Transactional Process of a Unit in the Context of New Engli - PowerPoint Presentation

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Transactional Process of a Unit in the Context of New English Textbooks in A.P

By

K

NagendraSlide2
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New English Textbooks for Classes 1-9

(in two phases)

NCF-2005,NCFTE-2009

RTE-2009-quality initiatives-CCE

APSCF-2011,

-Need for a change in the classroom transaction

-based on constructivist paradigmSlide4

Major shift In Pedagogy

Child-friendly classroom transaction

Why?

“

We have been teaching the

same way we taught ten years

ago but now we have an urge

to experiment with new ideas

in our teaching” (Simon Borg, TEC14).Slide5

Salient Features of New Textbooks:

1.

single book-main reader, Listening material, workbook at the unit level.

-Assumed that it would cater to needs of both media

2. thematic approach-construction of Knowledge along with development of Language skills.

3.Holistic treatment –Grammar and Vocabulary have much relevance to the content

4. authentic communication in writing and speaking

5.other bells and whistles-multi-

coloured

-illustrations

6. Deveoped by practising teachers and experts

.Slide6

Objectives:

-To create more meaningful interaction

-To have holistic approach to TLP

-To enable the learners to evolve as independent users the target language

How

:

- Through Discourse Oriented Pedagogy (DOP)

using pedagogic tools such as :

-Asking multiple types of questions

- continuous thinking to get engaged in TLP

- Enhanced Classroom Interaction

(Negotiation and dialoguing with the learners)Slide7

Objectives of

interaction:

1. Sharing of ideas

2. Giving rich, authentic listening input

3. Embedding functional aspects of language in natural and authentic contexts

4. Maintaining rapport with the learners

5. For dialoguing with the learners

6. For giving feedback to the learners for taking them to the next higher level of learning

7. Maintaining the continuity of the theme in all the modules of

transactionSlide8

Each unit of a textbook

comprises:

1. Face sheet-picture/pre-reading/

proverb/quotation/narrative,

2. Reading text A,

3.vocabulary, 4.grammar,

5.writing, 6.study skills, 7.listening & speaking, 8.reading text B (Poem), 9.reading text C, and

10. project workSlide9

Major stages in transacting a Unit:

1.

Pre-reading (acts as a trigger),

2.reading,

3. post reading (construction of a discourse) and

4. Editing (of discourse)Slide10

The Process of transacting

Pre – Reading activities

Display the picture before the class

Ask a variety of questions one by one and elicit answers

Give freedom to the learners to express themselves in mother tongue

Megaphone the learners’ ideas in English

Build up on the responses ( dialoguing)

Write the relevant responses on the BB/chart- write the words in the margin and the sentences on the larger space (Contd..)

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The Process of transacting

Pre –

Reading

activities

While writing say aloud holistically what you are writing (not letters )

Read the words and sentences written on the chart /BB

Ask a few children to read (give propriety to low –proficient learners)

Let children write the words and sentences in their notebooks from the BB In classes 2 to 5 this will turn out as a description of the trigger picture (what they see in the picture and what the people are seen doing )

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Reading Activities –Consolidation

Interact to link with the pre-reading activities

Assign specific part of the passage to read

Ask individuals to read the given text

Generate sub texts through interaction for helping the low-proficient readers

Go for collaborative reading

Sharing within the group

Using the glossary

Sharing between the groups

Asking a few comprehension questions (contd..)

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6.

Ask extrapolative questions displayed before the class

7. Read the passage aloud with proper voice modulation

8. Ask a few children to read

Give feedback on oral reading

Elicit feedback from the students

9. Ask children to take down the extrapolative questions for home assignment

Reading

Activities

–Consolidation (Cont’d)

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Post-reading-the process of

Discourse Construction

Identify the context of the discourse and the type of discourse to be constructed

Interact with the learners to sensitize them on the discourse features

Ask individuals to do the work individuallySlide15

Editing - Consolidation

Select one of the group products for editing in negotiation with the whole class.

Go for discourse level editing (checking the theme, ensuring linkage between the different pieces, proper sequencing, using proper pronouns, etc.)

