1. Mount Tabor Training College, Pathanapuram
Semester IV
The Very Hungry Caterpillar Flip
Book
Making
Innovative Work
Submitted To, Submitted By,
Asst. Prof. E.K. Jijan Athira Reghu
2017-2019
A BRIEF REPORT ON THE INNOVATIVE WORK
2. “THE VERY HUNGRY CATTERPILLAR FLIP BOOK”
INTRODUCTION
“Education is the manifestation of perfection already in man” – (Swami Vivekananda) Education is a
light that shows the mankind the right direction to surge. If education fails to inculcate self-discipline
and commitment to achieve in the minds of student, it is not their fault. We have to convert education
into a sport and learning process has to generate interest in the students and motivate them to stay
back in the institution than to run away from it. Education should become a fun and thrill to them
rather than burden and boredom. It is an integral part of their growth and helps them become good
citizens.
Education is an engine for the growth and progress of any society. It not only imparts knowledge,
skills and inculcates values, but is also responsible for building human capital which breeds, drives
and sets technological innovation and economic growth. In today’s era, information and knowledge
stand out as very important and critical input for growth and survival. Rather than looking at
education simply as a means of achieving social upliftment, the society must view education also as
an engine of advancement in an information era propelled by its wheels of knowledge and research
leading to development.
Traditional Teaching Method
In the pre-technology education context, the teacher is the sender or the source, the educational
material is the information or message, and the student is the receiver of the information. In terms of
the delivery medium, the educator can deliver the message via the “chalk-and- talk” method and
overhead projector (OHP) transparencies. This directed instruction model has its foundations
embedded in the behavioral learning perspective (Skinner, 1938) and it is a popular technique, which
has been used for decades as an educational strategy in all institutions of learning.
In the pre-technology education context, the teacher is the sender or the source, the educational
material is the information or message, and the student is the receiver of the information. In terms of
the delivery medium, the educator can deliver the message via the “chalk-and- talk” method and
overhead projector (OHP) transparencies. This directed instruction model has its foundations
embedded in the behavioral learning perspective (Skinner, 1938) and it is a popular technique, which
has been used for decades as an educational strategy in all institutions of learning.
3. Basically, the teacher controls the instructional process, the content is delivered to the entire class
and the teacher tends to emphasize factual knowledge. In other words, the teacher delivers the lecture
content and the students listen to the lecture. Thus, the learning mode tends to be passive and the
learners play little part in their learning process (Orlich et al.,1998). It has been found in most
universities by many teachers and students that the conventional lecture approach in classroom is of
limited effectiveness in both teaching and learning. In such a lecture students assume a purely
passive role and their concentration fades off after 15-20 minutes. Some limitations which may
prevail in traditional teaching method are
Teaching in classroom using chalk and talk is “one way flow” of information.
Teachers often continuously talk for an hour without knowing students response and
feedback.
The material presented is only based on lecturer notes and textbooks.
Teaching and learning are concentrated on “plug and play” method rather than practical
aspects.
The handwriting of the lecturer decides the fate of the subject.
There is insufficient interaction with students in classroom.
More emphasis has been given on theory without any practical and real life time situations. ¾
Learning from memorization but not understanding.
Marks rather than result oriented.
INNOVATIVE TOOLS- A LOOK BACK TO HISTORY
1. MULTIMEDIA LEARNING PROCESS
I hear and I forget. I see and I believe. I do and I understand. - Confucius
Multimedia, is the combination of various digital media types such as text, images, audio and
video, into an integrated multi-sensory interactive application or presentation to convey
4. information to an audience. Traditional educational approaches have resulted in a mismatch
between what is taught to the students and what the industry needs. As such, many
institutions are moving towards problem based learning as a solution to producing graduates
who are creative; think critically and analytically, to solve problems. In this paper, we focus
on using multimedia technology as an innovative teaching and learning strategy in a problem-
based learning environment by giving the students a multimedia project to train them in this
skill set.
