CHAPTER – I

INTRODUCTION

1.0. COMPUTER AIDED LESSON PLANNING (CALP) -- A NEW ERA IN INDIAN

TEACHING LEARNING PROCESS:

From the birth of the motion picture in 1922, to the advent of the computer
in the mid-1970s, educators have been intrigued with the potential of technology to
help transform education and improve student learning. Research studies in
education demonstrate that the use of technology can help improve students’
scores on standardized tests (Bain & Ross, 1999), improve students’ inventive
thinking, improve students’ self-concept and motivation (Sivin-Kachala & Bialo,
2000). Moreover, technology is also seen as being able to provide a number of
opportunities that would otherwise be difficult to attain. The use of computer-
mediated communication tools, can help students from various geographical
locations ‘‘talk’’ to one another and experts conveniently. The increased ability to
communicate with experts enhances students’ learning process (Bransford, Brown,
& Cocking, 2000).

Technology can positively impact student learning has led many

governments to create programs for the integration of technology in their schools.
In the United States, school districts reportedly spent $7.87 billion on technology
equipment during the 2003–2004 school years (Quality Education Data, 2004). The
student-per-instructional computer ratio dropped to 3.8:1 in 2004, whereas the
student-per-Internet-connected computer ratio dropped to 4.1:1 (Education Week,
2005). In Singapore, the first Master plan for Information Technology in Education
was launched in April 1997. This program cost approximately 1.2 billion. As part of
this plan, all Singapore schools are expected to acquire and integrate technology in
their curriculum in order to develop in students a culture of thinking, lifelong
learning, and social responsibility. More recently, the Singapore government
unveiled the second Master plan for Information Technology in July 2002 to

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continue to provide overall direction on how schools can harness the possibilities
offered by information technology for teaching and learning.

Although research studies in education show that use of technology can help
student learning, its use is generally affected by certain barriers. These barriers are
prevalent—even among exemplary users of technology in schools (Becker, 2000).

Information and communication technology has developed rapidly over the

past twenty years. Its wide application makes a huge impact on the society and our
daily life. In particular, information technology (IT) breaks the traditional boundaries
of learning and teaching, and brings enormous changes to the education sector. The
Government has been promoting the use of IT in education vigorously in the past
decade. One of its goals is to turn e-Learning into an effective learning mode.

1.1 LESSON PLANNING IN TEACHING LEARNING PROCESS:

Teaching is a purposeful activity. It has been repeatedly emphasized that

good and effective teaching stimulates the learner to think and motivates them to
learn further. The teacher is to create learning situations and organize them in such
a way that the child feels the inner urge to know, to think and to do. It is not as
simple as it seems. But just as in all other spheres of human activity, planning and
scheming it out makes even difficult task easier. Therefore, for successful and
effective teaching, planning is the first and most important step. For the effective
classroom instruction intelligent planning and creativity of a teacher are the key
stones. Intelligent planning is;

• A blueprint which helps us in the efficient, economical and smooth conduct

of teaching learning activity.

• It is an activity where in the teacher makes a large number of decisions that

are to be executed in the classroom before entering the class room with
sound rationale and pedagogical base. Lesson plan progressively provides
scope to better decision making process.

In the planning and execution of the lesson plan, a teacher has to apply the
theoretical knowledge of education, teaching and instruction. He has to follow the
accepted principles of education and maxims of teaching and take help of various

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devices, technology and teaching aids, multimedia and make the teaching-learning
process interesting, successful and effective.

Every teacher who intends to teach has to prepare an outline of his topic and
make a note in written form. At cognitive level, the written form of outline of the
topic is known as lesson plan and the process of preparing it is called lesson
planning.

Teacher should know very clearly, what to teach and how to teach. He
should have a clear aim of the subject matter before him with knowledge of social
and physical environment of the pupil. He should also know, how he should
introduce, present the lesson and the aids to be used. He should also know how to
evaluate his lesson in the light of the objectives specified. A practical outline of the
topic to be taught in a period with above mentioned considerations is called the
lesson plan. It is designed during student-teaching or teaching practice, more
rigorously.

1.1.1 Origin of Lesson Plan:

The origin of lesson plan is from Gestalt psychology. Gestalt theory of

learning has a great influence on human learning. According to this theory, the
learner perceives a thing or a problem or a situation in totality or as a whole. A unit
plays an important role in learning of student, because he usually takes the unit in
understanding the whole concept. Thus, the whole is perceived part by part.
Meaningful activities are related to one another within a unit. These activities
provide, purposeful learning experiences and the learner understands the whole
concept.

