APPENDICES - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/25937/18/18_appendices.pdfinformation while learning and develop a methodical approach to many aspects of learning

AAPPPPEENNDDIICCEESS

Appendices

429

Semi structured Interview Guide

1. Focus group

a) School practitioners in Malayalam Language at various levels

b) Teacher Educators at B.Ed and M.Ed level

c) Experts in Malayalam Teaching at College level, SCERT, DIET.

2. Purpose

a) To identify the prevailing status of curriculum transactional modes in Malayalam Language at secondary level.

3. Background details of the interviewee

b) Name and Designation c) Years of experience and expertise in Teaching Malayalam

4. Focus domains

a) Brief sketch on language learning process and the prevalent stance of Malayalam language learning at secondary level with special reference to Meta cognitive classroom practices.

b) Factors leading to remain mute amidst the pathways of learning.

c) Suggested paradigms for developing and strengthening Meta cognitive environment in the classrooms.

Section 1 Brief sketch on language learning process and the prevalent stance of Malayalam Language learning at secondary level with special reference to Meta cognitive classroom practices and differentiated instructional modalities.

1). What are the major indicators of meaningful acquisition of competencies in Malayalam language learning?

2). What are the commonly practiced curriculum transaction modes in your Malayalam Language classrooms?

3). Have you noticed any differences in the academic performances among the students in your classroom with respect to their learning preferences?

4) To what extent the classroom practices are utilized for identifying the learning styles of students which are the strategic elements of an integrated framework for learning?

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430

5) To what extent the prevailing classroom practices are utilized for enhancing Meta cognitive awareness of students?

a) Not at all sufficient b) Moderately c) Sufficient d) Very sufficient

6). How would you critically evaluate the Meta cognitive awareness of your pupils at secondary level? Mark your choice.

Majority are

a) Advanced b) Proficient c) Novice

Section 2: Factors leading to remain mute amidst the pathways of learning.

7). What are the impediments (if any) and challenges confronted in your classroom while implementing the instructional practices with regard to Meta cognition?

Section 3: Suggested paradigms for developing and strengthening Meta cognitive environment in the classroom set up.

8). What are the designated mechanisms of the classroom practices which can be implemented for enculturing Meta cognitive abilities among your students?

9) What measures do you incorporate in your daily classroom practices in order to cope with differentiated learning preferences of your students?

10). Out of the classroom practices listed below which ones you prefer to incorporate in the classroom setting for getting maximum output to the learners having varied learning styles?

Classroom practices 1. Note taking. 2. Graphic Organizer. 3. Summarizing. 4. Problem solving. 5. Self Questioning. 6. Journal writing. 7. Think-pair-share.

11. What are the major highlights of the selected classroom practices that you prefer to be the most effective for the learners?

Appendices

431

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY, KOTTAYAM

Learning Style Inventory (Draft form) Sreevrinda Nair.N & Dr.A.Sudharma

Instructions.

Each individual has his/her own preferences or styles of learning. Given below are some statements that would help you to identify your learning style. Read each statement carefully and tick the appropriate column.The five columns given are, ‘Strongly Disagree’(SD), ‘Don’t Know’(DK), ‘Strongly Agree’(SA), ‘Disagree’ (DA) and ‘Agree’ (A).Put a tick mark(√ ) in the column which is most suitable for you.

Example. I prefer to assimilate new information in the form of graphic organizers.

Please do not leave out any statement.

Name: Class: Male/Female: School: Date: Sl.No. Statements S.A A U.D D.A S.D

1. When I analyzed the learning content that I have gone through yesterday, am most likely to think in terms of pictures or images.

2. I prefer to assimilate new information in the form of graphic organizers

3. To me, the most competent teacher is who diagrammatically represent the content material.

4. When I get directions to utilize the unique abilities of me for developing the content material, I prefer a diagrammatic representation of the content.

5. Amidst the process of explaining the content material, I reads maps and charts and draws well and uses language effectively

6. When I need to have an in-depth idea of a specific portion, I like to enrich ideas through a variety of constructive articulation.

√

Appendices

432

7. I would like to observe the learning situation enjoyable, when the content material can be demonstrated through visual cues that do not involve words.

8. I take learning highly receptive or a challenge when it is related to the various dimensions of an issue demonstrated through organizational schemas.

9. I prefer the support material that stimulates to clarify the learned content matter through colors, images and designs.

10. I usually prefer to be left alone when reading or studying.

11. I learn best from films, pictures, reading and demonstrations.

12. I like to form pictures in my mind that links with the information related to content material.

13. Usually I tend to think in imagery/pictures.

14. Whenever Iam directed to perform a new activity, am carefully read the instructions.

15. When I got an opportunity to explain a different task to my peers, I like to write proper instructions.

16. I try to incorporate meaningful pictures, diagrams for listing the key points of the content material.

17. For learning a new language skill, I always watch the pros and cons of the procedural modes of teaching.

18. When concentrating a content material, I like to focus on the words or pictures in front of me.

19. I remember things best by writing notes or keeping printed details or hand outs.

20. Visual experiences are providing everlasting memory for a learned task.

21. When I repeat or revise the learned content for an exam, my pattern of learning is to prepare revision notes and graphics using appropriate colors.

