Reflection: On November 25, 2009 session

To days session was very interactive. Working in group is always worth while. Activity was designed related to Piaget and Vygotskys’ theories.

“Piaget’s influence on psychology has been profound. His pathbreaking investigations and theories of cognitive development have set child psychology moving in entirely new directions. His bold speculations have provided the inspiration for the work of others. His studies have been the subject of many books and countless articles. And, significantly, his influence has spread to other disciplines and is having an ever-growing impact on the general culture at large. Here Jean Piaget, with the assistance of his long-time collaborator Bärbel Inhelder, offers a definitive presentation of the developmental psychology he has elaborated over the last forty years. This comprehensive synthesis traces each stage of the child’s cognitive development, over the entire period of childhood, from infancy to adolescence.”

CP’s were asked to make their goals and objectives/learning outcomes in light of two broad domains “cognitive” and “Affective” I and Mr A Gaffar worked in pair but didn’t do our task as per given criteria. It was happened because we didn’t understand the given task. In future when ever I will go through such activities must think about the question that what is required to produce. That needs involvement and concentration about class room activities. There is saying no mistakes no learning, so we learn from that failure.

However we learn from entire activity how to plan and than ser goals and objectives for our activity as out comes will cover the cognitive and affective paradigm of curriculums for primary to Intermediate level school children.
we made product in pairs and presented it. In this activity we designs curriculum for specific classes and presented. different groups given different classes from grade one to intermediate level. In one previous session we have asked to make currilum for primary and secondary leve according to theories of selected scholors and now we did it for specific classes. In this manner we learn how to make curriculum for different levels and classes.

This Group activity done by CPs on Nov: 25,09 in session of Curriculum, Teaching, Learning and Assesement guided by Dr Meher Rizvi, the facilitator

more images of class room activity

Photoes regarding Classroom Activity

Reflection about Class held on November 11, 2009

It was about Curriculum perspective influence. We learn that there are three kinds i.e. Transmission, Transaction and Transformation. On the day we understand those clearly. Transmission is one way process. In this type teacher is the person who is speaking, doing all things and poring knowledge in educational aim category mastery of school subjects and inculcation of students in social norms are the major goals of this position. In transactional position the goal of curricula based on the transition position is the development of rational intelligence in general and complex problem-solving skills particular and in transformation position self actualization, self transcendence and social involvement are the principal goals of this orientation. In same way conception of leader, conception of the learning process and the learning environment, conception of he teacher’s role, education aims, conception of learner and conception of how learning should be evaluated discussed. In the transition notion of position teacher is centre for all things. His point of view is not challenge able, what he/she says is universal truth and students are bound to believe their teachers’ point of view. This is one way process. Which reminds that only teacher is able and capable. In such type of curriculum design teachers are doing whole things themselves and students are not allowed to take part any discussions or deliberations. Our many schools especially in public sector are working in same manner. In notion of that transition process negotiation is encouraged. However transformation category is interactive and interdependent. Under this knowledge transformed through participative and collaborative manner. In such notion teacher is mentor, facilitator and the person who guiding his course participates to for better understandings cyclic process, it have four components i.e. orientation, development, implementation and evaluation. One may begin this cyclic process from any position

Reflection for session held on December Reflection 09, 2009.

In CTLA session held on December 09.2009, we learn about the Centrally Based Curriculum Development (CBDS), School Based Curriculum Development (SBCD) and School focused Curriculum. In all Government Schools CBCD is imposed by central Government. In chain schools system are also following same patterns, as their owners introduced uniformed curriculum in all schools. in this notion owners or officials of upper level make decicions what is to be taught, and also they deciding about methodology of teaching that how that could be tuaght and they set the rules for assessment. in CBCD teacher's voice is ignored. However some school systems gave freedom to adopt owner’s central imposed curriculum or curtail it according to their changed environment, culture and needs. School Based Curriculum is one which developed in school by teachers, head teacher, student and community. Now a day SBCD changed into School focused Curriculum Development. (SFCD) In such notion schools are mainly focussed despite curriculum is not being developed by schools, but it reflects school interest, culture, mission and vision. That is bridging between CBCD and SBCD. CBCD and SBCD both may be SBCD type.
Further the discussion and understanding regarding the upcoming tasks were beneficial in terms that we have cleared the ideas about same.