1.2 difference between Educational Management and Educational Administration.pdf
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Topic: 1.2 Difference between Administration & Management ಆಡಳಿತ ಮತ್ತು ನಿರ್ವಹಣೆಯ ನಡುವಿನ ವ್ಯತ್ಯಾಸ 1.Administration is mainly Concerned with policy making and objective setting. ಆಡಳಿತವು ಮುಖ್ಯವಾಗಿ ನೀತಿ ರಚನೆ ಮತ್ತು ವಸ್ತುನಿಷ್ಠತಗೆ ಸಂಬಂಧಿಸಿದೆ. 1.Management is concerned with the implementation of policy determined by the administration. ನಿರ್ವಹಣೆಯು ಆಡಳಿತದಿಂದ ನಿರ್ಧರಿಸಲ್ಪಟ್ಟ ನೀತಿಯ ಅನುಷ್ಠಾನಕ್ಕೆ ಸಂಬಂಧಿಸಿದೆ. 2. These functions are largely of legislative nature. ಈ ಕಾರ್ಯಗಳು ಹೆಚ್ಚಾಗಿ ಶಾಸಕಾಂಗ ಸ್ವರೂಪವನ್ನು ಹೊಂದಿವೆ. 2. These functions are mainly of executive nature. ಈ ಕಾರ್ಯಗಳು ಮುಖ್ಯವಾಗಿ ಕಾರ್ಯನಿರ್ವಾಹಕ ಸ್ವಭಾವವನ್ನು ಹೊಂದಿವೆ. 3. It is a top-level management ಇದು ಉನ್ನತ ಮಟ್ಟದ ನಿರ್ವಹಣೆಯಾಗಿದೆ . It is a lower-level management ಇದು ಕೆಳ ಹಂತದ ನಿರ್ವಹಣೆಯಾಗಿದೆ 4. It needs more administrative and less technical ability ಇದಕ್ಕೆ ಹೆಚ್ಚು ಆಡಳಿತಾತ್ಮಕ ಮತ್ತು ಕಡಿಮೆ ತಾಂತ್ರಿಕ ಸಾಮರ್ಥ್ಯದ ಅಗತ್ಯವಿದೆ 4. It requires more technical and less administrative ability. ಇದಕ್ಕೆ ಹೆಚ್ಚು ತಾಂತ್ರಿಕ ಮತ್ತು ಕಡಿಮೆ ಆಡಳಿತ ಸಾಮರ್ಥ್ಯದ ಅಗತ್ಯವಿದೆ. 5. It is a thinking function. ಇದು ಚಿಂತನೆಯ ಕಾರ್ಯವಾಗಿದೆ. 5. It is a doing function ಇದು ಮಾಡುವ ಕಾರ್ಯವಾಗಿದೆ 6. Art of getting things done through others by directing their efforts towards achievement of predetermined goals ಪೂರ್ವನಿರ್ಧರಿತ ಗುರಿಗಳ ಸಾಧನೆಯತ್ತ ತಮ್ಮ ಪ್ರಯತ್ನಗಳನ್ನು ನಿರ್ದೇಶಿಸುವ ಮತ್ತು ಇತರರ ಮೂಲಕ ಕೆಲಸಗಳನ್ನು ಮಾಡಿಸುವ ಕಲೆ 6. Formulation of broad objectives, plans & policies. ವಿಶಾಲ ಉದ್ದೇಶಗಳು, ಯೋಜನೆಗಳು ಮತ್ತು ನೀತಿಗಳ ರಚನೆ. 7. Decisions within the framework set by the administration ಆಡಳಿತವು ನಿಗದಿಪಡಿಸಿದ ಚೌಕಟ್ಟಿನೊಳಗೆ ನಿರ್ಧಾರಿಸುತ್ತದೆ 7. Major decisions of an enterprise as a whole. ಒಟ್ಟಾರೆಯಾಗಿ ಉದ್ಯಮದ ಪ್ರಮುಖ ನಿರ್ಧಾರಗಲಾಗಿದೆ. 8. Used in business enterprises. ವ್ಯಾಪಾರ ಉದ್ಯಮಗಳಲ್ಲಿ ಬಳಸಲಾಗುತ್ತದೆ. 8. Popular with government, military, educational and religious organizations ಸರ್ಕಾರ, ಮಿಲಿಟರಿ, ಶೈಕ್ಷಣಿಕ ಮತ್ತು ಧಾರ್ಮಿಕ ಸಂಸ್ಥೆಗಳಲ್ಲಿ ಜನಪ್ರಿಯವಾಗಿದೆ 9. Decisions are influenced by the values, opinions, beliefs and decisions of the managers. ನಿರ್ವಾಹಕರ ಮೌಲ್ಯಗಳು, ಅಭಿಪ್ರಾಯಗಳು, ನಂಬಿಕೆಗಳು ಮತ್ತು ನಿರ್ಧಾರಗಳಿಂದ ಪ್ರಭಾವಿತವಾಗಿರುತ್ತದೆ. 9. Influenced by public opinion, government policies, customs etc ಸಾರ್ವಜನಿಕ ಅಭಿಪ್ರಾಯ, ಸರ್ಕಾರದ ನೀತಿಗಳು, ಪದ್ಧತಿಗಳು ಇತ್ಯಾದಿಗಳಿಂದ ಪ್ರಭಾವಿತವಾಗಿದೆ 10. Motivating and controlling ಪ್ರೇರೇಪಿಸುವುದು ಮತ್ತು ನಿಯಂತ್ರಿಸುವುದು 10. Planning and organizing ಯೋಜನೆ ಮತ್ತು ಸಂಘಟನೆ 11. Handles the employees. ಉದ್ಯೋಗಿಗಳನ್ನು ನಿಭಾಯಿಸುತ್ತದೆ. 11. Handles the business aspects such as finance ಹಣಕಾಸಿನಂತಹ ವ್ಯವಹಾರದ ಅಂಶಗಳನ್ನು ನಿಭಾಯಿಸುತ್ತದೆ. Thank You
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1.1 Concept & Importance of Organization, Administration & Management.pdf
1.1 Concept & Importance of Organisation, Administration & Management
Meaning of Educational organisation/
ಶೈಕ್ಷಣಿಕ ಸಂಸ್ಥೆಯ ಅರ್ಥ
Educational / school organization means looking after the internal and external affairs of the school, the proper use of the recourses available and taking proper cared of the resources so that teaching and learning can take place in a better way.
ಶೈಕ್ಷಣಿಕ / ಶಾಲಾ ಸಂಘಟನೆ ಎಂದರೆ ಶಾಲೆಯ ಆಂತರಿಕ ಮತ್ತು ಬಾಹ್ಯ ವ್ಯವಹಾರಗಳನ್ನು ನೋಡಿಕೊಳ್ಳುವುದು, ಲಭ್ಯವಿರುವ ಸಂಪನ್ಮೂಲಗಳ ಸರಿಯಾದ ಬಳಕೆ ಮತ್ತು ಸಂಪನ್ಮೂಲಗಳ ಸರಿಯಾದ ಕಾಳಜಿಯನ್ನು ತೆಗೆದುಕೊಳ್ಳುವುದರಿಂದ ಬೋಧನೆ ಮತ್ತು ಕಲಿಕೆಯು ಉತ್ತಮ ರೀತಿಯಲ್ಲಿ ನಡೆಯುತ್ತದೆ.
Educational / school organisation mean the act of organising all avail- able physical and human resources in an organised manner to attain the objectives of education.
ಶೈಕ್ಷಣಿಕ / ಶಾಲಾ ಸಂಘಟನೆ ಎಂದರೆ ಶಿಕ್ಷಣದ ಉದ್ದೇಶಗಳನ್ನು ಸಾಧಿಸಲು ಎಲ್ಲಾ ಲಭ್ಯವಿರುವ ಭೌತಿಕ ಮತ್ತು ಮಾನವ ಸಂಪನ್ಮೂಲಗಳನ್ನು ಸಂಘಟಿತ ರೀತಿಯಲ್ಲಿ ಸಂಘಟಿಸುವ ಕ್ರಿಯೆ.
The school organization is about the actual organization of resources, events, personnel of a school.
ಶಾಲೆಯ ಸಂಸ್ಥೆಯು ಸಹಜವಾಗಿ ಸಂಪನ್ಮೂಲಗಳು, ಘಟನೆಗಳು, ಶಾಲೆಯ ಸಿಬ್ಬಂದಿಗಳ ಸಂಘಟನೆಯಾಗಿದೆ.
school organization means/ ಶಾಲಾ ಸಂಘಟನೆ ಎಂದರೆ
Organization of different types of activities of a school
ಶಾಲೆಯ ವಿವಿಧ ರೀತಿಯ ಚಟುವಟಿಕೆಗಳ ಸಂಘಟನೆ
Organization of Material resources of a school
ಶಾಲೆಯ ವಸ್ತು ಸಂಪನ್ಮೂಲಗಳ ಸಂಘಟನೆ
Organization of a school personnel
ಶಾಲಾ ಸಿಬ್ಬಂದಿಯ ಸಂಘಟನೆ
Organization of Ideas and Principles into school system which includes building relationships, creating conducive climate for work at the school etc.
ಸಂಬಂಧಗಳನ್ನು ನಿರ್ಮಿಸುವುದು, ಶಾಲೆಯಲ್ಲಿ ಕೆಲಸ ಮಾಡಲು ಅನುಕೂಲಕರ ವಾತಾವರಣವನ್ನು ಸೃಷ್ಟಿಸುವುದು ಇತ್ಯಾದಿಗಳನ್ನು ಒಳಗೊಂಡಿರುವ ಶಾಲಾ ವ್ಯವಸ್ಥೆಯಲ್ಲಿ ಕಲ್ಪನೆಗಳು ಮತ್ತು ತತ್ವಗಳ ಸಂಘಟನೆ.
Importance of school organization/
ಶಾಲೆಯ ಸಂಘಟನೆಯ ಪ್ರಾಮುಖ್ಯತೆ
Importance of school organization is very vast. It includes; efficiency of the institution, securing benefits of the school through practical measures, clarification of the functions of the school, coordination of the educational programs, sound educational planning, good direction, efficient and systematic execution.
ಶಾಲೆಯ ಸಂಘಟನೆಯ ಪ್ರಾಮುಖ್ಯತೆ ತುಂಬಾ ದೊಡ್ಡದಾಗಿದೆ. ಸಂಸ್ಥೆಯ ದಕ್ಷತೆ, ಪ್ರಾಯೋಗಿಕ ಕ್ರಮಗಳ ಮೂಲಕ ಶಾಲೆಯ ಪ್ರಯೋಜನಗಳನ್ನು ಭದ್ರಪಡಿಸುವುದು, ಶಾಲೆಯ ಕಾರ್ಯಗಳ ಸ್ಪಷ್ಟೀಕರಣ, ಶೈಕ್ಷಣಿಕ ಕಾರ್ಯಕ್ರಮಗಳ ಸಮನ್ವಯ, ಉತ್ತಮ ಶೈಕ್ಷಣಿಕ ಯೋಜನೆ, ಉತ್ತಮ ನಿರ್ದೇಶನ, ಸಮರ್ಥ ಮತ್ತು ವ್ಯವಸ್ಥಿತ ಕಾರ್ಯಗತಗೊಳಿಸುವಿಕೆಯನ್ನು ಇದು ಒಳಗೊಂಡಿದೆ.
It provides close collaboration and sense of sharing responsibilities, organized purpose and dynamic approach.
ಇದು ನಿಕಟ ಸಹಯೋಗ ಮತ್ತು ಹಂಚಿಕೆಯ ಜವಾಬ್ದಾರಿಗಳನ್ನು, ಸಂಘಟಿತ ಉದ್ದೇಶ ಮತ್ತು ಕ್ರಿಯಾತ್ಮಕ ವಿಧಾನವನ್ನು ಒದಗಿಸುತ್ತದೆ.
Meaning of Educational Administration/
ಶೈಕ್ಷಣಿಕ ಆಡಳಿತದ ಅರ್ಥ
Educational Administration is regarded as the process of integrating the appropriate human and material resources that are made available and made effective for achieving the purposes of a programme of an educational institution.
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Recommandé
1.1 Concept & Importance of Organization, Administration & Management.pdf
1.1 Concept & Importance of Organisation, Administration & Management
Meaning of Educational organisation/
ಶೈಕ್ಷಣಿಕ ಸಂಸ್ಥೆಯ ಅರ್ಥ
Educational / school organization means looking after the internal and external affairs of the school, the proper use of the recourses available and taking proper cared of the resources so that teaching and learning can take place in a better way.