22. While amidst learning ,preparing excerpts of documentary and watching films are my preferred tasks.

Appendices

433

23. When I initiating interact with a new person, my preferred mode is to conduct conversing programmes.

24. When Iam seeing a person, my primary practice is to watch the dress code and nature of appearance.

25. While learning, I like to underline or highlight and demarcate the important parts of the learning material.

26. During the time of learning, I don’t prefer to follow the pattern of learning by dramatization or role playing /creative drama or other listening activities.

27. I prefer schematic organization and visualization of the learning material.

28. I have difficulty in remembering directions that were told to me.

29. I tend to organize my thoughts by writing them down.

30. I need to see the teacher’s facial expression to fully understand the content of a lesson.

31. I would like to assimilate a lot of information from radio programmes.

32. Iam able to sequence and organize information while learning and develop a methodical approach to many aspects of learning.

33. Iam always likes to recollect information by using a checklist.

34. I am always preferred to hear the teacher and possess the capability to interpret it in the organized stanza.

35. My pattern of studies is highly related to hear and then recite the instruction orally transmitted by the teacher in the classroom.

36. When I recoup the learned factors while prepare for an exam, I used the practice of self talk and talk to other people.

37. I have the capability to interpret the learned factors and transmit it in different versions to my peers until they grasp the main ideas.

38. I cannot keep quiet for long periods, but prefer to talk incessantly.

Appendices

434

39. I have such traits as to interact the schemata effectively while in a study group with set tasks.

40. I can accommodate more conceptualized facts in an orchestrated atmosphere with musical background.

41. I learn best while to hear somebody to read, lectures and audio recordings.

42. Systematic and lasting learning occurs to me while to read loudly and move fastly while reading.

43. Without analyzing information logically, am always preferred to follow the timely directions given by teachers.

44. A clear understanding of the learned task is cast effected through the timely application of certain memory cues and tricks.

45. By deliberately listening to the discussions and lectures given by others, I can internalize and conceptualize the learning task.

46. Inter connecting with certain relaxed situations and raising inner/interior talks, Iam creating a self direction or foster self learning.

47. To me, the usual mode of getting clarifications/file complaints through the use of telephone ways.

48. Often I use certain standard phrases for a reflective performance by sustaining passion.

49. Usually I summarize or outline the learning material verbally so that I can transcribe it in my own words.

50. Whenever Iam directed to perform a new activity, I try to listen to or ask for further clarifications regarding the doubtful areas.

51. When I got an opportunity to explain a difficult task to my peers, I try to explain it in a verbal discrimination or explanation.

52. I like to develop an in depth understanding of the specified requirements through discussions.

53. While Iam going through a properly illustrated textbook, I like to focus on verbal demonstration.

Appendices

435

54. For the timely remembrance of the learned facts, I prefer the content material that are documented in a clear manner.

55. When I am trying to organize a content material meaningfully, I would like to unleash resolution from discussions from the student circles.

56. When I need to have an in-depth idea of a specific pattern, I like to conduct a variety of intellectual approaches with peers

57. I would like to observe the learning situation enjoyable, when the content materials can be demonstrated through study groups.

58. For me, the learning tactics which helps to stimulate for organizing the learned material through read and recite information or write scripts.

59.. I take learning highly receptive or a challenge when it is related to the various dimensions of an issue demonstrated through verbalizing than from watching.

60. I like to explore new ideas from the content material through speaking, questioning, debating and effective expressions of language.

61. Iam always preferring to learn through active participation while completing a learning task.

62. My liking is towards the academic activities like role playing, field trips, visiting museums.

63. After a hectic task performance of learning process, I would like to take short blocks/spurts.

64. Normally the stylistic pattern opted by me is through sharing information with peers.

65. During the time of occasional clarifications of certain conceptualized facts to my peers, I prefer to demonstrate it before them.

66. The usual customary practice of mine is to follow self reading mode and pay attention to the internalization of feelings and moods of character while reading a novel.

Appendices

436

67. While explain certain difficult concept to my peers, I used the frames of developing skits and mimes for giving clarifications.

68. Iam utilizing the leisure time for participating in physical activities or inter connecting certain episodes and discourses with difficult learning task.

69. During the instructional transaction process, prefer mostly group discussions and problem solving sessions.

70. The most justifiable or preferable way of internalizing the learning themes is through the mode of self learning.

71. I like do an assigned activity oriented task with the timely assistance of my peers.

72. I usually select appropriate mechanisms for accomplishing the learning task quickly and spontaneously.

73. I learn best when the assigned task has the scope for analytical interpretation,

74. I give almost preference to teachers who are making learning active and exciting.

75. Iam always ready or happy to share the thoroughly learned information to my peers as and when required.

76. While conceptually analyzing the learning task at disposal, am always highlighting the practical relevance of the transmitted facts.

77. Iam deriving perfection amidst learning through sharing the material to someone else.

78. I like to make learning more meaningful through adding fun, hands on experiences and through perplexing situation.

79. Iam giving due prioritization in learning through the provision of life oriented experiences.

80. The descriptions of other people about me as dynamic and creative.

81. When Iam experiencing stressful situations, I would like to cope up the situation through engaging some physical and daring activities.

Appendices

437

82. I tend to become excelling in school work when Iam actually engaging and enjoying in doing something.

83. I like to learn better by using computers and calculators.

84. I learn best through experimenting, going trips and visits.

85. Iam not good at reading or listening based on stipulated directions.

86. When talking to someone else, I have the hardest time handling those who do not show any kind of emotional support.

87. I take notes and doodle, but I rarely go back while learning takes place.

88. When Iam attending a function, one of the things I love to do is enjoy in participating in a creative drama, language games and acrobatics and the like.

