[Kerala University English Teacher Educator’s Forum - KUETEF]
Some colleges in addition to the practice of making trainees write a Diary during the two spells of Practice Teaching, insist on writing diary every day. Unfortunately many trainees tend to turn the diary entry into a mere record of daily events. A typical Diary entry would look more or less, like this:
“ I reached college at 9.15 am, Mr. X engaged a class on Educational Psychology. Then we had our optional classes. Our optional teacher taught us ‘....’. The first two periods of the after noon session was free because the teacher was absent. The last period we had Physical Education class”.
Well, don’t you think..., such writing is meaningless? Only trainees who are really bright and good at studies will make an attempt to reflect on what they learned that day.
This academic year (2010-2011), I am planning to make my trainees observe the following format for writing a diary entry:
In addition to details of day, date, time, name of teacher educator and topic taught, they should write a two-line summary of the content taught during the period. Each day’s write-up should conclude with a reflection on what the trainee learned that day with regard to class room practices. These could include the following:
•Any novel teaching strategy/ Principle you have learned.
•Problems in classroom transaction you have learned, with specific reference to the role of the teacher and the learner in addressing such problems.
Well friends, do post your valuable comments...
C.Praveen
Secretary, KUETEF
Sunday, November 14, 2010
31. Lessons From a Practical Exam
[Kerala University English Teacher Educator’s Forum - KUETEF]
September- October this year had been unique in every respect for members of KUETEF. Most of us could visit a minimum of three institutions as an external examiner. It was indeed refreshing to learn from the Chairman of several Practical Examination Boards, that there was very little disagreement among the English Teacher Educators regarding expected trainee performance. Let us all..., the English Teacher Educator fraternity of Kerala University, give ourselves a pat on our back for a job well done! This is a clear evidence of the success of our workshops and networking, particularly through email and mobile phones. I gathered with great satisfaction from fellow teachers that whenever teacher educators were in doubt regarding instructional pracatices, they did not hesitate to contact our Forum members.
During the Practical Examination while serving as an examiner, I did notice a few areas which most of us tend to overlook. They are listed below:
•Some trainees during the examination, taught the first Unit of the Course Book. This being the middle of the school term, most pupils knew the content which was being taught and so assessing the ability of the trainee was difficult.
•The performance of the trainees with regard to teaching skills in most cases appeared to be only slightly above average. Perhaps it would be a good idea to begin the academic year with practice of Micro Teaching.
•There were instances where trainees failed to prepare their Achievement Test based on Mental Process. Some trainees did not have a good idea about Mental Process.
•The entry made by some trainees in their diary did not seem to be a ‘reflection’ of teaching, but a record of the list of things that happened.
•Very few trainees had a good idea about Problem-based Practicums.
•In some colleges, instead of the actual demonstration of a lesson by an expert, a recorded video of a lesson by an expert was shown.
•The use of teaching aids- particularly pictures, flashcards etc. was limited.
•Non- availability of atleast three trainees in the same school during Teaching Practice resulted in the Shared Practice Lessons of the First Semester being limited to two.
•In some teacher training colleges, the teachers who observed classes of trainees during Practice Teaching (the Headmaster of the school, the local Supervising Teacher, the Teacher Educator and the teachers of General Papers) made an entry in the Diary details of the trainees’s classroom performance. This was particularly useful for the external examiner who usually observes the actual teaching of a trainee during the Pracatical Exam only for 20 to 25 minutes.
I hope in future workshops of KUETEF, we would be able to address some of the issues I have identified above.
Best Regards
C.Praveen
Secretary,KUETEF
September- October this year had been unique in every respect for members of KUETEF. Most of us could visit a minimum of three institutions as an external examiner. It was indeed refreshing to learn from the Chairman of several Practical Examination Boards, that there was very little disagreement among the English Teacher Educators regarding expected trainee performance. Let us all..., the English Teacher Educator fraternity of Kerala University, give ourselves a pat on our back for a job well done! This is a clear evidence of the success of our workshops and networking, particularly through email and mobile phones. I gathered with great satisfaction from fellow teachers that whenever teacher educators were in doubt regarding instructional pracatices, they did not hesitate to contact our Forum members.
During the Practical Examination while serving as an examiner, I did notice a few areas which most of us tend to overlook. They are listed below:
•Some trainees during the examination, taught the first Unit of the Course Book. This being the middle of the school term, most pupils knew the content which was being taught and so assessing the ability of the trainee was difficult.
•The performance of the trainees with regard to teaching skills in most cases appeared to be only slightly above average. Perhaps it would be a good idea to begin the academic year with practice of Micro Teaching.
•There were instances where trainees failed to prepare their Achievement Test based on Mental Process. Some trainees did not have a good idea about Mental Process.
•The entry made by some trainees in their diary did not seem to be a ‘reflection’ of teaching, but a record of the list of things that happened.
•Very few trainees had a good idea about Problem-based Practicums.
•In some colleges, instead of the actual demonstration of a lesson by an expert, a recorded video of a lesson by an expert was shown.
•The use of teaching aids- particularly pictures, flashcards etc. was limited.
•Non- availability of atleast three trainees in the same school during Teaching Practice resulted in the Shared Practice Lessons of the First Semester being limited to two.
•In some teacher training colleges, the teachers who observed classes of trainees during Practice Teaching (the Headmaster of the school, the local Supervising Teacher, the Teacher Educator and the teachers of General Papers) made an entry in the Diary details of the trainees’s classroom performance. This was particularly useful for the external examiner who usually observes the actual teaching of a trainee during the Pracatical Exam only for 20 to 25 minutes.
I hope in future workshops of KUETEF, we would be able to address some of the issues I have identified above.
Best Regards
C.Praveen
Secretary,KUETEF
Monday, September 6, 2010
30. Now it is Practical Exam Time
[Kerala University English Teacher Educator’s Forum - KUETEF]
Hello teachers,
Finally the hectic spell of class observation has come to an end. (I am told that some of our friends had to observe the classes of over 25 trainees atleast twice, in twenty days!) With Practice Teaching over, I am sure, all of you must be heaving a sigh of relief.
Ms. Anila Chako did remind me of the proposed schedule of our ninth meeting. Well you know how it is .. Once Practice Teaching is over, for days together we would be breathing down the neck of our trainees to get them to submit all the records for the Practical Exam.
Well, last Saturday (04 September 2010) was the Pre-Board Examination meeting at the University. I gathered that examinations commence next week.
Let us hope and pray that our trainees perform their best during their Practical Examination.
With warm wishes and prayers
C.Praveen
Secretary KUETEF
Hello teachers,
Finally the hectic spell of class observation has come to an end. (I am told that some of our friends had to observe the classes of over 25 trainees atleast twice, in twenty days!) With Practice Teaching over, I am sure, all of you must be heaving a sigh of relief.
Ms. Anila Chako did remind me of the proposed schedule of our ninth meeting. Well you know how it is .. Once Practice Teaching is over, for days together we would be breathing down the neck of our trainees to get them to submit all the records for the Practical Exam.
Well, last Saturday (04 September 2010) was the Pre-Board Examination meeting at the University. I gathered that examinations commence next week.
Let us hope and pray that our trainees perform their best during their Practical Examination.
With warm wishes and prayers
C.Praveen
Secretary KUETEF
Wednesday, July 28, 2010
29. Do we properly evaluate our trainee-performance ?
[Kerala University English Teacher Educator’s Forum - KUETEF]
For years, Practice Teaching for BEd course in English in the universities in Kerala State meant “methodology in action”. While observing the classes of trainees, the teacher educator would expect the following from trainees :
•1. Speak English in simple and correct language with facility and within the comprehension (vocabulary and grammar) of pupils.
•2. Write English on the Black board or in teaching aids in legible and good hand writing.
•3. Read aloud with proper intonation , stress, speed and pause.
•4. Recite poems effectively.
•5. Plan lessons well in advance.
Ever since the introduction of the New English Curriculum in Kerala, Constructivist practices have replaced Behaviourist practices. Today, the emphasis is on an activity-based, learner-centred, process oriented curriculum. This had made the teacher educator’s job of observing and assessing trainee performance in the classroom, particularly difficult. For instance, when the trainee gives three to four activities for a particular teaching period of forty minutes duration, how can the teacher educator evaluate the trainee performance for 1 to 5 mentioned above? Yet, we make a sincere effort to do a proper job…
But are we satisfied? I would like to hear from you.
Do post your valuable comments.
C.Praveen
Secretary, KUETEF
For years, Practice Teaching for BEd course in English in the universities in Kerala State meant “methodology in action”. While observing the classes of trainees, the teacher educator would expect the following from trainees :
•1. Speak English in simple and correct language with facility and within the comprehension (vocabulary and grammar) of pupils.
•2. Write English on the Black board or in teaching aids in legible and good hand writing.
•3. Read aloud with proper intonation , stress, speed and pause.
•4. Recite poems effectively.
•5. Plan lessons well in advance.
Ever since the introduction of the New English Curriculum in Kerala, Constructivist practices have replaced Behaviourist practices. Today, the emphasis is on an activity-based, learner-centred, process oriented curriculum. This had made the teacher educator’s job of observing and assessing trainee performance in the classroom, particularly difficult. For instance, when the trainee gives three to four activities for a particular teaching period of forty minutes duration, how can the teacher educator evaluate the trainee performance for 1 to 5 mentioned above? Yet, we make a sincere effort to do a proper job…
But are we satisfied? I would like to hear from you.
Do post your valuable comments.
