GURU

SHISHYA

PARAMPARA

BY

VINITA RIKHI

SYNTHETIC VISION

GURU

SHISHYA

PARAMPARA

AND

EDUCATION

SYSTEM

He who is possessed of supreme knowledge by concentration of mind, must have his senses under control, like spirited steeds controlled by a charioteer."

TRADITIONAL AND MODERN EDUCATION

SYSTEM

TRADITIONAL EDUCATION

SYSTEM

MODERN EDUCATIONA

SYSTEM

Wood's

Dispatch

of 1854

laid the

foundation

of present

system of

education

in India.

TEACHER-

STUDENT

RELATIONSHI

P

COGNITIVE, PSYCHOMOTOR AND AFFECTIVE TEACHING-LEARNING

COGNITIVE SKILL

COGNITIVE DOMAIN

Level and MeaningUse these words in written objectives to

describe the associated cognitive level:

Knowledge: The remembering of previously

learned material (recall of facts)

define, distinguish, identify, inquire, label, list,

match, memorize, name, read, recall,

recognize, relate, repeat, record, select

Comprehension: The ability to grasp the

meaning of the knowledge being learned

associate, describe, differentiate, discuss,

explain, extend, generalize, give examples,

illustrate, infer, interpret locate, rearrange,

reorder, restate, rewrite, summarize, transform,

translate

Application: The ability to use learning

materials in a new way

apply, calculate, choose, classify, demonstrate,

develop, generalize, illustrate, operate,

organize, practise, restructure, sketch, solve,

transfer, use

Analysis: The ability to break material down

into its parts so that its organizational structure

may be understood

analyse, categorize, classify, compare,

contrast, deduce, describe, detect, diagram,

discriminate, differentiate, distinguish,

experiment, group, inspect, point out, put into

lists, question, sub-divide, test

Synthesis: The ability to combine previous

experiences with new material to form a whole

new structure

combine, compile, create, design, generate,

integrate, modify, plan, produce, propose, solve

Evaluation: The ability to judge the value of

material for a given purpose

appraise, assess, choose, compare, conclude,

consider, criticize, evaluate, judge, measure,

rate, score, select, support, validate, value

Teaching-

-learning

Learning skills

. Activities oriented teaching-learning

1.Cognitive learning

1. Select a problem (e.g .HOW SOCIO-ECONOMIC DIFFERENCES WERE REFLECTED IN THE RURAL SOCIETY).

2. Discuss problem solving strategies.

3. Introduce the problem to the students.

4. Have students clarify the problem (restate it-possession of cattles, land, artisanal work.

5. Assign students to "stakeholder groups" or roles (e.g. jatis, subjatis, clan etc) to develop solutions or positions.

6. Move students to jigsaw groups comprised of every role (i.e. Rajputs, Ahoms, Sikhs, Jats etc) to try to reach an agreement or a solution to the problem.

7. Debrief

.

Gather two photographs that are likely to lead students to competing descriptions of a(n) person, event, institution, society etc. For example,

•Photograph A (photo of PERSIAN WHEEL= suggests some story •Photograph B (photo OF SPINNING WHEEL= suggests some story

3. Jigsaw: Split the class into halves. Divide students in both halves into small groups and distribute photograph A to some groups and Photograph B to other groups. 4. Have students analyze the photograph and discuss the following in their small groups: What does this photograph suggest about the topic?5. Take students who analyzed photograph A and pair them off with students who analyzed photograph B. Ask each student in the paired group to describe the conclusions they drew from their photograph. If the photographs are well selected, students should arrive at competing conclusions

1.Create a handout and transparency with a three-column chart. Place the letter “K” at the top of column 1, the letter “W” at the top of column 2, and the letter “L” at the top of column 3. Distribute copies of the handout to students. Instead of a transparency you may simply draw the KWL chart on the board.2.Introduce the topic or concept to be studied (e.g.Rajputs).3.The K Part: Ask students to think quietly and independently about the question “What do you already KNOW ABOUT RAJPUTS ?” Tell them to write their responses in column 1 under the letter “K.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). 4.The W Part: Ask students to think quietly and independently on responses to the question “ WHAT ARE SOME THINGS THAT YOU WANT TO LEARN ABOUT RAJPUTS ?” Tell them to write their responses in column 2 under the letter “W.” Then, ask volunteers to share what they already know and record their responses on the transparency (or board). Use all or some of this information to modify the unit that you plan to teach.5.Engage students in the unit of instruction.6.The L Part: Ask students to work quietly and independently on responses to the question “WHAT ARE SOME THINGS THAT YOU LEARNT ABOUT RAJPUTS ?” Tell them to write their responses in column 3 under the letter “L.” Then, ask volunteers to share what they already know and record their responses on the transparency

INNOVATIVE WAYS TO ENHANCE

LEARNING

stone blocks

rock-cut technology

the Vault and the Dome

Use of lime and gypsum

the Trabeatetechnique

Minarets

Forts

ARCHITECTURE