CHAPTER: 08 PEDAGOGICAL ANALYSIS

CHAPTER: 8

Pedagogical Analysis

Introduction

Meaning of Pedagogical Analysis

Components of pedagogical Analysis

Four fold activities of Pedagogical Analysis

Example on Pedagogical Analysis

Introduction: The concept of pedagogy is not a new concept in the field of education. It was most popular before 1960 and also it was a course of study in education. After 1960, the term educational technology had replaced the term pedagogy. In between 1960 to 1980, the term educational technology was most popular all over the world in the discipline of education. After 1980, the term pedagogy has emerged as a new innovation in education. Both of these concepts -: educational technology and pedagogy are interrelated. The pedagogy helps in understanding the meaning of educational technology. Hence, educational technology is nothing without pedagogy. Pedagogical analysis is utmost important for a language teacher to make his/her teaching effective to achieve the aims and objectives of curriculum of a particular class.

Meaning of Pedagogical Analysis: Generally, the term pedagogy means is the art as well as science of teaching method. The science deals with effectiveness of teaching and art relates to artistry. Similarly the knowledge of teaching is achieved by practice and experience in classroom. The term pedagogical analysis is the combination of two words-: “Pedagogical” and “Analysis”. It is the scientific and analytical study of teaching a topic. The sole objective of pedagogical analysis is to make teaching learning process more scientific, effective, and impressive. The term pedagogical analysis has been explained with the help of the following chart.

Teaching is a complex phenomenon as its nature is artistic and scientific. The most we considered teaching as an art, loaded with emotions, feelings, values, beliefs, and excitement, the most difficult is to drive rules, principles, or generalization. When we considered teaching as a science or at least partly science, then pedagogy is predictable to that extent, it can be observed and measured with some accuracy and research can be applied to the practice of teaching.

  

Components of pedagogical Analysis: Pedagogical analysis is based on four essential pillars along with their mutual relationships and interdependence for being considered essential in the effective teaching learning process. The components of pedagogical analysis are given below with the help of the following chart.

Four fold activities of Pedagogical Analysis: To make teaching learning process more effective, systematic, scientific and impressive we have to carry out these different activities of pedagogical analysis. Hence it is better to discuss and understand the following constituent parts of pedagogical analysis.

(I)                Unit Analysis/Content Analysis.

(II)             Formulation of instructional objectives.

(III)          Learning experience and chosen method.

(IV)          Evaluation method.

(I) Unit Analysis/ Content Analysis: Unit means topic and analysis means dividing it into parts. The content analysis is not an easy task. In doing content analysis a teacher should have sound knowledge of teaching techniques teaching maxims and the nature of the subject matter. Before teaching, a teacher has to divide the topic into smaller parts/units. During the time of dividing unit into smaller and simpler sub-units the teacher has to identify and write down teaching points. Teaching points is the smallest important unit of teaching from the subject matter that is to be presented before the students. At the time of selecting teaching points, a teacher has to be vigilant, careful, skillful, intelligent and systematic in approach.

(II) Formulation of objectives: Pedagogical Analysis is the systematic and scientific analysis of the teaching and the content. Formulation of the objectives is the second step in pedagogical analysis. After carried out the first step of pedagogical analysis that is unit analysis, a teacher has to formulate the instructional objectives in behavioural terms because the instructional objectives are the learning outcomes. It is the end products of teaching learning process. Learning is change in behaviour. This change in behaviour may be any of the domains -: Cognitive, Affective, or Psychomotor. A successful teaching is based on a successful realization of formulated instructional objectives. Before formulating instructional objectives a teacher needs to study thoroughly the different approaches of behavioural objectives i.e. Bloom’s Taxonomy of teaching learning objectives, Robert Mager’s approach, Robert Millar’s approach and RCEM approach. The teacher is required to have a good knowledge of the psychological and educational principles of teaching learning process.

(III) Learning Experiences and chosen method: Learning experiences and chosen method is the third step in pedagogical analysis. After conforming about what to teach (subject matter) and why to teach (instructional objectives) then the teacher has to choose the best methods, maxims, techniques, tactics, strategies, approaches to teach the particular subject matter. The teacher should have the clear knowledge about the teaching skills and the knowledge of using audio visual aids effectively. An English teacher has to select suitable methods i.e. Direct Method, Bilingual Method, Translation Method and the best approach for properly learning outcomes.