C.Praveen
Secretary, KUETEF
28. Placing students first…Well, do we?
[Kerala University English Teacher Educator’s Forum - KUETEF]
“ Place students first was my policy during the last academic year, I continued to do so this year too. Apart from my regular work as a teacher and Head of the department, I was able to contribute to the academic culture of the college by conducting a few programmes…( which includes the Beyond The Syllabus Programme)... I received some degree of gratification for all this work…”
Those are lines from the self appraisal of Mr. P. Vijayakumar, Head of the Department, Government College For Women, Thiruvananthapuram, Kerala State.
I think teachers of English ought to read the write-up on Beyond The Syllabus Programme. Please view the following link:
http://www.articlesbase.com/tutoring-articles/the-beyond-the-syllabus-programme-2920335.html
Do offer your comments…
Regards
C.Praveen
Secretary. KUETEF
“ Place students first was my policy during the last academic year, I continued to do so this year too. Apart from my regular work as a teacher and Head of the department, I was able to contribute to the academic culture of the college by conducting a few programmes…( which includes the Beyond The Syllabus Programme)... I received some degree of gratification for all this work…”
Those are lines from the self appraisal of Mr. P. Vijayakumar, Head of the Department, Government College For Women, Thiruvananthapuram, Kerala State.
I think teachers of English ought to read the write-up on Beyond The Syllabus Programme. Please view the following link:
http://www.articlesbase.com/tutoring-articles/the-beyond-the-syllabus-programme-2920335.html
Do offer your comments…
Regards
C.Praveen
Secretary. KUETEF
Tuesday, July 20, 2010
27. The New Course Book for Standard IX
[Kerala University English Teacher Educator’s Forum - KUETEF]
Hello teachers ...
How is the Practice Teaching of your trainees progressing?
Well…, how are they finding the newly introduced Course Book for Standard IX ?
Today I had been to observe a class in Govt. Sanskrit H.S. Chalai, Trivandrum. I found my trainee struggling to teach the poem entitled ‘Women’ which is highly prosaic. There is hardly anything in it to be classified under the genre: ‘Poetry’… Did you find it so?
I would love to hear from you all. Do post your valuable comments.
Please view the following link for the comments offered by my trainees after ten days of teaching the Standard IX Course Book
http://www.articlesbase.com/languages-articles/trainee-comments-on-teaching-the-new-standard-ix-english-course-book-2860461.html
Regards
C.Praveen
Secretary, KUETEF
Hello teachers ...
How is the Practice Teaching of your trainees progressing?
Well…, how are they finding the newly introduced Course Book for Standard IX ?
Today I had been to observe a class in Govt. Sanskrit H.S. Chalai, Trivandrum. I found my trainee struggling to teach the poem entitled ‘Women’ which is highly prosaic. There is hardly anything in it to be classified under the genre: ‘Poetry’… Did you find it so?
I would love to hear from you all. Do post your valuable comments.
Please view the following link for the comments offered by my trainees after ten days of teaching the Standard IX Course Book
http://www.articlesbase.com/languages-articles/trainee-comments-on-teaching-the-new-standard-ix-english-course-book-2860461.html
Regards
C.Praveen
Secretary, KUETEF
Sunday, June 6, 2010
26. Sample Question Paper Blue Print
[Kerala University English Teacher Educator’s Forum - KUETEF]
During the workshop held on 24 April 2010, it was decided to make use of the Blue Print format given below prepared during the SCERT workshop held in August 2005 in which the Secretary had participated and which was later supplied by SCERT.
This sample Question Paper Blue Print file was typed using Excel. But on finding it difficult to upload on this blog, it was converted to a jpeg file. Hope you won’t experience any difficulty downloading it. For assistance please contact me: cpteach@rediffmail.com
A copy of the list of ten Mental Process published along with the sample question paper by SCERT in 2006 can be downloaded at :
http://kmohss.com/english_1set.pdf
Regards
C. Praveen
Secretary, KUETEF
During the workshop held on 24 April 2010, it was decided to make use of the Blue Print format given below prepared during the SCERT workshop held in August 2005 in which the Secretary had participated and which was later supplied by SCERT.
This sample Question Paper Blue Print file was typed using Excel. But on finding it difficult to upload on this blog, it was converted to a jpeg file. Hope you won’t experience any difficulty downloading it. For assistance please contact me: cpteach@rediffmail.com
A copy of the list of ten Mental Process published along with the sample question paper by SCERT in 2006 can be downloaded at :
http://kmohss.com/english_1set.pdf
Regards
C. Praveen
Secretary, KUETEF
Friday, May 14, 2010
25. Invitation for discussion
[Kerala University English Teacher Educator’s Forum - KUETEF]
Hello teachers,
I hope you are enjoying your vacation!!
When you are free, do join the discussion on
a baseline study of English in Kerala.
Please view
http://www.eslforum.com/viewtopic.php?f=4&t=5034
With warm regards
C.Praveen
Secretary KUETEF
Hello teachers,
I hope you are enjoying your vacation!!
When you are free, do join the discussion on
a baseline study of English in Kerala.
Please view
http://www.eslforum.com/viewtopic.php?f=4&t=5034
With warm regards
C.Praveen
Secretary KUETEF
Monday, April 26, 2010
24. Proposed agenda for IXth Meeting
[Kerala University English Teacher Educator’s Forum - KUETEF]
1. Practicums
•Compiling a List of Practicums in English (Problem-based and other studies) to be given to trainees.
•Identifying the phases, likely hypotheses and sources of data collection of select topics
•Identifying appropriate strategies for analyzing the data that is collected.
•Identifying a set of common scoring indicators for use by the teacher educators for assessing the Problem-based Practicums and normal studies conducted by trainees for Internal Assessment.
2. Demonstration of Models of Teaching by members
3. Doubt Clearing session
1. Practicums
•Compiling a List of Practicums in English (Problem-based and other studies) to be given to trainees.
•Identifying the phases, likely hypotheses and sources of data collection of select topics
•Identifying appropriate strategies for analyzing the data that is collected.
•Identifying a set of common scoring indicators for use by the teacher educators for assessing the Problem-based Practicums and normal studies conducted by trainees for Internal Assessment.
2. Demonstration of Models of Teaching by members
3. Doubt Clearing session
23. Workshop on preparation of Model Achievement Test
[Kerala University English Teacher Educator’s Forum - KUETEF]
Stage 1. Briefing regarding the issues related to preparing Model Achievement Test.
The Secretary initiated a discussion regarding the current practice of SCERT to drop the preparation of Blue Print for question papers for the SSLC examination. Copies of Blue Print of the following examinations were made available for perusal by the participants of the workshop:
1. Sample Blue Print from The English Teacher’s Handbook
2. English : Paper 1: AISLC Examination (Tamilnadu Anglo-Indian schools)
3. English : Paper 2: AISLC Examination ( Tamilnadu Anglo-Indian schools)
4. English Standard XI of SCERT (2006)
5. English Standard XII of SCERT (2006)
6. General English Standard XI (Tamilnadu)
7. Special English Standard IX (Tamilnadu)
8. Communicative English Standard XII (Tamilnadu)
Stage 2: Relevant quotations from a standard reference book on the characteristics of a good test and the reference to preparation and need of Blue Print was presented by the Secretary. This was followed by a discussion regarding the advantages of preparing a Blue Print and the possibility of replacing the Blue Print with an enriched Question-wise Analysis statement which provides all the necessary information that a test marker requires.
During the discussion the following issues were highlighted:
•Teachers in secondary schools in Kerala today employ Constructivist teaching strategies in the classroom.
•The traditional Blue Print is a three-dimensional chart which focuses on Objectives of questions set on Bloom’s Taxonomy, viz; Knowledge, Comprehension etc. and is based on a Behaviourist paradigm. This, the participants insisted ought to be modified.
•After critically examining the sample Blue Prints supplied and familiarizing themselves with the guidelines for the preparation of a good test, the participants felt that the Blue Print should be retained but its form should be modified.
•All the participants unanimously agreed that it is necessary to familiarize novice teacher trainees with the concept of Blue Print of a question paper.
•It was also agreed upon to make use of the Blue Print format prepared during the workshop held in August 2005 in which the Secretary had participated and which was later supplied by SCERT.
[Until the format can be made available for downloading, those members who are interested may contact the Secretary by email for its copy]
Stage 3 : Familiarizing with Mental Processes.
A copy of the list of ten Mental Process published along with the sample question paper by SCERT in 2006 was made available for the participants of the workshop
[The Question paper can be downloaded in pdf format at
http://kmohss.com/english_1set.pdf ]
The ten Mental Process are:
No. 1. retrieves/ recollects/retells information
No. 2. readily makes connections to new information based on past experiences and
formulates initial ideas/concepts.
No. 3 detects similarities and differences.
No. 4. classifies/ categorises/ organizes information appropriately.
No. 5 translates/ transfers knowledge or understanding and applies them in new
situations.
No. 6 establishes cause-effect relationships.
No. 7 makes connections/ relates prior knowledge to new information/
applies reasoning and draws inferences.
No. 8 communicates knowledge/ understanding through different media.
No. 9. imagines/fantasises/designs/predicts based on received information.
No.10. Judges/ appraises/evaluates the merits or demerits of an idea/develops own
solutions to a problem.
Stage 4: Familiarizing with Questions
The participants formed four groups and SSLC Question Papers for English of 2007, 2008, 2009 and 2010 was supplied – one for each group. Even as the participants familiarized themselves with the type of questions normally asked for the Public examination, they also tried to identify the Mental Process the students are likely to employ in attempting to answer the questions.
