Tuesday, November 29, 2016
Interdisciplinary Teaching ....
Interdisciplinary Teaching
Interdisciplinary instruction entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic. Interdisciplinary education makes use of disciplinary approaches to examine topics, but pushes beyond by: taking insights from a variety of relevant disciplines, synthesizing their contribution to understanding, and then integrating these ideas into a more complete, and hopefully coherent, framework of analysis.
In dealing with multi-faceted issues such as teenage pregnancy, new drug development, genetically modified foods, and health care access, interdisciplinary perspectives are needed to adequately address the complexity of the problems and to forge viable policy responses.
Interdisciplinary teaching is different from multi- or cross-disciplinary teaching in that it requires the integration and synthesis of different perspectives rather than a simple consideration of multiple viewpoints
Saturday, November 26, 2016
Resource book for students and professionals working in the field of Pedagogy of Economics.
Learning .....
Teaching_Economics_in_India.pdf
Friday, November 25, 2016
Tuesday, November 15, 2016
UNDERSTANDING THE ACADEMIC DISCIPLINE : CONCEPT OF ACADEMIC DISCIPLINE
Understanding Academic Discipline: Evolution and emerging trends in academic discipline
Friday, November 4, 2016
concept attainment model
- Give your students sets of materials that have been classified. You also tell them the names of the categories. For example, you could give your students fifteen rocks, and organized into three groups: five sedimentary rocks, five igneous, five metamorphic.
- Tell the students to find the characteristics that members of one group have in common that are different than the characteristics of members of other groups. In other words, they should try to figure out why the five sedimentary rocks have been put in one group, and why the five metamorphic rocks have been put in a different group than the sedimentary rocks. Etc.
- You might or might not have activities for the students to do with the materials so the students will study them in different ways. If you want them to focus on the results of these activities for attaining their concepts, you will ask them to focus on these results. For example, you might have them spill a little vinegar on their rock samples, you might have them hit their samples with another rock, etc.
- You will probably put your students into small groups. Choose groups so they will work effectively together.
- If you wish to minimize your supervisory role, choose materials that are relatively safe to work with. If there will be some danger in working with the materials, visualize what sorts of mistakes your students are likely to make. Then warn them of the dangers in advance.
- The students study the materials, compare and contrast those that are in the same group and those that are in the different groups, attempting to determine the rationale that was used for the classification. As the students are comparing and contrasting, they will develop different hypotheses, and will have opportunities to test their hypotheses by further examination of their materials, and by discussion in their small groups.
- The teacher's role at this stage is to meander through the classroom, observing the students at work. You will act as referee and coach. If students are hesitant about Ataking initiative", or if they are not testing the materials in a way in which they could, you might encourage them to go on with more tests.
- During this time, you could make anecdotal records, or fill in checklists of student actions.
- Put pairs of small groups together, so that if you originally had ten small groups of 3 students, you now have five small groups of six people. The groups are to discuss their observations and the reasons they think the objects have been classified together. Limit the time they will have for this discussion. When their time is up, give them a limited amount of time to come up with a ten word (or twenty, whatever you think is appropriate) phrase to summarize what they think the rationale is for the classification scheme. Tell the group that they should select one member to be the presentor.
- Have each of the larger groups present their results to the class.
- If your students have not come up with the rationale they should have, think of why they haven't. What background knowledge were they lacking, or what background knowledge contributed in a non-science way? What other materials might have helped them to form the concept you wanted them to form?
- Once your students have come up with their rationales for the classification scheme, give them a sample which is not labelled. They are to choose which category this non-labelled sample fits in, and explain why they have classified it with this group.
- You could then ask how many groups changed their categories.
- For this teaching model to work well, the teacher should ensure that the initial samples given to the students are the clearest possible prototypes. In other words, if you had given the students samples of vertebrate animals: mammals, birds, fish, reptiles and amphibians, you would not give them whales and duckbilled platypuses amongst the mammals. These mammals are not generally what is expected of mammals. After the students have come up with the description of Abasic" mammals, then you could supply the exotic ones.
- Give the students time to develop their definitions of each category. Do not interrupt them when their first hypotheses are wrong. If you have set the model up correctly, the students will come up with the correct rationales eventually.
- Give your students pictures of animals which are classified as mammals, fish, reptiles, birds. If you add skin samples to your selections, you could also include amphibians.
- Give your students a magnet, and let the magnet choose the materials which are magnetic and which are not, and then the students attempt to determine what the qualities of magnetic materials are vs. non-magnetic.
- Any two or more categories, and science is full of them, will be appropriate.