Inspiring Teachers Human Excellence

Jan-Mar 2014 Page 1 of 4 VOL. # 8 ISSUE #1

From the editor…..

A very very happy new year to you all! Some of you are also

celebrating Sankranti, Lohri, Pongal, Id etc. Basically a season

and mood for celebration.

And you see a greeting in Braille Script here! Why? Read on…

In this issue, I hope to give you a new direction for thinking.

Only few of you may be dealing with differently abled students

in your classes. When we talk of ‘differentiated teaching’

methods, one of the considerations is how to make the learning

accessible to all types of students. Indian society, in general,

has not paid sufficient attention to accessibility issues. But let

us talk about education and we will focus our attention to

visually impaired (VI) students.

For a few years, I was part of an organization that developed

study material for VI students. I have written briefly about the

commendable work of this NGO.

I had also been to a workshop held at “Dialog in the Dark” that

was facilitated in pitch dark by blind persons. This workshop

gave me new insights into inclusiveness. It sent home the

message that more than charity, creating an environment, both

physical and social, to enable differently abled people to live

with dignity is needed.

Just as there are millions of things that I cannot do, some

people cannot do things that I and people like me have termed

normal. They just have a different way of living and they need

a space to be.

In the workshop of about 2 hrs, in pitch dark, some activities

are conducted. For the first few minutes, there is utter chaos

because we are so used to visual cues. But after a while the

groups settled down to some norms and could complete the

activities. This shows that being different doesn’t mean they

are deprived. They just do things differently.

The text is above reads “Happy Holidays”

Another article which is reproduced from one of the older

issues is on explanation skills.

From next issue onwards, we will try to have a book review.

I invite all of you to share your views on any book that you

have recently read and found valuable.

A word about the interesting links:

People think that Google search is the best method to search

for academic resources. But to come in the first few results

of Google search, a website needs to spend lot of resources

on search engine optimization. Usually academic sites don’t

do that. So the resources given in these columns (or other

resource compilations are really very valuable).

This issue also has some humour, so read and enjoy!

--Uma Garimella

Contact us: inspiringteachers@gmail.com

In this issue:

Editorial

Feature: Samrita Trust …….………………… 2

Effective Explanations ………… 3

Humour ……………… 4

Interetsing Links …………….. 4

Featured Organization – Samrita Trust

Education for the visually impaired

Audio Books

Initially volunteers of the Trust started reading books and creating

CDs. Telugu and English medium books in History, Political Science, Economics, Civics, Commerce, Public Administration were

read for BA and Intermediate. Using software called Goldwave, almost 12 books could be read and put on a DVD. Now these

students needed CD players. The Trust donated hundreds of players initially. But the significant philosophy of Mr Sastry is to make a self sustaining model and to involve government in creating systems for it. So after several trips to the concerned departments, DVD players were distributed through government

also. Same story was repeated a couple of years later once mp3 players were affordable and more convenient. Now an entire BA

syllabus could be put on a single mp3 player and carried in one’s

pocket. This is a huge empowerment for VI students who are also poor and cannot afford latest gadgets.

Moving to competitive exams

Once they got a taste of audio books, the college graduates started asking for more. They wanted to get jobs by writing

competitive exams. So Samrita promptly recorded material and

model papers for Bank exams, Group II and IV, RRB etc and supplied at hostels and colleges. Several candidates could qualify

and get jobs. Online tests

Many competitive tests have become on-line and just practicing with audio books wouldn’t help. So Samrita promptly set up mock

on-line tests for them.

Braile Kits for young children Partnering with Vidya Vriskhah, an NGO who manufacture Braille

Kits, and Worth Trust that also trains differently abled people,

Samrita distributed hundreds of kits to VI children in several districts of AP with the help of Sarva Siksha Abhiyan team. In fact,

Samrita initiated Vidya Vriksh to make the kit for Telugu.

Braille Books

While audio books are convenient, compact and useful, spellings, reading, drawing and writing can be learnt only with Braille script.

Samrita Trust prepares typed version of latest text books published by AP Govt. One hard copy of the Braille book is

produced and proof read by a blind teacher. Final corrected

version is given to NIVH Chennai, which embosses the Braille books and supplies to schools which ask for them.

Audio Library

Mr Sastry was always clear that colleges and schools have to play a pivotal role to sustain this system. He has insisted on the CD

players and audio books to be available in an audio library that

should be maintained by some teacher in the school or college.

Jan-Mar 2014 Page 2 of 4 VOL. #8 ISSUE #1

Samrita Trust is an NGO started in 2006, that works

for educating the visually challenged. Started by Air Vice Marshal(Retd) N.S.Sastry and his wife Mrs

Anasuya, this organization has several committed volunteers who produce learning material for VI

people.