ಶೈಕ್ಷಣಿಕ / ಶಾಲಾ ಸಂಘಟನೆ ಎಂದರೆ ಶಾಲೆಯ ಆಂತರಿಕ ಮತ್ತು ಬಾಹ್ಯ ವ್ಯವಹಾರಗಳನ್ನು ನೋಡಿಕೊಳ್ಳುವುದು, ಲಭ್ಯವಿರುವ ಸಂಪನ್ಮೂಲಗಳ ಸರಿಯಾದ ಬಳಕೆ ಮತ್ತು ಸಂಪನ್ಮೂಲಗಳ ಸರಿಯಾದ ಕಾಳಜಿಯನ್ನು ತೆಗೆದುಕೊಳ್ಳುವುದರಿಂದ ಬೋಧನೆ ಮತ್ತು ಕಲಿಕೆಯು ಉತ್ತಮ ರೀತಿಯಲ್ಲಿ ನಡೆಯುತ್ತದೆ.
Educational / school organisation mean the act of organising all avail- able physical and human resources in an organised manner to attain the objectives of education.
ಶೈಕ್ಷಣಿಕ / ಶಾಲಾ ಸಂಘಟನೆ ಎಂದರೆ ಶಿಕ್ಷಣದ ಉದ್ದೇಶಗಳನ್ನು ಸಾಧಿಸಲು ಎಲ್ಲಾ ಲಭ್ಯವಿರುವ ಭೌತಿಕ ಮತ್ತು ಮಾನವ ಸಂಪನ್ಮೂಲಗಳನ್ನು ಸಂಘಟಿತ ರೀತಿಯಲ್ಲಿ ಸಂಘಟಿಸುವ ಕ್ರಿಯೆ.
The school organization is about the actual organization of resources, events, personnel of a school.
ಶಾಲೆಯ ಸಂಸ್ಥೆಯು ಸಹಜವಾಗಿ ಸಂಪನ್ಮೂಲಗಳು, ಘಟನೆಗಳು, ಶಾಲೆಯ ಸಿಬ್ಬಂದಿಗಳ ಸಂಘಟನೆಯಾಗಿದೆ.
school organization means/ ಶಾಲಾ ಸಂಘಟನೆ ಎಂದರೆ
Organization of different types of activities of a school
ಶಾಲೆಯ ವಿವಿಧ ರೀತಿಯ ಚಟುವಟಿಕೆಗಳ ಸಂಘಟನೆ
Organization of Material resources of a school
ಶಾಲೆಯ ವಸ್ತು ಸಂಪನ್ಮೂಲಗಳ ಸಂಘಟನೆ
Organization of a school personnel
ಶಾಲಾ ಸಿಬ್ಬಂದಿಯ ಸಂಘಟನೆ
Organization of Ideas and Principles into school system which includes building relationships, creating conducive climate for work at the school etc.
ಸಂಬಂಧಗಳನ್ನು ನಿರ್ಮಿಸುವುದು, ಶಾಲೆಯಲ್ಲಿ ಕೆಲಸ ಮಾಡಲು ಅನುಕೂಲಕರ ವಾತಾವರಣವನ್ನು ಸೃಷ್ಟಿಸುವುದು ಇತ್ಯಾದಿಗಳನ್ನು ಒಳಗೊಂಡಿರುವ ಶಾಲಾ ವ್ಯವಸ್ಥೆಯಲ್ಲಿ ಕಲ್ಪನೆಗಳು ಮತ್ತು ತತ್ವಗಳ ಸಂಘಟನೆ.
Importance of school organization/
ಶಾಲೆಯ ಸಂಘಟನೆಯ ಪ್ರಾಮುಖ್ಯತೆ
Importance of school organization is very vast. It includes; efficiency of the institution, securing benefits of the school through practical measures, clarification of the functions of the school, coordination of the educational programs, sound educational planning, good direction, efficient and systematic execution.
ಶಾಲೆಯ ಸಂಘಟನೆಯ ಪ್ರಾಮುಖ್ಯತೆ ತುಂಬಾ ದೊಡ್ಡದಾಗಿದೆ. ಸಂಸ್ಥೆಯ ದಕ್ಷತೆ, ಪ್ರಾಯೋಗಿಕ ಕ್ರಮಗಳ ಮೂಲಕ ಶಾಲೆಯ ಪ್ರಯೋಜನಗಳನ್ನು ಭದ್ರಪಡಿಸುವುದು, ಶಾಲೆಯ ಕಾರ್ಯಗಳ ಸ್ಪಷ್ಟೀಕರಣ, ಶೈಕ್ಷಣಿಕ ಕಾರ್ಯಕ್ರಮಗಳ ಸಮನ್ವಯ, ಉತ್ತಮ ಶೈಕ್ಷಣಿಕ ಯೋಜನೆ, ಉತ್ತಮ ನಿರ್ದೇಶನ, ಸಮರ್ಥ ಮತ್ತು ವ್ಯವಸ್ಥಿತ ಕಾರ್ಯಗತಗೊಳಿಸುವಿಕೆಯನ್ನು ಇದು ಒಳಗೊಂಡಿದೆ.
It provides close collaboration and sense of sharing responsibilities, organized purpose and dynamic approach.
ಇದು ನಿಕಟ ಸಹಯೋಗ ಮತ್ತು ಹಂಚಿಕೆಯ ಜವಾಬ್ದಾರಿಗಳನ್ನು, ಸಂಘಟಿತ ಉದ್ದೇಶ ಮತ್ತು ಕ್ರಿಯಾತ್ಮಕ ವಿಧಾನವನ್ನು ಒದಗಿಸುತ್ತದೆ.
Meaning of Educational Administration/
ಶೈಕ್ಷಣಿಕ ಆಡಳಿತದ ಅರ್ಥ
Educational Administration is regarded as the process of integrating the appropriate human and material resources that are made available and made effective for achieving the purposes of a programme of an educational institution.
ಶೈಕ್ಷಣಿಕ ಆಡಳಿತವು ಸೂಕ್ತವಾದ ಮಾನವ ಮತ್ತು ಭೌತಿಕ ಸಂಪನ್ಮೂಲಗಳನ್ನು ಸಂಯೋಜಿಸುವ ಪ್ರಕ್ರಿಯೆ ಎಂದು ಪರಿಗಣಿಸಲಾಗಿದೆ, ಅದು ಶೈಕ್ಷಣಿಕ ಸಂಸ್ಥೆಯ ಕಾರ್ಯಕ್ರಮದ ಉದ್ದೇಶಗಳನ್ನು ಸಾಧಿಸಲು
Universalization of secondary education
This document discusses the concept, importance, and historical context of universal secondary education in India. It outlines goals for ensuring universal access and retention in secondary education by certain benchmarks like 2015, 2020, and 2020. The logic for pursuing universal secondary education includes extending primary education, breaking intergenerational poverty, developing humanities/values, and enabling higher education and vocational training. Key recommendations include following principles of universal access, equality, relevance and development, as well as decentralized planning, qualified teachers, and allocating over 5% of GDP to secondary and elementary education. Problems to overcome include access, equity, gender inequality, quality, poverty, and early marriage, while solutions center on universalizing access and ensuring equity, equality, development of
Common School System
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
Understanding Disciplines
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Group Controlled Instruction
This document discusses Group Controlled Instruction (GCI) which organizes instructional activities in groups where students interact with each other. It describes the importance of GCI in developing skills like critical thinking and cooperation. There are two main types of GCI: Group Interactive Sessions (GIS) which involve intellectual discussion of topics; and Group Activities involving teamwork. The document outlines the steps to conducting effective GIS, including assigning roles, preparing students, and providing structured discussion and feedback. It also discusses other cooperative learning methods like group investigations and projects that allow students to work together to solve problems or create finished products.
Hardware, software and systems approach to educational
The document discusses three approaches to educational technology: hardware, software, and systems.
The hardware approach focuses on developing electro-mechanical equipment like films and computers to mechanize the teaching process. The software approach uses principles of psychology for behavior modification through programs and materials. The systems approach views education as an interacting system and focuses on specific objectives, appropriate media, learner characteristics, and continuous evaluation.
Concept of integrated education
The document discusses the concepts of mainstream education, special education, integrated education, and inclusive education. It defines each concept and compares the differences between integrated education and inclusive education. Integrated education aims to educate some special needs children alongside regular students with some support, while inclusive education aims to educate all children who have been excluded from education by providing special infrastructure, curriculum, and trained staff to meet their diverse needs. The key difference is that inclusive education has a broader scope of including all excluded students, while integrated education may have its own criteria for which students to include.
Hardware software approach of Educational Technology
This document discusses the hardware and software approaches to educational technology. The hardware approach uses electro-mechanical equipment for instructional purposes and includes technologies like radios, TVs, and film projectors. The software approach, also called management technology, is based on behavioral sciences and psychology of learning and produces programmed learning materials and teaching strategies. Key differences are that hardware has its origins in physical sciences while software stems from behavioral sciences, and hardware provides direct services while software helps produce materials. Both approaches individualize instruction, use multimedia, manage education efficiently, and fulfill expectations of distance learning.
ROLE OF NCTE IN TEACHER EDUCATION
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
Educational management structure & roles at different levels by Dr R N Lenka ...
Educational Management Structure and Functions at Different Levels-National Level-Structure & Role of MHRD (MoE) in India.
Management is an art as well as Science. It is the systematic process of planning, organising, implementing, controlling and evaluating the systematic functioning for implementation of diverse programmes leading to the achievement of the organisational/institutional goals/objectives. Here is a presentation on Educational Management at Different Levels especially the Role & Functions of MHRD(MoE) at the national level.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Life Oriented Curriculum And Interdisciplinary Curriculum
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
Emergence and development of knowledge, subject and Curriculum in Social ,Pol...
Emergence and development of knowledge, subject and Curriculum in Social ,Pol...Thiagarajar College of Preceptors (Aided)
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed TraineesUnit I John Dewey- Curriculum
The document discusses John Dewey's ideas about disciplinary knowledge and curriculum. It states that Dewey rejected a curriculum-centered view of education and emphasized immediate aims over fixed goals. He believed education should be a process of living, not preparation for life. Dewey advocated for an experiential, hands-on approach to learning and saw schools as places to learn how to think and live cooperatively. He conceptualized the teacher's role as a facilitator and the curriculum as integrated and child-centered rather than fixed.
Concept of learning design
This document discusses learning design, including its concept, types, steps, and qualities. Learning design refers to the sequence of activities and interactions that comprise a student's learning experience. There are several types of learning design models described, including ADDIE, Gagne's Nine Events of Instruction, and ASSURE. The learning design process typically involves 8 steps: introducing the topic, presenting objectives and materials, demonstrating performance, providing practice, giving feedback, assessing performance, and providing reviews and summaries. Good learning design is learner-centric, detailed, passionate about learning, creative, analytical, communicative, technology-savvy, and open-minded.
National curriculum framework(2005)
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Rusa
The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
Introduction to ncert
(NCERT) is an autonomous organization set up in 1961 by the Government of India. This PPT gives more information about NCERT.
Universalization of Secondary Education in India
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Language policy pre and post independent India
1) India has immense linguistic diversity with over 1600 languages spoken, though many are spoken by small groups. The 1971 Census found 281 languages spoken by over 5,000 people each.
2) Historically, languages like Sanskrit, Pali, Persian, and English influenced India under different rulers. Post-independence, several commissions recommended policies like using the mother tongue as the medium of instruction and establishing the three-language formula.
3) The Indian Constitution designates Hindi as the official language but allows English to be used for official purposes. It also requires states to promote the mother tongue and Hindi. The three-language formula incorporates the mother tongue, Hindi, and English or another modern Indian language.
Continuous and Comprehensive Assessment (CCA)
The document discusses continuous and comprehensive assessment. It notes that continuous assessment aims for continuity in evaluation, while comprehensive assessment focuses on broadly assessing learning outcomes and behaviors. The objectives of continuous and comprehensive assessment are to make evaluation an integral part of teaching and learning, use assessment data to improve strategies, focus on student learning and environment, and help develop cognitive, psychomotor and affective skills.
National council for teacher education
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathi
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
Personalized System of Instruction(PSI)Keller plan
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
Problems and challenges in secondary education
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
Philosophy of education b.ed level
This document discusses different philosophies of education including idealism, realism, and pragmatism. Idealism views reality as spiritual rather than physical, and sees the goal of education as developing students' spiritual nature and moral character. Realism believes that reality exists independently of the mind and can be understood through the senses and scientific inquiry. Pragmatism sees education as a means to solve problems and views truth as determined by what works best in a given situation. The document provides details on how these philosophies influence aims, curriculum, teaching methods, and the role of the teacher in education.
National Council of Teacher Education (NCTE).pptx
The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
Internship Orientation Programme for 3rd Sem B.Ed
1) Student teachers at Kumadvathi College of Education will complete a total of 20 weeks of internship over 4 semesters, including 2 weeks of pre-internship in semesters 1 and 2, 6 weeks of internship in semester 3, and 10 weeks in semester 4 split between two schools.
2) The distribution of marks and activities for the semester 3 internship engagement with field and internship has been modified.