89. I often imagine the experiences whenever planning a field trip for explaining a particular aspect related to language learning.

90. I remember best when what was done rather than what was seen or talked about.

Appendices

438

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY, KOTTAYAM.

Learning style inventory (Final Form) Sree vrinda Nair.N & Dr.A.Sudharma

Instruction.

Each individual has his/her own preferences or styles of learning.Given below are some statements which would help you to identify your learning style.Read each statement carefully and tick the appropriate column.The five columns given are, ‘Strongly Disagree’(SD),’Don’t Know’(DK),’ Strongly Agree’(SA),’Disagree’ (DA) and ‘Agree’ (A).Put a tick mark( √ ) in the column which is most suitable for you.

Example.I prefer to assimilate new information in the form of graphic organizers.

Please do not leave out any statement.

Name: Class: Male/Female: School: Date: Sl.No. statements S.A A U.D D.A S.D

1. When I analyzed the learning content which I have gone through yesterday, am most likely to think in terms of pictures or images.

2. I prefer to assimilate new information in the form of graphic organizers

3. To me, the most competent teacher is who diagrammatically represent the content material.

4. W hen I get directions to utilize the unique abilities of me for developing the content material, I prefer a diagrammatic representation of the content.

5. Amidst the process of explaining the content material, I reads maps and charts and draws well and uses language effectively

6. When I need to have an in-depth idea of a specific portion, I like to enrich ideas through a variety of constructive articulation.

√

Appendices

439

7. I prefer the support material which stimulates to clarify the learned content matter through colors, images and designs.

8. I usually prefer to be left alone when reading or studying.

9. I learn best from films, pictures, reading and demonstrations.

10. Whenever Iam directed to perform a new activity, am carefully read the instructions.

11. When I got an opportunity to explain a different task to my peers, I like to write proper instructions.

12. I try to incorporate meaningful pictures, diagrams for listing the key points of the content material.

13. I remember things best by writing notes or keeping printed details or hand outs.

14. Visual experiences are providing everlasting memory for a learned task.

15. When I repeat or revise the learned content for an exam, my pattern of learning is to prepare revision notes and graphics using appropriate colors.

16. While amidst learning, preparing excerpts of documentary and watching films are my preferred tasks.

17. When I initiating interact with a new person, my preferred mode is to conduct conversing programmes.

18. While learning, I like to underline or highlight and demarcate the important parts of the learning material.

19. During the time of learning, I don’t prefer to follow the pattern of learning by dramatization or role playing/creative drama or other listening activities.

20. I need to see the teacher’s facial expression to fully understand the content of a lesson.

21. I would like to assimilate a lot of information from radio programmes.

22. Iam always likes to recollect information by using a checklist.

23. I am always preferred to hear the teacher and possess the capability to interpret it in the organized stanza.

Appendices

440

24. My pattern of studies is highly related to hear and then recite the instruction orally transmitted by the teacher in the classroom.

25. When I recoup the learned factors while prepare for an exam, I used the practice of self talk and talk to other people.

26. I have the capability to interpret the learned factors and transmit it in different versions to my peers until they grasp the main ideas.

27. I learn best while to hear somebody to read, lectures and audio recordings.

28. Without analyzing information logically, am always preferred to follow the timely directions given by teachers.

29. By deliberately listening to the discussions and lectures given by others, I can internalize and conceptualize the learning task.

30. Usually I summarize or outline the learning material verbally so that I can transcribe it in my own words.

31. Whenever Iam directed to perform a new activity, I try to listen to or ask for further clarifications regarding the doubtful areas.

32. When my peers, I try to explain it in a verbal discrimination or explanation.

33. I like to develop an in depth understanding of the specified requirements through discussions.

34. For the timely remembrance of the learned facts, I prefer the content material which are documented in a clear manner.

35. When I am trying to organize a content material meaningfully, I would like to unleash resolution from discussions from the student circles.

36. When I need to have an in-depth idea of a specific pattern, I like to conduct a variety of intellectual approaches with peers

37. I would like to observe the learning situation enjoyable, when the content materials can be demonstrated through study groups.

38. For me, the learning tactics which helps to stimulate for organizing the learned material through read and recite information or write scripts.

39. I take learning highly receptive or a challenge when it is related to the various dimensions of an issue demonstrated through verbalizing than from watching.

Appendices

441

40. I like to explore new ideas from the content material through speaking, questioning, debating and effective expressions of language.

41. Iam always preferring to learn through active participation while completing a learning task.

42. My liking is towards the academic activities like role playing, field trips, visiting museums.

43. After a hectic task performance of learning process, I would like to take short blocks/spurts.

44. Normally the stylistic pattern opted by me is through sharing information with peers.

45. During the time of occasional clarifications of certain conceptualized facts to my peers, I prefer to demonstrate it before them.

46. The usual customary practice of mine is to follow self reading mode and pay attention to the internalization of feelings and moods of character while reading a novel.

47. While explain certain difficult concept to my peers, I used the frames of developing skits and mimes for giving clarifications.

48. Iam utilizing the leisure time for participating in physical activities or inter connecting certain episodes and discourses with difficult learning task.

