Research Centered Curriculum

“All undergraduate students in all higher institution should experience learning through and about research and inquiry.”

Healey and Jenkins2003)

Institution believes that learning through inquiry contributes in developing research skills and thereby making learning more meaningful. The course content in the syllabus has in-built elements of research activities spread throughout. However, going beyond prescribed syllabus, institution strives for training students for   research informed teaching-learning practices keeping following objectives in mind:

  • To develop inquiry skills through curricular and extra-curricular activities;
  • To develop skills to review other’s researches
  • To develop understanding of doing research.

Curriculum Transaction:

The entire curriculum is researched by teaching staff through brainstorming to identify the connects and correlations between the theory papers and also between theory and practicum. This helps the teacher to avoid unnecessary repetition due to overlapping and make curriculum transaction more meaningful and holistic in nature.

Facilitating learning of the syllabus course through inquiry:

Staff use different research based strategies and methods like flipped classroom, Cooperative learning, and other problem based learning, seminars etc. that requires lot of inquiry to the problem or challenge posed. Such contextual learning help student-teachers to develop understanding of the content through self-inquiry and also to use it in their practice-teaching.

Different workshops conducted for students culminate in the product based on their understanding. This ensures application of theory in developing learning resources, presentations.

During Practice teaching students create their reflective diaries on the observations made on curricular and co-curricular activities carried out in schools. This data is used to identify the hidden curriculum of each school that is implemented to realize its vision.

The interviews taken in the school of children of special abilities are collated by teachers and common characteristics and efforts that schools take towards their better inclusion are analysed.

Students are exposed to research related activities as follows:

Theme based Assembly:

Institution provides sufficient time for the assembly in the time table. Students take up the theme either based on the important day or week or any environmental or social issues and research on it in group and identify the oath, prayer and the research article from the library for presenting in the classroom. Reflective discussion follows after the presentation. The group write the report of the entire session and submit to the college.

The entire process thus makes them familiar with the research language, format of conducting and reporting.

Action research:

Every student conducts an action research on the felt need in school by following all the steps of the research required, writes the report and presents in the college in the form of Viva-voce.

Institution has converted this university required activity into a co-research project whereby staff and the group of students are involved in the action research. For example, brainstorming the theme and questionnaire is developed and the implementation takes place on an individual level at different allotted schools. Students carry out analysis and interpretation on the individually collected data and complete the task.

Teacher’s contribution in the research is in the preparation stage and then combining the data of all the students to carry out analysis on a different level.

Students are given opportunities to participate and present research paper in other institttution.

Students’ research reports are published on college website.

Value Added courses:

Institution offers value added courses like, YOGA training, Phonetic etc. which are well researched by using need analysis, testing students’ achievement levels through feedback and achievement tests so as to keep the scope open for further improvement.

Co-curricular activities

Most of the co-curricular activities and competitions, guest lectures are analyzed through feedback given by the students  and participants.

Research activities by teaching faculty:

Teacher educators of the Institution too are active in research practices in the following ways:

  • Perusing Ph.D.
  • Writing research papers for seminars, journals
  • Analyzing feedbacks on every activities for further improvement
  • Collating students’ action research data into mega data to use as need survey and convert into research paper.

Perspective Plan:

Institution strives to establish the research center in the Institution for conducting different research related activities as follows:

  • Guiding Ph.D. students by getting approval for Ph.D. center
  • Connecting and collaborating to research community through conferences and seminars at national and international levels.
  • Organizing guest lectures and workshops on the research related themes at regular intervals.

2017-2018

The Institution organized a State Level Seminar on ‘ Contribution of Women in Nation Building: Creating the Momentum for Social Inclusion’ on 10th March 2018, which was based purely on research. The participants carried our research for which they were trained before and during the seminar on nuances of research.

Students bagged a research project sponsored by ORF to create a Facebook for the purpose of spreading awareness about religious tolerance.

Students were thoroughly trained to carry our Action Research  as a part of syllabus requirement. But they were provided with the opportunity to conduct research in right direction by attending training workshops on understanding concept and procedure of Action Research. Students used ICT to do online surveys using Google form. Their work will soon be compiled and will be shared with practice teaching schools and other stakeholders.

Students are on a regular basis visit library to carry out many learning activities using the resources one of them is research article survey that are presented during theme based assembly or in the library itself as part of the venture of the librarian unsder the tile of learning through library.

Study circle, PBL, 5Es etc are the strategies that are based on  constructivist approach and that needs research skills to learn any subject matter is the regular practice in the Institution.

                

Report on Theme Based Assembly

In the pursuit of our vision and mission different activities are conducted throughout year. One of the most important activities is Theme Based Assembly. From the academic year 2017-2018 the Theme Based Assembly (TBA) was re-designed to make it more meaningful and also to sensitize student about their social responsibilities.

 

Nature of the theme based assembly:

The students are given the themes based on the significance of the week in the form of National/International days, social concerns, remembering of great personalities etc.

Students then are given one week time to conduct varied activities in the social environment or in schools during Internship depending upon the theme selected and the students’ academic activities. For all these theme they made ICT based resources like- Power Point Presentation (PPT), Videos and piktocharts, performed role play, conducted exhibitions, organize awareness drives and campaigns.