3) As per UGC guidelines, students must maintain a minimum of 80% attendance in theory and practicum courses and 90% attendance in internship courses to be eligible to take exams and complete the Bachelor of Education program.
TET & CTET Language Syllabus (Kannada).pdf
ಶಿಕ್ಷಕರ ರ್ಹತಾ ಪರೀಕ್ಷೆಯ ಪಠ್ಯವಸ್ತು
ಪ್ರಥಮ ಭಾಷೆ - ಕನ್ನಡ
ಭಾಷೆ-೧ ಕನ್ನಡ ೩೦ ಪ್ರಶ್ನೆಗಳು
ಒಳಗೊಂಡಿರುವ ಪಠ್ಯದ ವಿಷಯಾಂಶಗಳು
a)Language Comprehension (ಭಾಷಾ ತಿಳಿದುಕೊಳ್ಳುವಿಕೆ, ಗ್ರಹಿಕೆ (ಕಾಂಪ್ರಿಯೆನ್ಷನ್) - ೧೫ ಪ್ರಶ್ನೆಗಳು)
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
ಗೊತ್ತಿರದ ಗದ್ಯವನ್ನು ಓದುವುದು – ಒಂದು ಗದ್ಯ ಅಥವಾ ನಾಟಕ ಮತ್ತು ಒಂದು ಕವಿತೆ ಇದರ ಮೇಲೆ ಗ್ರಹಿಕೆಯ ನಿರ್ಣಯ, ವ್ಯಾಕರಣ ಮತ್ತು ಮೌಖಿಕ ಸಾಮರ್ಥ್ಯದ ಕುರಿತು ಪ್ರಶ್ನೆಗಳಿರುತ್ತವೆ. (ಗದ್ಯ ಸ್ವರೂಪದ ಸಾಹಿತ್ಯ, ವೈಜ್ಞಾನಿಕ, ನಿರೂಪಣಾತ್ಮಕ ಅಥವಾ ಅರ್ಥವಾಗುವ ಪ್ರಬಂಧದ ಮೇಲೆ ಪ್ರಶ್ನೆಗಳು)
b)Pedagogy of Language Development ಭಾಷಾ ಅಭಿವೃದ್ದಿಯ ಬೋಧನಾಶಾಸ್ತç (ಪೆಡಗಾಜಿ) - ೧೫ ಪ್ರಶ್ನೆಗಳು
Learning and acquisition / ಕಲಿಕೆ ಮತ್ತು ಸ್ವಾಧೀನ (ಸ್ವಾಮಿತ್ವ)
ಭಾಷಾ ಕಲಿಕೆ – ಅಕ್ಷರ (ವರ್ಣಮಾಲೆ, ಕಾಗುಣಿತ)
ಪದ, ವಾಕ್ಯ, ಪದಗಳ ಅರ್ಥ,
ವಿರುದ್ದ ಪದ, ಸಮಾನಾರ್ಥಕ ಪದ,
ನಾನಾರ್ಥದ ಪದಗಳು
ನುಡಿಗಟ್ಟು ಮತ್ತು ಗಾದೆಮಾತುಗಳು.
Principles of language Teaching /
ಭಾಷೆ ಬೋಧನೆ ತತ್ವಗಳು
The Seven Principles: ಪ್ರಮುಖ ಏಳು ತತ್ವಗಳು
1.Encourage contact between students and faculty.
ಶಿಕ್ಷಕರು ಮತ್ತು ವಿದ್ಯಾರ್ಥಿಗಳ ನಡುವೆ ಉತ್ತಮ ಸಂವಹನಕ್ಕೆ ಪ್ರೋತ್ಸಾಹಿಸುವುದು
2.Develop reciprocity and cooperation among students.
ವಿದ್ಯಾರ್ಥಿಗಳಲ್ಲಿ ಪರಸ್ಪರ ಸಹಸಂಬoಧ ಮತ್ತು ಸಹಕಾರವನ್ನು ಬೆಳೆಸುವುದು.
3.Encourage active learning.
ಕ್ರಿಯಾತ್ಮಕ ಕಲಿಕೆಗೆ ಪ್ರೋತ್ಸಾಹಿಸುವುದು.
4.Give prompt feedback.
ತತಕ್ಷಣದ ಪ್ರತಿಕ್ರಿಯೆ ನೀಡುವುದು
5.Emphasize time on task.
ಸಮಯಕ್ಕೆ ಸರಿಯಾಗಿ ಕಾರ್ಯವೆಸಗುವುದು
6.Communicate high expectations.
ಉನ್ನತ ಮಟ್ಟದ ನಿರೀಕ್ಷೆಗೆ ಸಂವಹನ ಸಾಧಿಸುವುದು
7.Respect diverse talents and ways of learning.
ವೈವಿದ್ಯಮಯ ಪ್ರತಿಭೆ ಮತ್ತು ಕಲಿಕಾ ವೇಗಕ್ಕೆ ಗೌರವಿಸುವುದು.
Role of listening and speaking; function of language and how children use it as a tool /
ಆಲಿಸುವಿಕೆ ಮತ್ತು ಮಾತನಾಡುವ ಪಾತ್ರ; ಭಾಷೆಯ ಕಾರ್ಯ ಮತ್ತು ಮಕ್ಕಳು ಇದನ್ನು ಹೇಗೆ ಒಂದು ಸಾಧನವಾಗಿ ಬಳಸುವರು. :
ಆಲಿಸುವ ಕೌಶಲದ ಅರ್ಥ,
ಮಹತ್ವ,
ದೋಷಗಳು ಮತ್ತು
ದೋಷ ನಿವಾರಣ ಕ್ರಮಗಳು.
ಮಾತುಗಾರಿಕೆ ಕೌಶಲದ ಅರ್ಥ
ಮಹತ್ವ
ದೋಷಗಳು
ದೋಷ ನಿವಾರಣಾ ಕ್ರಮಗಳು
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form. Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders /
ವ್ಯಾಕರಣದ ಪಾತ್ರ - ಭಾಷೆ ಕಲಿಕೆ ಅಭಿವ್ಯಕ್ತಿ ಮತ್ತು ಲಿಖಿತ ರೂಪಗಳಲ್ಲಿ ವೈವಿದ್ಯಮಯ ತರಗತಿಯ ಭಾಷಾ ಬೋಧನೆಯ ಸವಾಲುಗಳು; ಭಾಷೆಯ ತೊಂದರೆಗಳು, ಮತ್ತು ದೋಷಗಳು.
ವ್ಯಾಕರಣದ ಪರಿಕಲ್ಪನೆಗಳು:
ಸಂಧಿ ಪದಗಳು
ಸಮಾಸ ಪದಗಳು
ವಿಭಕ್ತಿ ಪ್ರತ್ತಯ
ತತ್ಸಮ-ತದ್ಭವ
ಕ್ರಿಯಾಪದ
ವಸ್ತುವಾಚಕಗಳು
ಕರ್ತರಿ ಕರ್ಮಣಿ ಪ್ರಯೋಗ
ದೇಶಿಯ ಮತ್ತು ಅನ್ಯದೇಶಿಯ ಪದಗಳು,
ಅವ್ಯಯಗಳು ಇತ್ಯಾದಿ
Language Skills / ಭಾಷಾ ನೈಪುಣ್ಯತೆ / ಕೌಶಲಗಳು
Evaluating language comprehension and proficiency: listening, speaking, reading and writing/
ಭಾಷೆಯ ಗ್ರಹಿಕೆ ಮತ್ತು ಕುಶಲತೆಯ ಮೌಲ್ಯಮಾಪನ: ಕೇಳುವ, ಮಾತನಾಡುವ, ಓದುವ ಮತ್ತು ಬರೆಯುವ.
ಆಲಿಸುವ ಕೌಶಲ,
ಮಾತನಾಡುವ ಕೌಶಲ,
ಓದುಗಾರಿಕೆ ಕೌಶಲ ಮತ್ತು ಬರವಣಿಗೆಯ ಕೌಶಲಗಳ ಪೂರ್ಣ ಮಾಹಿತಿ ತಿಳಿಯುವುದು.
Teaching- learning materials: Textbook, multi media materials, multilingual resource of the classroom / ಪಾಠೋಪಕರಣ ಸಾಮಗ್ರಿಗಳು: ಪಠ್ಯಪುಸ್ತಕ, ಬಹು ಮಾಧ್ಯಮ ವಸ್ತುಗಳು, ತರಗತಿಯ ಬಹುಭಾಷಾ ಸಂಪನ್ಮೂಲಗಳು :
ಭಾವಚಿತ್ರಗಳು, ಚಿತ್ರಪಟಗಳು,
ಮಿಂಚುಪಟ್ಟಿಗಳು, ತೂಗುಪಟಗಳು,
ಆಡಿಯೋ, ವಿಡಿಯೋ,
Contenu connexe
Tendances
ROLE OF NCTE IN TEACHER EDUCATION
The National Council for Teacher Education (NCTE) was established in 1995 through an act of parliament to regulate and maintain standards for teacher education in India. It sets norms and standards for teacher education institutions and qualifications for teacher educators. However, lack of monitoring resources limits its ability to ensure compliance. The document outlines NCTE's role in curriculum development, regulation of teacher education institutions and programs, and maintaining quality standards.
Educational management structure & roles at different levels by Dr R N Lenka ...
Educational Management Structure and Functions at Different Levels-National Level-Structure & Role of MHRD (MoE) in India.
Management is an art as well as Science. It is the systematic process of planning, organising, implementing, controlling and evaluating the systematic functioning for implementation of diverse programmes leading to the achievement of the organisational/institutional goals/objectives. Here is a presentation on Educational Management at Different Levels especially the Role & Functions of MHRD(MoE) at the national level.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Life Oriented Curriculum And Interdisciplinary Curriculum
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
Emergence and development of knowledge, subject and Curriculum in Social ,Pol...
Emergence and development of knowledge, subject and Curriculum in Social ,Pol...Thiagarajar College of Preceptors (Aided)
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed TraineesUnit I John Dewey- Curriculum
The document discusses John Dewey's ideas about disciplinary knowledge and curriculum. It states that Dewey rejected a curriculum-centered view of education and emphasized immediate aims over fixed goals. He believed education should be a process of living, not preparation for life. Dewey advocated for an experiential, hands-on approach to learning and saw schools as places to learn how to think and live cooperatively. He conceptualized the teacher's role as a facilitator and the curriculum as integrated and child-centered rather than fixed.
Concept of learning design
This document discusses learning design, including its concept, types, steps, and qualities. Learning design refers to the sequence of activities and interactions that comprise a student's learning experience. There are several types of learning design models described, including ADDIE, Gagne's Nine Events of Instruction, and ASSURE. The learning design process typically involves 8 steps: introducing the topic, presenting objectives and materials, demonstrating performance, providing practice, giving feedback, assessing performance, and providing reviews and summaries. Good learning design is learner-centric, detailed, passionate about learning, creative, analytical, communicative, technology-savvy, and open-minded.
National curriculum framework(2005)
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Rusa
The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
Introduction to ncert
(NCERT) is an autonomous organization set up in 1961 by the Government of India. This PPT gives more information about NCERT.
Universalization of Secondary Education in India
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Language policy pre and post independent India
1) India has immense linguistic diversity with over 1600 languages spoken, though many are spoken by small groups. The 1971 Census found 281 languages spoken by over 5,000 people each.
2) Historically, languages like Sanskrit, Pali, Persian, and English influenced India under different rulers. Post-independence, several commissions recommended policies like using the mother tongue as the medium of instruction and establishing the three-language formula.
3) The Indian Constitution designates Hindi as the official language but allows English to be used for official purposes. It also requires states to promote the mother tongue and Hindi. The three-language formula incorporates the mother tongue, Hindi, and English or another modern Indian language.
Continuous and Comprehensive Assessment (CCA)
The document discusses continuous and comprehensive assessment. It notes that continuous assessment aims for continuity in evaluation, while comprehensive assessment focuses on broadly assessing learning outcomes and behaviors. The objectives of continuous and comprehensive assessment are to make evaluation an integral part of teaching and learning, use assessment data to improve strategies, focus on student learning and environment, and help develop cognitive, psychomotor and affective skills.
National council for teacher education
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathi
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
Personalized System of Instruction(PSI)Keller plan
Suresh Babu G is a lecturer in general education at MGUCTE Nedumkandam. The document provides his name and title as well as the name of the institution where he works as a lecturer in general education.
Problems and challenges in secondary education
The document discusses several challenges facing secondary education in India, including lack of universal access and completion of secondary schooling. The government has launched initiatives like RMSA to achieve universal enrollment in grades 9-10 by 2017 and grade 10 completion by 2020. Some key classroom problems discussed are disrespect, disobedience, harassment, aggression, students coming late, behaving rudely, and cheating. Underachievement, lack of motivation, slow learners, and delinquency are also identified as education problems. Causes of lack of motivation discussed include low self-esteem, lack of home and classroom support, and confidence issues.