49. During the instructional transaction process, prefer mostly group discussions and problem solving sessions.

50. I learn best when the assigned task has the scope for analytical interpretation,

51. I give almost preference to teachers who are making learning active and exciting.

52. Iam deriving perfection amidst learning through sharing the material to someone else.

53. Iam giving due prioritization in learning through the provision of life oriented experiences.

54. The descriptions of other people about me as dynamic and creative.

55. I tend to become excelling in school work when Iam actually engaging and enjoying in doing something.

56. I like to learn better by using computers and calculators.

57. Iam not good at reading or listening based on stipulated directions.

Appendices

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58. When Iam attending a function, one of the things I love to do is enjoy in participating in a creative drama, language games and acrobatics and the like.

59. I often imagine the experiences whenever planning a field trip for explaining a particular aspect related to language learning.

60. I remember best when what was done rather than what was seen or talked about.

Appendices

443

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY, KOTTAYAM.

Self Assessment Rubric On Meta Cognitive Awareness

Sreevrinda Nair.N & Dr.A.Sudharma

Instructions

A set of statements have been presented under each component of Meta cognition in decreasing order of proficiency. Read all the statements across the same serial number and put a tick mark (√ ) against the statement, that closely reflects your level of awareness on Meta cognition. Please do not mark more than one statement against the same serial number. The performance levels have also been specified. They are Doesn’t Meet Expectations, Partially Meet Expectations, Meet Expectations and Exceeds Exceptations. Make your responses as objective as possible. Given below is an example of how you should mark your responses.

E.E ME PME DE

1. Iam able to.. 1. Iam able to.. 1. Iam able to.. 1. Iam able to..



A. planning

Levels andweightage

Criteria evaluated

Doesn’t Meet Expectations

(1)

Partially Meet Expectations

( 2)

Meet Expectations

(3)

Exceeds Expectations

(4)

Launching the lesson(introducing learning intention)

Iam unable to introduce the learning intention behind each lesson/unit appropriately

I face difficulties in linking to prior experiences and introduce the learning intention correctly, but try to manage it

To a greater extent Iam able to link backwards and state the intention correctly and can decide what is known about the topic.

I can always activate my background knowledge or prior experiences and make thinking process explicit.

Appendices

444

Setting goals and directed attention. (articulating to goal patterns)

I cannot distinguish the main and sub themes of a topic and unable to set the goals in an efficient manner

I can easily set the learning goals to a greater extent ,but face difficulty in communicate with others

Most of the time I can locate the intentional goals, but cannot systematically decide it in advance.

I can easily specify the underlying goals and purpose of a learning task in a text and can present it effectively so that others can easily follow what I convey.

Organization of time and objectives

Iam very poor in designing the objectives and managing the needed time for fulfilling the objectives

With the help of teachers and friends, Iam able to organize the objectives and needed time effectively.

I can express the objectives neatly, but at times fail to fulfill the objectives in a particular time schedule

I can assign the objectives in a systematic manner and estimate the time frame required to complete the task accordingly

Selecting strategy use

I struggle a lot for selecting an appropriate strategy for fulfilling a learning objective.

By seeking help from teachers, Iam able to become aware of language learning strategies and their practicability in a particular situation

Even though Iam aware of strategies,I fail to incorporate them in a particular learning situation effectively.

Iam always able to select appropriate strategy and able to take necessary steps for language learning.

Setting priorities(sequencing the objectives)

I feel difficulty in setting goals as well as prioritizing them in an effective manner

I can sequence the objectives with the help of teachers and friends

Iam able to set a checklist of what I want to learn and the time needed but often fails to satisfy them in a complete manner

I can efficiently set the objectives in a prioritized manner.

Appendices

445

B. Monitoring Levels and weightage

Criteria evaluated

Doesn’t Meet Exceptations.

(1)

Partially Meet Expectations

(2)

Meet Expectations

(3)


(4)

Synchronization of the embedded activities with selective attention and self talk.

Iam not able to make alterations and keep track of concentration which the learning material demands

Iam not able to reflect the topic and focus on specific aspects of language , unless receiving support from teachers

Though I try to make conscious effort to know about what Iam doing, I fail to make interpretations or explanations about it.

Always reduce anxiety by reminding progress in learning and Iam totally conscious about what is doing while engaging with an activity and able to make anticipatory planning of what should be done next

Periodical review and checking progress in a cooperative learning climate.

always find difficulty in periodical review even if Iam supported with sufficient materials and cooperative learning groups.

Though I try to check my own progress, I fail to review it properly due to lack of practice

On most of the occasions I monitor my own learning by questioning and testing with peers.

In order to check progress in a learning activity, I always make periodical review and reflection with my peers on the learning process, and keep track of what works and what doesn’t work for me.

Testing the effectiveness of the strategy(contextualize the assimilated output/outcomes)

I can understand the result of a strategy use but fail to repeat it with another situation

I try to use different strategies but fail to organize it and compare the effectiveness

I try to check the effectiveness of a particular strategy which I feel suitable for me

Iam always able to select and organize a series of strategies and procedures to fulfill a particular learning goal and recognize the effect of strategy which matches to my own learning style.

Revising and evaluating effectiveness (restructuring and modifying the strategies in action )

I am unable to revise and evaluate the strategy which I had learnt

Even though I cannot evaluate the strategy use, I can locate and communicate the main theme learned through the strategy

Often I try to revise the strategy and identify some obstacles to the fulfillment of the learning goal

I face no difficulty in revising and evaluating the effectiveness of strategy which I had learnt in a new situation

Appendices

446

C. Evaluating

Criteria evaluated

Levels and weightage

Doesn’t Meet Expectations

(1)

Partially Meet

Expectations(2)

Meet Expectations

(3)


(4)

Checking goals and outcomes against the specific criteria of efficiency and effectiveness.