There are two approaches of teaching plan. The first approach is propounded
by Herbart. He stresses on the content and information’s in a plan. The second
approach is given by John Dewey and Kilpatrick. They have emphasized on the
experiences of learner rather than information.

B.F. Skinner has provided a recent approach to the teaching-learning plan. He

stresses on the modification of behavior. His assumption is that the student learns

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better if the content is presented in small sequential units. Thus, the teaching plan is
the crucial aspect of lesson-plan.

1.1.2 Meaning and Definitions of Lesson Plan:

There are three phases of teaching, namely; pre-active, interactive and post-
active. Before entering in the classroom whatever activities are planned and
recorded may be put as pre-active phases of teaching. In other words, the lesson
planning is the pre-active phase of teaching.

W.M. Ryburn considers that pupil teacher gains experience about his
classroom work through lesson planning, so that he is able to perform his tasks
successfully in his teaching. He has defined this concept precisely in these words.
“To teach we must use experience already gained as starting point of our work”.

In the words of Lester B. Stands, “A lesson plan is actually a plan of action. It

therefore, include the working philosophy of the teacher, his knowledge of
philosophy, his information about and understanding of pupils, his comprehension
of the objectives of education, his knowledge of the material to be taught and his
ability to utilize effective methods.”

Bining and Bining have explained the structure and purpose of lesson plan in
their definition. According to them, “Lesson planning involves defining the
objectives, Selecting and arranging the subject-matter and determining the method
and procedure.”

N.L. Bossing has given a comprehensive definition of lesson plan in these

words “Lesson plan is the title given to a statement of the achievements to be
realized and the specific meaning by which these are to be attained as a result of the
activities engaged during the period.”

I .K. Davies has given four steps for management of learning viz. planning,
organizing, leading and controlling So, he has given the greater importance to lesson
planning as the first step of teaching.

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1.1.3 Need and Importance of Lesson Plan:

Lesson planning plays significant role in the process of teaching. It has its
own values and advantages. In teaching-learning process the need and importance
of lesson plan may precisely be mentioned in the following points:

1. It provides guidelines to the teacher to proceed systematically in the

classroom teaching.
2. It delimits the teacher’s field of work and thus enables him to define his
aims and objectives more clearly.
3. It provides the teacher an immediate impetus to realize the aims and
objectives set and to perform his activities in the direction to achieve the
objectives.
4. It serves as a check on the possible wastage of time and energy of both,
the teachers and the children in haphazard teaching and learning. Thus, it
makes teaching-learning a systematic, orderly and economical process.
5. It helps in maintaining the sequences of content presentation and
prevents the teacher to deviate from the topic.
6. It has psychological basis. By means of it, the apperceptive mass of the
learners is developed or encouraged by linking the new knowledge with
the previous knowledge of the pupils.
7. It helps in relating the teaching activities to the learning structures.
8. It helps in determining the suitable techniques, strategies, tactics and
appropriate use of teaching aids in the presentation of the content
before the actual teaching.
9. It helps to identify suitable place of reinforcing and controlling the
student’s behavior during the teaching.
10. In lesson planning the classroom teaching activities are determined with
the consideration of individual differences.
11. It develops confidence in the pupil-teacher to perform the classroom
teaching activities satisfactorily.
12. The effectiveness of a teacher depends on a good lesson plan.

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 13. The lesson planning develops in the pupil teachers the power of
reasoning, decision making and imagination.
14. The micro-lessons are helpful in developing specific teaching skills.
15. According to I. K. Davies, “Lessons must be prepared for here is nothing
as fatal to a teacher’s progress as unpreparedness.
1.1.4 Principles of Lesson Planning:

To make ones teaching successful and effectives a teacher plans the lesson,
prepares it and puts down his plan in the form of lesson note. In this process of
lesson planning, the following principles are to be followed:

(i) Selection of suitable subject matter.

(ii) Presentation of the selected material in an organized, orderly for
effective learning.
(iii) Learner activities and participation in the teaching-learning process.
(iv) Attainment of objectives and its evaluation.

The lesson note indicates the general lines which a teacher will follows and
the section into which he is going to divide the work according to the time schedules
at his disposal. A lesson note is a full version of what teacher is going to do in the
particular period and mirrors what he hopes to achieve and how of it proceeds. It
indicates the class for which lesson is meant, the previous knowledge upon which
the topic of lesson is based; the content and length of the lesson, the teaching aids
to be used in the lesson and other devices to be applied.