Philosophy of education b.ed level
This document discusses different philosophies of education including idealism, realism, and pragmatism. Idealism views reality as spiritual rather than physical, and sees the goal of education as developing students' spiritual nature and moral character. Realism believes that reality exists independently of the mind and can be understood through the senses and scientific inquiry. Pragmatism sees education as a means to solve problems and views truth as determined by what works best in a given situation. The document provides details on how these philosophies influence aims, curriculum, teaching methods, and the role of the teacher in education.
National Council of Teacher Education (NCTE).pptx
The National Council for Teacher Education (NCTE) was established in 1973 and given statutory status in 1995 to regulate and promote teacher education programs in India. It oversees 15 teacher education programs and sets standards for curriculum, qualifications, infrastructure, and accreditation. Key functions of NCTE include coordinating teacher education, developing norms and standards, approving new institutions and programs, enforcing accountability, and advising governments on teacher education policies. The 2014 NCTE Regulations aim to improve teacher education by increasing program durations, integrating programs, emphasizing school-based learning and ICT/inclusion. NCTE carries out its work through regional committees and standing committees that focus on different levels and types of teacher education.
Tendances (20)
Educational management structure & roles at different levels by Dr R N Lenka ...
Educational management structure & roles at different levels by Dr R N Lenka ...
Life Oriented Curriculum And Interdisciplinary Curriculum
Life Oriented Curriculum And Interdisciplinary Curriculum
Emergence and development of knowledge, subject and Curriculum in Social ,Pol...
Emergence and development of knowledge, subject and Curriculum in Social ,Pol...
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathi
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathi
Personalized System of Instruction(PSI)Keller plan
Personalized System of Instruction(PSI)Keller plan
Plus de Ravi H
Internship Orientation Programme for 3rd Sem B.Ed
1) Student teachers at Kumadvathi College of Education will complete a total of 20 weeks of internship over 4 semesters, including 2 weeks of pre-internship in semesters 1 and 2, 6 weeks of internship in semester 3, and 10 weeks in semester 4 split between two schools.
2) The distribution of marks and activities for the semester 3 internship engagement with field and internship has been modified.
3) As per UGC guidelines, students must maintain a minimum of 80% attendance in theory and practicum courses and 90% attendance in internship courses to be eligible to take exams and complete the Bachelor of Education program.
TET & CTET Language Syllabus (Kannada).pdf
ಶಿಕ್ಷಕರ ರ್ಹತಾ ಪರೀಕ್ಷೆಯ ಪಠ್ಯವಸ್ತು
ಪ್ರಥಮ ಭಾಷೆ - ಕನ್ನಡ
ಭಾಷೆ-೧ ಕನ್ನಡ ೩೦ ಪ್ರಶ್ನೆಗಳು
ಒಳಗೊಂಡಿರುವ ಪಠ್ಯದ ವಿಷಯಾಂಶಗಳು
a)Language Comprehension (ಭಾಷಾ ತಿಳಿದುಕೊಳ್ಳುವಿಕೆ, ಗ್ರಹಿಕೆ (ಕಾಂಪ್ರಿಯೆನ್ಷನ್) - ೧೫ ಪ್ರಶ್ನೆಗಳು)
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
ಗೊತ್ತಿರದ ಗದ್ಯವನ್ನು ಓದುವುದು – ಒಂದು ಗದ್ಯ ಅಥವಾ ನಾಟಕ ಮತ್ತು ಒಂದು ಕವಿತೆ ಇದರ ಮೇಲೆ ಗ್ರಹಿಕೆಯ ನಿರ್ಣಯ, ವ್ಯಾಕರಣ ಮತ್ತು ಮೌಖಿಕ ಸಾಮರ್ಥ್ಯದ ಕುರಿತು ಪ್ರಶ್ನೆಗಳಿರುತ್ತವೆ. (ಗದ್ಯ ಸ್ವರೂಪದ ಸಾಹಿತ್ಯ, ವೈಜ್ಞಾನಿಕ, ನಿರೂಪಣಾತ್ಮಕ ಅಥವಾ ಅರ್ಥವಾಗುವ ಪ್ರಬಂಧದ ಮೇಲೆ ಪ್ರಶ್ನೆಗಳು)
b)Pedagogy of Language Development ಭಾಷಾ ಅಭಿವೃದ್ದಿಯ ಬೋಧನಾಶಾಸ್ತç (ಪೆಡಗಾಜಿ) - ೧೫ ಪ್ರಶ್ನೆಗಳು
Learning and acquisition / ಕಲಿಕೆ ಮತ್ತು ಸ್ವಾಧೀನ (ಸ್ವಾಮಿತ್ವ)
ಭಾಷಾ ಕಲಿಕೆ – ಅಕ್ಷರ (ವರ್ಣಮಾಲೆ, ಕಾಗುಣಿತ)
ಪದ, ವಾಕ್ಯ, ಪದಗಳ ಅರ್ಥ,
ವಿರುದ್ದ ಪದ, ಸಮಾನಾರ್ಥಕ ಪದ,
ನಾನಾರ್ಥದ ಪದಗಳು
ನುಡಿಗಟ್ಟು ಮತ್ತು ಗಾದೆಮಾತುಗಳು.
Principles of language Teaching /
ಭಾಷೆ ಬೋಧನೆ ತತ್ವಗಳು
The Seven Principles: ಪ್ರಮುಖ ಏಳು ತತ್ವಗಳು
1.Encourage contact between students and faculty.
ಶಿಕ್ಷಕರು ಮತ್ತು ವಿದ್ಯಾರ್ಥಿಗಳ ನಡುವೆ ಉತ್ತಮ ಸಂವಹನಕ್ಕೆ ಪ್ರೋತ್ಸಾಹಿಸುವುದು
2.Develop reciprocity and cooperation among students.
ವಿದ್ಯಾರ್ಥಿಗಳಲ್ಲಿ ಪರಸ್ಪರ ಸಹಸಂಬoಧ ಮತ್ತು ಸಹಕಾರವನ್ನು ಬೆಳೆಸುವುದು.
3.Encourage active learning.
ಕ್ರಿಯಾತ್ಮಕ ಕಲಿಕೆಗೆ ಪ್ರೋತ್ಸಾಹಿಸುವುದು.
4.Give prompt feedback.
ತತಕ್ಷಣದ ಪ್ರತಿಕ್ರಿಯೆ ನೀಡುವುದು
5.Emphasize time on task.
ಸಮಯಕ್ಕೆ ಸರಿಯಾಗಿ ಕಾರ್ಯವೆಸಗುವುದು
6.Communicate high expectations.
ಉನ್ನತ ಮಟ್ಟದ ನಿರೀಕ್ಷೆಗೆ ಸಂವಹನ ಸಾಧಿಸುವುದು
7.Respect diverse talents and ways of learning.
ವೈವಿದ್ಯಮಯ ಪ್ರತಿಭೆ ಮತ್ತು ಕಲಿಕಾ ವೇಗಕ್ಕೆ ಗೌರವಿಸುವುದು.
Role of listening and speaking; function of language and how children use it as a tool /
ಆಲಿಸುವಿಕೆ ಮತ್ತು ಮಾತನಾಡುವ ಪಾತ್ರ; ಭಾಷೆಯ ಕಾರ್ಯ ಮತ್ತು ಮಕ್ಕಳು ಇದನ್ನು ಹೇಗೆ ಒಂದು ಸಾಧನವಾಗಿ ಬಳಸುವರು. :
ಆಲಿಸುವ ಕೌಶಲದ ಅರ್ಥ,
ಮಹತ್ವ,
ದೋಷಗಳು ಮತ್ತು
ದೋಷ ನಿವಾರಣ ಕ್ರಮಗಳು.
ಮಾತುಗಾರಿಕೆ ಕೌಶಲದ ಅರ್ಥ
ಮಹತ್ವ
ದೋಷಗಳು
ದೋಷ ನಿವಾರಣಾ ಕ್ರಮಗಳು
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form. Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders /
ವ್ಯಾಕರಣದ ಪಾತ್ರ - ಭಾಷೆ ಕಲಿಕೆ ಅಭಿವ್ಯಕ್ತಿ ಮತ್ತು ಲಿಖಿತ ರೂಪಗಳಲ್ಲಿ ವೈವಿದ್ಯಮಯ ತರಗತಿಯ ಭಾಷಾ ಬೋಧನೆಯ ಸವಾಲುಗಳು; ಭಾಷೆಯ ತೊಂದರೆಗಳು, ಮತ್ತು ದೋಷಗಳು.
ವ್ಯಾಕರಣದ ಪರಿಕಲ್ಪನೆಗಳು:
ಸಂಧಿ ಪದಗಳು
ಸಮಾಸ ಪದಗಳು
ವಿಭಕ್ತಿ ಪ್ರತ್ತಯ
ತತ್ಸಮ-ತದ್ಭವ
ಕ್ರಿಯಾಪದ
ವಸ್ತುವಾಚಕಗಳು
ಕರ್ತರಿ ಕರ್ಮಣಿ ಪ್ರಯೋಗ
ದೇಶಿಯ ಮತ್ತು ಅನ್ಯದೇಶಿಯ ಪದಗಳು,
ಅವ್ಯಯಗಳು ಇತ್ಯಾದಿ
Language Skills / ಭಾಷಾ ನೈಪುಣ್ಯತೆ / ಕೌಶಲಗಳು
Evaluating language comprehension and proficiency: listening, speaking, reading and writing/
ಭಾಷೆಯ ಗ್ರಹಿಕೆ ಮತ್ತು ಕುಶಲತೆಯ ಮೌಲ್ಯಮಾಪನ: ಕೇಳುವ, ಮಾತನಾಡುವ, ಓದುವ ಮತ್ತು ಬರೆಯುವ.
ಆಲಿಸುವ ಕೌಶಲ,
ಮಾತನಾಡುವ ಕೌಶಲ,
ಓದುಗಾರಿಕೆ ಕೌಶಲ ಮತ್ತು ಬರವಣಿಗೆಯ ಕೌಶಲಗಳ ಪೂರ್ಣ ಮಾಹಿತಿ ತಿಳಿಯುವುದು.
Teaching- learning materials: Textbook, multi media materials, multilingual resource of the classroom / ಪಾಠೋಪಕರಣ ಸಾಮಗ್ರಿಗಳು: ಪಠ್ಯಪುಸ್ತಕ, ಬಹು ಮಾಧ್ಯಮ ವಸ್ತುಗಳು, ತರಗತಿಯ ಬಹುಭಾಷಾ ಸಂಪನ್ಮೂಲಗಳು :
ಭಾವಚಿತ್ರಗಳು, ಚಿತ್ರಪಟಗಳು,
ಮಿಂಚುಪಟ್ಟಿಗಳು, ತೂಗುಪಟಗಳು,
ಆಡಿಯೋ, ವಿಡಿಯೋ,
ಹಾಡುಗಾರಿಕೆ, ಗಮಕವಾಚನ ಹಾಗೂ ಕಂಠಪಾಠ by Dr. Ravi H
ಹಾಡುಗಾರಿಕೆ, ಗಮಕವಾಚನ ಹಾಗೂ ಕಂಠಪಾಠಗಳ ಅರ್ಥ, ಮಹತ್ವ ಮತ್ತು ಶಿಕ್ಷಕರ ಪಾತ್ರ
ADDIE Model
The Association for Educational Communications and Technology (AECT) defines instructional design as “the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.”
ಅಸೋಸಿಯೇಷನ್ ಫಾರ್ ಎಜುಕೇಷನಲ್ ಕಮ್ಯುನಿಕೇಷನ್ಸ್ ಅಂಡ್ ಟೆಕ್ನಾಲಜಿ (AECT) ಬೋಧನಾ ವಿನ್ಯಾಸವನ್ನು "ವಿನ್ಯಾಸ, ಅಭಿವೃದ್ಧಿ, ಬಳಕೆ, ನಿರ್ವಹಣೆ, ಮತ್ತು ಕಲಿಕೆಗಾಗಿ ಪ್ರಕ್ರಿಯೆಗಳು ಮತ್ತು ಸಂಪನ್ಮೂಲಗಳ ಮೌಲ್ಯಮಾಪನದ ಸಿದ್ಧಾಂತ ಮತ್ತು ಅಭ್ಯಾಸ" ಎಂದು ವ್ಯಾಖ್ಯಾನಿಸುತ್ತದೆ.
ADDIE is a leading learning development model used for instructional design, which is the complete process of designing, developing, and serving learning content. The model is often used to design training and learning & development programs in organizations.