A few findings:
*Many participants found that most questions asked for the Public Examination necessitated the activation of more than one Mental Process.
*The resemblance of Mental Processes to the higher order thinking skills under the Cognitive Domain was pointed out by some members.
*This was one indication that the SCERT guidelines for focusing on thinking skills was nothing but assigning of a new name- ‘Mental Process’, as a backbone for the Constructivist strategies they were trying to propagate.
Stage 5 : Once the participants familiarized themselves with the questions set for the SSLC examination by relating it to a Mental Process, they prepared the following questions based on the first unit of Book 2 of the Standard VIII Course Book.
Questions based on Mental Process No. 1 (retrieves/ recollects/retells information)
[Prepared by Ms. Chitra, Ms Durga & Ms. Rany]
Read the following passage carefully and answer the questions that follow :
It was then the Government agents came into the studio with a loaded gun. They fired twice and the Emperor and the Empress fell dead. The musicians, the dancers and the announcers were asked to get their handicaps back on.
It was then that George and Hazel noticed the blackout on the television set:
‘Have you been crying?’ he asked Hazel.
‘Yes’, she said;
‘What about?’ he asked.
‘I forget’, she said.
‘Forget sad things,’ said George.
‘I always do’, said Hazel.
George wanted to say something. But then there was the sound of a gun in his head.
He winced.
1. What did the Government agents do?
2. ‘He winced’. Who is the ‘he’ referred to ?
* Read the lines from ‘The Bat’ and answer the following questions:
By day the bat is cousin to the mouse.
He likes the attic of an aging house.
His fingers make a hat about his head.
His pulse beat is so slow we think him dead.
He loops in crazy figures half the night
Among the trees that face the corner light.
1. What does the bat do at night?
2. What does the bat like?
Questions based on Mental Process No. 2. (readily makes connections to new information based on past experiences and formulates initial ideas/concepts)
[Prepared by Ms. Chitra, Ms Durga & Ms. Rany]
( Based on the first six paragraphs of ‘Harrison Bergeron’)
1. What would the likely conversation between George and Hazel be when they know about the arrest of their son Harrison? Write it down.
2. Prepare a write-up with captions on your vision of the year 3000.
[Hints :…]
3. Write a short paragraph on Harrison Bergeron’s character making use of the following hints.
Questions based on Mental Process No. 3 ( detects similarities and differences)
[Prepared by Ms. Chitra, Ms Durga & Ms. Rany]
Answer the following questions based on the poem ‘The Bat’
1. Pick out two pairs of rhyming words
2. Contrast the description of the bat in lines 3 and 4 with lines 5 and 6
Questions based on Mental Process No. 4
(classifies/ categorises/ organizes information appropriately)
[Prepared by Ms. Shailaja D & Ms. Anila Chacko]
The following are some events from ‘Harrison Bergeron’ which are given in a jumbled order. Write a paragraph by rearranging them.
1. George and Hazel were watching television.
2. A police photograph of Harrison Bergeron was flashed on the screen.
3. Harrison was a genius and regarded as extremely dangerous.
4. He was held on suspicion of plotting to overthrow the government.
5. His thoughts fled in panic, like bandits from a burglar alarm.
Questions based on Mental Process No. 5 (translates/ transfers knowledge or understanding and applies them in new situations )
[Prepared by Ms. Shailaja D & Ms. Anila Chacko]
Complete the following conversation between astronaut friends:
AS 1 : What a beautiful scene it is ! …………………………….?
AS 2 : Yes, of course. Really it is ………………………
AS 1 : What are the things you wanted to search here?
AS 2 : I just wanted to ……………………………………….
AS 1 : Come here, there’s plenty of ……………………………..
AS 2 : I can’t believe my eyes.
AS 1 : Shall we move on ?
AS 2 : ……………………. Yes.
Questions based on Mental Process No. 6 (establishes cause-effect relationships)
[Prepared by Ms. Shailaja D & Ms. Anila Chacko]
Prepare a short speech of not more than 80 words to be made in your school assembly on the development of science and technology. (Draw on ideas from ‘First Manned Flight To Venus’)
Questions based on Mental Process No. 7 (makes connections/ relates prior knowledge to new information/applies reasoning and draws inferences)
[Prepared by Ms. Raji V.R & Ms. Susan George]
1. What phrase does the poet use to describe sugarcane?
2. Who do you think lives in Venus? How do you perceive them?
3. How does Harrison’s death affect his parents?
4. What does the bat do at night?
Questions based on Mental Process No. 8 (communicates knowledge/ understanding through different media) [Prepared by Ms. Raji V.R & Ms. Susan George]
1. Write a brief description about the bat based on the poem ‘The Bat’
2. Describe the picture that Roethke paints in the lines
“He loops in crazy figures half the night
Among the trees that face the corner light”
3. Write a short poem about an animal or bird that fascinates you.
4. Write a letter that you might have written to your parents explaining your reasons to rebel against the laws of society drawing ideas from ‘Harrison Bergeron’.
5. Describe the appearance of Harrison as you see him in the television studio.
Questions based on Mental Process No. 9 (imagines/fantasises/designs/predicts based on received information) [Prepared by Ms. Raji V.R & Ms. Susan George]
1. Answer the question based on the hints given
Imagine that you are living in the year 2081. Describe how society will have changed by 2081.
[Hints: changes in science and tech-energy sources available- culture- fashion trends-food habits- construction of houses- social mingling]
2. Answer the question based on the hints given
What strikes you the most about the story ‘Harrison Bergeron’ ?
[Hints: Extraordinary genius-powerful satire- ridicules the effect TV can have on viewers- continues to evoke thoughtful responses about equality and individual freedom]
3. Imagine that you have visited a foreign land and you actually witnessed the events described in ‘Harrison Bergeron’. Prepare a newspaper report .
4. Imagine that you are the School Leader. Your school management plans to conduct a seminar on Road Safety. Prepare a notice inviting the public to take part in the seminar.
5. ‘When mice with wings can wear a human face’. Do you find this line from ‘The Bat’ is strange? Why?
Questions based on Mental Process No. 10 (Judges/ appraises/evaluates the merits or demerits of an idea/develops own solutions to a problem)
[Prepared by Ms. Raji V.R & Ms. Susan George]
1. What are your feelings about bats after reading the poem ‘The Bat’?
2. Did you find any fault with Harrison while reading the story ‘Harrison Bergeron’?
3. The poem ‘Sugarfields’ expresses the feeling that one’s identity and personality are shaped by one’s parents and the cultured background of one’s family. Do you agree with it? Why?
It is hoped that this would help both teacher educators and trainees visiting this Blog to get an idea about the kind of questions trainees should prepare for the Achievement Test during the second spell of Practice Teaching. Please post or email your comments to cpteach@rediffmail.com
Stage 1. Briefing regarding the issues related to preparing Model Achievement Test.
The Secretary initiated a discussion regarding the current practice of SCERT to drop the preparation of Blue Print for question papers for the SSLC examination. Copies of Blue Print of the following examinations were made available for perusal by the participants of the workshop:
1. Sample Blue Print from The English Teacher’s Handbook
2. English : Paper 1: AISLC Examination (Tamilnadu Anglo-Indian schools)
3. English : Paper 2: AISLC Examination ( Tamilnadu Anglo-Indian schools)
4. English Standard XI of SCERT (2006)
5. English Standard XII of SCERT (2006)
6. General English Standard XI (Tamilnadu)
7. Special English Standard IX (Tamilnadu)
8. Communicative English Standard XII (Tamilnadu)
Stage 2: Relevant quotations from a standard reference book on the characteristics of a good test and the reference to preparation and need of Blue Print was presented by the Secretary. This was followed by a discussion regarding the advantages of preparing a Blue Print and the possibility of replacing the Blue Print with an enriched Question-wise Analysis statement which provides all the necessary information that a test marker requires.
During the discussion the following issues were highlighted:
•Teachers in secondary schools in Kerala today employ Constructivist teaching strategies in the classroom.
•The traditional Blue Print is a three-dimensional chart which focuses on Objectives of questions set on Bloom’s Taxonomy, viz; Knowledge, Comprehension etc. and is based on a Behaviourist paradigm. This, the participants insisted ought to be modified.
•After critically examining the sample Blue Prints supplied and familiarizing themselves with the guidelines for the preparation of a good test, the participants felt that the Blue Print should be retained but its form should be modified.
•All the participants unanimously agreed that it is necessary to familiarize novice teacher trainees with the concept of Blue Print of a question paper.
•It was also agreed upon to make use of the Blue Print format prepared during the workshop held in August 2005 in which the Secretary had participated and which was later supplied by SCERT.
[Until the format can be made available for downloading, those members who are interested may contact the Secretary by email for its copy]
Stage 3 : Familiarizing with Mental Processes.
A copy of the list of ten Mental Process published along with the sample question paper by SCERT in 2006 was made available for the participants of the workshop
[The Question paper can be downloaded in pdf format at
http://kmohss.com/english_1set.pdf ]
The ten Mental Process are:
No. 1. retrieves/ recollects/retells information
No. 2. readily makes connections to new information based on past experiences and
formulates initial ideas/concepts.
No. 3 detects similarities and differences.
No. 4. classifies/ categorises/ organizes information appropriately.
No. 5 translates/ transfers knowledge or understanding and applies them in new
situations.
No. 6 establishes cause-effect relationships.
No. 7 makes connections/ relates prior knowledge to new information/
applies reasoning and draws inferences.
No. 8 communicates knowledge/ understanding through different media.
No. 9. imagines/fantasises/designs/predicts based on received information.