The teacher uses multimedia to modify the contents of the material. It will help the teacher to
represent in a more meaningful way, using different media elements. These media elements
can be converted into digital form, modified and customized for the final presentation. By
incorporating digital media elements into the project, the students are able to learn better
since they use multiple sensory modalities, which would make them more motivated to pay
more attention to the information presented and retain the information better
2. MIND MAP
Mind maps were developed in the late 60s by Tony Buzan as a way of helping students make
notes that used only key words and images, but mind map can be used by teachers to explain
concepts in an innovative way. They are much quicker to make and much easier to remember
and review because of their visual quality. The nonlinear nature of mind maps makes it easy
to link and cross-reference different elements of the map. This would bring very high impact
on the minds of the students about a concept
Creates clear understanding
PowerPoint can be used widely. 9
5. Innovative thinking improves
3. TEACHING WITH SENSE OF HUMOUR – “HUMOUR AN EFFECTIVE MEDIUM OF
TEACHING”
Everyone loves a teacher with an infectious sense of humor. Looking at the lighter side of life
not only fosters cordial relations between professors and students, but also provides welcome
relief while trying to follow a difficult lecture on a complicated subject. When there is a
willingness to change, there is hope for progress in any field. Teaching is a challenge.
Learning is a challenge. Combining both effectively is a challenge. Being humorous is a
challenge. However, laughing is easy. We are convinced both by experience and research that
using humour in teaching is a very effective tool for both the teacher and student.
4. MNEMMONICS WORDS- WORDS –WORDS APPROACH
Here the teacher is not supposed to talk on a particular concept for a quite long time. But to
make it clear to the students he can just go on saying mnemonics or its associated meaning in
words. Here he goes on saying only words instead of sentence, and once they come to a basic
understanding of the meaning of a particular concept then the teacher will explain in
sentences. For example in teaching language courses this technique can be used as an
effective medium by the teacher to develop word power.
a. Dictionary must be used widely 9 Word power increases
b. Teacher also gets to know many words pertaining to a particular concept.
5. ROLE PLAYING AND SCENARIO ANALYSIS BASED TEACHING
Role playing and scenario analysis is mostly used in organizations that try to analyze a
problem pertaining to the organization, and this is also used in management institutions. But
the similar kind of practice can be tried in other specialization too like science and
engineering. Science and engineering courses have practical but in support of those practical
if students are given a scenario and other options to solve a particular issue, then the students
are exposed to decision making in a given environment.
6. MY INNOVATION
THE VERY HUNGRY CATERPILLAR FLIP BOOK
The very hungry caterpillar flip book acts as a graphic organiser tool and as a worksheet. This book
is prepared on the basis of a story written by Leo Tolstoy. The name of the story is Two Brothers.
The main purpose of this book is to enhance the reading comprehension as well as the writing skill of
the students. The students will also be able to develop their critical way of thinking and interpret the
story in their own way as well. The students would rather get an idea about how to deal with a text
and what are the procedures or steps involved in dealing with it.
7. Main content inside this flip book include:
1. A brief background of the author
8. 2. A brief background on the given text
3. Story map
A story map is a strategy that uses a graphic organizer to help students learn the elements of a
book or story. By identifying story characters, plot, setting, problem and solution, students
read carefully to learn the details. There are many different types of story map graphic
organizers. The most basic focus is on the beginning, middle, and end of the story. More
advanced organizers focus more on plot or character traits. The story map gives a complete
visual presentation of the requisite text. This develops an effective way of understanding of
the text. It enhances the multiple learning styles of the learners.
This story map can be used during reading and after reading and not before reading.
Why use story maps?
They improve students' comprehension
They provide students with a framework for identifying the elements of a story.
They help students of varying abilities organize information and ideas efficiently.
How to use story maps?
9. 1. Discuss the main components of a story (e.g., characters, setting, plot and theme OR
beginning, middle, end).
2. Provide each student with a blank story map organizer and model how to complete it.
3. As students read, have them complete the story map. After reading, they should fill in
any missing parts.
12. When you take up the task of teaching vocabulary, remember not to assume that students come to
us knowing word meanings and usage, because, to be quite honest, this may not be the case. They
will need a foundation for words in order to be successful in the classroom.
Vocabulary exposure should be scaffolded. Consider limiting vocabulary study to no more than
five words per week, which will result in 20 words per month. By focusing on a small group of
words each week, teachers will be able to explicitly teach word meaning and word usage in
context rather than overwhelming students with a slew of words that they will never fully
understand.
A “Vocabulary tree” is a graphic organizer that allows vocabulary to be scaffolded, or broken
down into smaller chunks, to support student comprehension of the words.