1.1.5 Pre-Requisites for Effective Lesson Planning:

The effective lesson planning requires some pre-requisites. A teacher should

be equipped with certain abilities to fulfill these pre-requisites. The followings are
important pre-requisites or elements of lesson planning.

1. The first and foremost pre-requisite is the thorough knowledge of

subject-Matter. Therefore, the teacher should have mastery on the
content to be taught, identifying learning objectives in taxonomic
categories.

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 2. The teacher should know his pupils and their need. He should have the
awareness of individual differences of pupils and should make the
provision in lesson plan to adjust the individual differences of the group.
3. The selection of appropriate teaching strategies, tactics and teaching
aids in view of content and objectives to be achieved is an important
step.
4. The teacher should have ability to select and make use of required
procedures and support device.
5. The teacher must have the competency in relating teaching activities to
learning structures by using appropriate teaching and communicating
strategies.
6. The teacher should be competent in planning and organizing the
teaching activities. He should also be able in reinforcing the pupils’
activities and monitoring their behavior.
7. He should have the skill for the effective use of black board visuals in
presenting the content.
8. A teacher should have good knowledge and skill of developing working
questions, explanations for the lesson plan.
9. The teacher should be able to construct criterion test for evaluating the
learning outcomes of pupils.
1.1.6 Evaluation of a Good Lesson Plan:
A good lesson plan should possess some essential qualities which may be
taken as the criteria of its evaluation. The followings are main characteristics of a
good plan or teaching unit.
1. Proper specification of objectives in terms of quality quantum of
expectation specific period.
2. Selection of content and its appropriateness
3. Sequencing of learning experience in terms of learning approaches
selected.
4. Appropriateness of learning experience.
5. Appropriateness of selected support devices.
6. Evaluation scheme in relation to the objectives framed.
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1.1.7 Types of Lesson Plans:
On the basis of learning objectives, the lesson plans may be classified info
three categories:
i. Knowledge Lesson ( Cognitive Centric)
ii. Skill lessons ( Psychomotor Centric)
iii. Appreciation lessons ( Aesthetic Centric)

(i) Knowledge Lesson : ( Cognitive Centric)

Knowledge lesson has emphasis on the acquisition of information or content

and cognation. The purpose of such type of lesson is to provide the factual
information regarding the content or subject matter and building knowledge
schemes. Here, main emphasis is given on the presentation of the content
formation. These types of lessons are useful in all the subjects as basic foundation.

(ii) Skill lessons : ( Psychomotor Centric)

The skill lessons are designed to achieve the psychomotor learning. The
purpose of skill lesson is to help the child to do and learn the competencies. Skill
lessons may vary from learning elementary skills, such as speaking, reading and
writing to. Complex skill, music, dancing, gymnastic exercises further leading higher
level competencies.
Learner always love activity and they look forward for a skill lesson. The child
is full of creative energy which must be fully utilized. Skill exercises, which are
divided from creative expression, create a vacuum in his experiences, and
motivation for learning process. The teacher should not only be concerned with the
teaching of the techniques of the skill, but also with its creative aspects.
Skills are acquired through the method of trial and error. It means that
repetition is carried on by a learning who is eager to succeed. This method suits to
the nature of young Learner. The psychological ‘Law of Effect’ has a great bearing on
the learning of any skill. So, in the preparation of skill lessons, the above mentioned
principles should be followed.

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(iii) Appreciation Lesson : (Aesthetic Centric)

The aim of appreciation lesson is to develop the affective aspects of

students. It aims to enable the children to appreciate or observe. The chief objective
of such types of lessons is to give inputs for well balanced emotional life.

The appreciation lessons are prepared for developing attitudes feelings and
values among students. These types of lessons are used in teaching-learning of
poetry, music and dancing etc. The appreciation lessons are also possible in science
and mathematics while appreciating nature, symmetric etc.
Usually the social studies, science and mathematics lessons are highly loaded
by cognitive objectives (knowledge), the language lessons by affective objectives
(appreciation), the craft, and scientific technology lessons by psychomotor
objectives (skill). But it is very difficult to prepare a lesson plan exclusively for
achieving only one type of learning dimension. Virtually each type of lesson includes
the cognitive, affective and psychomotor objectives and in virtue of nature of the
subject-matter any one of these objectives dominates the lesson-plan. Thus, any
lesson-plan will have more than one of learning domains.