No.10. Judges/ appraises/evaluates the merits or demerits of an idea/develops own
solutions to a problem.
Stage 4: Familiarizing with Questions
The participants formed four groups and SSLC Question Papers for English of 2007, 2008, 2009 and 2010 was supplied – one for each group. Even as the participants familiarized themselves with the type of questions normally asked for the Public examination, they also tried to identify the Mental Process the students are likely to employ in attempting to answer the questions.
A few findings:
*Many participants found that most questions asked for the Public Examination necessitated the activation of more than one Mental Process.
*The resemblance of Mental Processes to the higher order thinking skills under the Cognitive Domain was pointed out by some members.
*This was one indication that the SCERT guidelines for focusing on thinking skills was nothing but assigning of a new name- ‘Mental Process’, as a backbone for the Constructivist strategies they were trying to propagate.
Stage 5 : Once the participants familiarized themselves with the questions set for the SSLC examination by relating it to a Mental Process, they prepared the following questions based on the first unit of Book 2 of the Standard VIII Course Book.
Questions based on Mental Process No. 1 (retrieves/ recollects/retells information)
[Prepared by Ms. Chitra, Ms Durga & Ms. Rany]
Read the following passage carefully and answer the questions that follow :
It was then the Government agents came into the studio with a loaded gun. They fired twice and the Emperor and the Empress fell dead. The musicians, the dancers and the announcers were asked to get their handicaps back on.
It was then that George and Hazel noticed the blackout on the television set:
‘Have you been crying?’ he asked Hazel.
‘Yes’, she said;
‘What about?’ he asked.
‘I forget’, she said.
‘Forget sad things,’ said George.
‘I always do’, said Hazel.
George wanted to say something. But then there was the sound of a gun in his head.
He winced.
1. What did the Government agents do?
2. ‘He winced’. Who is the ‘he’ referred to ?
* Read the lines from ‘The Bat’ and answer the following questions:
By day the bat is cousin to the mouse.
He likes the attic of an aging house.
His fingers make a hat about his head.
His pulse beat is so slow we think him dead.
He loops in crazy figures half the night
Among the trees that face the corner light.
1. What does the bat do at night?
2. What does the bat like?
Questions based on Mental Process No. 2. (readily makes connections to new information based on past experiences and formulates initial ideas/concepts)
[Prepared by Ms. Chitra, Ms Durga & Ms. Rany]
( Based on the first six paragraphs of ‘Harrison Bergeron’)
1. What would the likely conversation between George and Hazel be when they know about the arrest of their son Harrison? Write it down.
2. Prepare a write-up with captions on your vision of the year 3000.
[Hints :…]
3. Write a short paragraph on Harrison Bergeron’s character making use of the following hints.
Questions based on Mental Process No. 3 ( detects similarities and differences)
[Prepared by Ms. Chitra, Ms Durga & Ms. Rany]
Answer the following questions based on the poem ‘The Bat’
1. Pick out two pairs of rhyming words
2. Contrast the description of the bat in lines 3 and 4 with lines 5 and 6
Questions based on Mental Process No. 4
(classifies/ categorises/ organizes information appropriately)
[Prepared by Ms. Shailaja D & Ms. Anila Chacko]
The following are some events from ‘Harrison Bergeron’ which are given in a jumbled order. Write a paragraph by rearranging them.
1. George and Hazel were watching television.
2. A police photograph of Harrison Bergeron was flashed on the screen.
3. Harrison was a genius and regarded as extremely dangerous.
4. He was held on suspicion of plotting to overthrow the government.
5. His thoughts fled in panic, like bandits from a burglar alarm.
Questions based on Mental Process No. 5 (translates/ transfers knowledge or understanding and applies them in new situations )
[Prepared by Ms. Shailaja D & Ms. Anila Chacko]
Complete the following conversation between astronaut friends:
AS 1 : What a beautiful scene it is ! …………………………….?
AS 2 : Yes, of course. Really it is ………………………
AS 1 : What are the things you wanted to search here?
AS 2 : I just wanted to ……………………………………….
AS 1 : Come here, there’s plenty of ……………………………..
AS 2 : I can’t believe my eyes.
AS 1 : Shall we move on ?
AS 2 : ……………………. Yes.
Questions based on Mental Process No. 6 (establishes cause-effect relationships)
[Prepared by Ms. Shailaja D & Ms. Anila Chacko]
Prepare a short speech of not more than 80 words to be made in your school assembly on the development of science and technology. (Draw on ideas from ‘First Manned Flight To Venus’)
Questions based on Mental Process No. 7 (makes connections/ relates prior knowledge to new information/applies reasoning and draws inferences)
[Prepared by Ms. Raji V.R & Ms. Susan George]
1. What phrase does the poet use to describe sugarcane?
2. Who do you think lives in Venus? How do you perceive them?
3. How does Harrison’s death affect his parents?
4. What does the bat do at night?
Questions based on Mental Process No. 8 (communicates knowledge/ understanding through different media) [Prepared by Ms. Raji V.R & Ms. Susan George]
1. Write a brief description about the bat based on the poem ‘The Bat’
2. Describe the picture that Roethke paints in the lines
“He loops in crazy figures half the night
Among the trees that face the corner light”
3. Write a short poem about an animal or bird that fascinates you.
4. Write a letter that you might have written to your parents explaining your reasons to rebel against the laws of society drawing ideas from ‘Harrison Bergeron’.
5. Describe the appearance of Harrison as you see him in the television studio.
Questions based on Mental Process No. 9 (imagines/fantasises/designs/predicts based on received information) [Prepared by Ms. Raji V.R & Ms. Susan George]
1. Answer the question based on the hints given
Imagine that you are living in the year 2081. Describe how society will have changed by 2081.
[Hints: changes in science and tech-energy sources available- culture- fashion trends-food habits- construction of houses- social mingling]
2. Answer the question based on the hints given
What strikes you the most about the story ‘Harrison Bergeron’ ?
[Hints: Extraordinary genius-powerful satire- ridicules the effect TV can have on viewers- continues to evoke thoughtful responses about equality and individual freedom]
3. Imagine that you have visited a foreign land and you actually witnessed the events described in ‘Harrison Bergeron’. Prepare a newspaper report .
4. Imagine that you are the School Leader. Your school management plans to conduct a seminar on Road Safety. Prepare a notice inviting the public to take part in the seminar.
5. ‘When mice with wings can wear a human face’. Do you find this line from ‘The Bat’ is strange? Why?
Questions based on Mental Process No. 10 (Judges/ appraises/evaluates the merits or demerits of an idea/develops own solutions to a problem)
[Prepared by Ms. Raji V.R & Ms. Susan George]
1. What are your feelings about bats after reading the poem ‘The Bat’?
2. Did you find any fault with Harrison while reading the story ‘Harrison Bergeron’?
3. The poem ‘Sugarfields’ expresses the feeling that one’s identity and personality are shaped by one’s parents and the cultured background of one’s family. Do you agree with it? Why?
It is hoped that this would help both teacher educators and trainees visiting this Blog to get an idea about the kind of questions trainees should prepare for the Achievement Test during the second spell of Practice Teaching. Please post or email your comments to cpteach@rediffmail.com
22. Workshop on Preparation of Model Diagnostic Test
[Kerala University English Teacher Educator’s Forum - KUETEF]
Stage 1 : Briefing of consensus regarding Diagnostic Test arrived at during the previous meeting was done by the Secretary.
Stage 2 : Finalizing the list of areas to be tested:
It was earlier decided to focus on the following areas in preparing Diagnostic Test :
Vocabulary, Spelling, Grammar, Paragraph Writing and Comprehension .The difficulty in scoring an open- ended question in a Diagnostic Test when a Diagnostic Chart is made use of was pointed out by a few members. This related to the evaluation of open ended answers for Paragraph Writing for a Diagnostic test. Hence it was decided to have five questions to test Writing ability, instead of Paragraph Writing. The questions on writing should focus on 1. ability to communicate, 2. Choice of vocabulary and 3. Punctuation.
The members in groups started preparing sample questions- five each for Vocabulary, Spelling, Grammar, Writing, Comprehension .
Stage 3: Finalizing the number of questions and the content for testing
It was decided that each question of the Diagnostic test was to carry one mark and the total number of multiple choice questions was to be limited to 25. The content on which the questions are to be set during the First Spell should be those topics taught to the pupils in schools by teachers prior to the commencement of Practice Teaching. If the pupils have not been taught anything owing to a vacancy in the English teacher’s post in the school, the questions could be set based on the last Unit of the Course Book which the pupils were taught.
The content on which the questions are to be set during the Second Spell should be the topics taught by the trainee in the first ten days of Spell 2 of Practice Teaching.
Given below are a few questions on the five areas prepared by the members based on the first unit of Book 2 of the Standard VIII Course Book.