(IV)Evaluation Device: This is the last and foremost step of pedagogical analysis. It is very well known that evaluation is desired changes in the behaviour of the students. The total behavioural outcomes are measured with the help of the evaluation devices. Right evaluation is the tedious job. It requires lot of skills and knowledge on the part of the teacher. After having taught the lesson, the teacher attempts to know how is his teaching was. Evaluation at the end of the lesson includes two aspects-: (i) Recapitulation and (ii) Home work. After the end of the lesson the teacher carries out recapitulation. He asks certain questions on the basis of the lesson he has just taught. Question may be asked from the whole class and the individual students. The questions are generally objective and open ended. After making recapitulation questions to the students, then the teacher has to give the home work to the students. The home work given to the students should not be over loaded and that should be related to the class work. It should be checked out immediately; otherwise the students are not motivated to do any homework further.

Example on Pedagogical Analysis

NOUN

Step: I Unit Analysis/Content Analysis.

v Introduction of Noun: Name of all things as places, animals, persons are counted as nouns.

v Definitions: The name of a person, places, thing or an animal etc is known as a noun. Naming words are also known as noun.

v Examples: Bombay, Tiger, Pen, Ravindranath Tagore etc.

v Types of Noun: There are five types of noun which are -:                                                                                 

·         Proper Noun

·         Common Noun

·         Abstract Noun

·         Material Noun

·         Collective Noun

v Proper Noun

·         Definition of proper noun

·         Examples of proper noun

·         Identification of proper noun from given words

·         Identification of proper noun from given sentence

·         Usage of proper noun in sentences

v Common Noun

·         Definition of common noun

·         Examples of common noun

·         Identification of common noun from given words

·         Identification of common noun from given sentences

·         Usage of common noun in sentences

·         Differences between common and proper noun

v Abstract Noun

·         Definition of abstract noun

·         Examples of abstract noun

·         Identification of abstract noun from given words

·         Identification of abstract noun from given sentences

·         Usage of abstract noun in sentences

·         Differences between common noun, proper noun and abstract noun

v Material Noun

·         Definition of material noun

·         Examples of material noun

·         Identification of material noun from given words

·         Identification of material noun from given sentences

·         Usage of material noun in sentences

·         Differences between common noun, proper noun, abstract noun and    Material noun

v Collective Noun

·         Definition of collective noun

·         Examples of collective noun

·         Identification of collective noun from given words

·         Identification of collective noun from given sentences

·         Usage of collective noun in sentences

·         Differences between common noun, proper noun, abstract noun,  material noun and collective noun.

Step: II Instructional Objectives: After studying this unit students are expected to:-

• Define noun.
• Cite examples of noun.
• Identify nouns from given words.
• Identify nouns from given sentences.
• Use nouns in their own sentences.
• Enumerate various types of nouns.
• Define proper noun.
• Cite examples of proper noun.
• Identify proper noun from given words.
• Identify proper noun from given sentences.
• Use of proper noun in sentence of their own.
• State the definition of common noun.
• Identify common noun from given words.
• Identify common noun from given sentences.
• Use of common noun in sentence of their own.
• Differences between proper noun and common noun.
• Recall the definition of abstract noun.
• Cite examples of abstract noun.
• Identify abstract noun from given words.
• Identify abstract noun from given sentences.
• Use of abstract noun in sentence of their own.
• Recall the definition of material noun.
• Cite examples of material noun.
• Identify material noun from given words.
• Identify material noun from given sentences.
• Use of material noun in sentence of their own.
• Differentiate among proper, common, abstract and material noun.
• Recall the definition of collective noun.
• Cite examples of collective noun.
• Identify collective noun from given words.
• Identify collective noun from given sentences.
• Use of collective noun in sentence of their own.
• Differentiate among proper, common, abstract, material and collective noun.

Step:III Learning Experience and choosen methods.

The teacher makes the concept clear by use of various teaching methods and skills. The following methods, skills, materials and activities can be used for teaching the grammar subject “Noun”

v  Communicative approach.

v  Discussion method.

v  Lecture method.

v  Skill of explanation.

v  Creating situation.

v  Providing examples.

v  Oral drills.

v  Language exercise.

v  Language games.

v  Chalk board.

v  Chart.

v  Transparencies.

v  Grammar books.

Step:IV Evaluation procedure.

The fourth and final step in pedagogical analysis is evaluation. A teacher can assess the achievement of the students by applying three types of questions-:

• Essay Type Questions 
• Write down the definition of noun and its types with examples. 
• Short Type Questions
• Give the definition of noun.
• How many types of noun are there?
• Define proper noun
• Define common noun
• Define material noun.
• Objectives Type Questions
• Identify different types of nouns from the following words-:
• Delhi, Ram, market, college, Gold, I he, she, kolkata etc
• Name the noun in the following sentence-:
• Geeta is my friend.
• Delhi is the capital of India.
• Gold is precious metal
• There is a panic in the crowded.

…

CHAPTER: 9 PEDAGOGICAL ANALYSIS BASED ON UNIT ALALYSIS