ADDIE ಎನ್ನುವುದು ಬೋಧನಾ ವಿನ್ಯಾಸಕ್ಕಾಗಿ ಬಳಸಲಾಗುವ ಪ್ರಮುಖ ಕಲಿಕೆಯ ಅಭಿವೃದ್ಧಿ ಮಾದರಿಯಾಗಿದೆ, ಇದು ಕಲಿಕೆಯ ವಿಷಯವನ್ನು ವಿನ್ಯಾಸಗೊಳಿಸುವ, ಅಭಿವೃದ್ಧಿಪಡಿಸುವ ಮತ್ತು ಸೇವೆ ಮಾಡುವ ಸಂಪೂರ್ಣ ಪ್ರಕ್ರಿಯೆಯಾಗಿದೆ. ಸಂಸ್ಥೆಗಳಲ್ಲಿ ತರಬೇತಿ, ಕಲಿಕೆ ಮತ್ತು ಅಭಿವೃದ್ಧಿ ಕಾರ್ಯಕ್ರಮಗಳನ್ನು ವಿನ್ಯಾಸಗೊಳಿಸಲು ಮಾದರಿಯನ್ನು ಹೆಚ್ಚಾಗಿ ಬಳಸಲಾಗುತ್ತದೆ.
INTERNET by RH.
Internet: Meaning, types and uses of Internet in Education
The word internet is derived from two different words intercommunication and network. Internet is a network of networks.
ಅಂತರ್ ಸಂಪರ್ಕ ಮತ್ತು ನೆಟ್ವರ್ಕ್ ಎಂಬ ಎರಡು ವಿಭಿನ್ನ ಪದಗಳಿಂದ ಇಂಟರ್ನೆಟ್ ಎಂಬ ಪದವನ್ನು ಪಡೆಯಲಾಗಿದೆ. ಇಂಟರ್ನೆಟ್ ಜಾಲಗಳ ಜಾಲವಾಗಿದೆ.
Network is a communication established between two or more computers/Devices. Many such networked computers across world or joined together is called internet.
ನೆಟ್ವರ್ಕ್ ಎನ್ನುವುದು ಎರಡು ಅಥವಾ ಹೆಚ್ಚಿನ ಕಂಪ್ಯೂಟರ್ಗಳ ನಡುವೆ ಸ್ಥಾಪಿಸಲಾದ ಸಂವಹನವಾಗಿದೆ. ಪ್ರಪಂಚದಾದ್ಯಂತ ಅಥವಾ ಒಟ್ಟಿಗೆ ಸೇರಿಕೊಂಡಿರುವ ಇಂತಹ ಅನೇಕ ಕಂಪ್ಯೂಟರ್ ನೆಟ್ವರ್ಕ್ ಗಳನ್ನು ಇಂಟರ್ನೆಟ್ ಎಂದು ಕರೆಯಲಾಗುತ್ತದೆ.
The computers are connected with the help of network cable, telephone lines and satellites.
ನೆಟ್ವರ್ಕ್ ಕೇಬಲ್, ಟೆಲಿಫೋನ್ ಲೈನ್ಗಳು ಮತ್ತು ಉಪಗ್ರಹಗಳ ಸಹಾಯದಿಂದ ಕಂಪ್ಯೂಟರ್ಗಳನ್ನು ಸಂಪರ್ಕಿಸಲಾಗಿದೆ.
CONCEPT OF INTERNET:
A group of computers connected with the help of Fibre Optics, Telephone lines and satellites.
ಫೈಬರ್ ಆಪ್ಟಿಕ್ಸ್, ಟೆಲಿಫೋನ್ ಲೈನ್ಗಳು ಮತ್ತು ಉಪಗ್ರಹಗಳ ಸಹಾಯದಿಂದ ಸಂಪರ್ಕಿಸಲಾದ ಕಂಪ್ಯೂಟರ್ಗಳ ಗುಂಪು.
A place where you can establish communication with your family members and any one around the world.
ನಿಮ್ಮ ಕುಟುಂಬದ ಸದಸ್ಯರು ಮತ್ತು ಪ್ರಪಂಚದಾದ್ಯಂತದ ಯಾರೊಂದಿಗಾದರೂ ನೀವು ಸಂವಹನವನ್ನು ಸ್ಥಾಪಿಸುವ ಸ್ಥಳ.
An ocean of informative resources.
ಮಾಹಿತಿ ಸಂಪನ್ಮೂಲಗಳ ಸಾಗರ.
Helpful to undertake research and narrate.
ಸಂಶೋಧನೆ ಕೈಗೊಳ್ಳಲು ಮತ್ತು ನಿರೂಪಿಸಲು ಸಹಾಯಕವಾಗಿದೆ.
Commercial opportunities have multiplied.
ಇದರಿಂದ ವಾಣಿಜ್ಯ ಅವಕಾಶಗಳು ಹೆಚ್ಚಿವೆ.
It is like a global co-operative group with regard to any problem.
ಯಾವುದೇ ಸಮಸ್ಯೆಗೆ ಸಂಬಂಧಿಸಿದಂತೆ ಇದು ಜಾಗತಿಕ ಸಹಕಾರ ಗುಂಪಿನಂತಿದೆ.
It is a place of exchange of information from professionals.
ಇದು ವೃತ್ತಿಪರರಿಂದ ಮಾಹಿತಿ ವಿನಿಮಯದ ಸ್ಥಳವಾಗಿದೆ.
Hundreds of libraries can be opened at the stroke of finger tip.
ಬೆರಳ ತುದಿಯ ಮೂಲಕ ನೂರಾರು ಗ್ರಂಥಾಲಯಗಳನ್ನು ತೆರೆಯಬಹುದು.
Connecting to the internet :
Computer Browser
Internet Connection
Internet service provider (I S P)
Telephone line
Modem
Types of Internet:
1. Dedicated Internet Connection
ಡೆಡಿಕೆಟೆಡ್ ಇಂಟರ್ನೆಟ್ ಸಂಪರ್ಕ
2. Dial-Up Internet Connection
ಡಯಲ್ ಅಪ್ ಇಂಟರ್ನೆಟ್ ಸಂಪರ್ಕ
3. Broad band Internet Connection
ಬ್ರಾಡ್ ಬಾಂಡ್ ಇಂಟರ್ನೆಟ್ ಸಂಪರ್ಕ
Uses/Facilities of an internet:
Browsing
Sending and receiving the information(e-mail, facebook etc)
Online shopping
Job search & Online application
Online examination
Internet banking & Entertainment
Social networking (Whatsapp, Telegram, Twitter, Instagram etc)
Business and Dating/Personals
Play Games
Use of internet in the field of education:
Collecting the information
E-examination
E- library
E-newspaper
E-content
E-journals
E-application
Purchasing the materials required for the institution
Advertisement about the institution.
Meaning and Scope of Art in Education by RH
Meaning and Scope of Art in Education
Art is considered as an one of the important part of human activities. Art is the mental and physical activity where creation and expression are significant. Art is expressed through sensory perceptions (touch, see, hear, smell and taste) in an appealing way. It is the expression of an individual in certain way which attracts the senses of other individuals. The word "art" is referred to creative expression.
ಕಲೆಯನ್ನು ಮಾನವ ಚಟುವಟಿಕೆಯ ಪ್ರಮುಖ ಭಾಗವೆಂದು ಪರಿಗಣಿಸಲಾಗುತ್ತದೆ. ಕಲೆಯು ಮಾನಸಿಕ ಮತ್ತು ದೈಹಿಕ ಚಟುವಟಿಕೆಯಾಗಿದ್ದು ಅಲ್ಲಿ ಸೃಷ್ಟಿ ಮತ್ತು ಅಭಿವ್ಯಕ್ತಿ ಮಹತ್ವದ್ದಾಗಿದೆ. ಕಲೆಯನ್ನು ಇಂದ್ರಿಯ ಗ್ರಹಿಕೆಗಳ ಮೂಲಕ (ಸ್ಪರ್ಶ, ನೋಡುವುದು, ಕೇಳಲು, ವಾಸನೆ ಮತ್ತು ರುಚಿ) ಆಕರ್ಷಕ ರೀತಿಯಲ್ಲಿ ವ್ಯಕ್ತಪಡಿಸಲಾಗುತ್ತದೆ. ಇದು ಇತರ ವ್ಯಕ್ತಿಗಳ ಇಂದ್ರಿಯಗಳನ್ನು ಆಕರ್ಷಿಸುವ ನಿರ್ದಿಷ್ಟ ರೀತಿಯಲ್ಲಿ ವ್ಯಕ್ತಿಯ ಅಭಿವ್ಯಕ್ತಿಯಾಗಿದೆ. "ಕಲೆ" ಎಂಬ ಪದವನ್ನು ಸೃಜನಶೀಲ ಅಭಿವ್ಯಕ್ತಿಗೆ ಉಲ್ಲೇಖಿಸಲಾಗಿದೆ.
such as music, dance, theater, literature, painting, sculpture, printmaking, architecture. It can also be referred to the applied forms such as advertising design, jewellery, textiles, bead-making, metal art and such other things. ಉದಾಹರಣೆಗೆ ಸಂಗೀತ, ನೃತ್ಯ, ರಂಗಭೂಮಿ, ಸಾಹಿತ್ಯ, ಚಿತ್ರಕಲೆ, ಶಿಲ್ಪಕಲೆ, ಮುದ್ರಣ, ವಾಸ್ತುಶಿಲ್ಪ. ಜಾಹೀರಾತು ವಿನ್ಯಾಸ, ಆಭರಣಗಳು, ಜವಳಿ, ಮಣಿ ತಯಾರಿಕೆ, ಲೋಹದ ಕಲೆ ಮತ್ತು ಇತರ ವಿಷಯಗಳಂತಹ ಅನ್ವಯಿಕ ರೂಪಗಳಿಗೂ ಇದನ್ನು ಉಲ್ಲೇಖಿಸಬಹುದು.Definition of Art
'Kala' or 'Art' is the expression of inner feelings and ideas, which is creatively expressed in several ways. But to express these feelings, their need an approach and skill.
‘ಕಲಾ' ಅಥವಾ 'ಕಲೆ' ಎನ್ನುವುದು ಆಂತರಿಕ ಭಾವನೆಗಳು ಮತ್ತು ಆಲೋಚನೆಗಳ ಅಭಿವ್ಯಕ್ತಿಯಾಗಿದೆ, ಇದು ಹಲವಾರು ರೀತಿಯಲ್ಲಿ ಸೃಜನಾತ್ಮಕವಾಗಿ ವ್ಯಕ್ತವಾಗುತ್ತದೆ. ಆದರೆ ಈ ಭಾವನೆಗಳನ್ನು ವ್ಯಕ್ತಪಡಿಸಲು, ಅವರಿಗೆ ಒಂದು ವಿಧಾನ ಮತ್ತು ಕೌಶಲ್ಯದ ಅಗತ್ಯವಿದೆ.
The person who expresses his emotions and ideas in a specific way with training or by practice is known as an "artist". The artist experiences the world around him and put his experiences in a beautiful or artistic way that the viewers themselves respond to the experiences of the artist. In this way art reaches the people through the artists.
ತರಬೇತಿ ಅಥವಾ ಅಭ್ಯಾಸದ ಮೂಲಕ ನಿರ್ದಿಷ್ಟ ರೀತಿಯಲ್ಲಿ ತನ್ನ ಭಾವನೆಗಳನ್ನು ಮತ್ತು ಆಲೋಚನೆಗಳನ್ನು ವ್ಯಕ್ತಪಡಿಸುವ ವ್ಯಕ್ತಿಯನ್ನು "ಕಲಾವಿದ" ಎಂದು ಕರೆಯಲಾಗುತ್ತದೆ. ಕಲಾವಿದನು ತನ್ನ ಸುತ್ತಲಿನ ಪ್ರಪಂಚವನ್ನು ಅನುಭವಿಸುತ್ತಾನೆ ಮತ್ತು ತನ್ನ ಅನುಭವಗಳನ್ನು ಸುಂದರ ಅಥವಾ ಕಲಾತ್ಮಕ ರೀತಿಯಲ್ಲಿ ಇರಿಸುತ್ತಾನೆ, ಕಲಾವಿದನ ಅನುಭವಗಳಿಗೆ ವೀಕ್ಷಕರು ಸ್ವತಃ ಪ್ರತಿಕ್ರಿಯಿಸುತ್ತಾರೆ. ಈ ಮೂಲಕ ಕಲೆ ಕಲಾವಿದರ ಮೂಲಕ ಜನರನ್ನು ತಲುಪುತ್ತದೆ.
Scope of Arts
Earlier the term 'art' was used to refer to any skill or mastery in creating an object or while giving a performance. But in Indian tradition there is a mention of 64 kinds of arts. Apart from the arts such as dance, painting and sculpture the activities such as cooking, garlanding, art of making ornaments, preparing perfumes, making different kinds of drinks, sewing, solving the riddles, carpentry, reading poems, and all such activities were brought under the category of art.
ಮೊದಲು 'ಕಲೆ' ಎಂಬ ಪದ ವಸ್ತುವನ್ನು ರಚಿಸುವಲ್ಲಿ ಅಥವಾ ಪ್ರದರ್ಶನ ನೀಡುವಾಗ ಯಾವುದೇ ಕೌಶಲ್ಯ ಅಥವಾ ಪಾಂಡಿತ್ಯವನ್ನು ಸೂಚಿಸಲು ಬಳಸಲಾಗುತ್ತಿತ್ತು.
