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Group Controlled Instruction

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Group Controlled Instruction

  1. 1. GROUP CONTROLLED INSTRUCTION GCI
  2. 2. CONCEPT  Instructional activities here are organized in a group or sub groups where all members interact with each other.  Attain objectives like critical ability to examine others views, express own views, develop creativity, ability to cooperate  When instruction is organized in such a manner that student carry out the instructional activities together in a group  Learning due to interaction, learning by doing  Learning is dependent on group interaction or mutual support
  3. 3. IMPORTANCE  In TCI and LCI feeling of competing with one other defeating, spoils fun of children, not lead a harmonious life  GCI provides deeper understanding of knowledge through participation in group  Develop skilled human beings who could support a society with democratic values leading to harmonious life
  4. 4. TYPES OF GCI (on basis of nature of activities) • Make presentation on some topic and discuss in group • Acquire ability to clearly express view, critically examine views and tolerate GROUP INTERACTIVE SESSION(GIS) • Ability to work in teams • Develop spirit of togetherness , belongingness, trust, cooperation GROUP ACTIVITIES INVOLVING TEAM WORK
  5. 5. GIS  Intellectual discussion  Theme or topic presented by teacher or group member  Allow others to participate and manage CHAIRPERSON PARTICIPANTS SPEAKER RECORDER
  6. 6. PRE INTERACTIVE SESSION ACTIVITIES  1) assign separate weightage to interactive session  2) allocation of topics- allocate for presentation(20 min), suggest reference books, just after reopening of school, keep record of topic alloted  3) decide dates of presentations – decide and notify date, prepare write up in advance  4) guiding and motivating student for preparations of write ups
  7. 7.  5) making seating arrangement- to see and listen each other, circular arrangement  6) orientation of students- state purpose, evaluate on basis of write up, presentation and participation, discussion  7) circulating write ups- in advance for preparation  8) demonstration involving team of teachers
  8. 8. CONDUCTING INTERACTIVE SESSIONS  Responsibility of chairperson  Function as elaborator, moderator and controller  Activities of chairperson initiator • Speaker presents topic • Then participation by students and some rules are- raise hands for ques, wait for chairperson permission, all ques addressed to chairperson, no participant will interrupt in another talk
  9. 9. motivator • Invite passive listeners • Remain alert and read facial expression of individual • Encourage to participate • Polite in behaviour • Appreciate the views facilitator • Summarise the ideas expressed by participants • At time of arguments and counter arguments, conclude • But not main speaker
  10. 10. elaborator • When speaker not able to express ideas, elaborate his views • You should facilitate them by asking ques or raising points moderator • Overall environment of session with a view to maintain warmth of interpersonal feelings • Keep total time allotted in mind and organize so each student express his ideas • If novel ideas speak more • When tension comes, maintain neutrality and mediate and sum up without hurting feelings
  11. 11. controller • When discussion goes beyond context, bring back to theme CLOSING THE INTERACTIVE SESSION *within time allotted *highlight and summarize views and arguments *takes note during session
  12. 12. Interactive sessions conducted by students  Divide class into smaller groups  Student themselves choose chairperson  Student participate no fear of teacher  After observation of 8-10 sessions  Teacher can act as participant  Guide and feedback chairperson
  13. 13. POST INTERACTIVE SESSION ACTIVITIES  Organising lecture discussion  Providing references and encouraging them to use library resources and prepare notes  Organising practical of field based activities, if necessary these may be discussed  Assessing the gain in their knowledge, skills and attitude  Collect students reaction, opinions and suggestions on the conduct and effectiveness
  14. 14. COOPERATIVE LEARNING METHODS  Develop skill of cooperation, belongingness and team spirit and reduce competition  It is a group or peer learning  Work together to achieve common goal  Generates more intrinsic motivation
  15. 15. STEPS(ORGANISING COOPERATIVE LEARNING) FORMATION OF GROUPS • Class into small groups • Heterogeneity among students in respect of sex, intelligence PREPARATION OF COOPRATIVE LEARNING SHEETS • Prepare sheets for all topics to be taught • Learning sheets consists of objectives, activities to be done in acc with content and evaluation
  16. 16. ORIENTATION TO THE STUDENTS • Inform about cooperative learning • Learning point discussed collectively • One can explain another • Informed that not be evaluated individually •Average performance of group will be index of group learning CONDUCTING COOPERATIVE LEARNING SESSIONS • Allot time, distribute sheets • All group carry out learning activity acc to guideline • Provide flexibility to students to modify • Every member evaluated and can help others • Give feedback to groups • Give report at end
  17. 17. ADVANTAGES  Informal situation is created  Freedom to explore ideas , discuss and sharpen thinking  Able to translate teacher language into own  Learn by participating  Provide individual attention to and get assistance from one another
  18. 18. GROUP INVESTIGATION  Problem / question whose answer not readily available require investigation  The process in which a group of students select problem or question and tries to find out their solution collectively in a scientific manner
  19. 19. ORGANISING GROUP INVESTIGATION  A) selection of problem  B) cooperative planning * plan their work, collection of evidence, sources and allocation of work *Estimate time devoted *How data analysed and who will analyse *Way to report C) Implementation *start acc to plan * complete within time D) Analysis and synthesis- logically for valid results
  20. 20.  D) preparation of report and presentation * brief report about information about how work done and findings * not more than few pages * not technical but write up E) Evaluation * work of each team * evidence adequate and valid solution arrived * provide feedback
  21. 21. GROUP PROJECTS  Broader concept of investigation  Examples- presentations of models of different types of houses in particular region of country  Models of hydro electric power generators  Models of different types of dams  GROUP PROJECTS means a planned set of activities which are undertaken by a group of students with defined object and which results in a finished product or practical accomplishment
  22. 22. STEPS a) Formation of groups- class into 5-7 student groups(heterogeneous) b) Proposing- what is done, objective stated, take guidance c) Planning – various means selected, action plan chalked out, activities identified and work allotted d) Implementing- by members acc to plan, encouraged to discuss and help each other, come out with finished product e) Evaluation- on basis of objectives, how closely and cooperatively group worked, arrange exhibition of products, invite 1 or 2 teachers to judge.

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