman. �Ladousse, G. P. 1987. Role Play. Oxford: Oxford University Press. �Ladousse, G. P. 1983. Speaking Personally. Quizzes and questionnaires for fluency practice. Cambridge: Cambridge University Press. �Matthews, A. et al. (eds. ) 1985. At the Chalkface. Practical Techniques in Language Teaching. London: Edward Arnold.

Suggested reading ctd; � Appleman, D. , & Graves, M. F. (2012). Reading better, reading smarter: Designing � � � literature lessons for adolescents. Portsmouth, NH: Heinemann. Presents an adaptable framework with suggested pre-, post-, and during-reading activities. Includes a summary of theoretical “lenses” through which students can look at literature and two complete lesson plans illustrating the Scaffolded Reading Experience design. Beers, K. , & Probst, R. (2013). Notice & note: Strategies for close reading. Portsmouth, NH: Heinemann. Presents simple ways to help students pay attention to potentially meaningful details in literary text, write notes about them, and answer text-dependent questions that they themselves may generate. Blau, S. D. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH: Heinemann. A collection of the author's workshops for teachers on problems such as balancing respect for learners with respect for texts, designing appropriate writing assignments about literature, and establishing a literary community in the classroom. Provides illustrative activities for each problem. Buehl, D. (2009). Classroom strategies for interactive learning. (3 rd ed. ) Newark, DE: International Reading Association. This set of highly adaptable formats for promoting thoughtful reading and study, by an author who taught at Madison East High School for decades, can be used in English and other subjects. Buckley, E. M. (2011). 360 degrees of text: Using poetry to teach close reading and powerful writing. Urbana, IL: NCTE. Creative writing, performance, and argument are ways to form habits of mind that result in deep understanding of all kinds of texts in this collection of teaching ideas, which includes 50 dense pages of reproducible handouts. [NCTE TRIP Series] *Burke, J. (2000). Reading reminders: Tools, tips, and techniques. Portsmouth, NH: Boynton/Cook. Ninety-six maxims for teachers of reading, including numerous specific examples of teaching strategies and study guides related to many kinds of literature

*Culham, R. (2003). 6+1 traits of writing: The complete guide: Grades 3 and up: Everything you need to teach and assess student writing with this powerful model. New York: Scholastic. NWREL's systematic approach to the writing curriculum based on six or seven primary traits of written work, which is a popular way to coordinate teachers' efforts across grades and subjects in many school districts, in a presentation that includes writing samples and rubric posters. Dean, D. (2006). Strategic writing: The writing process and beyond in the secondary English classroom. Urbana, IL: NCTE. A wealth of specific teaching activities to strengthen students' awareness of genre, audience, and purpose in writing, and to provide practice in revision and in writing as a mode of inquiry. Dean, D. (2012). What works in writing instruction: Research and practices. Urbana, IL: NCTE. Discusses practical application of research findings about effective practices in writing instruction, such as summarizing, having precise goals, prewriting, studying models, and collaborating with other writers. *Dixon, C. J. (2007). Lesson plans for teaching writing. Urbana, IL: NCTE. A collection of brief lesson plans. Dunning, S. , & Stafford, W. (1992). Getting the knack: 20 poetry writing exercises 20. Urbana, IL: NCTE. A variety of engaging activities in many poetic forms.

Beach, R. , and & Myers, J. (2001). Inquiry-based English instruction: Engaging students in life and literature. New York: Teachers College. A fundamental approach to the curriculum in which students explore the various worlds in which they live, including their neighborhoods and social groups as well as the text worlds of literature. Contains many practical ideas to stimulate creative and original long-term planning. *King-Shaver, B. , & Hunter, A. (2003). Differentiated instruction in the English classroom: Content, process, product, and assessment. Portsmouth, NH: Heinemann. A simple collection of strategies for grouping learners according to their interests, readiness, and learning styles, and for designing and evaluating multiple alternative activities related to the same instructional goals. Shuman, R. B. , & Wolfe, D. (1990). Teaching English through the arts. Urbana, IL: NCTE. Includes a rationale and several examples of how to connect language study, literature, and writing with cartoons, music, picture books, sketches, and other art forms. [NCTE TRIP Series] *Tovani, C. (2011). So what do they really know? Assessment that informs teaching and learning. Portland, ME: Stenhouse. Shows how to gather data on student progress that can be used formatively to provide feedback and guide planning. Systematic yet informal devices for this include written teacherstudent mini-dialogues, student

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