Until recently, the government used to give an allowance for a reader and a two-in-one (cassette

player and radio) to VI students enrolled in government colleges. These readers were quite

erratic and the cassettes were also made only by motivated teachers. In general, these students were

at the mercy of uncertain resources for their learning.

But all that had to change once mp3 technology was available. Samrita Trust not only created study

material, it worked with the government to change their policies and enabled students to receive modern

equipment and not depend on readers.

What will surprise you is that this entire technology is tried, developed and tested by Sri G. Annaji Sarma, He worked for 34 years in Bhilai steel plant and

retired as Chief Engineer. He and Mr Sastry at 70+ age, are excited with available technology, they figure

out solutions by trial and error and are passionately

spending huge amount of time in this endeavor. Their wives comment that they are busier than when they

were employed!

The story of Samrita is not as easy as it sounds here.

In spite of sincere efforts it is very difficult to even reach the needy students. It’s virtually impossible to

get the data about VI students in colleges, schools, and in applications for employment. Further, donors

need some trace of their donations, so a tracking

system needs to be put in place. Donations have been raised through individuals, through Give India and

through corporate like banks and private companies.

What strikes you about Samrita Trust is that it is run very professionally, with commitment and purpose.

You can read more at http://www.samritatrust.org/

Explanation Skills (From Mastering Teaching Skills Series – Explaining and

Questioning by Trevor Kerry)

As teachers, most of our professional talking in class is about explaining something to students. This is by far the most

important skill for a teacher to have. If you get your hands on this book, you will enjoy because it has examples of

progressively better explanations and also has exercises for

you to work on. Purpose and components of and skills for good explanations:

An explanation means giving understanding to another. It has three aspects - a content (to explain), a style or type of

explanation and the involvement of the learner in getting the points across.

Explanations can be of three types based on questions they

try to answer: What? - Interpretative explanations e.g., what is climate?

What is graph? How? – Descriptive explanations e.g. how does clim

change in India? How can we construct a graph of our class

scores? Why? – Reason giving explanations e.g. why does climate

change? Why is this graph of scores useful?

A classroom explanation will have elements from all three

types and you should be able to transition between the three. This is also the essence of Kolb’s learning cycle where

every learner must be taken through why?what?how? questions in order to complete the understanding. The basic

requirement here is SEQUENCING. If you jump back and forth between these questions because you have realised

that there were gaps – learners will get confused and worse

still, they will lose interest.

Explanation style also changes with the kind of audience you are addressing and the purpose of explaining.

explanation is enhanced by using various stimuli or support

like pictures, diagrams and verbatim texts for definitions. Here we are not going to explore written explanations but if

a teacher can write down his/her explanations before talking in class, it will be an extremely useful exercise.

Purpose: An explanation can be given to explore or solve a

problem, to operate an instrument or conduct an experiment,

to tell a story, to analyse a situation, to defend or argue a point of view, to offer conclusion. It is important to realise

what is important in each of these contexts. While it is critical to follow exact steps sequentially in learning to conduct an

experiment or operate an instrument, generating interest

may be more important in story telling. Similarly, analyzing a situation requires a balanced view while defending needs a strong supporting evidence for one particular view.

Jan-Mar 2014

Explaining and

most of our professional talking in class is about explaining something to students. This is by far the most

important skill for a teacher to have. If you get your hands on this book, you will enjoy because it has examples of

ons and also has exercises for

Purpose and components of and skills for good explanations:

An explanation means giving understanding to another. It a content (to explain), a style or type of

involvement of the learner in getting the

Explanations can be of three types based on questions they

Interpretative explanations e.g., what is climate?

Descriptive explanations e.g. how does climate

change in India? How can we construct a graph of our class

Reason giving explanations e.g. why does climate

A classroom explanation will have elements from all three

ble to transition between the three. This is also the essence of Kolb’s learning cycle where

every learner must be taken through why?what?how? questions in order to complete the understanding. The basic

requirement here is SEQUENCING. If you jump back and forth between these questions because you have realised

learners will get confused and worse

Explanation style also changes with the kind of audience you are addressing and the purpose of explaining. Oral

explanation is enhanced by using various stimuli or support

like pictures, diagrams and verbatim texts for definitions. Here we are not going to explore written explanations but if

a teacher can write down his/her explanations before talking , it will be an extremely useful exercise.