E-content by RH.pptx
e-Content: Concept, Forms and Process of development:
E-Content for Teaching Learning :
E-Content are e-text, video, audio/voice narration, music, sound effects, images and graphics;in combination to create a fictional or non fictional media or multimedia narration.
ವಿಡಿಯೋ, ಆಡಿಯೋ/ಧ್ವನಿ ನಿರೂಪಣೆ, ಸಂಗೀತ, ಧ್ವನಿ ಪರಿಣಾಮಗಳು, ಚಿತ್ರಗಳು ಮತ್ತು ಗ್ರಾಫಿಕ್ಸಗಳ ಸಂಯೋಜನೆಯಲ್ಲಿ ಕಾಲ್ಪನಿಕ ಅಥವಾ ಕಾಲ್ಪನಿಕವಲ್ಲದ ಮಾಧ್ಯಮ ಅಥವಾ ಬಹುಮಾದ್ಯಮ ನಿರೂಪಣೆಯನ್ನು ರೂಪಿಸುವುದೇ ಇ-ಪಠ್ಯ
Forms of e-Content /ಇ-ಪಠ್ಯದ ರೂಪಗಳು/ ವಿಧಗಳು
Mind Maps / ಮನಸ್ಸಿನ ನಕ್ಷೆಗಳು
Maps/ ನಕ್ಷೆಗಳು
Simulation/ಪ್ರತಿರೂಪಗಳು
Audio / ಆಡಿಯೋ
Video / ವಿಡಿಯೋ
Advertisement / ಜಾಹಿರಾತು
Interactive Media / ಸಂವಹನ ಮಾಧ್ಯಮ
Info graphics / ಮಾಹಿತಿ ಗ್ರಾಪಿಕ್ಷ್
Photographs / ಛಾಯಾಚಿತ್ರಗಳು
Animation / ಚಲನೆಯ ಪರಿಣಾಮ
Cartoons / ವ್ಯಂಗ್ಯಚಿತ್ರಗಳು
Slideshows / ಸ್ಲೈಡ್ ಶೋಷ್
Timelines / ಟೈಮ್ ಲೈನ್ಸ್
Diagrams / ರೇಖಾಚಿತ್ರಗಳು
Flow diagrams / ಚಲಿಸುವ ರೇಖಾಚಿತ್ರಗಳು
Charts / ತೂಗುಪಟಗಳು
Grapes / ನಕಾಶೆಗಳು
Pre- Production stage / ಪೂರ್ವ ಉತ್ಪಾದನೆಯ ಹಂತ
This stage from idea generation, research on needs of target groups, selection of content, format and style of the programme. Pre-production is planning for the progrmme including production proposal and budget. Pre-production coordination involves contacting artists and subject experts getting clearances and permission for shooting, preparing shooting schedules, etc.
ಈ ಹಂತವು ಕಲ್ಪನೆಯ ಉತ್ಪಾದನೆ, ಗುಂಪುಗಳ ಅಗತ್ಯತೆಗಳ ಸಂಶೋಧನೆ, ವಿಷಯದ ಆಯ್ಕೆ, ಸ್ವರೂಪ ಮತ್ತು ಕಾರ್ಯಕ್ರಮದ ಶೈಲಿ. ಪ್ರೊಡಕ್ಷನ್ ಪ್ರಸ್ತಾವನೆ ಮತ್ತು ಬಜೆಟ್ ಸೇರಿದಂತೆ ಕಾರ್ಯಕ್ರಮಕ್ಕಾಗಿ ಪೂರ್ವ-ಉತ್ಪಾದನೆಯನ್ನು ಯೋಜಿಸುತ್ತಿದೆ. ಪ್ರೀ-ಪ್ರೊಡಕ್ಷನ್ ಸಮನ್ವಯವು ಕಲಾವಿದರು ಮತ್ತು ವಿಷಯ ಪರಿಣಿತರನ್ನು ಸಂಪರ್ಕಿಸುವುದು, ಚಿತ್ರೀಕರಣಕ್ಕೆ ಅನುಮತಿ ಪಡೆಯುವುದು, ಶೂಟಿಂಗ್ ವೇಳಾಪಟ್ಟಿಗಳನ್ನು ಸಿದ್ಧಪಡಿಸುವುದು ಇತ್ಯಾದಿಗಳನ್ನು ಒಳಗೊಂಡಿರುತ್ತದೆ.
Production stage / ಉತ್ಪಾದನೆಯ ಹಂತ
This involve recording of the programme in studio and or outside of studio.
ಇದು ಸ್ಟುಡಿಯೋದಲ್ಲಿ ಮತ್ತು ಸ್ಟುಡಿಯೊದ ಹೊರಗೆ ಕಾರ್ಯಕ್ರಮದ ರೆಕಾರ್ಡಿಂಗ್ ಅನ್ನು ಒಳಗೊಂಡಿರುತ್ತದೆ.
Post Production stage / ಉತ್ತರ ಉತ್ಪಾದನೆಯ ಹಂತ
Post production comprises editing, mixing of visuals, sound music and sound effects. The video production takes final shape during editing stage. After editing, programme obtained feedback from experts and target groups. After feedback if required modification, programme will be modified. Final cut of programme is called Master Programme and used for distribution of users through various modes of distribution/ access.
ಪೋಸ್ಟ್ ಪ್ರೊಡಕ್ಷನ್ ಎಡಿಟಿಂಗ್, ದೃಶ್ಯಗಳ ಮಿಶ್ರಣ, ಧ್ವನಿ ಸಂಗೀತ ಮತ್ತು ಧ್ವನಿ ಪರಿಣಾಮಗಳನ್ನು ಒಳಗೊಂಡಿದೆ. ಎಡಿಟಿಂಗ್ ಹಂತದಲ್ಲಿ ವೀಡಿಯೊ ನಿರ್ಮಾಣವು ಅಂತಿಮ ರೂಪವನ್ನು ಪಡೆಯುತ್ತದೆ. ಸಂಪಾದನೆಯ ನಂತರ, ಪ್ರೋಗ್ರಾಂ ತಜ್ಞರು ಮತ್ತು ಗುರಿ ಗುಂಪುಗಳಿಂದ ಪ್ರತಿಕ್ರಿಯೆಯನ್ನು ಪಡೆಯುವುದು. ಪ್ರತಿಕ್ರಿಯೆಯ ನಂತರ ಅಗತ್ಯವಿದ್ದರೆ ಮಾರ್ಪಾಡು, ಪ್ರೋಗ್ರಾಂಅನ್ನು ಮಾರ್ಪಡಿಸಲಾಗುತ್ತದೆ. ಅಂತಿಮ ಪ್ರೋಗ್ರಾ ಅನ್ನು ಮಾಸ್ಟರ್ ಪ್ರೋಗ್ರಾಂ ಎಂದು ಕರೆಯಲಾಗುತ್ತದೆ ಮತ್ತು ವಿತರಣೆ/ಪ್ರವೇಶದ ವಿವಿಧ ವಿಧಾನಗಳ ಮೂಲಕ ಬಳಕೆದಾರರ ವಿತರಣೆಗೆ ಬಳಸಲಾಗುತ್ತದೆ.
DEVELOPMENT PROCESS /ಅಭಿವೃದ್ಧಿ ಪ್ರಕ್ರಿಯೆ
➔ Steps in Script Development and Production
ಸ್ಕ್ರಿಪ್ಟ್ ಅಭಿವೃದ್ಧಿ ಮತ್ತು ಉತ್ಪಾದನೆಯಲ್ಲಿನ ಹಂತಗಳು
➔Devices of Holding Children’s Attention
➔ಮಕ್ಕಳ ಗಮನವನ್ನು ಹಿಡಿದಿಟ್ಟುಕೊಳ್ಳುವ ಸಾಧನಗ
Difference Between Aims and Objectives By Dr. Ravi H
Difference between Aims and Objectives
Aims are like ideals, the high expectations, realization of which may not be possible to the expected extent.
Objectives are the ways and means of achieving the aims in a more practical and definite way.
Educational Aims by Dr. Ravi H
Meaning and Importance of Educational Aims
Educational aims are correlated to ideals of life. The goal of education should be the full flowering of the human on this earth. According to a UNESCO study, “the physical, intellectual, emotional and ethical integration of the individual into a complete man/woman is the fundamental aim of education.”
ಶೈಕ್ಷಣಿಕ ಗುರಿಗಳು ಜೀವನದ ಆದರ್ಶಗಳೊಂದಿಗೆ ಪರಸ್ಪರ ಸಂಬಂಧ ಹೊಂದಿವೆ. ಶಿಕ್ಷಣದ ಗುರಿ ಈ ಭೂಮಿಯಲ್ಲಿ ಮಾನವ ಪೂರ್ಣವಾಗಿ ಅರಳಬೇಕು. UNESCO ಅಧ್ಯಯನದ ಪ್ರಕಾರ, "ವ್ಯಕ್ತಿಯ ದೈಹಿಕ, ಬೌದ್ಧಿಕ, ಭಾವನಾತ್ಮಕ ಮತ್ತು ನೈತಿಕ ಏಕೀಕರಣದೊಂದಿಗೆ ಸಂಪೂರ್ಣ ಪುರುಷ/ಮಹಿಳೆಯಾಗಿಸುವುದೇ ಶಿಕ್ಷಣದ ಮೂಲಭೂತ ಗುರಿಯಾಗಿದೆ."
Education is a never-ending journey. Its primary goal is to promote a child's holistic development. As the child grows, the results of education are visible in the form of a better and more prosperous life. This is mainly because education empowers people to become mindful of their liberties and obligations in a societal structure. It equips them with cognitive ability, physical growth, morals, and ideas. In this way, by empowering future citizens, education also benefits society.
ಶಿಕ್ಷಣ ಎಂದರೆ ಮುಗಿಯದ ಪ್ರಯಾಣ. ಮಗುವಿನ ಸಮಗ್ರ ಬೆಳವಣಿಗೆಯನ್ನು ಉತ್ತೇಜಿಸುವುದು ಇದರ ಪ್ರಾಥಮಿಕ ಗುರಿಯಾಗಿದೆ. ಮಗು ಬೆಳೆದಂತೆ, ಶಿಕ್ಷಣದ ಫಲಿತಾಂಶಗಳು ಉತ್ತಮ ಮತ್ತು ಹೆಚ್ಚು ಸಮೃದ್ಧ ಜೀವನದ ರೂಪದಲ್ಲಿ ಗೋಚರಿಸುತ್ತವೆ. ಏಕೆಂದರೆ ಇದು ಮುಖ್ಯವಾಗಿ ಶಿಕ್ಷಣವು ಸಾಮಾಜಿಕ ರಚನೆಯಲ್ಲಿ ಅವರ ಸ್ವಾತಂತ್ರ್ಯಗಳು ಮತ್ತು ಕಟ್ಟುಪಾಡುಗಳ ಬಗ್ಗೆ ಜಾಗರೂಕರಾಗಲು ಜನರಿಗೆ ಅಧಿಕಾರ ನೀಡುತ್ತದೆ. ಇದು ಅವರಿಗೆ ಅರಿವಿನ ಸಾಮರ್ಥ್ಯ, ದೈಹಿಕ ಬೆಳವಣಿಗೆ, ನೈತಿಕತೆ ಮತ್ತು ಆಲೋಚನೆಗಳೊಂದಿಗೆ ಸಜ್ಜುಗೊಳಿಸುತ್ತದೆ. ಈ ರೀತಿಯಾಗಿ ಶಿಕ್ಷಣವು, ಭವಿಷ್ಯದ ನಾಗರಿಕರನ್ನು ಸಬಲೀಕರಣಗೊಳಿಸುವ ಮೂಲಕ ಸಮಾಜಕ್ಕೂ ಪ್ರಯೋಜನವನ್ನು ನೀಡುತ್ತದೆ.
Education is a purposeful and ethical activity and each activity as aspect has some aim before it. So, there is a close relationship between an activity and its aim.
ಶಿಕ್ಷಣವು ಉದ್ದೇಶಪೂರ್ವಕ ಮತ್ತು ನೈತಿಕ ಚಟುವಟಿಕೆಯಾಗಿದೆ ಮತ್ತು ಪ್ರತಿಯೊಂದು ಚಟುವಟಿಕೆಯು ಅದರ ಮೊದಲು ಕೆಲವು ಗುರಿಗಳನ್ನು ಹೊಂದಿದೆ. ಆದ್ದರಿಂದ, ಒಂದು ಚಟುವಟಿಕೆ ಮತ್ತು ಅದರ ಗುರಿಯ ನಡುವೆ ನಿಕಟ ಸಂಬಂಧವಿದೆ.
An aim is a conscious purpose which we set before us, while launching upon any activity. Just like that education is also unthinkable without aims. If there are no aims the educational process would not take place because an aim is a pre-determined goal which inspires the activity of education.