Vocabulary [Prepared by Ms. Rany & Ms. Chitra]
Choose the correct answer:
1. …………… means ‘to touch lightly’ (detect, brush, stamp)
2. The opposite of symmetry is ……………………..
( asymmetry, unsymmetry, insymmetry)
3. ‘Marvellous’ means ……………
( immediately, wonderful, very big)
4. The thief ……….. over the fence.
(leapt, came, found)
5. Find the odd one from the bracket ……………………
( shriek, howl, murmur)
Spelling [Prepared by Ms. Durga & Ms. Shylaja]
Choose the correct answer to fill in the blanks
1. Harrison Bergeron is a ………………(genius, genesis)
2. The rain ………………….. and the sky became clear. (seized, ceased)
3. When the fight began, there was barking cries of co _ s _ er _ a _ io _
(ntntn, nttnn, nnntt)
4. The dance programme on television was suddenly _ nt _ r _ u _ t _ d
for a news bulletin ( ierpe, irpee, riepe)
5. Rearrange the letters b o a n a d n to given meaning to give up
( abandon, bandnon, andbnon)
Grammar [Prepared by Ms. Anila & Ms. Meenakshy]
For 1 to 3 Choose the correct answer to fill in the blanks
1. Time and tide ………………. for no man. (wait, waits)
2. Write the ‘-er’ form of the word ‘good’ .........
3. They went to school ……….. foot ( by , on, of )
4. Rewrite the sentence beginning ‘A letter……..
She writes a letter.
5. I didn’t notice it any more,………….? Add a suitable Question Tag
Writing [Prepared by Mrs. Annie K. Oommen & Mr. Scaria]
For 1 and 2 Choose the correct answer:
1. Harrison Bergeron was arrested because he………
( genius, was a genius , look genius)
2. When the astronauts were ready, the rocket………………..
( blasted off, exploded off, launched off)
3. Punctuate
Second Astronaut : Stop that kind of talk will you We ll make it and we ll be
heroes
4. Why did the first astronaut take the taped music with him?
5. “Why don’t you rest your handicap bag on the pillows?” What does ‘handicap bag’ refer to?
Comprehension [Prepared by Ms Sangeetha, Ms. Susan George & Ms. Raji V.R]
State whether the following sentences are True/ False:
1. Harrison Bergeron was arrested for his extraordinary genius.
2. In the poem ‘The Bat’ it is stated that the bat’s fingers make a hat about his head.
3. ‘Sugarcane’ is described as the syrup of the earth in the poem ‘Sugarfields’.
4. Like human beings the bat sleeps at night.
5. The story of Harrison Bergeron is set in the year 2018.
Stage 1 : Briefing of consensus regarding Diagnostic Test arrived at during the previous meeting was done by the Secretary.
Stage 2 : Finalizing the list of areas to be tested:
It was earlier decided to focus on the following areas in preparing Diagnostic Test :
Vocabulary, Spelling, Grammar, Paragraph Writing and Comprehension .The difficulty in scoring an open- ended question in a Diagnostic Test when a Diagnostic Chart is made use of was pointed out by a few members. This related to the evaluation of open ended answers for Paragraph Writing for a Diagnostic test. Hence it was decided to have five questions to test Writing ability, instead of Paragraph Writing. The questions on writing should focus on 1. ability to communicate, 2. Choice of vocabulary and 3. Punctuation.
The members in groups started preparing sample questions- five each for Vocabulary, Spelling, Grammar, Writing, Comprehension .
Stage 3: Finalizing the number of questions and the content for testing
It was decided that each question of the Diagnostic test was to carry one mark and the total number of multiple choice questions was to be limited to 25. The content on which the questions are to be set during the First Spell should be those topics taught to the pupils in schools by teachers prior to the commencement of Practice Teaching. If the pupils have not been taught anything owing to a vacancy in the English teacher’s post in the school, the questions could be set based on the last Unit of the Course Book which the pupils were taught.
The content on which the questions are to be set during the Second Spell should be the topics taught by the trainee in the first ten days of Spell 2 of Practice Teaching.
Given below are a few questions on the five areas prepared by the members based on the first unit of Book 2 of the Standard VIII Course Book.
Vocabulary [Prepared by Ms. Rany & Ms. Chitra]
Choose the correct answer:
1. …………… means ‘to touch lightly’ (detect, brush, stamp)
2. The opposite of symmetry is ……………………..
( asymmetry, unsymmetry, insymmetry)
3. ‘Marvellous’ means ……………
( immediately, wonderful, very big)
4. The thief ……….. over the fence.
(leapt, came, found)
5. Find the odd one from the bracket ……………………
( shriek, howl, murmur)
Spelling [Prepared by Ms. Durga & Ms. Shylaja]
Choose the correct answer to fill in the blanks
1. Harrison Bergeron is a ………………(genius, genesis)
2. The rain ………………….. and the sky became clear. (seized, ceased)
3. When the fight began, there was barking cries of co _ s _ er _ a _ io _
(ntntn, nttnn, nnntt)
4. The dance programme on television was suddenly _ nt _ r _ u _ t _ d
for a news bulletin ( ierpe, irpee, riepe)
5. Rearrange the letters b o a n a d n to given meaning to give up
( abandon, bandnon, andbnon)
Grammar [Prepared by Ms. Anila & Ms. Meenakshy]
For 1 to 3 Choose the correct answer to fill in the blanks
1. Time and tide ………………. for no man. (wait, waits)
2. Write the ‘-er’ form of the word ‘good’ .........
3. They went to school ……….. foot ( by , on, of )
4. Rewrite the sentence beginning ‘A letter……..
She writes a letter.
5. I didn’t notice it any more,………….? Add a suitable Question Tag
Writing [Prepared by Mrs. Annie K. Oommen & Mr. Scaria]
For 1 and 2 Choose the correct answer:
1. Harrison Bergeron was arrested because he………
( genius, was a genius , look genius)
2. When the astronauts were ready, the rocket………………..
( blasted off, exploded off, launched off)
3. Punctuate
Second Astronaut : Stop that kind of talk will you We ll make it and we ll be
heroes
4. Why did the first astronaut take the taped music with him?
5. “Why don’t you rest your handicap bag on the pillows?” What does ‘handicap bag’ refer to?
Comprehension [Prepared by Ms Sangeetha, Ms. Susan George & Ms. Raji V.R]
State whether the following sentences are True/ False:
1. Harrison Bergeron was arrested for his extraordinary genius.
2. In the poem ‘The Bat’ it is stated that the bat’s fingers make a hat about his head.
3. ‘Sugarcane’ is described as the syrup of the earth in the poem ‘Sugarfields’.
4. Like human beings the bat sleeps at night.
5. The story of Harrison Bergeron is set in the year 2018.
21. Consensus: 24 April, 2010
[Kerala University English Teacher Educator’s Forum - KUETEF]
The members arrived at the following consensus regarding curriculum transaction during the eighth meeting:
* Questions for Diagnostic Test should preferably be Multiple Choice type
* For the Diagnostic Test, instead of Paragraph Writing, there should be five questions to test Writing ability.
* There should be a minimum of five questions each to test the following five areas in the Diagnostic Test:
1. Vocabulary
2. Spelling
3. Grammar
4. Writing (Questions to ability to check 1. ability to communicate 2. Choice of
vocabulary 3. Punctuation)
5.Comprehension
* Blue Print for Achievement test should be retained though the SCERT now discourages its use.
* It is necessary to familiarize novice teacher trainees with the concept of Blue Print of a question paper. But its old format as a three-dimensional chart should be modified to include Mental Processes instead of Objectives related to Blooms taxonomy.
* The Blue Print format prepared during the workshop held in August 2005 and was later supplied by SCERT should be the format that teacher educators should make use of.
The members arrived at the following consensus regarding curriculum transaction during the eighth meeting:
* Questions for Diagnostic Test should preferably be Multiple Choice type
* For the Diagnostic Test, instead of Paragraph Writing, there should be five questions to test Writing ability.
* There should be a minimum of five questions each to test the following five areas in the Diagnostic Test:
1. Vocabulary
2. Spelling
3. Grammar
4. Writing (Questions to ability to check 1. ability to communicate 2. Choice of
vocabulary 3. Punctuation)
5.Comprehension
* Blue Print for Achievement test should be retained though the SCERT now discourages its use.
* It is necessary to familiarize novice teacher trainees with the concept of Blue Print of a question paper. But its old format as a three-dimensional chart should be modified to include Mental Processes instead of Objectives related to Blooms taxonomy.
* The Blue Print format prepared during the workshop held in August 2005 and was later supplied by SCERT should be the format that teacher educators should make use of.
20. Report of Eighth Meeting
[Kerala University English Teacher Educator’s Forum - KUETEF]
The eighth meeting of KUETEF was held at Government College of Teacher Education on Saturday, 24th April 2010. As the second and third week of April happened to be vacation for most teacher training colleges, intimation regarding the revised date was not sent by postal mail. Instead both the Treasurer Ms. Anila Chacko and the Secretary Mr. C. Praveen, intimated change of dates by telephone. Unfortunately some of the members could not be contacted owing to change in the telephone numbers they had given.
By 10 am fourteen members had assembled in the General Lecture Hall of Govt. CTE, Trivandrum. The meeting commenced with a silent prayer. The President of KUETEF, Dr. M.S. Geetha welcomed the members to the meeting and the proposed workshop on preparation of Model Diagnostic Test and Model Achievement Test. This was followed by presentation of the Report of the Seventh Meeting held at Karmela Rani Training College, Kollam by the Secretary of KUETEF, Mr. C. Praveen.
After that the President announced the agenda for the day, the Secretary presented the proposed plan and timeframe of activities for the day.
The activities commenced with the workshop on preparation of questions for the Diagnostic Test. The whole activity took hardly 90 minutes and while tea was served the Secretary presented the background to the changes initiated by the SCERT with regard to preparation of the SSLC Question Papers.
The members familiarized themselves with many types of Blue Prints and the ten Mental Processes identified for preparation of Question Papers. The SSLC Question Papers of March 2007, 2008, 2009 and 2010 was analyzed by the members to identify the representation of the ten Mental Processes. By then it was lunch time and the participants took a break. The host institution made arrangements for supplying lunch.