I feel difficulty in checking my goals and learning outcome independently

I am able to check the learning outcome against the specific criteria of efficiency with the help of teachers

I often try to check the outcome and overcome the difficulties through expert assistance

Iam able to recognize the significance of a product which resulted from a learning task and it allows me to determine whether the goal has been reached or not

Peer discussion and participatory engagement.

Iam unable to elaborate the learned strategy independently or with peers

Iam able to understand the privilege of peer discussion, but I need other’s help to make it beneficial

I often try to make peer discussions but sometimes fail to convey my ideas in an effective way.

After completing the entire learning task in order to determine the efficiency of each strategy I utilize peer discussions and their contributions about the strategy use

Evaluating the trends and trustworthiness of strategy used.

Iam unable to evaluate the strategy use and determine to what extent the learning goal has been achieved.

I can express the benefits of the strategy use, but confused with the way to overcome the obstacles which I had encountered

I can easily identify the plus and minus of each strategy

I always measure the entire learning process as well as the strategy use in order to determine the worthiness and effectiveness of the strategy and its contribution to achieve the goal

Treatment of errors

Iam unable to distinguish between the merits and demerits of language learning strategies with regard to their effectiveness in a particular situation

Even though I know the strategies, Iam unsure to predict which is more beneficial for a particular learning context

I can identify the shortcomings and the most useful features of each strategy, but cannot make suitable changes

I can easily detect the limitations of each strategy and choose suitable one for the effective learning of language

Appendices

447

Reflection and summarization

Unless given help, Iam unable to reflect the strategy use and summarize the main theme of a learned topic

If I get adequate help from experts, Iam able to reflect the strategy used and able to make summary of the topic in a sequential manner

Often I use reflection and summarization of a particular strategy and express my opinion in a diary in my own words.

I can make reflections and reactions related to a particular strategy by using reflection sheets and Iam able to apply it in other contexts. I can summarize the positive features of the strategy and Iam able to make possible changes if needed.

Scoring manual A score on Meta cognitive awareness is estimated when the scores obtained on each of the set components of Meta cognitive awareness are added.

Scores on each component is obtained by multiplying the number of ticked responses with the weightages assigned to the various levels of performance

Does not meet expectations-1

Partially meet expectations-2

Meet expectations-3

Exceeds expectations-4

The level of Meta cognitive awareness in percentage can be ascertained using the following formula:

Percentage of weightage score= obtained weightage 100

Maximum score×

Obtained weightage =score of (ticked responses×weightage )

Range of percentage scores and their respective category indicator

Range of score % Category >75% 50%-75% 25%-50% <25%

Exceed expectations Meet expectations Partially meet expectations Does not meet expectations

Appendices

448

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY

ACHIEVEMENT TEST IN MALAYALAM

Sreevrinda Nair.N.& Prof.(Dr.) A.Sudharma

Std VIII Time:1 hrs Marks:50

\n¿t±-i-ßƒ

F√m- tNmZyßƒ°pw DØcw Fgp-XpI.

1. DØcw Fgp-XpI. (4)

Pohn-X-sØ-°p-dn-®p≈ ImgvN-∏mSv ‘I∂n-s°m-bvØv’ F∂ Ihn-X-bn-eqsS

sshtem-∏≈n Bhn-jv°-cn-®n-cn-°p-∂Xv Fß-s\-bmWv?

2. `mjmip≤n hcp-Øp-I. (2)

hb¬ Irjn-∏Wn XpS-ßm-dm-bm¬ _men-bnse Hmtcm Kma-Øn¬ \n∂pw

sNdp-kw-L-ßƒ tLmj-bm-X-bmbn AKpwKv ae-bn-te°v ]pd-s∏-Sp-∂p- v.

3. Xmsg sImSpØn-cn-°p∂ ]´nI DNn-X-amb coXn-bn¬ Iao-I-cn-°p-I. (6)

kmln-Xy-cq]w IrXn I¿Ømhv

IhnX Irjn-°m-c≥ Fw.-Sn.-hm-kp-tZ-h≥ \mb¿

Poh-N-cnXw ss\¬U-bdn sI. kptc-µ≥

t\mh¬ Ihn-bpsS Im¬∏m-Sp-Iƒ XIgn inh-i-¶-c∏n≈

IY Bh-Wn-∏mSw Fkv.-sI. s]ms‰-°mSv

Bfl-IY tSmƒtÃm-bn-bpsS IY H.-F≥.hn

bmXm-hn-h-cWw a™v ]n.-Ip-™n-cm-a≥\m-b¿

hoW-]qhv H.-hn. hnP-b≥

4. teJ\w Xøm-dm-°mw (6)

Irjn-bn-d-°m≥ I¿j-I¿ Xøm-dm-Wv. F∂m¬ \nc-h[n ]iv\-ßƒ

Ah¿°p-- v. Ah ]cn-l-cn-°p-hm≥ kaqlw Xøm-dm-h-Ww. \nßfpsS

kvIqfnse ]cn-ÿnXn ¢_ns‚ B`n-ap-Jy-Øn¬ ]kn-≤o-I-cn-°p∂ Im¿jn-

I-∏-Xn-∏n¬ \¬Ip-hm-\mbn Hcp teJ-\w Xøm-dm-°pI.