Typically, vocabulary used to complete the word map is unfamiliar and requires explicit
instruction on the part of the teacher. Instead of dictating the words, the teacher can make use of
the situational classroom techniques to work out the meaning of the given set of words.
5. Language Element (Phrasal Verb)
13. 6. Worksheet.
Worksheet is actually a compliment to the story map. It is not a separate entity. With the help
of the given story map students can work out the given worksheet.
14. USES
The learners will be able to develop self understanding and self learning. This is actually a
study material and not a teaching material because one uses study material to study and the teaching
material to teach. With the help of this material, students get to know about how to interpret a text in
a detailed manner. Self learning is the most important thing. The better learning can take place if the
class is child centered and not teacher centered. The teacher can only be a scaffolder.
Self studying, which involves studying without direct supervision or attendance in a
classroom, is a valuable way to learn, and is quickly growing in popularity among parents and
students. By complementing formal education with home study, students can see a drastic
improvement to grades, material understanding, and confidence.
15. Many students study at home to supplement their class-based learning. However, self study
can also be used to master a new skill or learn an entirely new concept – like a language or an
instrument. The benefits you can gain from self study are endless and are completely determined by
yours and your child’s goals. The very hungry caterpillar flip book acts as a supporting guide which
promotes self learning.
CLASSROOM APPLICATION
1. It develops an interest among the learners to learn new literary items.
2. It enhances the reading comprehension of the students.
3. Students collaboratively work and interact among the peers in the target language. Thus
fostering cooperative and collaborative learning
4. It encourages child centered learning.
5. The worksheet helps the students to develop the writing skill of the students.
6. It develops the metacognitive skills among the students.
A MODEL OF METACOGNITION
Metacognition combines various attended thinking and reflective processes. It can be divided
into five primary components: (1) preparing and planning for learning, (2) selecting and using
learning strategies, (3) monitoring strategy use, (4) orchestrating various strategies, and (5)
evaluating strategy use and learning. Teachers should model strategies for learners to follow in all
five areas, which are discussed below.
"Preparing and Planning for Learning"
Preparation and planning are important metacognitive skills that can improve student
learning. By engaging in preparation and planning in relation to a learning goal, students are thinking
about what they need or want to accomplish and how they intend to go about accomplishing it.
Teachers can promote this reflection by being explicit about the particular learning goals they have
set for the class and guiding the students in setting their own learning goals. The more clearly
articulated the goal, the easier it will be for the learners to measure their progress. The teacher might
set a goal for the students of mastering the vocabulary from a particular chapter in the textbook. A
student might set a goal for himself of being able to answer the comprehension questions at the end
of the chapter.
16. "Selecting and Using Learning Strategies"
Researchers have suggested that teaching readers how to use specific reading strategies is a
prime consideration in the reading classroom (Anderson, 1999; Cohen, 1998; Oxford, 1990). The
metacognitive ability to select and use particular strategies in a given context for a specific purpose
means that the learner can think and make conscious decisions about the learning process.
To be effective, metacognitive instruction should explicitly teach students a variety of
learning strategies and also when to use them. For example, second language readers have a variety
of strategies from which to choose when they encounter vocabulary that they do not know and that
they have determined they need to know to understand the main idea of a text. One possible strategy
is word analysis: for example, dividing the word into its prefix and stem. Another possible strategy is
the use of context clues to help guess the meaning of a word. But students must receive explicit
instruction in how to use these strategies, and they need to know that no single strategy will work in
every instance. Teachers need to show them how to choose the strategy that has the best chance of
success in a given situation. For example, unfamiliar words that include prefixes or suffixes that the
student knows (e.g., anti-, -ment) are good candidates for the use of a word analysis strategy.
"Monitoring Strategy Use"
By monitoring their use of learning strategies, students are better able to keep themselves on track to
meet their learning goals. Once they have selected and begun to implement specific strategies, they
need to ask themselves periodically whether or not they are still using those strategies as intended.
For example, students may be taught that an effective writing strategy involves thinking about their
audience and their purpose in writing (e.g., to explain, to persuade). Students can be taught that to
monitor their use of this strategy, they should pause occasionally while writing to ask themselves
questions about what they are doing, such as whether or not they are providing the right amount of
background information for their intended audience and whether the examples they are using are
effective in supporting their purpose.