After lunch break, the participants working in groups, prepared a number of questions based on the ten Mental Processes which the Secretary assured would be made available in the Blog of KUETEF.
Paucity of time necessitated the postponement of the Doubt Clearing Session to the next meeting.
During the brief Business Session, it was decided to hold the next meeting on Saturday 7th August 2010. A few members felt that there is a need to familiarize with the nature, procedure and evaluation of Practicum given for trainees. Hence it was decided to include it in the agenda for the next meeting. To ensure that more members do participate in future meetings, the Secretary was directed to email the telephone numbers to all the members and to get them to contact their friends personally. The meeting concluded at 3.30 pm and before dispersing, the members formally thanked the Secretary for the smooth conduct of the day’s academic sessions.
The eighth meeting of KUETEF was held at Government College of Teacher Education on Saturday, 24th April 2010. As the second and third week of April happened to be vacation for most teacher training colleges, intimation regarding the revised date was not sent by postal mail. Instead both the Treasurer Ms. Anila Chacko and the Secretary Mr. C. Praveen, intimated change of dates by telephone. Unfortunately some of the members could not be contacted owing to change in the telephone numbers they had given.
By 10 am fourteen members had assembled in the General Lecture Hall of Govt. CTE, Trivandrum. The meeting commenced with a silent prayer. The President of KUETEF, Dr. M.S. Geetha welcomed the members to the meeting and the proposed workshop on preparation of Model Diagnostic Test and Model Achievement Test. This was followed by presentation of the Report of the Seventh Meeting held at Karmela Rani Training College, Kollam by the Secretary of KUETEF, Mr. C. Praveen.
After that the President announced the agenda for the day, the Secretary presented the proposed plan and timeframe of activities for the day.
The activities commenced with the workshop on preparation of questions for the Diagnostic Test. The whole activity took hardly 90 minutes and while tea was served the Secretary presented the background to the changes initiated by the SCERT with regard to preparation of the SSLC Question Papers.
The members familiarized themselves with many types of Blue Prints and the ten Mental Processes identified for preparation of Question Papers. The SSLC Question Papers of March 2007, 2008, 2009 and 2010 was analyzed by the members to identify the representation of the ten Mental Processes. By then it was lunch time and the participants took a break. The host institution made arrangements for supplying lunch.
After lunch break, the participants working in groups, prepared a number of questions based on the ten Mental Processes which the Secretary assured would be made available in the Blog of KUETEF.
Paucity of time necessitated the postponement of the Doubt Clearing Session to the next meeting.
During the brief Business Session, it was decided to hold the next meeting on Saturday 7th August 2010. A few members felt that there is a need to familiarize with the nature, procedure and evaluation of Practicum given for trainees. Hence it was decided to include it in the agenda for the next meeting. To ensure that more members do participate in future meetings, the Secretary was directed to email the telephone numbers to all the members and to get them to contact their friends personally. The meeting concluded at 3.30 pm and before dispersing, the members formally thanked the Secretary for the smooth conduct of the day’s academic sessions.
Sunday, April 18, 2010
19. Dark Areas For Doubt Clearing
[Kerala University English Teacher Educator’s Forum - KUETEF]
Received by email : From Anila Chacko
Dark Areas for doubt clearing session of the eighth meeting scheduled for 24 April 2010
First Semester : Methodology
Unit I - Controversy over a shift from Literature to Language Study
First Semester : Pedagogy
Unit II - Pedagogical Principles - Principles related to Educational Logic.
Second Semester : Methodology
Unit VI - Principles of language testing
Second Semester : Pedgogy
Unit VI (3)Select a topic and determine the methods.......
anilasack@yahoo.co.in
Received by email : From Anila Chacko
Dark Areas for doubt clearing session of the eighth meeting scheduled for 24 April 2010
First Semester : Methodology
Unit I - Controversy over a shift from Literature to Language Study
First Semester : Pedagogy
Unit II - Pedagogical Principles - Principles related to Educational Logic.
Second Semester : Methodology
Unit VI - Principles of language testing
Second Semester : Pedgogy
Unit VI (3)Select a topic and determine the methods.......
anilasack@yahoo.co.in
Saturday, April 10, 2010
18. Eighth Meeting Postponed
[Kerala University English Teacher Educator’s Forum - KUETEF]
It was earlier decided to conduct the eighth meeting on 17 April 2010 to ensure maximum participation of members after the first semester examination. But recently the University postponed the examination to 23 April.
As Centralized valuation is most likely to commence in May and that June will be too late to hold a workshop on preparation of Model Achievement Test and Diagnostic Test, we are forced to postpone the eighth meeting to Saturday, 24 April 2010.
There will be no change in the venue nor the agenda.(Please see earlier blog post)
Those attending the workshop are requested to bring the second part of the Standard VIII Course Book.
C.Praveen
Secretary, KUETEF
It was earlier decided to conduct the eighth meeting on 17 April 2010 to ensure maximum participation of members after the first semester examination. But recently the University postponed the examination to 23 April.
As Centralized valuation is most likely to commence in May and that June will be too late to hold a workshop on preparation of Model Achievement Test and Diagnostic Test, we are forced to postpone the eighth meeting to Saturday, 24 April 2010.
There will be no change in the venue nor the agenda.(Please see earlier blog post)
Those attending the workshop are requested to bring the second part of the Standard VIII Course Book.
C.Praveen
Secretary, KUETEF
Sunday, February 7, 2010
17. KUETEF’s Doubt Clearing Session
[Kerala University English Teacher Educator’s Forum - KUETEF]
Dear Teacher Educators,
KUETEF is now offering you a rare chance to clear doubts regarding topics prescribed for study in the BEd. English syllabus of the University of Kerala.
On the comments section of this Blog post please type questions for which you require answers. The members of KUETEF will clarify your doubts during the eighth meeting of KUETEF scheduled to be held on 17 April 2010 at Govt. College of Teacher Education, Trivandrum
With warm regards
C.Praveen
Secretary, KUETEF
Dear Teacher Educators,
KUETEF is now offering you a rare chance to clear doubts regarding topics prescribed for study in the BEd. English syllabus of the University of Kerala.
On the comments section of this Blog post please type questions for which you require answers. The members of KUETEF will clarify your doubts during the eighth meeting of KUETEF scheduled to be held on 17 April 2010 at Govt. College of Teacher Education, Trivandrum
With warm regards
C.Praveen
Secretary, KUETEF
16.Agenda for Eighth Meeting
[Kerala University English Teacher Educator’s Forum - KUETEF]
Given below is a tentative agenda for the Eighth meeting of KUETEF scheduled to be held at Govt. CTE, Trivandrum on 17 April 2010.
•Preparation of Model Diagnostic Test
•Preparation of Model Achievement Test
•Doubt Clearing Session based on questions related to the topics prescribed for study in the BEd English Syllabus of Kerala University.
•Demo of Models in ELT(if time permits)
All English Teacher Educators of the colleges affiliated to the University of Kerala are cordially invited to attend the meeting.
On behalf of the members of KUETEF
C.Praveen
Secretary, KUETEF
Given below is a tentative agenda for the Eighth meeting of KUETEF scheduled to be held at Govt. CTE, Trivandrum on 17 April 2010.
•Preparation of Model Diagnostic Test
•Preparation of Model Achievement Test
•Doubt Clearing Session based on questions related to the topics prescribed for study in the BEd English Syllabus of Kerala University.
•Demo of Models in ELT(if time permits)
All English Teacher Educators of the colleges affiliated to the University of Kerala are cordially invited to attend the meeting.
On behalf of the members of KUETEF
C.Praveen
Secretary, KUETEF
15. Consensus: 06 February 2010
[Kerala University English Teacher Educator’s Forum - KUETEF]
Given below is a consensus arrived at by members of KUETEF regarding BEd curriculum transaction, during the Seventh meeting of KUETEF held at Karmela Rani Training College, Kollam on 06 February 2010.
•Diagnostic Tests prepared by the trainees should focus on five areas and should have a minimum of 25 questions.
•Diagnostic Test given during the First Semester is to be conducted on the first or second day of the 10-Day first spell of Practice Teaching.
•The five areas identified for the Diagnostic Test are
* Vocabulary…………Multiple choice questions
* Spelling …………… Multiple choice questions
* Grammar …………. Multiple choice questions
* Paragraph Writing … to check #1 Ability to communicate # 2 Choice of
Vocabulary # 3 Punctuation
* Comprehension …. True-False or Yes-No questions based on the content of
the Course Book
•Diagnostic Test during the first spell, is to be set on topics already taught to the pupils in school, prior to the commencement of the First Spell of Practice Teaching. The test should be conducted on the first or second day itself, so that trainees get a fair idea of the ability of the pupils. [It may however be noted that in the Syllabus it is stated that the Diagnostic Test should be conducted towards the end of the First Spell of Practice Teaching]
•Diagnostic Test during the Second spell of Practice Teaching should be conducted after ten days of Practice Teaching. The questions on the five areas identified above should be from the content taught by the trainee in the first ten days of the Second Spell, so that remedial work necessary can be given to the pupils during the last ten days of the Second Spell of Practice Teaching.
•The Achievement Test and Blue Print to be prepared by the trainees during the Second Spell of Practice Teaching should be modelled on the ten Mental Processes identified in Source Book supplied by the SCERT.
Given below is a consensus arrived at by members of KUETEF regarding BEd curriculum transaction, during the Seventh meeting of KUETEF held at Karmela Rani Training College, Kollam on 06 February 2010.
•Diagnostic Tests prepared by the trainees should focus on five areas and should have a minimum of 25 questions.
