Papers by Ghazala Siddiqi
Collaborative learning is a technique adopted by learners in situations created by the teacher wh... more Collaborative learning is a technique adopted by learners in situations created by the teacher where learning takes place in a shared space. Unlike individual learning, learners engaged in collaborative learning capitalize on one another's resources and skills. Learners engage in a common task where each individual depends on and is accountable to each other. These include myriad instructional strategies like face-to-face conversations, project works, computer discussions, online forums, social and academic networking, simulated presentations etc. It is imperative for teachers to be aware of the benefits of interactive and collaborative instructional design methodologies. These methodologies can be utilized effectively in learner-centered environments, especially in subject areas that involve teaching students real-life skills, authentic assessment techniques and hands-on learning activities. Encouraging students to reach out to one another to solve problems and share knowledge not only builds collaboration skills but leads to deeper learning and understanding. Interactive and collaborative learning environments can be very beneficial to students in a number of ways. They are more inclined to be interested and actively involved in the learning process. Collaborative learning helps develop a sense of collective consciousness and camaraderie among peers. The autonomy instills in them a sense of worth and confidence to take challenges in their stride. Students can develop multiple learning capabilities better. Besides highlighting the significance of collaboration and interaction the paper also projects the strategies involved in this process through materials development to enhance internalization of Language, eventually leading to improved communication skills among learners. A young learner is genetically endowed with a language system namely Universal Grammar [cf. Chomsky] and what we conjure up as language acquisition is the unfolding of this inherent system. It has been observed that Language acquisition evolves in a spiral or cyclic mode .It does not follow a linear and additive mode. Language acquisition can take place effectively only in a collaborative environment [cf. Vygotsky, Bruner] where the learner gets ample prospects to get involved in interpersonal and intrapersonal communication. The paper attempts to highlight the significance of Autonomous collaborative learning and materials developed by teachers to ensure autonomy to learners as they embark on the voyage of learning through interaction with peers, internalizing language inputs by teachers though interactive techniques, leading to effective assessments and productive evaluation. The process of Language acquisition passes through the alleys of the reflection of intuitive construction of linguistic knowledge by the learner, his/her multiple intelligences, ability level and aptitude. The paper also focuses on the different theories that determine the nature of Language Acquisition and the factors influencing Language Acquisition. Understanding the concepts of interactive learning is a prerequisite to understanding paired and collaborative learning. The paper concludes with a layout of a lesson plan.
Assessment Practices in Education "We plan. We develop. We deliver. We assess and evaluate the re... more Assessment Practices in Education "We plan. We develop. We deliver. We assess and evaluate the results of the assessment. We revise, deliver the revised material, and assess and evaluate again. Perfection is always just out of reach; but continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued."-E.S. Grassian Assessment is a fundamental element in the process of teaching and learning and is instrumental in enhancing its overall quality. Well designed assessment sets clear expectations, establishes a reasonable workload-one that does not drive students into rote reproductive approaches to study, and offers myriad opportunities for students to self-monitor, rehearse, practise and receive feedback. It is an integral component of a coherent and a sound educational experience. The paper attempts to highlight some of the foundational concepts and principles of assessment, assessment strategies and assessment literacy-in other words, what it is, why it is important to a teacher and how it is practised with reference to a good Language test. We have this notion that assessment often hinders the flow of teaching; but it is not so. There are so many assessment techniques that we consciously and unconsciously incorporate in our teaching strategies, however, at times we are unaware of the specific terminologies that go with them. The term raises some questions in my mind: How good or effective an assessor am I? Am I neglecting assessments while I teach? Am I able to draw a line between a smooth flow of instructions and at the same time keep an eye on the effect of instructions on the learners? Are these one to three hour tests actually valid form of assessment? If a learner fails a test does that mean that his assessment is negative? A commendable aspect of assessment is that it focuses on what students know, what they are able to do, and what values they have when they graduate to higher pastures in their academic journey. Let us not judge our students simply on what they know. That is the philosophy of the quiz programme. Rather let them be judged on what they can generate from what they know — how well they can leap the barrier from learning to thinking.-Jerome Bruner (Harvard Educational Review, 1959) Assessment does not stand in isolation from other acts that are a part of the process of learning, unlearning and relearning. Introducing multifaceted learning strategies in class would open up numerous vistas for learners with multiple intelligences and would certainly validate the process of assessments that are employed by the teachers. There is an urgent need to have a more constructive approach towards assessment planning and strategies.
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Papers by Ghazala Siddiqi