Once this is done then on weekend mostly Saturday one full lecture is devoted for TBA and students in groups perform assembly and share their week long activities to the fellow students based on the themes in the form of presentations, role-play, dramatization.

The Theme Based Assembly consists of :

  • Divine Intervention
  • Breathing exercise
  • Sarva Dharma prayer
  • Pledge
  • University Song
  • Thought of the day
  • News
  • Research article
  • Sharing of weeklong activities(group wise)
  • National Anthem

In the year 2017-2018 the following themes have been covered.

Sr. No. Date Theme
1 1st July 2017 Tree Plantation-we care about the environment
2 8th July 2017 GST (Goods and service tax)
3 15th July  2017 Guru purnima
4 29th July 2017 Inclusion for mainstreaming
5 5th August 2017 Meaningful learning
6 19th August 2017 Freedom v/s slavery in free India
7 16th September 2017 Quality Teacher
8 23rd September 2017 Anti-ragging Awareness
9 5th October 2017 Following Gandhian philosophy as global teachers
10 12th October 2017 Inspiring students to read
11 11th November 2017 Develop Nature For our Future
12 18th November 2017 Best out of Waste
13 25th November 2017 Leaner Centered Education
14 2nd December 2017 Mainstreaming of children with disabilities
15 16th December 2017 Soil and mountain –Symbiosis for life
16 6th January 2017 Secular Education for social emancipation on occasion of Savitribai Phule Jayanti
17 27th January 2018 Rich Heritage of India
18 10th February 2018 Anti-ragging
19 3rd March 2018 Scientific arrangement awareness in society on occasion of National science Day
20 17th March 2018 Jago Grahak Jago ( know Your rights on occasion of worlds consumer rights day

ICT enabled Educational Practices

Information and Communication technology is here to stay with its dynamic nature. This requires all the educational set ups to create the competitive working culture to face the challenges of latest technology related knowhow.

Institution has taken up the challenge to train student teachers in ICT enabled teaching-learning practices through direct and indirect learning experiences by keeping following objectives in line with its vision :

  • To design ICT enabled teacher education practices to enhance ICT related competencies in student-teachers.
  • To train student-teachers to use easily available and cost effective webpage creation tool, wiki like Google site, BLOGS, etc. to create and design own website and learning materials.
  • To develop research skills using  ICT tools like online survey form.

Revises B.Ed. syllabus demands the integration of computer technology in all the courses. In addition, it includes a workshop based course on Enhancing Professional Competencies in critical understanding of ICT in education.  Institution is well equipped with the ICT enabled infrastructure. The Universal Group of education has a separate IT department that caters to the technology related requirements of the educational institutions.

The campus of the Institution is fully WIFI enabled with a computer lab having the capacity of around forty laptops. The lectures halls too are equipped with LCD projectors and smart boards. Few computers are dedicated to students for completing their assignments or for practice purpose. All the staff members are provided with the personal   computers at their desks. The office and library  is equipped with the management Information system (APPLANE)

Institution, strives to make the  ICT training prescribed in the syllabus more meaningful  and product based that can be applied throughout the curriculum and beyond it.

Most of the assignments given in the courses are completed by using the latest mobile and computer technology, like What App, e-mail, document sharing, BLOGs, survey forms  etc.

In-house workshop is conducted to train students in creating and using learning management system, BLOG, Document Sharing etc.

Action research is part of students’ practical work. Students use online survey forms to collect data for the same.

Students are trained in different software like Piktochart, VLSD etc. to create learning resources to use in their practice teaching. They are encouraged to use the learning strategies like flipped classroom,         Cooperative learning or any other constructivist approach where such resources can be used to facilitate learning.

Using Piktochart software students developed text graphics for spreading awareness through  cleanliness drive in the surrounding area as part of Institution’s  community outreach programme.

Guest lecture using Online webinars, video sessions are organized for students to avail expertise in the virtual set-up.

Institution encourages Staff members to take up online courses i.e. MOOCs as part of their professional growth on varied topics. Students too are encouraged to take up online courses offered by Department of life long and extension (DLLE) of Mumbai University.

In the academic term 2016-2018, teachers designed and uploaded one small unit on the readily available LMS, EDMODO where students during their internship learnt the topic using online modes like discussion forum and online test, You Tube  etc. teachers had uploaded the topics that became their learning material study and respond to the assignments. The teachers also could save time of theory lectures since this was during Internship and online.

Students were trained in software like story Bird, Puzzle which they used during their Internship as instructional material  and also during community work to make pamphlets in creating awareness on social issues and topics of concern.

Every student contributed in spreading digital literacy by training at least two people in the society to use mobile apps like Paytm, Bhim etc.

Institution strives to connect with other institutions online for exchange programme for students and also establish teacher organization for virtual teachers’ meet   for exchanging innovative ideas.

