B.Ed. (Full Time) Reading and Reflecting on Texts Syllabus - Mumbai University

Objectives

• To infuse in student teachers the penchant for reading and writing
• To instil and promote the skill of reading and writing
• To appreciate texts from diverse fields
• To acquaint the student teachers with comprehension skills
• To examine the social angle to reading texts
• To engage readers to interact with the text individually and in groups
• To develop interpretation skills in reading texts
• To develop reflective reading and writing skills
• To generate critical/analytical responses from the readers
• To maintain reflective journals
• To develop the skill of reviewing a book
• To gain insight into interpretive skills

Module 1: Revisiting Reading 1 credits

Unit 1: Diversity of Text – Meaning, Significance and Reflection

• a) Understanding Diverse Text Forms- Expository, Narrative, Persuasive, Scientific and Technical.
• b) Diversity of Texts related to Education –Expository, narrative, technical, documentaries, policies, historical and ethnographies.
• c) Socio-cultural Diversity and Texts :
• i) Influence of individual diversity (Language, culture, caste, gender) on texts.
• ii) Influence of group on understanding texts( Communicative Reader)

Unit 2: Reading for Understanding – Strategies and Steps of Reading

• a) Davis’ Nine Component Skills of Comprehension.
• b) Reading strategies: Previewing, Infer and Predicting, Skimming, Scanning and Paraphrasing.
• c) Reflecting through stages of Reading: Pre-reading, During Reading and Post Reading.

Module 2: Reflective Reading and Writing 1 credits

Unit 3: Reading for Writing

• a) Recreating Texts : Rewriting texts from new perspectives
• b) Critical Analysis of a text
• c) Reflective journal writing

Unit 4: Reading beyond Texts-Making Connections

• a) Making connections to the Text: Text to self, Text to text, Text to World.
• b) Reading Images and Seeing Texts: Visual to Word and Word to Visual.
• c) Reading for Change: Understanding educational documents.

Module 3: Suggested Task/assignment Activities (any Four) 1 credits

• a) Choose a textbook of any one standard from your pedagogy. Identify the different types of text used. Write a report on use of these texts and explain their significance to education OR
• b) Explore multicultural perspectives of local/classic/ world literature, stories, folk songs, plays etc. and reflect its influence on individual and social life. Present your perspective in form of a report or power point presentation
• c) Read a passage and analyse the same using Davis’ Nine Component Skills of Comprehension for understanding the text OR
• d) Apply different reading strategies in the three stages of reading of any text and prepare a report
• e) Read a text of students’ choice and make connection to oneself, to other text and to the present context. OR
• f) Explore two texts one visual and one verbal. Explore visual to text and text to visual perspectives and present your perspectives in form of a report.
• g) Presentation of a book review of educational significance (Compulsory) OR
• h) Reflective Journal based on readings in the course

References

• Ethnographies –
• Meenakshi Thapan’s ‘Life at school: an ethnographic study’ & ‘Ethnographies of schooling in contemporary india’ & other research studies
• Extracts-
• ‘Teacher Man’ by Frank McCourt & extracts from ‘The Prophet’ by Kahlil Gibran
• Macaulay’s Minutes
• Extracts from Rousseau’s ‘Emile’, Dewey’s writings, Plato’s Dialogues, Krishnamurthi, Aurobindo, Tagore, Vivekananda, Gandhi.
• Books-
• Letter to a Teacher
• Deschooling Society
• Silenced Dialogue
• How I Taught My Grandmother to Read and other Stories Sudha Murthy -
• Tales from the Indian Jungle- Kenneth Anderson- Rupa& Co. 2001
• Tales of the Open Road-Ruskin Bond- Penguin UK- 2006
• Encounters with Animals- Gerald Durrel- Penguin- 2012
• Weblinks:
• http://www.tandfonline.com/doi/abs/10.1080
• http://literacyonline.tki.org.nz/Literacy-Online/Teacher
• http://mrsbrogley.com/blog
• https://prezi.com/erhgpaokppsj/copy-of-chapter-5-mentor-texts/
• Collaborative Reader
• http://www.apu.ac.jp/rcaps/uploads/fckeditor/publications/poyglo
• http://www.ericdigests.org/1999-3/reading.htm
• https://sethkorn.wikispaces.com/Communicative+Reading+%26+S torytelling
• (interactive reader)
• http://reflectivepractitioner.pbworks.com/f/Lincoln.pd http://tc2.ca/pdf/t4t/t4t_reflective_writing.pd
• https://www.press.umich.edu/pdf/9780472035052-ch1.pd
• http://www.arvindguptat
• http://www.writingforward.com/creative-writing/creative-writing-reflective- journalin
• Reflective Journal Rubric
• http://hrsbstaff.ednet.ns.ca/twatson/reading_journal_rubric.hthttp://edtech.boisestate. edu/connectionsacademy/rubrics/reflectio http://www.readwritethink.org/files/resources/lesson_images/less http://classiclit.about.com/od/forstudents/ht/aa_readinglog.ht
• Klein, S., & U.W. Stout, Chandler, W., U.W. Whitewater (2006). Reflection for Preservice and Inservice Art Teachers E-portfolio, from http://www.uwstout.edu/art/artedportfolios/reflection/index.htm Error! Hyperlink reference not valid.
• Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers.2nd. ed. Portsmouth, NH, Heinemann.
• Pensavalle, M., Tyerman, J., Delgadillo, L., Miyake, J., Soong, A, (2006). AACTE 2006
• Proposal: How Reflection Impacts Instructional Change. AACTE 2006 Proposal, Retrieved Jan. 23, 2007, from
• http://www.usc.edu/dept/education/up_files/AACTE_06_Presentation.pdf