Guru shaishya parampara
Post on 01-Jul-2015
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GURU
SHISHYA
PARAMPARA
BY
VINITA RIKHI
SYNTHETIC VISION
GURU
SHISHYA
PARAMPARA
AND
EDUCATION
SYSTEM
He who is possessed of supreme knowledge by concentration of mind, must have his senses under control, like spirited steeds controlled by a charioteer."
TRADITIONAL AND MODERN EDUCATION
SYSTEM
TRADITIONAL EDUCATION
SYSTEM
MODERN EDUCATIONA
SYSTEM
Wood's
Dispatch
of 1854
laid the
foundation
of present
system of
education
in India.
TEACHER-
STUDENT
RELATIONSHI
P
COGNITIVE, PSYCHOMOTOR AND AFFECTIVE TEACHING-LEARNING
COGNITIVE SKILL
COGNITIVE DOMAIN
Level and MeaningUse these words in written objectives to
describe the associated cognitive level:
Knowledge: The remembering of previously
learned material (recall of facts)
define, distinguish, identify, inquire, label, list,
match, memorize, name, read, recall,
recognize, relate, repeat, record, select
Comprehension: The ability to grasp the
meaning of the knowledge being learned
associate, describe, differentiate, discuss,
explain, extend, generalize, give examples,
illustrate, infer, interpret locate, rearrange,
reorder, restate, rewrite, summarize, transform,
translate
Application: The ability to use learning
materials in a new way
apply, calculate, choose, classify, demonstrate,
develop, generalize, illustrate, operate,
organize, practise, restructure, sketch, solve,
transfer, use
Analysis: The ability to break material down
into its parts so that its organizational structure
may be understood
analyse, categorize, classify, compare,
contrast, deduce, describe, detect, diagram,
discriminate, differentiate, distinguish,
experiment, group, inspect, point out, put into
lists, question, sub-divide, test
Synthesis: The ability to combine previous
experiences with new material to form a whole
new structure
combine, compile, create, design, generate,
integrate, modify, plan, produce, propose, solve
Evaluation: The ability to judge the value of
material for a given purpose
appraise, assess, choose, compare, conclude,
consider, criticize, evaluate, judge, measure,
rate, score, select, support, validate, value
Teaching-
-learning
Learning skills
. Activities oriented teaching-learning
1.Cognitive learning
1. Select a problem (e.g .HOW SOCIO-ECONOMIC DIFFERENCES WERE REFLECTED IN THE RURAL SOCIETY).
2. Discuss problem solving strategies.
3. Introduce the problem to the students.
4. Have students clarify the problem (restate it-possession of cattles, land, artisanal work.
5. Assign students to "stakeholder groups" or roles (e.g. jatis, subjatis, clan etc) to develop solutions or positions.
6. Move students to jigsaw groups comprised of every role (i.e. Rajputs, Ahoms, Sikhs, Jats etc) to try to reach an agreement or a solution to the problem.
7. Debrief
.
Gather two photographs that are likely to lead students to competing descriptions of a(n) person, event, institution, society etc. For example,
•Photograph A (photo of PERSIAN WHEEL= suggests some story •Photograph B (photo OF SPINNING WHEEL= suggests some story
3. Jigsaw: Split the class into halves. Divide students in both halves into small groups and distribute photograph A to some groups and Photograph B to other groups. 4. Have students analyze the photograph and discuss the following in their small groups: What does this photograph suggest about the topic?5. Take students who analyzed photograph A and pair them off with students who analyzed photograph B. Ask each student in the paired group to describe the conclusions they drew from their photograph. If the photographs are well selected, students should arrive at competing conclusions
1.Create a handout and transparency with a three-column chart. Place the letter “K” at the top of column 1, the letter “W” at the top of column 2, and the letter “L” at the top of column 3. Distribute copies of the handout to students. Instead of a transparency you may simply draw the KWL chart on the board.2.Introduce the topic or concept to be studied (e.g.Rajputs).3.The K Part: Ask students to think quietly and independently about the question “What do you already KNOW ABOUT RAJPUTS ?” Tell them to write their responses in column 1 under the letter “K.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). 4.The W Part: Ask students to think quietly and independently on responses to the question “ WHAT ARE SOME THINGS THAT YOU WANT TO LEARN ABOUT RAJPUTS ?” Tell them to write their responses in column 2 under the letter “W.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). Use all or some of this information to modify the unit that you plan to teach.5.Engage students in the unit of instruction.6.The L Part: Ask students to work quietly and independently on responses to the question “WHAT ARE SOME THINGS THAT YOU LEARNT ABOUT RAJPUTS ?” Tell them to write their responses in column 3 under the letter “L.” Then, ask volunteers to share what they already know and record their responses on the transparency
INNOVATIVE WAYS TO ENHANCE
LEARNING
stone blocks
rock-cut technology
the Vault and the Dome
Use of lime and gypsum
the Trabeatetechnique
Minarets
Forts
ARCHITECTURE
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