"Orchestrating Various Strategies"
Knowing how to orchestrate the use of more than one strategy is an important metacognitive
skill. The ability to coordinate, organize, and make associations among the various strategies
available is a major distinction between strong and weak second language learners. Teachers can
17. assist students by making them aware of multiple strategies available to them-for example, by
teaching them how to use both word analysis and context clues to determine the meaning of an
unfamiliar word. The teacher also needs to show students how to recognize when one strategy isn't
working and how to move on to another. For example, a student may try to use word analysis to
determine the meaning of the ord antimony, having recognized anti as a prefix meaning against. But
that strategy won't work in this instance. Anti is not a prefix here; antimony is a metallic chemical
element that has nothing to do with being against or opposed to something. When the student finds
that word analysis does not help her figure out what this word means, she needs to know how to turn
to other strategies, such as context clues, to help her understand the word.
"Evaluating Strategy Use and Learning"
Second language learners are actively involved in metacognition when they attempt to
evaluate whether what they are doing is effective. Teachers can help students evaluate their strategy
use by asking them to respond thoughtfully to the following questions: (1) What am I trying to
accomplish? (2) What strategies am I using? (3) How well am I using them? (4) What else could I
do? Responding to these four questions integrates all of the previous aspects of metacognition,
allowing the second language learner to reflect through the cycle of learning. Preparing and planning
relates to identifying what is to be accomplished, while selecting and using particular strategies
relates to the question of which strategies are being used. The third question corresponds to
monitoring strategy use, while the fourth relates to the orchestration of strategies. The whole cycle is
evaluated during this stage of metacognition.
For example, while teaching the specific reading skill of main idea comprehension, the
teacher can help students evaluate their strategy use by using the four questions:
1. What am I trying to accomplish? The teacher wants students to be able to articulate that they are
trying to identify the main idea in the text they are reading and that they are doing so because
understanding the main idea is key to understanding the rest of the text.
2. What strategies am I using? The teacher wants the readers to know which strategies are available
to them and to recognize which one(s) they are using to identify the main idea.
18. 3. How well am I using the strategies? The teacher wants the students to be able to judge how well
they are using the strategies they have chosen, that is, whether they are implementing them as
intended and whether the strategies are helping them achieve their goal.
4. What else could I do? If the strategies that students are using are not helping them to accomplish
their goal (i.e., identifying the main idea), the teacher wants them to be able to identify and use
alternate strategies. Teachers need to make students aware of the full range of strategies available to
them.
Research shows that learners whose skills or knowledge bases are weak in a particular area
tend to overestimate their ability in that area (Kruger & Dunning, 1999). In other words, they don't
know enough to recognize that they lack sufficient knowledge for accurate self-assessment. In
contrast, learners whose knowledge or skills are strong may underestimate their ability. These high-
ability learners don't recognize the extent of their knowledge or skills. Kruger and Dunning's
research also shows that it is possible to teach learners at all ability levels to assess their own
performance more accurately. In addition, their research showed that for tasks involving logic and
grammar, improved self-assessment corresponded with improvement in the skills being assessed.
THE INTERACTION OF METACOGNITIVE SKILLS
Each of the five metacognitive skills described in this digest interacts with the others.
Metacognition is not a linear process that moves from preparing and planning to evaluating. More
than one metacognitive process may be occurring at a time during a second language learning task.
This highlights once again how the orchestration of various strategies is a vital component of second
language learning. Allowing learners opportunities to think about how they combine various
strategies facilitates the improvement of strategy use.
CONCLUSION
The teaching of metacognitive skills is a valuable use of instructional time for a second
language teacher. When learners reflect upon their learning strategies, they become better prepared to
make conscious decisions about what they can do to improve their learning. Strong metacognitive
skills empower second language learners. Any teaching method without destroying the objective
could be considered as innovative methods of teaching. There searchers believe that the core
19. objective of teaching is passing on the information or knowledge to the minds of the students. There
are a number of ways that teachers can bypass the system and offer students the tools and
experiences that spur an innovative mindset. Education is a light that shows the mankind the right
direction to surge. The purpose of education is not just making a student literate but adds rationale
thinking, knowledgeably and self-sufficiency. When there is a willingness to change, there is hope
for progress in any field. Creativity can be developed and Innovative teaching and learning benefits
both students and teachers.
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Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Boston: Heinle &
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