Institution thus strives to adapt ICT as the integral part of teacher training programme by making it cost effective for students and staff by availing easily and freely available learning resources, software and apps. It considers it as their best practice because

Community Outreach

Institution is concerned about the education and service to the community on a regular basis. The community outreach does not stop at the point of completing curriculum requirement. Going beyond it, the institution organizes activities for more exposure to understand the challenges and acquire competencies to face the challenges related to the under-privileged and specially able population keeping following objectives to be achieved:

  • Providing opportunity to extend Service to community with special needs
  • Training to play the role of liaison between the school and community with special needs.
  • Developing awareness about the special educational needs of the students with special abilities for effective inclusion in mainstream schools.

Institution focuses on Community service and Social action which centers on building bridges among diverse groups of people and encouraging learning through community work.  Our institution reaches out to the communities and draws them into the world.  Our students are engaged in continuous dynamic process of bridging a rich linkage between the institution and community to cultivate relationships with them.  Linking schools and communities is widely recognized as a good pedagogic practice.

Community work as an academic task:

As required by 2-year B.Ed. curriculum Students have to complete 36 hours of community work in Semester one.  For this purpose, our student go to different community centers such as Orphanage, old age home, special schools etc., and contribute themselves in helping them.  During this period the students’ emotions, values are more strongly developed and is reflected through their feedback.

Going beyond the curriculum:

Institution provides opportunities to students more exposure for community work by organizing varied activities either through integration or by conducting programmes independently:

Different days of importance are celebrated in community centers. It helps to sensitize students about the community’s expectations from the mainstream society and emotional needs of the children and adults from the community. Institution thus integrates different days of major festivals like Diwali, Christmas, Eid celebration and national and International days like World disability day, children’s day,

Students are involved in following activities during these days:

  • Assisting in preparation and organization of programmes.
  • Contributing in the programme by performing cultural activities for them.
  • Voluntarily making donations meaningfully and as per the needs of the centers.
  • Spreading the joy of togetherness by spending quality time with children and adults from the center.

Institution promptly responds to the appeals made by University or government welfare department by making valuable contribution. Issues like sexual harassment of women, swachhata Abhiyan, Awareness about obesity among children and Youth, Digi-literacy drive for cashless economy etc. are taken up through following activities:

  • Drives and march to create awareness by distributing pamphlets, having dialogue with common people etc.
  • Educate housewives and other people from lower economic and education strata in Digi- apps for cashless economic transactions
  • Inter-collegiate competitions on drawing, poster making etc.

Organizing special programmes for community outreach:

Self-efficacy is developed through community work.  Institution runs a mobile laboratory for the children from community centers.  In this venture, students visit Municipal schools and help them gain better understanding of basic concepts of science.  With the help of portable Mobile Laboratory kit simple and basic science experiments are conducted for students belonging to lower economic strata.

Students are trained for inclusive education by organizing exchange programme in community centers like ADAPT  for spastic children,. Students observe the strategies and methods used by specially trained teachers for teaching these students. They also get the opportunity to actively participate in the organization of the performances of the students in the cultural events or helping students to prepare items to be kept in exhibitions and also assist as paper writers during their examinations.

Institution has tied up with the Malad branch of  Snehashram  Organization running orphanages all over Mumbai and developed a continuous community outreach programme schedule throughout the year for extending services like Remedial teaching, volunteering in the organization of various activities, celebrating special days with children etc. Each students as per the planned schedule visit the center to be part of this endeavor.

Institution also tries to collaborate with community as an when we get a chance by conducting various activities such as rally, skits, etc.  The college conducted rally on cleanliness drive under swatch bharat abhiyaan.  On occasion of “International Women’s Day” i.e., on 8th March 2017 the college conducted rally to create an awareness on “Sexual harassment of women at workplace (prevention, prohibition and redressal) act 2013.  The students prepared piktocharts about filling the complaint against sexual harassment and also explained to the local people.

Value education plays an important role in making of a good teacher.The  institution provides students with ample opportunities to get first hand experience to connect with the society and work actively towards its progress

In  the academic year 2017-19  as a part of curriculum transaction of B.Ed. programme,  students completed their 36 hours of community service in Sem I in different community centers.

Going beyond the syllabus requirement students were actively involved throughout the year in the  community outreach programmes.  The college has adopted Govindnagar BMC school.  The students visited this school in rotation and helped the school in various activities such as teaching, organizing work, maintaining record etc.

Due to insufficient number of teachers in Siddharth nagar BMC school and Mitha nagar BMC school, students helped school children in completing their syllabus.  This also helped students in getting more practice of teaching and in  developing confidence in them.

This year also the students celebrated their International yoga day, children’s day and world disabled day in different community centers.

The  college organized a rally on garbage management in response to the  prime minister’s  mission of swachh Bharat Abhiyaan.  The students also visited Sanjay Gandhi National Park for “Shraam Daan”

The college looks forward for more activities to be conducted during the academic year 2018-19.

Perspective plan:

Institution desires to enhance the capacities of student teachers to be effective teachers for inclusive class rooms and hence would strive to strengthen the ties with community centers for exchange programmes spreading throughout the year for the activities like inviting the specially trained teachers to train student-teachers in basic skills required to facilitate learning of students with special needs, co-teaching these children with their teachers, organizing programmers to spread awareness about the special needs and importance mainstreaming of these students in the society and schools.