Dear Prof. Rustum and Aashish,
Your comments are really wonderful and thanks a lot for sharing your input too. When I conducted this activity, I invited a faculty, from Engineering Department, who was familiar with this process of teaching learning or may be received some training through WIPRO Mission10X programmes and I made him as observer. The outcomes or observations (Specific) made by the students are as follows:
The observer's comments
Your comments are really wonderful and thanks a lot for sharing your input too. When I conducted this activity, I invited a faculty, from Engineering Department, who was familiar with this process of teaching learning or may be received some training through WIPRO Mission10X programmes and I made him as observer. The outcomes or observations (Specific) made by the students are as follows:
- Shy learners do not come initially
- The teacher may not complete this activity if too much time is taken by the students
The observer's comments
- Preparation of the session plan is really good
- Conduct of one – minute and two-minute role play activities to motivate the learners is excellent
- Teacher’s involvement is more
- Identifying a colleague from the core department to assess the presentation of the students is first of its kind.
I do come and attach the plan for "Group Communication" when my special coaching class is over by 4.00 PM (IST).
This is the session plan for 'Introduction to Communication" and you can conduct the session for One and half an hour...
Time
(in
min)
|
Content
|
Learning Aid and Methodology
|
Faculty Approach
|
Typical Student Activity
|
Learning Outcomes
(Blooms + Gardeners)
|
05
|
Introduction
to Communication
|
Presentation
|
Introduces,
Compares
|
Observes
Answers
Participates
Defines
|
Knowledge
Comprehension
Analysis
Linguistic
Application
|
10
|
Different
Universals of communication
|
Board
Activity
Presentation
Chart
|
Presents
Shows
Demonstrates
Facilitates
|
Observes
Demonstrates
presents
|
Application
Understanding
Creates
Visual
|
10
|
Sender
and Receiver
|
Role
play
|
Facilitates
|
Participates
|
Application
|
10
|
Communication
Context
|
Presentation
Quiz
|
Explains
Conducts
|
Participates
Restates
|
Knowledge
Understanding
Application
Evaluation
|
05
|
Encoding
and Decoding
|
Presentation
Short
speech
|
Facilitates
Guides
|
Identifies
Participates
presents
|
Application
Knowledge
Evaluation
|
10
|
Competence
and Performance
|
Discussion
Case
study
|
Discusses
Directs
Instructs
|
Discusses
Identifies
debates
|
Application
Synthesis
Evaluation
|
05
|
Noise
|
Role
play
|
Facilitates
|
Participates
|
Application
|
05
|
Feedback
|
Presentation
Quiz
|
Explains
Conducts
|
Participates
Restates
|
Knowledge
Understanding
Application
Evaluation
|
05
|
Field
of Experience
|
Presentation
Short
speech
|
Facilitates
Guides
|
Identifies
Participates
presents
|
Application
Knowledge
Evaluation
|
20
|
Barriers
to Communication
|
Case
Study
|
Directs
Instructs
|
Identifies
|
Application
Synthesis
Evaluation
|
05
|
Conclusion
|
Group
Activity
|
Facilitates
Guides
|
Discusses
debates
|
Application
Synthesis
Evaluation
|
3 comments:
Dear Sankarakumar
I found interesting your plan and presentation of the technology of teaching. It is indeed very clean and clear blueprint who will do what and how it would be applied and what would be its outcome in class. Yet Sankarakumar I am slightly skeptical about Blooms taxonomy when in reality we decide the pragmatic pedagogy to train ELTs or ElT students. If you could just take one frame of your whole blueprint of lesson plan i.e. "Introduction to Communication" then we would like to have from you how you have set this frame into small segments for discourse and to be interactive with students and finally inserting in it the Webskills, because when we frame small units of one of the sub-frames then it also stimulates teacher/supervisor/ program planner/teacher as co-learner to enrich himself first how he would respond to his own thought -process while planning his little units of communication in the class. I request you to first decide your action plan for each sub-frame and then your response to your steps will disseminate the learning skills on the part of the learner. I hope I may have made you understand the reality of pragmatics in the ELT pedagogy as well as heuristics of language application skills.
With regards
Dr. Jayshree Singh
Posted by Jayshree Singh at 11:32
Dear Colleague Sankarakumar
I am trying to post a comment on your blog about the lesson-plan that you have posted, hope you have received it.
Jayshree
Dear Colleague Sankarakumar
I am trying to post a comment on your blog about the lesson-plan that you have posted, hope you have received it.
Jayshree
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