Appendices

449

5. IYm-]mX \ncq-]Ww Xøm-dm°mw (6)

‘…. cmXn-bnev ]p©-°-- -Øn¬ aS shbv°mt\m? Irjn-°m-c≥ AXp

sNøptam Ip´o, Rm≥ apSn-t™ms´ F∂mepw sNø-cp-Xm-ØXv sNøp-I-bn--√….’

‘…. Cu hm°p-Iƒ hni-I-e\w sNbvXv ‘Irjn-°m-c≥’ F∂ IY-bnse tIi-

h≥ \mb-cpsS kz`m-h-hp-ambn _‘s∏SpØn IYm-]mX \ncq-]Ww Xøm-dm-

°p-I.

6. IØp Xøm-dm°mw (6)

“ kmh-I-fnse \n›e Pe-Øn¬ \oem-Im-ihpw ]™n-s°- p-Iƒ t]mep≈

taL-ßfpw ]Xn- -en-°p-tºmƒ Ah-bp-f-hm-°p∂ ImgvN Ahn-kva-c-W-ob-

amWv” (_men-Zzo-]v).

CØ-c-Øn¬ Ahn-kva-c-Wo-b-amb bmXm-\p- -h-ßƒ \nßƒ°p-ap-- m-hpw.

B A\p- hw kplr-Øp-ambn ]¶phbv°p-∂-Xn\v Hcp IØp Xøm-dm-°p-I.

7. ]`m-jWw Xøm-dm-°mw (6)

\jvS-s∏- p--sIm-- n-cn-°p∂ Im¿jnI kwkvIm-c-Øns‚ aqeyw Xncn-®-dn-

bm\pw, Im¿jnIhrØnsb BZ-cn-t°-- -Xns‚ Bh-iy-IX hy‡-am-Im\pw

DX-Ip∂ Xc-Øn¬, kvIqƒ Akw-ªn-bn¬ \S-Øphm\mbn Hcp ]`m-jWw

Xøm-dm-°p-I.

8. hne-bn-cp-Ø¬ Xøm-dm-°mw. (6)

‘i_vZn°p∂ Ie∏’, ‘Irjn°m-c≥’ Cu c- p IY-I-fn-sebpw ]tabw

\nßƒ Xncn-®-dn-™n- p-- v. Cu IY-I-fpsS kmay-hy-Xym-k-ß-fpsS

hni-I-e-\-Øn-eqsS kz¥w ImgvN-∏mSv Ah-X-cn-∏n-°p-I.

9. A\p- -h-°p-dn∏v Xøm-dm-°mw. (8)

‘I∂n-s°mbvØn’sebpw ‘Irjn-°m-c-\n’sebpw Im¿jnIkar≤n C∂p ImWm-

≥ Ign-bp-∂pt- m? \ΩpsS IrjnbnSßƒ°v h∂ am‰-ßfpw AhnsS

\nßsf kv]¿in® ImgvN-Ifpw ASn-ÿm-\-am°n Hcp A\p- -h-°p-dn∏p Xøm-

dm-°p-I.

Appendices

450

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY

ACHIEVEMENT TEST IN MALAYALAM

Sreevrinda Nair.N.& Prof.(Dr.) A.Sudharma

Std VIII Time:2 hrs Marks:50

General instructions

a) All questions are compulsory.

b) Read the questions carefully before answering.

1. Answer the following question

How does Vyloppilli manifest his views of life in the poem ‘Kannikkoythu’? (4)

2. Edit the following line, correcting the errors in it.

When agriculture is about to start paddyfield, the people in small groups from each village of Balidweep move to the hill of Agung in Procession. (2)

3. Arrange the following table properly. (6)

Genre Work of Art Author

Poem Krishikkaran M.T.Vasudevan Nair

Biography Nyle Diary K.Surendran

Novel Kaviyude Kalppadukal Thakazhi Sivasankarapillai

Story Aavanippadam S.K.Pottakkadu

Auto biography Tolstoyiyude Katha O.N.V

Travelogue Manje P.Kunjiraman Nair

Veena poovu O.V.Vijayan

4. Draft an Article

The farmers are willing to cultivate the field. But they face so many problems, which should be solved by the timely interference of society. Being aware of this issue, prepare an article for the agricultural magazine published on behalf of the Environmental club in your school. (6)

Appendices

451

5. Critical Review.

‘………………to construct a sluice in paddy field having wet cultivation during night? Does a farmer do it? Let me in hell-However never do it…’

Analyze these words and write a critical review of Kesavan Nair in ‘Krishikkaran’ by relating it with his character. (6)

6. Write a letter.

‘It is unforgettable to see the sky and cloud being reflected in the water pools of ‘Sava’.(Balidweep).

You may also have such unforgettable experiences. Write a letter to your friend describing one of such experiences. (6)

7. Prepare a Speech.

Prepare a speech to be delivered in your school assembly that would highlight the degradation of values with respect to the agricultural sector in the present context and the need for having reverence towards it. (6)

8. Prepare an Appraisal.

You have already learned the theme of ‘Sabdhikkunna Kalappa’ and ‘Krishikkaran’.Compare and contrast these two stories and state your own views based on the analysis. (6)

9. Prepare a Note.

Can you see the abundance of agriculture presented in ‘Kannikkoythu’ and ‘Krishikkaran’ now- a- days? Prepare a note based on the drastic changes happened to our paddy fields and the heart-touching scenes you witnesses there? (8)

Appendices

452

Lesson design on Graphic organizer as a Meta cognitive classroom practice

Name of the Teacher :

Name of the Topic : ‘ARISREE’(Travelogue)

Objectives

Content focus.

a) To make aware that agriculture is a conglomeration of producing food items for a whole community.

b) To create and sensitize an awareness regarding the social responsibility of farmers.

c) To enable them appreciate the stylistic pattern of writing a travelogue and manipulate them in their own way.

