सीखने की सीख

एक साल हो गया बोध ग्राम यात्रा को ... इसके बाद खास शहर के खास इंस्ट। में खास शिक्षा का अनुभव भी प्राप्त हुआ...
ऐसा क्या है जो बोध प्रयोग को ख़ास बनता है! मुझे लगता है की उनका हर प्रोसेस को लेख डालना । इस से शिक्षण प्रक्रिया को समझाने में सहायता मिलती है और यदि कहीं कोई छूट रह गयी हो तो उसे पकड़ने में आसानी रहती है!
ईमानदारी से छात्रों की सीख को सीखने का अवसर भी मिलता है । पूरे प्रोसेस को लिपिबद्ध करेने से एक वैज्ञानिक समझ बनती है जो की प्रचलित सिद्धांतों को जमीन से जुडे अनुभवों की डोर थमाती है ! ऐसा भी लगता है की कुछ नई प्रक्रियाएं भी उजागर हो जायें !

FW: Childgroupsummarydoc

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From: adazeb@hotmail.com
To: nutanbharati1.bodhsanvaad@blogger.com
Subject: Childgroupsummarydoc
Date: Thu, 29 May 2008 20:27:16 +0000

Dear all
 
Govindji has send the summary of all the meeting of the child group on behave of the group. please post your comments and reflections....

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curriculmgrpminutes4-6,april.08

Dear all
 
Here are the minutes of Curriculum group meeting at held at Bodhgaon. Please share your comments and reflections with rest of the group...

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Studygroupminutes 4-6,april, 08

Dear all
 
here are the minutes of the first Study group workshop held at Bodhgaon during 3rd and 4th April 2008. Please share your comments and reflections with the group ... 

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फिर वही बात...

क्षमा कीजिये फिर से विनम्र निवेदन है कि

अपने विचार आप सभी सीधे

nutanbharati1.bodhsamvad@blogger.com


पर इ-मेल लिख कर प्रेषित कर सकते हैं ।
यह औतोमतेद है कृपया नाम पर मत जाईये just इग्नोर the name
इस से संवाद की सम्भावना होगी...
एक छोटा सा कमेंट भी बहुत है ...
हम सभी आपके सहयोग की प्रतीक्षा करेंगे !

To share possibilities

Let us share some reading excerpts or issues to discuss on the topic of our choice, then we may come back on this site as and when time allows!

For example, something like a link on the rural teacher, ruaral teaching experience, or curriculum infussion... from ERIC database...
1. A Comparison of Beginning and Experienced Teachers' Concerns (EJ788428) , Author(s):
Melnick, Steven A.; Meister, Denise G. , Source: Educational Research Quarterly, v31 n3 p39-56 Mar 2008
Pub Date: 2008-03-00 ,Pub Type(s): Journal Articles; Reports - Evaluative, Peer-Reviewed: Yes
Descriptors:Classroom Techniques; Student Behavior; Time Management; Teacher Attitudes; Beginning Teachers; Teacher Educators; Knowledge Base for Teaching; Teacher Responsibility; Teaching Experience; Parent Teacher Cooperation; Teacher Competencies
Abstract:Over the past thirty years, numerous studies confirmed that new teachers do not have the requisite knowledge to understand the complex interrelationships among management, behavior, and academic tasks. An important missing piece in the literature is how the concerns of experienced teachers differ from those cited by beginning teachers. Based on previous research, this study compares beginning and experienced teachers' concerns with respect to managing classroom behavior, dealing with time constraints and work load, parent interactions, and academic preparation. This paper examines these complex relationships by comparing a national sample of beginning teachers to a national cross-section of experienced teachers to ascertain if beginning teachers' concerns diminish with experience. Significant differences were found on the Classroom Management and Parent Interaction scales while no differences were found on the Academic Preparation and Time Management scales. This study points to a number of issues important to teacher educators responsible for preparing candidates for initial certification as well as to school district personnel responsible for mentoring new teachers and strengthening professional development for in-service teachers. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Full-Text Availability Options:
Not available from ERIC Find in a Library Publisher's Web Site ______________________________________________________________________________

4. Mediating the Conflict between Transformative Pedagogy and Bureaucratic Practice (EJ787536)
Author(s): Inderbitzin, Michelle; Storrs, Debbie A. Source:College Teaching, v56 n1 p47-52 Win 2008
Pub Date: 2008-00-00 Pub Type(s): Journal Articles; Reports - Descriptive Peer-Reviewed: Yes
Descriptors:Core Curriculum; Research Universities; Educational Change; Conflict Resolution; Organizational Development; Transformative Learning; Resistance to Change; Instructional Innovation; School Restructuring; Change Strategies; Teaching Experience
Abstract:This article reflects on the authors' experiences during a pilot year of an innovative core curriculum at a state research university and their attempts to create a "collaborative community" characterized by transformative pedagogy. It discusses their students' and colleagues' resistance to their inventive, albeit time-consuming and sometimes noisy, assignments. It analyzes the temptation to give in to bureaucratic inertia and return to an instruction paradigm that prioritizes the transmission of information over the more intensive goals of encouraging students to "claim their education." Finally, they suggest that the development of collaborative communities of like-minded teachers is an important resource in mediating the conflict between transformative pedagogy and bureaucratic practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Full-Text Availability Options:
Not available from ERIC Find in a Library Publisher's Web Site

______________________________________________________________________

5. Learning through Boundary-Crossing: Further Education Lecturers Learning in Both the University and Workplace (EJ787206) ; Author(s): Finlay, Ian; Source:European Journal of Teacher Education, v31 n1 p73-87 Feb 2008; Pub Date: 2008-02-00;Pub Type(s): Journal Articles; Reports - Descriptive;Peer-Reviewed: Yes
Descriptors:Education Courses; Foreign Countries; College Faculty; Faculty Development; Professional Continuing Education; Teaching Experience; Student Journals; Student Attitudes; Student Educational Objectives; Learning Strategies; Learning Theories; Inservice Teacher Education
Abstract:This paper reports on a research project that sought to gain a deeper understanding of the contribution that universities make to the professional learning of teachers. The particular case studied was a group of learners who were engaged in an in-service teacher education course for further education (FE) whilst also working as lecturers in FE colleges in Scotland. The paper develops the narrative of learning across boundaries (Saunders 2006) drawing on the work of Engestrom (1987, 2001). The claim made is that the learning that takes place across the boundary of the workplace and university has the possibility of helping learners to resolve issues that the workplace alone does not provide them with the resources to resolve. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Full-Text Availability Options:
Not available from ERIC Find in a Library Publisher's Web Site

Pehala Parcha

बोधगांव बहुत खूबसूरत है यथास्थिति और विचारों में भी!
यह पहला पर्चा है अपने विचारो को संवाद के ज़रिये प्रस्तुत करना का...
आपको निम्त्रण है पहल करने के लिए.
कल फिर इसी जगह मिलते हैं!