Language across the Curriculum

COURSE OBJECTIVES

• To enable the student teacher

•  To understand the language background of students.

• • To understand the nature of classroom discourse

• • To develop strategies for using oral language in the classroom.

• To understand the nature of reading in the content areas in different school subjects.

•  To understand the nature of writing in specific content areas in school subjects.

Instructions to Conduct Language across the Curriculum

•  This practicum should complete throughout the semester I

• Student teachers should be formed in groups. Each group consists 7/8 student teachers and one teacher educator.

•  Teacher educator of each group should make provision to cover all the suggested activities given below under each unit.

•  Each student teacher should select one of the suggested activities for each unit. Two Activities per two pedagogies. He should prepare the suggested activities and present it in the group. He should write the report of all the selected activities in two to three pages.

•  Figures into the right side indicate marks.

Some of the Suggested Activities given for Language across the Curriculum:-

UNIT: 1:- MULTILINGUALISM IN THE CLASSROOM

•  Seminars on “Medium of Instruction”, Discussion

• Language of School Subjects – Kannada, English, Hindi, Mathematics, Science, Social Science – Survey report , Presentation and Discussion

• Dialect and Subject Teaching –Survey report, Presentation and Discussion

• Subject and Technical Words – Consultancy Report and Discussion

•  Preparation of subjective dictionary for the school subjects, reporting and discussion

•  Communicative Language of different school subjects – Paper presentation

•  Standard form of Language and Subjective Matter- Framework – Reporting and discussion

•  Preparing Subjective Language Resource material –reporting and discussion

•  Comparative Case Study report on acquisition of language of different subjects

• Critical analysis of subject text books on the basis of language – reporting and discussion

•  Co-curricular activities and Communicative Language– Observation report-Discussion

• Measures taken by the school to develop subjective Vocabulary – Survey report and discussion

• Acquisition Level of Listening and Speaking skills of a student – Case study based report and discussion

• Acquisition Level of Reading skill of a student – Case study based report and discussion

• Acquisition Level of writing skill of a student – Case study based report and discussion

Objective: – 2. A. To understand the nature of classroom discourse

•  Communicative problem of students – observation report, discussion

•  Influence of Dialect on Subject Teaching –observation report, discussion

• Problematic areas of Verbal Communication in different subjects- Survey report and discussion

• Problematic areas of Non- Verbal Communication in different subjects- Survey report and discussion

•  Preparation of symbolic language dictionary for the school subjects, reporting and discussion

• Conducting Diagnostic Test on Language of different subjects – Reporting and discussion

•  Learning Problems of students belongs to the Language Minority in different school subjects–Survey report and discussion

•  Classroom situation and Classroom discourse –Observation report and discussion

•  Using effective Tools and Techniques of class room communication – observation report and discussion

Language Problems of Special children’s – Survey report and discussion.

Objective: – 2.b. To develop strategies for using oral language in the classroom

•  Preparing question bank for the subject area content-presentation and discussion

•  Preparation of discussion plan for the subject area content-presentation and discussion

• Preparation of dramatization plan for the subject area content-presentation and discussion

•  Preparation of Quiz plan for the subject area content-presentation and discussion

•  Preparing oral test for the subject area content and discussion

Objective 3:-To understand the nature of reading in the content areas in different school subjects.

1. Constructing Reading comprehension Activities in different school subjects Reporting and Discussing

2. Types of Prose and different school subjects – Planning for reading comprehension, Reporting and discussing
3. Preparing Reading Strategies for different subject area contents – Reporting and Discussing
4. School subject content area text and critical reading – Planning, reporting and discussion
5. School subject content area text and extension reading – Planning, reporting and discussion
6. School subject content area text and creative reading – Planning, reporting and discussion
7. School subject content area text and intensive reading – Planning, reporting and discussion
8. School subject content area text and rapid reading – Planning, reporting and discussion
9. School subject content area text and skimming – planning, reporting and discussion
10. School subject content area test and scanning in reading – Planning, reporting and discussion
11. Subject Dictionary and Reading comprehension –Planning, reporting and discussing
12. Plan for reading comprehension of ‘symbol language’ in content area texts of school subjects
13. Conducting Diagnostic Test on Reading comprehension of different subject’s content area – Reporting and discussion
14. Problems of reading comprehension –survey report, discussion
15. Reading Comprehension – Comparative Case study based report and discussion

Objective 4: – To understand the nature of writing in specific content areas in school subjects.

1. Collection of Articles on content areas of different subjects –Analysis and discussion
2. Translation of content area texts of different subjects- Preparing Model translation script, reporting and discussing
3. Preparing Writing Strategies for different subject area contents – Reporting and Discussing
4. School subject content area text and critical writing, reporting and discussion
5. School subject content area text and extension writing – Planning, reporting and discussion
6. Concise writing using précis sheets –Plan for content area text, reporting, discussion
7. Expansion writing using précis sheets –Plan for content area text, reporting, discussion
8. Report writing –Preparation of Model report, reporting, discussion
9. Article writing – Preparation of Model Article, reporting, discussion
10. Letter writing –Collection of different types of Letters, reporting, and discussion
11. Creative writings –Collection of Creative writings, reporting, discussion
12. Reflective writing –Preparing a writing Model, Reporting and discussion
13. Question-answer writing – Survey of exam or test papers, reporting and discussion
14. Preparing Supplementary Writing Strategies for different subject area contents – Reporting and Discussing
15. Good Hand writing and maintenance of practical records of different school subjects – Preparing Model practical record, discussion

Type 5: Filed Work:

(To be taken during Semester III and IV during Engagement with Filed Work Sessions)