Task focus

a) To equip the learner with the needed Meta cognitive strategies for the development of Meta cognitive skills.

b) To enable the learners to visualize the facts, concepts through non linguistic representations.

c) To refines and extends the kind of thinking required to construct the organizers.

d) Enable the learner to convert and compress disjointed information into a structured graphic display

e) To develop in them an exploratory framework for the design of planning and monitoring strategies in order to regulate their self faceted patterns of learning.

Product focus.

a) To capacitate the learners to focus on the learning outcome by formulating appropriate frameworks for self appraisal of the performance.

b) To critically analyze and appreciate the beauty of literary works.

c) To calibrate the students with a network of pictorial representations for enhancing critical and creative thinking capabilities.

Appendices

453

Appendices

454

Appendices

455

Appendices

456

Appendices

457

Lesson design on Self Questioning as a Meta cognitive classroom practice.

Name of the Topic : ‘ARISREE’ (Travelogue)

Objectives:

Content focus.

a) To develop the skill of ‘Self Questioning’ as a pedagogic practice to enrich Meta cognitive awareness among students of Malayalam Language at high school level.

b) To make aware that agriculture is a conglomeration of producing food items for a whole community.

c) To create and sensitize an awareness regarding the social responsibility of farmers.

d) To enable them appreciate the stylistic pattern of writing a travelogue and manipulate them in their own way.

Task focus

a) To instill the students productive thinking capabilities and in built a strengthened base for timely creating self generated questions.

b) To calibrate the students with a network of generated questions for enhancing critical thinking capabilities.

c) To develop in them an exploratory framework for the design of planning and monitoring strategies in order to regulate their self faceted patterns of learning.

Product focus.


b) To equip them to differentiate series of questions and create a thorough understanding about the pattern of framing questions.

c) To critically analyze and appreciate the beauty of literary works.

Appendices

458

Appendices

459

Appendices

460

Appendices

461

Appendices

462

Appendices

463

Appendices

464

Lesson Design on Problem Solving as Meta cognitive classroom practice.

Name of the Teacher :

Name of the Topic : ‘ARISREE’(Travelogue)

Objectives

Content focus.

a) To develop the skill of ‘Problem Solving ‘as a pedagogic practice to enrich Meta cognitive awareness among students of Malayalam Language at high school level.

b) To make aware that agriculture is a conglomeration of producing food items for a whole community.

c) To create and sensitize an awareness regarding the social responsibility of farmers.

d) To enable them appreciate the stylistic pattern of writing a travelogue and manipulate them in their own way.

Task focus

a) To instill the students productive thinking capabilities and problem solving abilities.

b) To calibrate the students with a network of meta cognitive prompts towards developing meta cognitive awareness .

c) To develop in them an exploratory framework for the design of planning and monitoring strategies in order to regulate their self faceted patterns of learning.

Product focus.


b) To critically analyze and appreciate the beauty of literary works.

Appendices

465

Appendices

466

Appendices

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Appendices

468

Appendices

469

Appendices

470

Appendices

471

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY,KOTTAYAM Strategy evaluation proforma (Graphic Organizer).

Name of the student : Name of the institution:

Read the statements carefully and place a tick mark in the place deemed suitable for you.

Response in Percentage

Sl

No. Observations

To

a gr

eate

r ex

tent

T

o so

me

exte

nt

Not

at a

ll

1 This practice has helped me to learn the pictorial ways of constructing and organizing information knowledge

2 It has helped me to convert and compress a lot of seemingly disjointed information into a structured simple to read graphic display.

3 The process of converting a mass of data or information or ideas into a graphic map gives me an increased understanding and insight into the topic at hand.

4 Through this practice, I learned to prioritize the information and able to placed in the pictorial format.

5 The creation of graphic organizers helped me to generate ideas and note my thoughts visually and also make the topic become clearer.

6 It helped me to increase comprehension and learning 7 I have gained confidence in developing an independent

study strategy

8 It is an effective practice for future planning of classroom activities

9 This practice helped me to understand relationships among ideas and become able to see learned information from a new perspective.

10 Cognitive and meta cognitive discussions helped me to expand my knowledge about the content and process in a lively manner.

Appendices

472

SCHOOL OF PEDAGOGICAL SCIENCES MAHATMA GANDHI UNIVERSITY,KOTTAYAM

Strategy evaluation proforma (Self Questioning).

Name of the student Name of the institution



Sl. No.

Observations

To

a gr

eate

r ex

tent

To

som

e ex

tent

Not

at a

ll

1 This practice helped me for actively engaging in the learning process.

2 Through this practice, I have learned to create higher order questions in a skillful manner.

3 It has helped me to stimulate interest in learning, to elicit more participation to structure the discussion towards the learning about learning.

4 I have learned that asking questions play a highly significant role in facilitating classroom interactions between the teachers and students.

5 It enabled me to learn smarter, quicker and deeper

6 It equipped me to be more efficient thinker in every phase of the learning process.

7 It is a privilege for me to understand this practice

8 It served as a form of self checking to assess if the material is understood

9 Developing meta cognitive skills through self questioning will allow me to transfer the gained knowledge into a new situation.