Purpose: An explanation can be given to explore or solve a

problem, to operate an instrument or conduct an experiment,

a situation, to defend or argue a point of view, to offer conclusion. It is important to realise

what is important in each of these contexts. While it is critical to follow exact steps sequentially in learning to conduct an

ment, generating interest

may be more important in story telling. Similarly, analyzing a situation requires a balanced view while defending needs a strong supporting evidence for one particular view.

Page 3 of 4 VOL. # 8 ISSUE #1

Summarising or concluding explanations are as important as the introductions because it is here a learner knows the

topic is coming to an end and will pay attention to any

significant points. Further, as we will see later in “connectives” – the language you use enhan

meaning conveyed to the learner including sequence and summary. For example, “finally”, “before this”, “as soon as

we finish this step”, “to recap” etc.

An effective explanation spanning these three types needs

the following skills: 1. Making a dynamic introduction

2. Defining key terms/concepts that will be explained3. Linking the concept with concrete examples

4. Using both positive and negative examples

5. Creating tasks that learners can do to enhance learning (active learning)

6. Familiarizing students with ththe subject)

7. Developing rules and principles from explanations

8. Using connectives to enhance learning9. Using language effectively

10. Using repetition and emphasis (multiple types not just rote)

11. Adopting an appropriate pace12. Numbering points

13. Using appropriate humour

14. Linking the explanation to other knowledge15. Building the feedback loop –

understanding

VOL. # 8 ISSUE #1

or concluding explanations are as important as the introductions because it is here a learner knows the

topic is coming to an end and will pay attention to any

significant points. Further, as we will see later in the language you use enhances the

meaning conveyed to the learner including sequence and summary. For example, “finally”, “before this”, “as soon as

we finish this step”, “to recap” etc.

An effective explanation spanning these three types needs

ic introduction

Defining key terms/concepts that will be explained Linking the concept with concrete examples

Using both positive and negative examples

Creating tasks that learners can do to enhance learning

Familiarizing students with the technical language (of

Developing rules and principles from explanations

Using connectives to enhance learning

Using repetition and emphasis (multiple types not just

Adopting an appropriate pace

Linking the explanation to other knowledge – assessing learner’s

Humour

What the professor says and what he means. True isn’t it? Honestly!

The answer to your question is beyond the scope of this class. ----I don't know. You'll have to see me in my office for a thorough answer to your question.----- I don't know.

In answer to your question, you must recognize that there are several different points of view. --

-I really don't know. We can continue this discussion outside of class.--- You're winning the argument - let's quit

Today we'll let a member of the class lead the discussion. It will be a good educational experience --- I didn't have time to prepare a lecture

Any questions? -------I'm ready to finish the class

Some funny interpretations of science: "When you breath, you inspire. When you do not breath, you expire."

"H2O is hot water, and CO2 is cold water" "When you smell an oderless gas, it is probably carbon monoxide"

"Three kinds of blood vessels are arteries, vanes and caterpillars."

"Blood flows down one leg and up the other." "The moon is a planet just like the earth, only it is even deader." "A fossil is an extinct animal. The older it is, the more extinct it is.”

Interesting Links You can't improve your teaching without changing it. This is the punch line on Geoff Petty's site. Geoff Petty is author of Britain's best selling teacher training text: 'Teaching Today: a practical guide'. His new book is: ' Evidence Based Teaching'

He has built a website that has valuable downloads and material on active learning. He says there are two main steps for

improvement in teaching (and which happen to be the same at Teacher's Academy) http://geoffpetty.com/

1. Find your areas of strength and weakness and work on these.

2. You can work on the main factors that make the biggest difference to student learning - Active Learning and Feedback -

learners need information on what they do well, and how to improve, then they need to act on this. Professor John Hattie has synthesized over half a million of the most effective research studies on teaching methods, and the other variables that affect

achievement. This is the biggest and most authoritative review of classroom-based educational research ever undertaken. He

concludes that the factors that make students learn best are student activity towards a challenging goal, and informative feedback on this activity. Experiments show that some active learning methods prove students' attainment by more than two

grades.

ERIC - the Education Resources Information Center - is an online digital library of education research and information. It

provides ready access to education literature to support and improve practice in learning, teaching, educational decision-

making, and research. http://eric.ed.gov/ The most valuable part of this searchable database is that the results are tagged by author, type of publication, source, date,

level of education, audience and descriptor keywords.

Gateway to Educational Materials Information on Teaching and Learning - http://www.thegateway.org/ People think that Google search is the best method to search for academic resources. But to come in the first few results of

Google search, a website needs to spend lot of resources on search engine optimization. Usually academic sites don’t do that.

So the resources given in these columns (or other resource compilations are really very valuable).

June 2013 Page 4 of 4 VOL. #7 ISSUE #6