Under this mode there will be set of assignments to be undertaken with the guidance of assigned teacher. All the assignments are to be undertaken with the guidance of assigned teacher. All the assignments are to be undertaken during school visit and immersion period the required theoretical orientation needs to be arranged in the lecture classes. The candidate has to visit the field and undertake the work and present the report. If required the intermittent assessment by guide will be done through group discussion and individual presentation. Some of the specimen assignment is listed below:

For development of and reporting the student shall use all the student use all the ICT Skills that he has learned in the first two semesters and will present with multimedia digital form as for as possible.
Some of the Schemes of Assignment for XI –XII Pedagogic Courses in the fourth semester are listed below:

School Intervention Competency Development (SIC-D)
Under this assignment each student will undertake intervention activity in the school. For this purpose there will be orientation on various aspects of intervention. Some of the themes are presented below:

Every student will decide upon the programme after consulting the stake holders and cooperating partners of the programme. After the approval of the guide the programme will be implemented in a school / college for a alimented period of about a month. The details of the intervention should be reported. If required the same may be presented in the M.Ed group discussion class.

A Few more Suggestive Activities:
Systematic study of problems from subject areas through collection of information from different sources  – one Practicum in each subject – Records / short reports to be maintained.
Capacity building Programme: The aim of the activity is to equip student teachers to face the challenges of classroom situation in a multicultural society and also uplift the quality of teacher education in par with the global standards. Any activity that can enrich the student teacher by considering the individual potentialities of learner’s can be undertaken.
Group Practicum –Video Script: – Developing, Enacting, Recording and uploading one video script based on a single theme. The task can be undertaken in groups with 3 to 5 members.
Seminar / Presentation: – The student – teacher has to take up either a seminar or any presentation to show his active involvement in the classroom transaction. The participation / involvement in classroom activities have to be assessed by the teacher using criteria self developed.
Subject association activity: – Participation / Contribution and reporting of the student-teacher in the subject association activities organized weekly pedagogic groups.
Reading and Reflecting Context: – The aim of this course is to enable student-teachers to enhance their capacities as readers and writers by becoming participants in the process of learning and to respond to a variety of texts in different ways and also learn to think together. The aim is also to engage with the readings, interactively – individually and in small groups. Each student teacher is expected to read a variety of texts, including empirical, conceptual and historical work, policy documents studies about schools, teaching, learning etc. and to prepare reflective notes. Reflective session on themes may be organized regularly.
Multiple Choice Questions:– MCQ Test Battery: The student-teacher has to prepare Multiple Choice Question Test batteries with 40 items each the syllabi based on of the specific Units. This assignment should be mandatory for Higher Secondary Student teacher.
Assignment: Teaching Learning Material Development:
The B.Ed Student shall undertake development of TLM under this assignment. The student will be assigned with a guide for this purpose. The TLM can be on any of the following levels.

In Special Occasion in consultation with guide TLM, Can be for Higher Education courses. The developed material should be original in nature, by the candidate. It should not be the copy of already prepared by someone. The material may have multimedia, activity centered or any other format according to certain Principles of learning – teaching Strategies. The TLM should be a complete package with objectives, material, testing material and assessment procedure. The developed material needs to be tried on a small sample and the report of its effectiveness should be in the form of a report. The report with the approval of guidance should be submitted and also be presented in the pedagogic classes.

Type 6: List of the Practical Work to be taken during Internship

List of the Practical Work to be taken during Internship:

The detailed procedure is provide in courses details of immersion Programme. Some of the Practical’s to be taken the course are:

• Teaching Aid

• Book Review

• Blue Print (Subject -1)

• Action Research / Case Study

• Literacy Programme

• Co-curricular Activity

• Organization of Parental Programme

• Analysis of Result of any on Class

• Psychological Testing

• Observation of Experienced School Teachers

• Viva & Co-Curricular Activity

• Education Forum

• Project Based Learning

PRACTICAL: Activities and Assessment Pattern

SEMESTER I
EPC: – ICT Basic

 EPC: -Psycho Social Tools and Techniques

EPC:- Language Across the Curriculum

Note: Conducting 4 Activities (One from each Unit) at Schools and Reporting

EPC:- Micro Teaching and Integration

 SEMESTER II

EPC: – ICT Applications

 EPC: – Understanding Self, Personality and Yoga

EPC: – Simulated and ICT Based Lessons (Either school or College based)

 SEMESTER III
EF: – School and Field Visit – Reflective Dairy

 EPC: – Understanding Drama and Art in Education

 EPC: – Research Project

EPC and EF : – Teacher Placement and CET

IV SEMESTER

PDC: – Advanced Pedagogy of School Subjects (APOSS)

 EPC: – Reflecting Reading and Writing

SEMESTER III
                                         mmersion Programme

PDC: – Weightage Distributions under the Unit Plan Based Lesson

IV SEMESTER

PDC: – Weightage Distributions under the Immersion Prgramme

 PDC:- Test Lesson/ Practical Lesson

Perspective and Pedagogic Course: –  Semester End Examination Theory Question Papers Pattern :
Duration: 3 hours                                                                               Maximum marks: 70

PDC:-  Semester End Examination Theory Question Papers Pattern : Pedagogy Courses
Duration: 2 hours                                            Maximum marks: 35

MODALITIES OF TRANSACTION AND ASSESSMENT:\

In puts: The B.Ed Programme has various inputs designed with the due proportion prescribed by the NCTE. The details are provided in the following three tables.

Theoretical Courses, Practice lesson Field Engagement, Co-Practice lesson in puts and their proportions to the total:

(Percentages are, out of the total marks for the programme)

 Practice Lessons across Four Terms