1.1.8 Main Forms of Lesson Planning:

There are various former of lesson-plans. The paradigm of lesson-plans

differs from country to country. The American approach, British approach and Indian
approach are generally applied in developing the lesson-plans.

In British approach, emphasis is given to the teacher’s activities and

presentation of content in the lesson planning. The teacher has to play major role in
teaching-learning process. He has to plan, organize and control the students-
activities. Here stress is given on student testing. The Britisher’s believe in slow
change. After 1970, new innovations and new practice have been introduced in the
field of education.

In American approach, emphasis is given to the stress and project based

lesson planning.

The Indian approach of lesson planning has the influence of both the
approaches, American and British. So, the learning objectives, teacher-activities,

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students-activities and evaluation of students are crucial aspects of Indian approach
to lesson planning. The Regional College of Education Mysore (one of the four
Regional Colleges of Education established by NCERT) has developed a paradigm of
lesson plan. It consists of teaching objectives and learning experiences. The
question-teaching is considered as an interactive process. It is commonly known as
RCEM approach to lesson planning.

There are various forms of written lesson plan in our country and abroad but
following three forms are most popular and commonly used:

1. Herbartian approach to lesson planning

2. Bloom’s approach or evaluation approach to lesson planning

3. RCEM approach to lesson planning

1.8.8.1 Herbartian approach to lesson planning:

Herbartian approach is also known as Herbartian five steps approach In most

of teacher’s training institutions the Herbartian five steps approach of lesson
planning is used.

This lesson planning is an ancient concept. So, in earlier periods too,

attempts have been made to formulate a general procedure for the conduct of
various types of lessons. The credit of significant contribution in this field is to
Herbart. John Fredrik Herbart (1776-1841 AD), a German philosopher and great
educationist and his followers adopted and evolved the most famous procedure
known as the ‘Herbartain Formal Steps’. These are called formula steps, because
these deal with the content of lesson. Initially there were four steps as given by
Herbart. But later on his followers divided the activities of a teaching unit into five
steps. According to the Herbartian School of Pedagogy, the five formal steps are as
follows:

1. Preparation
2. Presentation
3. Association or comparison
4. Generalization
5. Application

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 Herbartian approach is theoretically based on apperceptive mass theory of
learning. According to this theory, the child receives or learns the new knowledge
easily if it is connected with the knowledge learnt previously by him. This approach
is widely used in teaching of various school subjects.

Outline of Herbartian Lesson Plan

On the basis of five steps mentioned above an outline of a lesson plan has
been developed to prepare lesson notes in practical form which include following
points:

1. Subject, topic, class with section, period and date.

2. General aims of the subject teaching.
3. Specific objectives related to the topic or lesson.
4. Introduction
5. Statement of aim.
6. Presentation
7. Explanation
8. Black-board summary.
9. Recapitulatory questions or review questions.
10. Home work or assignment.

1. Subject, Topic, Class and Date- The pupil-teacher has to mention date,
period, class with its section, subject and topic to be taught at the top of his lesson
note. This step delimits the lesson planning and concentrates the teacher on the
content of a particulars topic.

2. General Objectives of Subject Teaching – The different school subjects

have their own general objectives. The teacher has to write the general aims and
objectives of the subject to be taught in his lesson note having the consideration of
level of students. These objectives differ according to the level of class and students.
The teaching of topic is a step in the direction of achieving the general objectives.

3. Specific Objectives – The general objectives are broad directional path.

The specific objectives are the deterministic commitment of the plan to achieve and
ensure to by the designed lesson plan. The specific objectives can be achieved by

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organizing the teaching for a period of 40-45 minutes. The specific objective may be
knowledge, skill and appreciation. These objectives are identified by considering the
nature of topic and written in behavioral terms.

4. Introduction – It is preparation stage of Herbartian’s five steps approach.

This step mainly concern with starting of teaching activities. According to Herbart,
the mind of child should be prepared to receive new knowledge. It is just like
preparing the ground before sowing the seed in it. At this stage, the teacher is only
to assure himself what the pupils already know relevant to the topic. Herbart calls
this as ‘Apperceptive masses’. The teacher is to put a few questions to the class to
bring their previous knowledge i.e. ‘Apperceptive masses’ to the forefront and thus
in a way preparing them to connect the preparation is a sort of testing and re-
arranging the contents of previous lessons or correlating the lesson with the daily
routine life. Arousing the interest of the students is a pre-requisite to the learning
process that is way preparation is called ‘Motivation’ or ‘Introduction’.

