logging in or signing up Jurisprudential Inquiry Model pub aSGuest113285 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 109 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: September 09, 2011 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: vijaatkr (7 month(s) ago) good Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript JURISPRUDENTIAL MODEL: S.G.ISAVE 1 JURISPRUDENTIAL MODEL By, S.G.Isave Tilak College of Education,Pune-30How to describe a model ?: S.G.ISAVE 2 How to describe a model ? Effects (Objectives) - Instructional & Nurturant. Syntax. (Steps) Support System. (aids, surrounding etc.) Principal of Reaction. (Teacher’s role) Social System. (Student-teacher’s participation)JURISPRUDENTIAL MODEL: S.G.ISAVE 3 JURISPRUDENTIAL MODEL Learning to think about social policy. There is a cognitive basis for prejudice in lack of knowledge, poor reasoning skills and shallow commitment to basic democratic norms and values.JURISPRUDENTIAL MODEL: S.G.ISAVE 4 JURISPRUDENTIAL MODEL It is a model in Social Family of Model It is a systematic discussion. No teaching of Subject; but the discussion of social issues related to unit in the subject. More useful for Social Subjects.JURISPRUDENTIAL MODEL: S.G.ISAVE 5 JURISPRUDENTIAL MODEL History. Geography. Civics. Languages. I.T. Science.Objectives/Effects : S.G.ISAVE 6 Objectives/Effects Instructional (Direct) Framework for analyzing social issues. Ability to assure role of other. Competence in social dialogue. Nurturant (Indirect) Empathy/Pluralism. Facts about social problems. Capacity for social involvement and desire for social action.Syntax: S.G.ISAVE 7 Syntax 1.Orientation to the case. 2.Identifying the issue. 3.Taking positions. 4.Exploring stances. 5.Refining and qualifying the positions. 6.Testing factual assumptions behind qualified positions.Phase 1.Orientation to the case.: S.G.ISAVE 8 Phase 1.Orientation to the case. Introduction. Present facts. Review social broad scenario.Phase 2.Identifying the issue.: S.G.ISAVE 9 Phase 2.Identifying the issue. Finalize the problem/ question. Give a two directional statement for discussion. e.g.- “ Are we patriotic? ”Phase 3. Taking positions.: S.G.ISAVE 10 Phase 3. Taking positions . Discuss the procedure to a class. Divide a class into two sides (yes and no) of the issue. Guide them, how to discuss.Phase 4. Exploring stances.: S.G.ISAVE 11 Phase 4. Exploring stances. Students of a side ( yes ) will share their views. Teacher will argue with them and write the points on a board. Students of a side ( no ) will share their views. Teacher argue will with them and write the points on a board..Phase 5.Refining and qualifying the positions.: S.G.ISAVE 12 Phase 5.Refining and qualifying the positions. Teacher will ask to students of a side ( yes ), to think on points raised by side ( no ) and review their own points. Teacher will ask to students of a side ( no ), to think on points raised by side ( yes ) and review their own points.Phase 6.Testing factual assumptions behind qualified positions.: S.G.ISAVE 13 Phase 6.Testing factual assumptions behind qualified positions. Teacher will discuss on styles of thinking, logic, prejudices, socio-economical status etc. Teacher guides, how to make judgment by 360 0 thinking !Social System: S.G.ISAVE 14 Social System Teacher initiating and controlling the discussion. Atmosphere will be open, equal and intellectual.Principle of reaction: S.G.ISAVE 15 Principle of reaction All views will be respected. Probe the substance of students’ thinking. Use questions, dialogue, contradictions.Support System: S.G.ISAVE 16 Support System Source documents. Set up suitable for discussions, Paper-pencil to note the points. Board.Reference : S.G.ISAVE 17 Reference Models of Teaching – by Marsha Weil and Bruce JoyceThanks ! : S.G.ISAVE 18 Thanks ! You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Jurisprudential Inquiry Model pub aSGuest113285 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 109 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: September 09, 2011 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... By: vijaatkr (7 month(s) ago) good Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript JURISPRUDENTIAL MODEL: S.G.ISAVE 1 JURISPRUDENTIAL MODEL By, S.G.Isave Tilak College of Education,Pune-30How to describe a model ?: S.G.ISAVE 2 How to describe a model ? Effects (Objectives) - Instructional & Nurturant. Syntax. (Steps) Support System. (aids, surrounding etc.) Principal of Reaction. (Teacher’s role) Social System. (Student-teacher’s participation)JURISPRUDENTIAL MODEL: S.G.ISAVE 3 JURISPRUDENTIAL MODEL Learning to think about social policy. There is a cognitive basis for prejudice in lack of knowledge, poor reasoning skills and shallow commitment to basic democratic norms and values.JURISPRUDENTIAL MODEL: S.G.ISAVE 4 JURISPRUDENTIAL MODEL It is a model in Social Family of Model It is a systematic discussion. No teaching of Subject; but the discussion of social issues related to unit in the subject. More useful for Social Subjects.JURISPRUDENTIAL MODEL: S.G.ISAVE 5 JURISPRUDENTIAL MODEL History. Geography. Civics. Languages. I.T. Science.Objectives/Effects : S.G.ISAVE 6 Objectives/Effects Instructional (Direct) Framework for analyzing social issues. Ability to assure role of other. Competence in social dialogue. Nurturant (Indirect) Empathy/Pluralism. Facts about social problems. Capacity for social involvement and desire for social action.Syntax: S.G.ISAVE 7 Syntax 1.Orientation to the case. 2.Identifying the issue. 3.Taking positions. 4.Exploring stances. 5.Refining and qualifying the positions. 6.Testing factual assumptions behind qualified positions.Phase 1.Orientation to the case.: S.G.ISAVE 8 Phase 1.Orientation to the case. Introduction. Present facts. Review social broad scenario.Phase 2.Identifying the issue.: S.G.ISAVE 9 Phase 2.Identifying the issue. Finalize the problem/ question. Give a two directional statement for discussion. e.g.- “ Are we patriotic? ”Phase 3. Taking positions.: S.G.ISAVE 10 Phase 3. Taking positions . Discuss the procedure to a class. Divide a class into two sides (yes and no) of the issue. Guide them, how to discuss.Phase 4. Exploring stances.: S.G.ISAVE 11 Phase 4. Exploring stances. Students of a side ( yes ) will share their views. Teacher will argue with them and write the points on a board. Students of a side ( no ) will share their views. Teacher argue will with them and write the points on a board..Phase 5.Refining and qualifying the positions.: S.G.ISAVE 12 Phase 5.Refining and qualifying the positions. Teacher will ask to students of a side ( yes ), to think on points raised by side ( no ) and review their own points. Teacher will ask to students of a side ( no ), to think on points raised by side ( yes ) and review their own points.Phase 6.Testing factual assumptions behind qualified positions.: S.G.ISAVE 13 Phase 6.Testing factual assumptions behind qualified positions. Teacher will discuss on styles of thinking, logic, prejudices, socio-economical status etc. Teacher guides, how to make judgment by 360 0 thinking !Social System: S.G.ISAVE 14 Social System Teacher initiating and controlling the discussion. Atmosphere will be open, equal and intellectual.Principle of reaction: S.G.ISAVE 15 Principle of reaction All views will be respected. Probe the substance of students’ thinking. Use questions, dialogue, contradictions.Support System: S.G.ISAVE 16 Support System Source documents. Set up suitable for discussions, Paper-pencil to note the points. Board.Reference : S.G.ISAVE 17 Reference Models of Teaching – by Marsha Weil and Bruce JoyceThanks ! : S.G.ISAVE 18 Thanks !