ಗುರಿಯು ಯಾವುದೇ ಚಟುವಟಿಕೆಯನ್ನು ಪ್ರಾರಂಭಿಸುವಾಗ ನಾವು ನಮ್ಮ ಮುಂದೆ ಇಡುವ ಜಾಗೃತ ಉದ್ದೇಶವಾಗಿದೆ. ಅದರಂತೆಯೇ ಶಿಕ್ಷಣವು ಗುರಿಯಿಲ್ಲದೆ ಯೋಚಿಸಲಾಗದು. ಯಾವುದೇ ಗುರಿಗಳಿಲ್ಲದಿದ್ದರೆ ಶೈಕ್ಷಣಿಕ ಪ್ರಕ್ರಿಯೆಯು ನಡೆಯುವುದಿಲ್ಲ ಏಕೆಂದರೆ ಒಂದು ಗುರಿಯು ಶಿಕ್ಷಣದ ಚಟುವಟಿಕೆಯನ್ನು ಪ್ರೇರೇಪಿಸುವ ಪೂರ್ವನಿರ್ಧರಿತ ಗುರಿಯಾಗಿದೆ.
Aims act as basic directions while conducting a research or carrying out a project. It can be chunked into various objectives which help in reaching the aim easily. It has a long range perspective which reflects aspirations and ambition of the entity.
ಸಂಶೋಧನೆ ನಡೆಸುವಾಗ ಅಥವಾ ಯೋಜನೆಯನ್ನು ಕೈಗೊಳ್ಳುವಾಗ ಗುರಿಗಳು ಮೂಲ ನಿರ್ದೇಶನಗಳಾಗಿ ಕಾರ್ಯನಿರ್ವಹಿಸುತ್ತವೆ.
Types of educational technology by Dr. Ravi H
Types of Educational Technology
ಶೈಕ್ಷಣಿಕ ತಂತ್ರಜ್ಞಾನದ ವಿಧಗಳು
1.Hardware approach
ಕಠಿಣ ಸಾಮಗ್ರಿ ಮಾರ್ಗ
2.Software approach
ಮೃದು ಸಾಮಗ್ರಿ ಮಾರ್ಗ
3.System approach
ವ್ಯವಸ್ಥಾ ಮಾರ್ಗ
It is the Application of physical science and engineering in Education and Hardware Approach Teaching in which the teaching process is mechanised gradually so as to educate maximum pupil in minimum time and at low cost.
ಇದು ಶಿಕ್ಷಣ ಮತ್ತು ಕಠಿಣ ಸಾಮಗ್ರಿ ಮಾರ್ಗ ಬೋಧನೆಯಲ್ಲಿ ಭೌತಿಕ ವಿಜ್ಞಾನ ಮತ್ತು ಎಂಜಿನಿಯರಿಂಗ್ನ ಅನ್ವಯ ಆಗಿದ್ದು, ಇದರಲ್ಲಿ ಬೋಧನಾ ಪ್ರಕ್ರಿಯೆಯನ್ನು ಕ್ರಮೇಣ ಯಾಂತ್ರೀಕೃತಗೊಳಿಸಲಾಗುತ್ತದೆ ಇದರಿಂದ ಗರಿಷ್ಠ ವಿದ್ಯಾರ್ಥಿಗೆ ಕನಿಷ್ಠ ಸಮಯ ಮತ್ತು ಕಡಿಮೆ ವೆಚ್ಚದಲ್ಲಿ ಶಿಕ್ಷಣ ನೀಡಲಾಗುತ್ತದೆ.
Skill of Fluency in Questioning RH.pptx
Skill of Fluency in Questioning
ಸರಾಗವಾಗಿ ಪ್ರಶ್ನಿಸುವ ಕೌಶಲ
Purposes of asking questions
1.To motivate to learn every subject with interest
ಪ್ರತಿ ವಿಷಯವನ್ನು ಆಸಕ್ತಿಯಿಂದ ಕಲಿಯಲು ಪ್ರೇರೇಪಿಸಲು
2.To get cooperation of students in teaching and learning process
ಬೋಧನೆ ಮತ್ತು ಕಲಿಕೆ ಪ್ರಕ್ರಿಯೆಯಲ್ಲಿ ವಿದ್ಯಾರ್ಥಿಗಳ ಸಹಕಾರ ಪಡೆಯಲು
3.To test students' privies knowledge
ವಿದ್ಯಾರ್ಥಿಗಳ ಪೂರ್ವಜ್ಞಾನ ಪರೀಕ್ಷಿಸಲು
4.To repeat the content taught
ಕಲಿಸಿದ ವಿಷಯವನ್ನು ಪುನರಾವರ್ತಿಸಲು
5.To check the learning difficulty of the students
ವಿದ್ಯಾರ್ಥಿಗಳ ಕಲಿಕೆಯಲ್ಲಿನ ತೊಂದರೆಯನ್ನು ಪರೀಕ್ಷಿಸಲು
The purpose of fluent questioning skills
ಸರಾಗವಾಗಿ ಪ್ರಶ್ನಿಸುವ ಕೌಶಲದ ಉದ್ದೇಶ
Consider how many meaningful questions will be asked in the time allotted to teach.
ಬೋಧಿಸಲು ನಿಗದಿಪಡಿಸಿದ ಸಮಯದಲ್ಲಿ ಎಷ್ಟು ಅರ್ಥಪೂರ್ಣ ಪ್ರಶ್ನೆಗಳನ್ನು ಕೇಳುವರು ಎನ್ನುವುದನ್ನು ಪರಿಗಣಿಸುವುದು.
Components of Fluency in Questioning
ಸರಾಗವಾಗಿ ಪ್ರಶ್ನಿಸುವ ಕೌಶಲದ ಘಟಕಾಂಶಗಳು
೧. Structure of the Question
ಪ್ರಶ್ನೆಯ ರಚನೆ
೨. Questioning Process
ಪ್ರಶ್ನಿಸುವ ಪ್ರಕ್ರಿಯೆ
೩. Pupil's Responses (Product)
ವಿದ್ಯಾರ್ಥಿಗಳ ಪ್ರತಿಕ್ರಿಯೆಗಳು (ಉತ್ಪನ್ನ)
Structure of the Question
ಪ್ರಶ್ನೆಯ ರಚನೆ
Questions should be formulated according to the subject chosen to be taught in a period and the answers the teacher can expect from the students in that period.
ಒಂದು ಅವಧಿಯಲ್ಲಿ ಕಲಿಸಲು ಆಯ್ದುಕೊಂಡ ಪಠ್ಯವಿಷಯ ಹಾಗೂ ಆ ಅವಧಿಯಲ್ಲಿ ಶಿಕ್ಷಕರು ವಿದ್ಯಾರ್ಥಿಗಳಿಂದ ನಿರೀಕ್ಷಿಸಬಹುದಾದ ಉತ್ತರಕ್ಕೆ ಅನುಗುಣವಾಗಿ ಪ್ರಶ್ನೆ ರಚಿಸಬೇಕು.
Criteria of question formulation
ಪ್ರಶ್ನೆಗಳ ರಚನೆಯ ನಿರ್ಣಾಯಕ ಅಂಶಗಳು
Grammatical correctness
ವ್ಯಾಕರಣದ ಶುದ್ಧತೆ
Conciseness
ಸಂಕ್ಷಿಪ್ತತೆ
Relevancy
ಸಂಬಂಧತೆ
Specificity
ನಿರ್ದಿಷ್ಟತೆ
Questioning Process
ಪ್ರಶ್ನಿಸುವ ಪ್ರಕ್ರಿಯೆ
Criteria of the questioning process
ಪ್ರಶ್ನೆ ಕೇಳುವ ಪ್ರಕ್ರಿಯೆಯ ನಿರ್ಣಾಯಕ ಅಂಶಗಳು
Speed of asking Question
ಪ್ರಶ್ನೆ ಕೇಳುವ ವೇಗ
Teacher’s Voice
ಶಿಕ್ಷಕರ ಧ್ವನಿ
Pupil’s Responses (Product)
ವಿದ್ಯಾರ್ಥಿಗಳ ಪ್ರತಿಕ್ರಿಯೆ (ಉತ್ಪನ್ನ)
After asking a question, the teacher expect from the students to answer.
ಶಿಕ್ಷಕರು ಪ್ರಶ್ನೆ ಕೇಳಿದ ನಂತರ ವಿದ್ಯಾರ್ಥಿಗಳಿಂದ ಉತ್ತರ ಬಯಸುತ್ತಾರೆ.
Reasons why students give wrong answer:
ವಿದ್ಯಾರ್ಥಿಗಳು ತಪ್ಪು ಉತ್ತರ ಕೊಡಲು ಕಾರಣಗಳು:
Difficult to understand as questions are tough.
ಪ್ರಶ್ನೆಗಳು ಕಠಿಣವಾಗಿರುವುದರಿಂದ ಅರ್ಥಮಾಡಿಕೊಳ್ಳಲು ಸಾಧ್ಯವಾಗುವುದಿಲ್ಲ.
Questions that students are not interested in
ವಿದ್ಯಾಥಿಗಳಿಗೆ ಆಸಕ್ತಿ ಇಲ್ಲದ ಪ್ರಶ್ನೆಗಳು
When there is a mismatch in the classroom
ತರಗತಿಯಲ್ಲಿ ಹೊಂದಾಣಿಕೆ ಇಲ್ಲದಿದ್ದಾಗ
Professional Ethics by Dr. Ravi H.pptx
Professional Ethics/ ವೃತ್ತಿ ನೀತಿ ಸಂಹಿತೆ
Meaning ಅರ್ಥ: :
"A code is a set of moral principles that regulate the conduct of an individual".
"ವ್ಯಕ್ತಿಯ ವರ್ತನೆಯನ್ನು ನಿಯಮಾನುಸಾರವಾಗಿ ನಿಯಂತ್ರಿಸುವ ನೈತಿಕ ತತ್ವಗಳೇ ಸಂಹಿತೆ".
The code of conduct formulated with a view to maintain the sanctity of the profession is called the Code of Conduct.
ವೃತ್ತಿಯ ಪಾವಿತ್ರ್ಯತೆಯನ್ನು ಕಾಪಾಡಿಕೊಂಡು ಹೋಗುವ ದೃಷ್ಟಿಯಿಂದ ರೂಪಿಸಿದ ನೀತಿ ನಿಯಮಗಳನ್ನು ವೃತ್ತಿ ನೀತಿ ಸಂಹಿತೆ ಎನ್ನುವರು.
A set of ideals and principles of a profession, including self-respect, aimed at enhancing the dignity of the profession, is called a professional code of conduct.
ವೃತ್ತಿಯ ಘನತೆಯನ್ನು ವೃದ್ಧಿಸುವ ಗುರಿಯನ್ನು ಹೊಂದಿರುವ ಸ್ವ-ವರ್ಚಸ್ಸನ್ನು ಒಳಗೊಂಡ ವೃತ್ತಿಯ ಆದರ್ಶ ಹಾಗೂ ತತ್ವಗಳ ಸಮೂಹವನ್ನು ವೃತ್ತಿ ನೀತಿ ಸಂಹಿತೆ ಎಂದು ಕರೆಯುತ್ತಾರೆ.
The National Education Policy, 1986 stated about the professional code of conduct for teachers: "Teachers' unions should play an important role in upholding professional integrity, enhancing the dignity of teachers and controlling professional misconduct. National teachers' unions should prepare a code of conduct for teachers and ensure that it is meaningfully followed".
1986 ರಾಷ್ಟ್ರೀಯ ಶಿಕ್ಷಣ ನೀತಿಯು ಶಿಕ್ಷಕರ ವೃತ್ತಿ ನೀತಿ ಸಂಹಿತೆಯನ್ನು ಕುರಿತು ಹೀಗೆ ಹೇಳಿದೆ : "ವೃತ್ತಿ ಸಮಗ್ರತೆಯನ್ನು ಎತ್ತಿ ಹಿಡಿಯಲು, ಶಿಕ್ಷಕರ ಘನತೆಯನ್ನು ಹೆಚ್ಚಿಸಲು ಹಾಗೂ ವೃತ್ತಿ ದುರ್ವರ್ತನೆಯನ್ನು ನಿರ್ಬಂಧಿಸಲು ಶಿಕ್ಷಕರ ಸಂಘಗಳು ಮಹತ್ವದ ಪಾತ್ರವಹಿಸಬೇಕು. ರಾಷ್ಟ್ರಮಟ್ಟದ ಶಿಕ್ಷಕರ ಸಂಘಗಳು ಶಿಕ್ಷಕರಿಗಾಗಿ ನೀತಿ ಸಂಹಿತೆಯನ್ನು ಸಿದ್ಧಪಡಿಸಿ ಅರ್ಥಪೂರ್ಣವಾಗಿ ಆಚರಿಸಲ್ಪಡುವಂತೆ ನೋಡಿಕೊಳ್ಳಬೇಕು". ಎಂದಿದೆ.
