Practical Mannual. Instructional Technology for College Teachers E-Book

Rajesh Kadam

• Herausgeber: GRIN Verlag
• Sprache: Englisch

Veröffentlichungsjahr: 2015

Beschreibung

Document from the year 2015 in the subject Instructor Plans: Agriculture / Forestry / Gardening, , language: English, abstract: Teachers engaged in higher education in general and those in agricultural universities in particular have to shoulder multifarious responsibilities as research, extension and management in addition to teaching. This results into diversifying their attention and energy refraining them from fully focussing on teaching. Secondly, college teachers in general rely on their knowledge of subject matter of their field of specialization alone for effective teaching. It is so because of giving blind eye to pedagogical methods and their importance in making teaching effective. The fact ‘how’ something is said is equally important as ‘what’ is said, is ignored.Therefore, for avoiding the defeat of a teacher such training as this one on instructional technology are of immense importance. We have taken a care to cover all possible aspects of instruction including the commitment of teacher. Broadly topics viz.,Education for Agriculture, Simulation Approach and Role Play, Effective Class Room Instructions, Concept of Teaching and Learning, Teaching Methods, Aids And Their Importance, Combination of Methods for Effective Teaching, Conducting Ideal Practical, Commitment of Teacher in Higher Education, Developing Learning Attitude, Preparation Of Teaching Schedule And Lesson Plan, Styles of Learners, Creating Learning Situation, Use of Computer and Internet in Instructions, Use of Library for Effective Instruction, Examination and Evaluation System in Agricultural Universities of Maharashtra were covered in this manual.

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PREFACE

 Teachers engaged in higher education in general and those in agricultural universities in particular have to shoulder multifarious responsibilities as research, extension and management in addition to teaching. This results into diversifying their attention and energy refraining them from fully focussing on teaching. Secondly, college teachers in general rely on their knowledge of subject matter of their field of specialization alone for effective teaching. It is so because of giving blind eye to pedagogical methods and their importance in making teaching effective. The fact ‘how’ something is said is equally important as ‘what’ is said, is ignored.

 Ideally the whole process of education needs to be geared round the learners. However, it is a general experience that teachers dominate the scene. Instead of resorting to one-way communication like deaf talking to dumb, the teacher should initiate the participatory learning. The teachers differ widely in performing their role. A common teacher narrates. Good teacher explains. Best teacher analyses and the outstanding teacher motivates. What is taught is not as important as that of developing capacity among learners to learn on their own. Ignoring these pedagogical principles results into poor quality of teaching - learning process. The teacher should bear in mind that classroom is a battlefield for him and if he is defeated here on the field, he is defeated in his life career.

 Therefore, for avoiding the defeat of a teacher such training as this one on instructional technology are of immense importance. We have taken a care to cover all possible aspects of instruction including the commitment of teacher. Eight training programmes including this one have been conducted by this department on instructional technology, a few of which have been organized exclusively with our own faculty as resource persons. We hope this will also be of great utility to our newly recruited trainee teachers along with training manual.

Dr. Rajesh Kadam

 Mrs. Godawari Pawar

 Dr. Sunil Umate

CONTENTS

Chapter I EDUCATION FOR AGRICULTURE

Chapter II SIMULATION APPROACH AND ROLE PLAY

Chapter III EFFECTIVE CLASSROOM INSTRUCTION

Chapter IV CONCEPT OF TEACHING AND LEARNING

Chapter V TEACHING METHODS, AIDS AND THEIR IMPORTANCE

Chapter VI COMBINIATION OF METHODS FOR EFFECTIVE TEACHING

Chapter VII CONDUCTING IDEAL PRACTICAL

Chapter VIII COMMITMENT OF TEACHER IN HIGHER EDUCTION

Chapter IX DEVELOPING LEARNING ATTITUDE

Chapter X PREPARATION OF TEACHING SCHEDULE AND LESSON PLAN

Chapter XI STYLES OF LEARNERS

Chapter XII CREATING LEARNING SITUATION

Chapter XIII USE OF COMPUTER AND INTERNET IN INSTRUCTIONS

Chapter XIV USE OF LIBRARY FOR EFFECTIVE INSTRUCTION

Chapter XV EXAMINATION AND EVALUATION SYSTEM IN AGRICULTURAL UNIVERSITIES IN MAHARASHTRA

Chapter I EDUCATION FOR AGRICULTURE

 Education is the process of imparting or acquiring knowledge and habits through instructions or study. Agriculture is a component of education, which envisages various disciplines viz. Agriculture, Horticulture, Animal Science, Forestry & Fisheries, Home Science, Agricultural Technology, Education Technology, Social Sciences, Engineering, Pharmacology & Toxicology, Instrumentation, Environmental Science, Agricultural Business Management, etc. Therefore, it is aptly called as education for agriculture.