•Diagnostic Test given during the First Semester is to be conducted on the first or second day of the 10-Day first spell of Practice Teaching.
•The five areas identified for the Diagnostic Test are
* Vocabulary…………Multiple choice questions
* Spelling …………… Multiple choice questions
* Grammar …………. Multiple choice questions
* Paragraph Writing … to check #1 Ability to communicate # 2 Choice of
Vocabulary # 3 Punctuation
* Comprehension …. True-False or Yes-No questions based on the content of
the Course Book
•Diagnostic Test during the first spell, is to be set on topics already taught to the pupils in school, prior to the commencement of the First Spell of Practice Teaching. The test should be conducted on the first or second day itself, so that trainees get a fair idea of the ability of the pupils. [It may however be noted that in the Syllabus it is stated that the Diagnostic Test should be conducted towards the end of the First Spell of Practice Teaching]
•Diagnostic Test during the Second spell of Practice Teaching should be conducted after ten days of Practice Teaching. The questions on the five areas identified above should be from the content taught by the trainee in the first ten days of the Second Spell, so that remedial work necessary can be given to the pupils during the last ten days of the Second Spell of Practice Teaching.
•The Achievement Test and Blue Print to be prepared by the trainees during the Second Spell of Practice Teaching should be modelled on the ten Mental Processes identified in Source Book supplied by the SCERT.
14. Report of Seventh Meeting of KUETEF
[Kerala University English Teacher Educator’s Forum - KUETEF]
The workshop cum seventh meeting of KUETEF was held at Karmela Rani Training College(KRTC), Kollam on 06 February 2010. Though 46 Lecturers of Teacher Education colleges were intimated by Post Card, only 17 members turned up for the workshop/meeting. A few members had earlier informed the Secretary, their inability to attend owing to other personal engagements.
The meeting (normal deliberations) commenced at a quarter past three in the afternoon. The Secretary of KUETEF, Mr. C. Praveen presented the Report of the Sixth meeting and also briefed the participants of the activities undertaken after the sixth meeting. The report was approved by the members.
Copies of the Teaching Manual based on the consensus arrived at during the sixth meeting, prepared by a member of KUETEF Ms. Anu Mukund was made available. Fr. Joseph, the Vice President of KUETEF arranged for the free xeroxing of the copies for the members who expressed a desire to have a copy of the Teaching Manual.
It was pointed out that although six demo of models were planned only four could be completed during the workshop. So it was decided to have the next two demos during the next meeting of KUETEF.
The academic discussion focused on the format and objective of the Diagnostic Test. The change in format of the Achievement Test, many participants felt, had to be given due attention. Accordingly it was decided to hold the eighth meeting of KUETEF on the third Saturday in April (17 .IV.2010) at Govt. CTE, Trivandrum to prepare model Diagnostic Test and model Achievement Test
The Secretary also mentioned that he had not yet received questions for clarification based on the BEd syllabus. So it was decided to collect questions from Teacher Educators prior to the eighth meeting by email and set aside one hour for discussion during the eighth meeting.
The meeting had to be concluded at 3.45PM to enable the members to attend the Valedictory function of the workshop.
The workshop cum seventh meeting of KUETEF was held at Karmela Rani Training College(KRTC), Kollam on 06 February 2010. Though 46 Lecturers of Teacher Education colleges were intimated by Post Card, only 17 members turned up for the workshop/meeting. A few members had earlier informed the Secretary, their inability to attend owing to other personal engagements.
The meeting (normal deliberations) commenced at a quarter past three in the afternoon. The Secretary of KUETEF, Mr. C. Praveen presented the Report of the Sixth meeting and also briefed the participants of the activities undertaken after the sixth meeting. The report was approved by the members.
Copies of the Teaching Manual based on the consensus arrived at during the sixth meeting, prepared by a member of KUETEF Ms. Anu Mukund was made available. Fr. Joseph, the Vice President of KUETEF arranged for the free xeroxing of the copies for the members who expressed a desire to have a copy of the Teaching Manual.
It was pointed out that although six demo of models were planned only four could be completed during the workshop. So it was decided to have the next two demos during the next meeting of KUETEF.
The academic discussion focused on the format and objective of the Diagnostic Test. The change in format of the Achievement Test, many participants felt, had to be given due attention. Accordingly it was decided to hold the eighth meeting of KUETEF on the third Saturday in April (17 .IV.2010) at Govt. CTE, Trivandrum to prepare model Diagnostic Test and model Achievement Test
The Secretary also mentioned that he had not yet received questions for clarification based on the BEd syllabus. So it was decided to collect questions from Teacher Educators prior to the eighth meeting by email and set aside one hour for discussion during the eighth meeting.
The meeting had to be concluded at 3.45PM to enable the members to attend the Valedictory function of the workshop.
13. Report of Workshop: Models in ELT
[Kerala University English Teacher Educator’s Forum - KUETEF]
A workshop on Models in ELT was organized by Karmela Rani Training College(KRTC), Kollam in association with KUETEF. The programme originally scheduled for 10.00 AM was slightly delayed as many participants were unaware of the fact that KRTC had shifted to the new campus two kilometres away from the old campus near the Quilon Jn Railway station. However, for those Teacher Educators who arrived early, the delay turned out to be a blessing in disguise as they could find time to meet their peers to discuss problems in BEd curriculum transaction.
•Venue details:
* Main Venue : Auditorium of Karmela Rani Training College, Kollam
* The corridor of the Auditorium : Displays on chart/cutouts on Models of teaching prepared by the BEd. trainees of KRTC, Kollam.
* Audio/ Video support including LCD projectors and OHP operated by the Non-teaching staff of KRTC.
•The Inaugural Meeting
* On the Dias
* Fr. Joseph J, Vice President of KUETEF and HOD, English, KRTC, Kollam
* Dr. Mini, Member KUETEF and Sel. Gr. Lecturer, NSS Training College,Pandalam
* Ms. Anila Chacko, Treasurer of KUETEF and Principal St. Thomas Training College,
Mukolakkal, Trivandrum
* Mr. C.Praveen, Secretary of KUETEF and HOD English, Govt. CTE, Trivandrum
•The Audience
* Twelve Teacher Educators of colleges affiliated to the University of Kerala
* B Ed English optional trainees of KRTC, Kollam
* Twelve school children of a neighbouring school
•The Meeting
* Time 10.50 AM. The Workshop commenced with a prayer by the trainees of KRTC,
Kollam
* Welcome Speech : Fr. Joseph in his welcome speech described the KUETEF fraternity as friends, well wishers, acquaintances, and collaborators who have got together to share their experiences and expertise for the noble vocation of teacher education. He also recalled the day in which KUETEF was originally launched five years ago in the same college. He also expressed his happiness at the strides made by KUETEF ever since its inception.
* Inauguration: Ms. Anila Chacko lighted the lamp and inaugurated the workshop. She said that she deemed it a rare honour to be assigned such a role and expressed her wish that the workshop would turn out to be useful to the participants.
* Keynote address : Dr. Mini in her address, referred to the yawning gap between what we were taught and what we actually practice in the class room. She also emphasized the need to develop ones own philosophy of teaching.
* Presidential Address: Mr. C.Praveen had presided over the meeting in the absence of the President of KUETEF, Dr. M.S. Geetha, the Principal of Govt. CTE, Trivandrum. Mr. C.Praveen began by recalling the sense of discomfort he had both while he was a PG student of education and his early days as a Teacher Educator when he struggled to grasp the contents of Bruce Joyce and Marsha Weil’s book Models of Teaching.He expressed the hope that the workshop would turn out to be a fruitful academic exercise for the participants.
* Vote of Thanks : Ms. Neethu Mary Philip, a trainee of the English Optional of KRTC, Kollam, thanked the guest and audience.
•Tea Break : The inauguration ceremony was followed by a light tea.
•Preview of Models: Immediately after tea the BEd trainees of KRTC, Kollam gave a quick preview of the Phases and Syntax of the different models using an LCD projector and OHP. The hand out supplied to the participants of the workshop during registration also turned out to be helpful.
•Demonstration of Models :
A total of four models were demonstrated during the forenoon and afternoon session. All the teacher educators who demonstrated, made profuse use of Charts, Black Board, LCD projector and handouts.
* First Demo : Mr. C. Praveen, demonstrated the Advance Organizer Model
* Second Demo: Ms. Anila Chacko demonstrated the Constructivist Model
•Lunch Break : Lunch like tea was sponsored by the host institution KRTC, Kollam. During lunch break the new members registered and joined KUETEF.
* Third Demo: Ms. Durga of MITE, Chavercode, demonstrated Inductive Thinking Model
* Fourth Demo: Fr. Joseph demonstrated the Synectics Model.
The demonstration sessions came to an end around a quarter past three.
•Business session : A few minutes after the demo session was set aside for the normal business session of KUETEF
•Valedictory session : It commenced at ten minutes to 4 PM.
* Prof. Andrews, the Principal of KRTC, Kollam presided
* Fr. Joseph welcomed the gathering
* Ms Sanju Sivadas class representative English Optional KRTC, Kollam presented a report of the Workshop
* Prof.Andrews in his valedictory address stressed the importance of English Language Teaching and congratulated the participants and the convenor of the workshop . He also distributed the certificates of the workshop.
* Mr.C.Praveen who offered the vote of thanks for the session began by expressing his immense satisfaction at the sense of academic comradeire shown by the Teacher Educators who had come to share and learn. He thanked the management, the Principal, Staff and students of KRTC, Kollam for organizing the workshop and specially appreciated the meticulous planning for the workshop by the organizers.