10 Meta cognitive and cognitive discussions enabled me to check the worthiness of the learned classroom practice.

Appendices

473


Strategy evaluation proforma (Problem Solving).

Name of the student Name of the institution



Sl. No:

Observations

To

a gr

eate

r ex

tent

To

som

e

exte

nt

Not

at a

ll

1 This practice encouraged me to interact with my peers and teachers in making meaningful discourses

2 This practice has helped me to formulate and check relevant questions with respect to the task at hand

3 The monitoring practices enabled me to find solutions to my problem during the problem solving session.

4 The say-ask-check prompts made me focus on the selective frameworks towards reaching the completion of the assigned task.

5 The reflection at every stage of the classroom practice empowered me to think about the worthiness of the classroom practice

6 It equipped me to deliver a creative output with regard to the select unit

7 This practice helped me to identify the problems embedded in the topic and think about the diversified solutions about it.

8 The meta cognitive components led me to learn more about the pathways of learning process

9 The self evaluation practices made me confident in assessing my works in a structured manner.

10 The meta cognitive discussions were new to me and it helped me to share my viewpoints with peers and teachers.

Appendices

474


Observational Check list (Graphic Organizer).

Sl No: Sub Components

POO

R

FAIR

GO

OD

able to identify the main concepts.

able to identify the sub concepts incorporated in the main theme.

makes appropriate branching technique to illustrate the main and sub concepts.

1. Arrangement of concepts

able to connect the content meaningfully on a graphic organizer.

uses graphics appropriately

makes the graphics greatly to enhance the topic.

able to make it in a clear, crisp and precise manner.

2. Graphics

draws suitable graphics which aid in comprehension of the selected topic.

makes clear designs. 3. Design

uses color effectively for showing emphasis.

connects linking lines /related terms properly.

uses linking words accurately to describe the relationship between concepts.

4. Links and Linking

lines incorporates their own words when summarizing the information presented in an organizer.

Appendices

475


Observational Checklist (Self Questioning).

Sl.No: Sub Components

POO

R

FAIR

GO

OD

pitches content questions appropriately Elicits knowledge related to the content and concept being studied.

sequence the content questions properly

1. Content Focus.

a logically builds upon previous questions and concepts.

directly relates to one or more objectives/lesson purpose.

maintains attention and interest in the learning process.

participates in class room activities.

2. Purpose.

uses fairly possible simple structure of questioning.

exhibites clarity in posing questions. includes prompts to make responses at the intended level.

3.

Level of questions.

designs higher order questions and uses it effectively.

uses appropriate vocabulary related to eliciting questions .

exhibits precise words and phrases to make the questions clear.

composes questions helpful for thinking and reasoning beyond rote memory .

4. Wording.

creates clear, focused and purposeful questions. able to present high quality questions effectively. redirects and probes the questions effectively. provides wait time to think about answer. give thoughtful answers to peer questions.

5. Presentation

.

exhibits independent level of verbal interaction.

Appendices

476


Observational Checklist (Problem Solving)

Sl.No. Sub Components

POO

R

FAIR

G

OO

D

has clear sense of understanding about the problem.

shows conceptual clarity on the identified problem.

1.

Problem identification

gives an inviting introduction to the problem

sequences sub problems in a structured manner.

synthesizes the themes with specificity.

2. Classification

of theme/sub theme highlights the connection between sub

themes.

has clear concise writing with active language

has persuasive language

gives space for personal opinion

3. Style of writing

able to write in an entertaining manner

gives clear position statement.

able to support position statement with factual information.

shows clear opposing viewpoints. (Rebuttle)

4. Pattern of writing

exhibits a ‘call to action’ towards taking a

decision on the problem.

Appendices

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Collection of Linguistic Discourses

Sl.No. Positive statements

1 Interactive and effective method for building self confidence and

independence in learning

2 Learning becomes interesting and long lasting

3 Provides motivation and encouragement

4 Variety n the learning process

5 Helps in thinking about the patterned processes embedded in

learning

6 Language learning becomes easier and enjoyable

7 Prefer to link this approach to other disciplines

8 Concepts in the lesson become more clear and able to internalize

the complex ideas in a transparent manner

9 Helps in group discussion and exchanging the views of peers in a

fruitful manner

10 Feeling of cooperation boost the learning activities

11 Able to convey the language more productively

Appendices

478

List of experts consulted for the study.

Dr.Vedamoni Manual (late) Prof &Head, Department of Education, Thiruvananthapuram.

Prof. (Dr).Immanuel Thomas, Prof & Head, Department of Psychology, University of Kerala, Kariavattom.

Prof. (Dr) A. Theresa Susan, Prof & Head, Department of Education, Thiruvananthapuram.

Prof. (Dr) P.K.Balachandran Kunji, Principal, AL-Azhar Training College, Thodupuzha.

Dr.Asha O.S, Associate Professor, S.N.M.Training College, Muthakunnam.

Dr.Sunila Thomas, Associate Professor, Titus 2nd Teachers Training College, Thiruvalla.

Mr.G.Bhuvanachandran Pillai, Senior Lecturer, DIET, Thiruvananthapuram.

Dr.V.T.Jalaja Kumari, Asst. Regional Director, IGNOU Regional Centre, Kochin.Kaloor.

….. …..

Documents

APPENDICES - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/25937/18/18_appendices.pdfinformation while learning and develop a methodical approach to many aspects of learning