"For senior school education and onward, disciplinary education with dual coded learning approach has been found viable. When visual codes and text codes are combined, it results in cognitive gains in terms better understanding of the subject matter and its long terms memory. The approach has the spill over in terms of non-cognitive gains like enhanced attention and self-awareness," stated the resource person Dr Lalit Kishore at a teachers' workshop organised by Smile- NGO in Jaipur on July 29.
He said that teaching was combination of content mastery, method mastery and aptness in creating learning resources. He demonstrated the teaching of lessons on 'spherical mirrors', 'current electricity' and 'The Book that Saved the Earth' with dual codes
He also showed a few experiments with straws for learning concepts and relationships between variables.
He made the following points during his presentation.
When a subject is organised as a knowledge area which is age-grade appropriate textual material and transacted to students by making use of verbal-central presentations, it is called disciplinary teaching approach.
-Up to class VIII, the facts, concepts and methods are taught through direct experiences as active learning. However, from grade IX onward, subjects acquire their own vocabulary, terminology, glossary to be defined and stated in precise language for universal communication. Also subject matter of a discipline has its own structure
-It consists more of defining, describing, stating laws and principle, combining concepts/principles to form theories and generalizations
-This approach is based on the premise that the subject is a store house of concepts learnt earlier as new facts, formulation of laws as generalizations and developing theories for further detailed studies. It emphasizes subject-centeredness, textbook-centeredness, and information processing centeredness.
In disciplinary approach, often knowledge is presented concisely and elaborated for detains and depth.
ABCs of disciplinary approach A: Approach to instruction based on depth of content knowledge, and integrity to the structure of knowledge of the subject area or discipline
B: Basis is to make sense of structured content of discovered knowledge to move towards study skills and specialization
C: Curriculum with content is divided into separate and distinct subjects or disciplines
D: Delivery of prescribed and discrete knowledge taught in a systemic way over time mainly through verbal-linguistic communication.
E: emphasis on specific and prescribed syllabus coverage through presentation of information and processing skills
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