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Editing – Consolidation

Cont…

Go for syntactic editing (wrong word order, missing words and excess words

Go for morphological editing (errors related to tense, aspects, agreement, prefix, suffix , etc.) prefix, suffix, agreement, etc.)

Go for editing punctuation errors

Editing of spelling errors

Assigning the remaining group products to the learners for editing

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What do we expect from the learners?

Academic Standards(6 major domains)

1.

Listening and Speaking.

2. Reading Comprehension.

3. Conventions of Writing.

4. Vocabulary.5. Grammar.

6. Creative Expressions (Discourses):(a)Oral (b)Written

NOTE: Areas from 1 to 5 are addressed as they get embedded in discourses such as conversation, description (oral/written), letter, drama, diary, and stories/narratives

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18

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Details

of

the Discourses

I

II

III

IV

V

VI

VII

VIII

IX

X

1.

Conversations

2.

Descriptions

3.

Rhymes /songs /poems |

4.

Narratives/Story

5.

Diary

6.

Letter

7.

Notice/Poster/Announcement/Ads

8.

Messages/Invitation/SMS

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Slogans /Placards

10.

Drama/Skit

Class-wise targeted discoursesSlide19

19

Sl.No

Details of the Discourses

I

II

III

IV

V

VI

VII

VIII

IX

X

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Compeering

12.

Choreography

13.

Essay (All types)

14.

Report

15.

Speech

16.

Review

17.

Debate /discussion

18.

Biographical sketches/Profile

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News Report

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Feature Article

Class-wise targeted discoursesSlide20

Case Study

Sample:6 English teachers from ZPHSs located in

Anantapuramu

District of

AndhraPradesh

.

Tools: Classroom observation and informal interviewsSlide21

Study summary

All 6 Teachers reported that

“New textbooks are very attractive, good illustrations with multicolours. Interesting theme-based units.

Interactive in nature and children-friendly

3 teachers reported that Vocabulary used in the texts is high. Not suiting the needs of telugu medium children. Grammar activities are not interesting. They wanted more grammar topics.Slide22

-Teachers say that children are given paramount importance in the new pedagogy-are provided ample opportunities to get engaged in the learning process.

- Four of them reported that they enjoy teaching more now than before

-4 teachers are very positive about the revised English curriculum saying that these textbooks do accelerate learning of English at school level if they could sustain the same kind of classroom transaction.

Contd

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The other 2 teachers are yet to internalize the relevance of change in syllabi/textbook and corresponding key pedagogic principles.

-one of those teachers say “DOP is very time consuming. I have to complete the syllabus”-

-Another teacher admits “it requires immense preparation to transact a unit in the context of new

teaxtbooks

and pedagogy”Slide24
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Teacher Preparation

1.Subject Teachers’ meeting discussing Teacher's Handbook and the classroom processes at MRC level . Providing a platform for sharing invidual refections

2. On- site support to address need-based issues.

3. Periodical teleconferencing for addressing various aspects of classroom transaction

4. Videos of actual classroom teaching in various classes

Source materials for teachers in the form of books, newsletters, etc.

CDs containing talks by experts / panel discussions / etc.

5. Periodical reviews for identifying issues and developing remedial measures.

Online resource support to the teachers through blogs.(For Example, FELTAP)Slide26

Change in the role of teacher

The teacher’s role has been re-defined

focusing on meaningful interaction with the learners to help them think and articulate their ideas.

Facilitating collaborative learning

Providing inclusive learning environment

Treating the child as partner in the learning process not as a mere recipient

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Change in the role of textbook

The TB by itself is not the goal but a means to gain. language proficiency ; there is no point in learning its content.

Classroom activities are to be linked with and real life situations ; learners will find scope to express their feelings and ideas.

No space for rote-learning; the focus is on using language contextually and meaningfully.

The thematic relationship of the components of the TB leads to better understanding.

It provides slots

for

study skills, project work and self assessment.

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Change in the role of the learner

We want the learners to evolve as:

independent users of the target language

use analytical and reflective thinking

Individuals who own up democratic and humanistic values

Individuals who have leadership qualities

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Let us not ignore the fact that each child is a potential learner in his/her own way. LET US RESPECT THEIR INDIVIDUAL LEARNING STYLES……Happy teaching ahead!!

Thank you all for your patience and kind attention!