•The meeting concluded with a standing ovation given to Fr. Joseph for his efforts at organizing a fruitful seminar.
•Tea: Around a quarter past four, before leaving, all the participants of the workshop had tea together.
A workshop on Models in ELT was organized by Karmela Rani Training College(KRTC), Kollam in association with KUETEF. The programme originally scheduled for 10.00 AM was slightly delayed as many participants were unaware of the fact that KRTC had shifted to the new campus two kilometres away from the old campus near the Quilon Jn Railway station. However, for those Teacher Educators who arrived early, the delay turned out to be a blessing in disguise as they could find time to meet their peers to discuss problems in BEd curriculum transaction.
•Venue details:
* Main Venue : Auditorium of Karmela Rani Training College, Kollam
* The corridor of the Auditorium : Displays on chart/cutouts on Models of teaching prepared by the BEd. trainees of KRTC, Kollam.
* Audio/ Video support including LCD projectors and OHP operated by the Non-teaching staff of KRTC.
•The Inaugural Meeting
* On the Dias
* Fr. Joseph J, Vice President of KUETEF and HOD, English, KRTC, Kollam
* Dr. Mini, Member KUETEF and Sel. Gr. Lecturer, NSS Training College,Pandalam
* Ms. Anila Chacko, Treasurer of KUETEF and Principal St. Thomas Training College,
Mukolakkal, Trivandrum
* Mr. C.Praveen, Secretary of KUETEF and HOD English, Govt. CTE, Trivandrum
•The Audience
* Twelve Teacher Educators of colleges affiliated to the University of Kerala
* B Ed English optional trainees of KRTC, Kollam
* Twelve school children of a neighbouring school
•The Meeting
* Time 10.50 AM. The Workshop commenced with a prayer by the trainees of KRTC,
Kollam
* Welcome Speech : Fr. Joseph in his welcome speech described the KUETEF fraternity as friends, well wishers, acquaintances, and collaborators who have got together to share their experiences and expertise for the noble vocation of teacher education. He also recalled the day in which KUETEF was originally launched five years ago in the same college. He also expressed his happiness at the strides made by KUETEF ever since its inception.
* Inauguration: Ms. Anila Chacko lighted the lamp and inaugurated the workshop. She said that she deemed it a rare honour to be assigned such a role and expressed her wish that the workshop would turn out to be useful to the participants.
* Keynote address : Dr. Mini in her address, referred to the yawning gap between what we were taught and what we actually practice in the class room. She also emphasized the need to develop ones own philosophy of teaching.
* Presidential Address: Mr. C.Praveen had presided over the meeting in the absence of the President of KUETEF, Dr. M.S. Geetha, the Principal of Govt. CTE, Trivandrum. Mr. C.Praveen began by recalling the sense of discomfort he had both while he was a PG student of education and his early days as a Teacher Educator when he struggled to grasp the contents of Bruce Joyce and Marsha Weil’s book Models of Teaching.He expressed the hope that the workshop would turn out to be a fruitful academic exercise for the participants.
* Vote of Thanks : Ms. Neethu Mary Philip, a trainee of the English Optional of KRTC, Kollam, thanked the guest and audience.
•Tea Break : The inauguration ceremony was followed by a light tea.
•Preview of Models: Immediately after tea the BEd trainees of KRTC, Kollam gave a quick preview of the Phases and Syntax of the different models using an LCD projector and OHP. The hand out supplied to the participants of the workshop during registration also turned out to be helpful.
•Demonstration of Models :
A total of four models were demonstrated during the forenoon and afternoon session. All the teacher educators who demonstrated, made profuse use of Charts, Black Board, LCD projector and handouts.
* First Demo : Mr. C. Praveen, demonstrated the Advance Organizer Model
* Second Demo: Ms. Anila Chacko demonstrated the Constructivist Model
•Lunch Break : Lunch like tea was sponsored by the host institution KRTC, Kollam. During lunch break the new members registered and joined KUETEF.
* Third Demo: Ms. Durga of MITE, Chavercode, demonstrated Inductive Thinking Model
* Fourth Demo: Fr. Joseph demonstrated the Synectics Model.
The demonstration sessions came to an end around a quarter past three.
•Business session : A few minutes after the demo session was set aside for the normal business session of KUETEF
•Valedictory session : It commenced at ten minutes to 4 PM.
* Prof. Andrews, the Principal of KRTC, Kollam presided
* Fr. Joseph welcomed the gathering
* Ms Sanju Sivadas class representative English Optional KRTC, Kollam presented a report of the Workshop
* Prof.Andrews in his valedictory address stressed the importance of English Language Teaching and congratulated the participants and the convenor of the workshop . He also distributed the certificates of the workshop.
* Mr.C.Praveen who offered the vote of thanks for the session began by expressing his immense satisfaction at the sense of academic comradeire shown by the Teacher Educators who had come to share and learn. He thanked the management, the Principal, Staff and students of KRTC, Kollam for organizing the workshop and specially appreciated the meticulous planning for the workshop by the organizers.
•The meeting concluded with a standing ovation given to Fr. Joseph for his efforts at organizing a fruitful seminar.
•Tea: Around a quarter past four, before leaving, all the participants of the workshop had tea together.
Friday, January 29, 2010
12. Workshop Programme Details
[Kerala University English Teacher Educator’s Forum - KUETEF]
Date : Saturday , 06 February 2010
Venue : Karmela Rani Training College, Kollam
Time : 10.00AM to 4.00 PM
Programme Schedule
10.00 AM : Inauguration
Dr. MS Geetha President of KUETEF,
Fr. Joseph John Vice President of KUETEF
& the Principal of Karmela Rani Training College, Kollam will address the participants
10.30 AM onwards :
Demo sessions on the following Models of Teaching by
Teacher Educators (Members of KUETEF)
* Concept Attainment Model
* Inquiry Training Model
* Advance Organizer Model
* Synectic Model
* Inductive Thinking Model
* Constructivist Model
The teacher educators who volunteered to demonstrate will supply essential Handouts
for the participants of the workshop.
1PM to 1.30 PM : Lunch Break
1.30 PM to 2.30 PM : Demo session cum discussion to continue
2.30 PM : Routine Deliberations of KUETEF
* Presentation of Report
* Discussion based on the agenda
3.30 PM : Tea break
3.45. to 4.00 PM : Closing session and distribution of certificates
* * * * * * * * * * * * * * * * * * * * * * *
•The host institution, Karmela Rani Training College, Kollam has graciously consented to provide the working lunch and tea.
•Please treat this as an invitation for all English Teacher Educators of colleges affiliated to the University of Kerala.
•The members of KUETEF are looking forward to meeting you all at Kollam
With warm Regards
On behalf of the members,
C.Praveen, Secretary, KUETEF
Date : Saturday , 06 February 2010
Venue : Karmela Rani Training College, Kollam
Time : 10.00AM to 4.00 PM
Programme Schedule
10.00 AM : Inauguration
Dr. MS Geetha President of KUETEF,
Fr. Joseph John Vice President of KUETEF
& the Principal of Karmela Rani Training College, Kollam will address the participants
10.30 AM onwards :
Demo sessions on the following Models of Teaching by
Teacher Educators (Members of KUETEF)
* Concept Attainment Model
* Inquiry Training Model
* Advance Organizer Model
* Synectic Model
* Inductive Thinking Model
* Constructivist Model
The teacher educators who volunteered to demonstrate will supply essential Handouts
for the participants of the workshop.
1PM to 1.30 PM : Lunch Break
1.30 PM to 2.30 PM : Demo session cum discussion to continue
2.30 PM : Routine Deliberations of KUETEF
* Presentation of Report
* Discussion based on the agenda
3.30 PM : Tea break
3.45. to 4.00 PM : Closing session and distribution of certificates
* * * * * * * * * * * * * * * * * * * * * * *
•The host institution, Karmela Rani Training College, Kollam has graciously consented to provide the working lunch and tea.
•Please treat this as an invitation for all English Teacher Educators of colleges affiliated to the University of Kerala.
•The members of KUETEF are looking forward to meeting you all at Kollam
With warm Regards
On behalf of the members,
C.Praveen, Secretary, KUETEF
Tuesday, January 12, 2010
11. Workshop on Models for ELT
[Kerala University English Teacher Educator’s Forum - KUETEF]
The Kerala University English Teacher Educators Forum (KUETEF) and Karmela Rani Training College, Kollam is organizing a workshop on Models of Teaching on Saturday 06 February 2010. During the last meeting of KUETEF, a few teacher educators present had volunteered to demonstrate some Models that can be effectively employed for teaching English.
A Post Card intimating the proposed workshop is being mailed to all the teacher training institutions affiliated to the University of Kerala where English is offered as an optional subject.
Those teacher educators of the University of Kerala who are interested in attending the workshop are most welcome. Please register yourself as a member and strengthen our forum.
With warm regards
C.Praveen
Secretary
The Kerala University English Teacher Educators Forum (KUETEF) and Karmela Rani Training College, Kollam is organizing a workshop on Models of Teaching on Saturday 06 February 2010. During the last meeting of KUETEF, a few teacher educators present had volunteered to demonstrate some Models that can be effectively employed for teaching English.
A Post Card intimating the proposed workshop is being mailed to all the teacher training institutions affiliated to the University of Kerala where English is offered as an optional subject.
Those teacher educators of the University of Kerala who are interested in attending the workshop are most welcome. Please register yourself as a member and strengthen our forum.
With warm regards
C.Praveen
Secretary
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