ROLE OF TEACHER.ppt NCF construct.

ROLE OF TEACHER: 

ROLE OF TEACHER Transmitter of knowledge to facilitator Trs must know the pre concepts & misconcepts of children

1.Trs activities may help the children in clarifying ideas,rational explanations,guiding, experimentation,predicting results & drawing inferences. 2.Trs should ask questions which tests students ideas & provide feedback to them. : 

1.Trs activities may help the children in clarifying ideas,rational explanations,guiding , experimentation,predicting results & drawing inferences. 2.Trs should ask questions which tests students ideas & provide feedback to them.

3.Encouraged to debate on ideas. 4.comment on explanations & answers provided by other students. 5.Encourage students to think independently,provide logical explanations, test hypothesis etc.e.g density concept(m/v,sinking of ship.egg.honey ,water,milk,oil: 

3.Encouraged to debate on ideas. 4.comment on explanations & answers provided by other students. 5.Encourage students to think independently,provide logical explanations, test hypothesis etc.e.g density concept(m/ v,sinking of ship.egg.honey , water,milk,oil

Knowledge about pedagogical skills: 1.Designing instructions based on const. 2.Const. principle suggests that students should experience the idea/phenomenon, before being exposed to their formal, theoretical explanations. : 

Knowledge about pedagogical skills : 1.Designing instructions based on const. 2.Const. principle suggests that students should experience the idea/phenomenon, before being exposed to their formal, theoretical explanations.

3.Constructivist classroom is characterised by problem based activities. 4.Trs must employ a range of strategies to support individual students understanding.: 

3.Constructivist classroom is characterised by problem based activities. 4.Trs must employ a range of strategies to support individual students understanding.

Students Role: 

Students Role 1.Knowledge acquisition to knowledge construction 2.Students questions Rs & students ideas, gives own ideas, design experiments to test his own ideas, formulates test hypothesis discuss results. 3. He compares the results with those of others and draws independent conclusions.

4.Apply the new concepts to familiar situations. The student verifies & update his beliefs ideas, demonstrate solutions, procedures, elaborate & interpret ideas.: 

4.Apply the new concepts to familiar situations. The student verifies & update his beliefs ideas, demonstrate solutions, procedures, elaborate & interpret ideas.

5.constructivist encourages academic freedom to students, co-operative learning, sharing of thoughts among peers. 6.Pupil collaboration is the keyword in the constructivist classroom.: 

5.constructivist encourages academic freedom to students, co-operative learning, sharing of thoughts among peers. 6.Pupil collaboration is the keyword in the constructivist classroom.

7.For effective collaboration each student should be engaged in a cognitive task and continuous reinforcement. 8.Divide class in manageable groups -Assigned a task or problem -provide opportunities to all 9.careful planning and organisation: 

7.For effective collaboration each student should be engaged in a cognitive task and continuous reinforcement. 8.Divide class in manageable groups -Assigned a task or problem -provide opportunities to all 9.careful planning and organisation

Suggestions for effective group work: 

Suggestions for effective group work 1.students should be provided orientation or trg.for working in groups 2.Practiced to listening to others ideas, giving their comments, respecting other ideas, thinking and experimenting with others ideas, sharing of ideas etc. 3.seated with proper positions in the group 4.Students should be given clear tasks to accomplish I the group-

5.Specify the time within which students have to accomplish the task. 6.Students should be required to produce aproduct as a result of group work.: 

5.Specify the time within which students have to accomplish the task. 6.Students should be required to produce aproduct as a result of group work.

Constructivist approach outlines: 

Constructivist approach outlines Dewey.Montesory, Gandhi,Piaget, Vygotsky etc. Construction of knowledge is individual. Culture and language are used only to give meaning to the abstract concepts constructed by indiduals.

Social interaction is important for construction of knowledge. In 1980-1990 experiments were conducted and studies revealed that classroom interaction helps the construction of knowledge.: 

Social interaction is important for construction of knowledge. In 1980-1990 experiments were conducted and studies revealed that classroom interaction helps the construction of knowledge .

1.Classroom culture 2.Attitudes of Trs.& Students 3.Beliefs 4.Practices: 

1.Classroom culture 2.Attitudes of Trs .& Students 3.Beliefs 4.Practices Constructivist Paradigm Calls for Change in :

Classroom -students design experiments -Tests hypothesis -draws conclusions - compares his findings: 

Classroom -students design experiments -Tests hypothesis -draws conclusions - compares his findings

SPACE by Harrison(1999) S-Self-affirmation P-Personal Meaning A-Active learning methodology C-Collaboration E-Empowering : 

SPACE by Harrison(1999) S-Self-affirmation P-Personal Meaning A-Active learning methodology C-Collaboration E-Empowering