Based on that, NCERT suggested the Code of Ethics for Teachers through a long discussion and clarified about the preamble and five parts.
ಅದರ ಆಧಾರದ ಮೇಲೆ ಎನ್ ಸಿ ಇ ಆರ್ ಟಿ ಯು ಸುಧೀರ್ಘ ಚರ್ಚೆಯ ಮೂಲಕ ಶಿಕ್ಷಕ ವೃತ್ತಿ ನೀತಿ ಸಂಹಿತೆಯನ್ನು ಸೂಚಿಸಿ ಅದರಲ್ಲಿ ಪ್ರಮುಖವಾಗಿ ಪೀಠಿಕೆ ಹಾಗೂ ಐದು ಭಾಗಗಳ ಕುರಿತು ಸ್ಪಷ್ಟಪಡಿಸಲಾಗಿದೆ.
Preamble / ಪ್ರಸ್ತಾವನೆ / ಪೀಠಿಕೆ :
-Need to provide education witch is helpful in all-round development of human personality.
ಮಾನವನ ವ್ಯಕ್ತಿತ್ವದ ಸರ್ವಾಂಗೀಣ ಅಭಿವೃದ್ಧಿಗೆ ಪೂರಕವಾದ ಶಿಕ್ಷಣ ನೀಡುವುದು.
-Building creative and productive citizens for all-round development of the nation.
ರಾಷ್ಟ್ರದ ಸರ್ವತೋಮುಖ ಬೆಳವಣಿಗೆಗಾಗಿ ಸೃಜನಾತ್ಮಕ ಹಾಗೂ ಉತ್ಪಾದನಾಶೀಲ ನಾಗರಿಕರ ನಿರ್ಮಾಣ.
-Recognizing the fundamental rights of every child.
ಪ್ರತಿಯೊಂದು ಮಗುವಿನ ಮೂಲಭೂತ ಹಕ್ಕುಗಳನ್ನು ಗುರುತಿಸುವುದು.
-To provide equal educational opportunities on the basis of social justice without any discrimination.
ಯಾವುದೇ ಬೇಧಭಾವವಿಲ್ಲದೇ ಸಾಮಾಜಿಕ ನ್ಯಾಯದ ಆಧಾರದ ಮೇಲೆ ಸಮಾನ ಶೈಕ್ಷಣಿಕ ಅವಕಾಶಗಳನ್ನು ಕಲ್ಪಿಸುವುದು.
-Requesting the government to provide full financial support to provide the necessary human and physical resources to impart quality education in an independent and creative environment.
ಸ್ವತಂತ್ರ ಹಾಗೂ ಸೃಜನಾತ್ಮಕ ವಾತಾವರಣದಲ್ಲಿ ಗುಣಮಟ್ಟದ ಶಿಕ್ಷಣ ನೀಡಲಿಕ್ಕೆ ಅಗತ್ಯವಾದ ಮಾನವ ಹಾಗೂ ಭೌತಿಕ ಸಂಪನ್ಮೂಲಗಳನ್ನು ಒದಗಿಸಲು ಸಂಪೂರ್ಣ ಹಣಕಾಸಿನ ನೆರವನ್ನು ನೀಡುವಂತೆ ಸರ್ಕಾರಕ್ಕೆ ಕೋರುವುದು.
-To maintain national unity and integrity.
ರಾಷ್ಟ್ರೀಯ ಐಕ್ಯತೆ ಹಾಗೂ ಸಮಗ್ರತೆಯನ್ನು ಕಾಪಾಡುವುದು.
-Strong faith in principles democracy, socialism & secularism .
ಪ್ರಜಾಪ್ರಭುತ್ವ, ಸಮಾಜವಾದ, ಜಾತ್ಯಾತೀತ ತತ್ವಗಳಲ್ಲಿ ದೃಢ ನಂಬಿಕೆ.
Demands of Teaching Profession by Dr. Ravi H.pptx
Demands of Teaching Profession
ಬೋಧನಾ ವೃತ್ತಿಯ ಬೇಡಿಕೆಗಳು :
Demands for qualitative improvement.
ಗುಣಾತ್ಮಕ ಸುಧಾರಣೆಯ ಬೇಡಿಕೆಗಳು
2. Demands for avoid traditional classroom practice
ಸಾಂಪ್ರದಾಯಿಕ ತರಗತಿ ಅಭ್ಯಾಸವನ್ನು ತಪ್ಪಿಸುವ ಬೇಡಿಕೆಗಳು
3. Demands for skilled help and guidance.
ಕೌಶಲ್ಯಗಳ ಸಹಾಯ ಮತ್ತು ಮಾರ್ಗದರ್ಶನದ ಬೇಡಿಕೆಗಳು
4. . Demands for planned education.
ಯೋಜಿತ ಶಿಕ್ಷಣದ ಬೇಡಿಕೆಗಳು
5. Demands for professional growth
ವೃತ್ತಿಪರ ಬೆಳವಣಿಗೆಗೆ ಬೇಡಿಕೆಗಳು
6. Demands for widening perspective.
ದೃಷ್ಟಿಕೋನವನ್ನು ವಿಸ್ತರಿಸುವ ಬೇಡಿಕೆಗಳು.
7. Demands for refreshing knowledge
ಜ್ಞಾನವನ್ನು ಪುನಶ್ಚೇತನಗೊಳಿಸುವ ಬೇಡಿಕೆಗಳು
8. Demands for professional efficiency
ವೃತ್ತಿ ದಕ್ಷತೆಯ ಬೇಡಿಕೆಗಳು
9. Demands for experiment and research
ಪ್ರಯೋಗ ಮತ್ತು ಸಂಶೋಧನೆಯ ಬೇಡಿಕೆಗಳು.
10. . Demands for professional value.
ವೃತ್ತಿ ಮೌಲ್ಯದ ಬೇಡಿಕೆಗಳು
Plus de Ravi H (20)
Difference Between Aims and Objectives By Dr. Ravi H
Difference Between Aims and Objectives By Dr. Ravi H
1.2 difference between Educational Management and Educational Administration.pdf
- 1. Kumadvathi College of Education, Shikaripura Sub :Educational Administration & Management Topic: 1.2 Difference between Administration & Management ಆಡಳಿತ ಮತ್ತ ು ನಿರ್ವಹಣೆಯ ನಡುವಿನ ರ್ಯ ತ್ಯಯ ಸ Dr. Ravi H Assistant Professor
- 2. DIFFERENCES BETWEEN ADMINISTRATION AND MANAGEMENT ಆಡಳಿತ ಮತ್ತ ು ನಿರ್ವಹಣೆಯ ನಡುವಿನ ರ್ಯ ತ್ಯಯ ಸ ADMINISTRATION MANAGEMENT 1.Administration is mainly Concerned with policy making and objective setting. ಆಡಳಿತವು ಮುಖ್ಯ ವಾಗಿ ನಿೀತಿ ರಚನೆ ಮತ್ತ ು ರ್ಸ್ತ ು ನಿಷ್ಠ ತಗೆ ಸಂಬಂಧಿಸಿದೆ. 2. These functions are largely of legislative nature. ಈ ಕಾಯವಗಳು ಹೆಚ್ಚಾ ಗಿ ಶಾಸಕಾಾಂಗ ಸವ ರೂರ್ನ್ನನ ಹಾಂದಿವೆ. 3. It is a top-level management ಇದು ಉನನ ತ ಮಟ್ಟ ದ ನಿರ್ವಹಣೆಯಾಗಿದೆ 1.Management is concerned with the implementation of policy determined by the administration. ನಿರ್ವಹಣೆಯು ಆಡಳಿತದಿಾಂದ ನಿಧವರಿಸಲ್ ಟ್ಟ ನಿೀತಿಯ ಅನ್ನಷ್ಠಠ ನಕ್ಕೆ ಸಂಬಂಧಿಸಿದೆ. 2. These functions are mainly of executive nature. ಈ ಕಾಯವಗಳು ಮುಖ್ಯ ವಾಗಿ ಕಾಯವನಿವಾವಹಕ ಸವ ಭಾರ್ರ್ನ್ನನ ಹಾಂದಿವೆ. 3. It is a lower-level management ಇದು ಕ್ಕಳ ಹಂತದ ನಿರ್ವಹಣೆಯಾಗಿದೆ Dr. Ravi H
- 3. ADMINISTRATION MANAGEMENT 4. It needs more administrative and less technical ability ಇದಕ್ಕೆ ಹೆಚ್ಚಾ ಆಡಳಿತ್ಯತಮ ಕ ಮತ್ತ ು ಕಡಿಮೆ ತ್ಯಾಂತಿ ರ ಕ ಸಾಮಥಯ ವದ ಅಗತಯ ವಿದೆ 5. It is a thinking function. ಇದು ಚಾಂತನೆಯ ಕಾಯವವಾಗಿದೆ. 6. Art of getting things done through others by directing their efforts towards achievement of predetermined goals ಪೂರ್ವನಿಧವರಿತ ಗುರಿಗಳ ಸಾಧನೆಯತ ು ತಮಮ ರ ಯತನ ಗಳನ್ನನ ನಿರ್ದವಶಿಸ್ತರ್ ಮತ್ತ ು ಇತರರ ಮೂಲ್ಕ ಕ್ಕಲ್ಸಗಳನ್ನನ ಮಾಡಿಸ್ತರ್ ಕಲೆ 4. It requires more technical and less administrative ability. ಇದಕ್ಕೆ ಹೆಚ್ಚಾ ತ್ಯಾಂತಿ ರ ಕ ಮತ್ತ ು ಕಡಿಮೆ ಆಡಳಿತ ಸಾಮಥಯ ವದ ಅಗತಯ ವಿದೆ. 5. It is a doing function ಇದು ಮಾಡುರ್ ಕಾಯವವಾಗಿದೆ 6. Formulation of broad objectives, plans & policies. ವಿಶಾಲ್ ಉದೆದ ೀಶಗಳು, ಯೀಜನೆಗಳು ಮತ್ತ ು ನಿೀತಿಗಳ ರಚನೆ. Dr. Ravi H
- 4. ADMINISTRATION MANAGEMENT 7. Decisions within the framework set by the administration ಆಡಳಿತವು ನಿಗದಿಡಿಸಿದ ಚೌಕಟ್ಟಟ ನೊಳಗೆ ನಿರ್ಧವರಿಸ್ತತ ು ದೆ 8. Used in business enterprises. ವಾಯ ಪಾರ ಉದಯ ಮಗಳಲ್ಲ ಿ ಬಳಸಲಾಗುತ ು ದೆ. 9. Decisions are influenced by the values, opinions, beliefs and decisions of the managers. ನಿವಾವಹಕರ ಮೌಲ್ಯ ಗಳು, ಅಭಿಪಾ ರ ಯಗಳು, ನಂಬಿಕ್ಕಗಳು ಮತ್ತ ು ನಿರ್ಧವರಗಳಿಾಂದ ರ ಭಾವಿತವಾಗಿರುತ ು ದೆ. 7. Major decisions of an enterprise as a whole. ಒಟ್ಟಟ ರೆಯಾಗಿ ಉದಯ ಮದ ರ ಮುಖ್ ನಿರ್ಧವರಗಲಾಗಿದೆ. 8. Popular with government, military, educational and religious organizations ಸಕಾವರ, ಮಿಲ್ಲಟ್ರಿ, ಶೈಕ್ಷಣಿಕ ಮತ್ತ ು ರ್ಧಮಿವಕ ಸಂಸ್ಥೆ ಗಳಲ್ಲ ಿ ಜನಪ್ರ ರ ಯವಾಗಿದೆ 9. Influenced by public opinion, government policies, customs etc ಸಾರ್ವಜನಿಕ ಅಭಿಪಾ ರ ಯ, ಸಕಾವರದ ನಿೀತಿಗಳು, ದಧ ತಿಗಳು ಇತ್ಯಯ ದಿಗಳಿಾಂದ ರ ಭಾವಿತವಾಗಿದೆ Dr. Ravi H
- 5. ADMINISTRATION MANAGEMENT 10. Motivating and controlling ಪ್ ರ ೀರೇಪ್ರಸ್ತವುದು ಮತ್ತ ು ನಿಯಂತಿ ರ ಸ್ತವುದು 11. Handles the employees. ಉದ್ಯ ೀಗಿಗಳನ್ನನ ನಿಭಾಯಿಸ್ತತ ು ದೆ. 10. Planning and organizing ಯೀಜನೆ ಮತ್ತ ು ಸಂಘಟ್ನೆ 11. Handles the business aspects such as finance ಹಣಕಾಸಿನಂತಹ ರ್ಯ ರ್ಹಾರದ ಅಾಂಶಗಳನ್ನನ ನಿಭಾಯಿಸ್ತತ ು ದೆ. Dr. Ravi H
- 6. Thank You Dr. Ravi H