 Agriculture forms strong base of food security, provides productive employment to large section of people and contributes major share of our GDP. Food is most powerful weapon over the globe. Obviously, food and nutritional security decides economical status of the country.

 Going back, thrust on agricultural education was laid in 1891. Subsequently, agricultural colleges were established at Lyalpur, Nagpur, Pune, Coimbatore and Kanpur during 1906-07. With the establishment of ICAR, IARI and first agricultural university at Pantnagar; the agricultural education received due importance and status drawing support from various committees.

 The education system basically takes advantage of learner, subject matter, teacher (could be mother, father, family members, friend) who provides opportunity to experience an innovation at home, class rooms and society.

 Formal education comprises teaching – learning process aided by teacher, student, curriculum, teaching aids and physical facilities; evaluation system through examination and grading and co-curricular activities like games and sports and scientific societies and club.

 Retrospecting development of agricultural education in the state, famine experienced in 1879 laid to the development of agriculture. The agricultural education then spread state wide across Pune, Mumbai, Nagpur, Akola, Parbhani, Amravati, Dhule and Dapoli. Later, the hubs of agricultural education were established at MPKV, Rahuri; PDKV, Akola; MKV, Parbhani and BSKKV, Dapoli. For coordination of these farm universities MCAER was established at Pune in 1983.

 At present, there are 45 SAUs including veterinary sciences, 4 deemed universities, 1 central agricultural university in India which include 4 SAUs in Maharashtra catering to agricultural education in the State. In view of India’s food policy and thrust on agriculture, privatization of education for agriculture ushered in with agriculture and allied colleges, agricultural schools, polytechnics, etc. Some of them need financial support, some warrants upgradation and some require closure.

 Our national food security should ensure physical, economic and social access to balanced diet, safe drinking water, sanitation, environmental hygiene, primary health care and education to lead healthy and productive life. The food should be procured from environmentally benign production technologies that conserve natural base of crops, animal husbandry, forestry and fisheries.

 In India, food shortage was experienced during 1960-70s. With the introduction of hybrid and improved varieties, there was a quantum jump in food grain production leading to first green revolution. Later, attempts made to achieve white revolution with hybrid cows, yellow revolution with oil seeds and rainbow revolution with fruits and vegetables were spectacular. Now, we need second green revolution by 2010 with the use of transgenic plants and cereals.

 We have on record interdisciplinary breakthroughs to cite – dolly, banana with hepatitis B vaccine, potatoes with E.coli vaccine, oral cancer vaccine, cultivation of primordial human cell from fertilized human egg, cure for inherited diseases, etc. Super human being will be the major contribution of next millennium.

 We need to concentrate on Biotechnology, Information Technology, Postharvest Technology, Agricultural Business Management, Integrated Pest Management, Water Management, Nutrient Management, Basic Sciences including Biochemistry, Genetics, Microbiology, Statistics, Mathematics, Plant Physiology, Environmental Science and others.

 What we achieve through education for agriculture – We prepare graduates for productive employment, higher education, dissemination of technologies and for taking agriculture as profession. For achieving these objectives, reorientation of agricultural education in context of productivity, sustainability, quality, conservation, IPR and environment; is necessary.

 What we expect is value added product (learner) embedding therein knowledge and skill pertaining to research, education, extension, public service and industrial fields.

 In order to improve agricultural education due importance should be given to recruitment of competent faculty and its upgradation, revision of curriculum and its delivery, infrastructure and good governance.

 To deliver goods, the university should have freedom in terms of what to teach, whom to teach and who should teach. As quoted by Elbert Hubbard, there is an imperative need of producing extra ordinary and dedicated teachers to bring about radical change in the students and the society as a whole. An average person with average talent, ambition and education can outstrip genius in the society, provided he has clear focused goals. That comes only from devotion, dedication and discipline.

Chapter II SIMULATION APPROACH AND ROLE PLAY

 Simulation is relatively a new approach introduced in the field of education. It is widely used in military, business and medical education.

Meaning of Simulation:

 A contrived experience so planned to give the effect of real experience is simulation. Simulation is the process of designing a model of a real or imagined system and conducting experiments with that model.

 The presentation is made as near as possible to the real situation, event or object. e.g: A mini working model of an aeroplane is used in training pilots ( and practice the manipulation of aircraft). Another example is micro teaching wherein student trainees actually teach a very small group in laboratory setting. School days celebrated in schools and children playing assuming role of mother, father, children are very good examples of simulation.

Purpose of using simulation approach:

1. Motivation of learners

2. Considering complex problems

3. Understanding ones role in the proper perspective

4. Understanding another persons role from his point of view .

5. Modification of student behavior.

6. Helping students to assume new roles in future

Advantages:

1. Simulation approach encourages students to express and participate in

situations that are close to reality.

2. Possibility of injury or risk to the individual(s) involved in the activity is removed e.g.: Dissection of dead bodies by students

3. Enables students to understand process in miniature form

4. Students gets an understanding of other’s is feelings and ways of thinking

5. It very often results in behavioral modification

Methods of Simulation:

There are two ways to create simulation and enactment of students in the situation

1. Simulation games

2. Role playing

Simulation Games:

Opportunities are given to try out certain situation by playing a game with set of players.

 Rules are framed for a game and followed

 Period of time to keep and actions to be taken are defined

 Individual players strive to attain specific goals of the game.

 Players are required to take critical decisions by using rationale.

 There is difference between games and role play. Games are played to win but role playing need not be for winning. Role playing is used for understanding of issues and processes.

Role Playing:

 Role playing is a laboratory method of instruction. It involves dramatization of a situation by two or more students under the direction of a teacher with the sole purpose of understanding the feelings, actions and behaviour of others, especially in a problem situation. It is a simple informal drama without having a predetermined text.

Definition:

1. The dramatization of a problem or situation in the general area of human relation is called as role playing.

2. Role playing may be defined as an educational ( or therapeutic ) technique in which some problem involving human interactions ( real or imaginary) is presented and then spontaneously acted out. The enactment is usually followed by a discussion and analysis to determine what happened and why, and if necessary, how the problem could be better handled in future – Wallace Wohlking.

Notes:

 “Role- fitting” and “role-taking” are other terms for role playing. It is an effective means often used in college classes. For providing spontaneous unrehearsed life-like representations of experiences for example, the adolescent boy who has problem of adjustment at home with his parents and sister, could role play, taking the role of father. students give support by taking up the role of mother, sister, etc.

 This is also used in practicing managerial (or team) skills in doing and implementing.

Purpose of role playing:

1. Illustrate aspects of interpersonal problems.

2. Promote understanding of view points and feelings of others.

3. Development insight into personal attitudes, values and behaviour

4. Enable to understand psychological and social problems.

Steps in Organizing Role Playing:

1. Selection of an appropriate problem situation

2. Selecting students for role playing

3. Allotting of roles to the students

4. Teacher’s orientation about this approach – Describe the characters to be involved and the specific aspects of the presentation.

5. Giving time to the participants for preparation

6. Actual role playing

7. Peer group members comments on the role play and

8. Teacher’s remarks and summing up

 As the role play is going on, the other students observe as a group Role play is allowed to proceed without interruption for probably not more than 4-6 minutes. Discussion after role play starts with asking the participants themselves to evaluate their own execution of their respective roles. The discussion may also involve the other class members.

Types of Role Play:

A. Spontaneous Role Playing

B. Structured Role Playing

 Structured role plays are often used in management training.

Types of Structured Role Play:

1. Single Role Plays:

 Two or more participants play assigned roles in front of other participants. This form of role pay is mostly used. It is used to show how certain problems can be dealt. This requires trust among participants and even negative feedback is discussed in open climate.

2. Multiple Role Plays:

 All participants are players. The main group is divided into three or four sub-group. Each player of sub-group is given a written role ( or an assignment as observer), and then all participants play their roles at the same time. The main advantage is that it demonstrates the broad variety of conclusions and decisions that may be reached by many individuals, all-starting with the same point.

3. Role Rotation:

 In outward appearance role rotation is similar to the single role play. The only difference is that in this type the same individual rotates his role in the same situation. The role rotation is done in sequence until all the roles are played by the participant role players.

Phases in Role Play:

1. The warm-up phase:

 The objective of the warm-up is to activate participants to take part in a constructive manner in the role play experiences. This is being done by the instructor by delivering a brief lecture on the key points related to the role playing case.

2. The Enactment:

 The participants who have volunteered or have been selected to play the roles are sent out and told to read their role briefing sheets. Then engage in role playing. The role playing should be allowed to proceed without disturbance for 5 to 7 minutes. The instructor and other participants observe the role play keenly.

3. Post Enactment Discussion:

Chapter III EFFECTIVE CLASSROOM INSTRUCTION

A lamp cannot light another lamp

unless itself is also burning

A teacher cannot truely teach

unless the teacher is also learning

- Rabindranath Tagore

 Classroom is the Sine-quo-non of any formal education though we are much talking of distance education, self-learning, field practical and so on. Lecture is the major method used for classroom instructions. In spite of its limitation, the lecture has remained and will remain to be the most popular method of teaching.

 Lecture is a formal discourse wherein a learned person exposes complexities of a topic or a subject and explains it to motivated audience.

Main concern of a teacher (Sudarsanam R, 1979):

A teacher should communicate to help the learner

1. ‘Understand’ subject matter (concepts, process, procedures, facts, principles, relations etc. )