At this stage teacher employs his insight and experiences for linking new
knowledge with the previous knowledge of the students. The topic is usually emitted
by the responses of introductory questions given by the students. These
introductory question and their expected answers are written in the lesson note.

5. Statement of Aim – At this stage specific aim is stated. The teacher knows
the specific aim of lesson and it has already been written in the lesson note but most
of the students may not be very clear about it. The students should also equally
know where they are being lead to. If the introduction has been effectively done,
the aim will automatically emerge out. But, children always demand definiteness of
the topic to be learnt. So, there should be a clear announcement of the aim of the
lesson by the teacher. The statement of aim should be clear cut. Concise and free
from verbosity and unknown words. It is just a statement of specific objectives.

6. Presentation – After introducing the topic to be taught. The presentation

is done with the help of developing questions. The questions are arranged in a
logical sequence keeping in view the nature and structure of teaching unit or topic.
At this stage method of teaching is also decided and written in the lesson note.
Questions are also set according to the teaching procedure adopted.
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 7. Explanation—in presenting the content of topic, efforts are made by the
teacher questions related with previous questions answer in simple and straight
forward form. But, sometimes students may not be able to answer these questions.
When the students are not able to answer the developing questions, the teacher is
supposed to explain the element or concept by giving his statement or explanations.
Teacher should also mentioned in the lesson note of such questions or points which
have already been identified as difficult for the students.
8. Black-board Summary — Before starting the lesson, the pupil teacher has
to put some usual entries such as date, period, and duration of the period, class,
section and subject on the top of the black-board. After introducing and starting the
aim he writes main topic of the lesson on the black-board. The teacher starts a new
lesson by writing the main topic on the black-board and goes on developing the
black-board summary as the lesson proceeds. Black-board summary should include
the main points of lesson, important terms, difficult words, formulas definitions
explanations etc.

In the teaching of mathematics, the use of black-board is indispensable. It

may verily be called the second tongue of mathematics teacher. Most aspects of
mathematics can be clarified only through writing because verbal explanations do
not suffice in such cases. As soon as the teaching of mathematics starts, the use of
black-board should begin and go right up to the end of the lesson. When a lesson of
mathematics is concerned with the solution of a problem or proving of a theorem
written systematically may be considered as black-board summary.

9. Recapitulation or Application – After presenting and explaining the

lesson, recapitulatory questions should be asked by the teacher to practice the
student learning and evaluate the students performance Recapitulatory questions
should be asked after removing off the black board summary. It helps the teacher to
know how far he has succeeded in the attainment of objectives. Through this step
knowledge is established and made firm further progress.
10. Home Work or Assignment— At the end of lesson, home work is
assigned to the pupil on the same topic. The purpose of home work is to practice, to

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organize and to study the topic thoroughly. It helps in making the knowledge
permanent through proper usage.
In preparing the Herbartian lesson plan, above mentioned steps are
followed. A model plan of arithmetic is given here to illustrate the writing of
Herbartain lesson note.

MODEL LESSON PLAN ACCORDING TO HERBARTIAN APPROACH

LESSON PLAN-1

Date: …………………………… Class and Section : VII-A

Period: II Time : 40 minutes

Name of Institution: …………………………

Name of Pupil Teacher: ……………………………..

Subject : Mathematics

Branch : Airthmetic

Topic : Proportion

General Aims

1. To develop in the pupils the interest to mathematics.

2. To acquaint the pupils, the importance of mathematics in their daily life.
3. To develop the logical thinking and systematic working in the students.
4. To develop in the students, the habit of working with speed and
accuracy.
5. To develop in the students the ability of understanding the abstract
concepts.

Specific Objectives

i. To give the knowledge of proportion to the pupils.

ii. To enable them to solve the problems related to ratio and proportion.

Previous Knowledge

Students have the knowledge of ratio.

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Material Aid

Roller board, chalk, duster etc.

Introduction

Introductory Questions Expected Answers

1. It is the number which gives

1. What is ratio? the relation of a certain
quantity to another quantity.
2. What is the ratio of a 10 kg? 2. 5 (five times)
Weight to 2kg.
3. How will you write this ratio 3. 10:2 or 5:1
mathematically?

4. What is the another way of 4. 10/2 or 5/1 (in simplified form)

writing this ratio?
5. No reply (It is problem for the
5. What is proportion? students because they do not
know about proportion)

Statement of Aim

Today we will study about proportion and learn the procedure of solving the
questions related with proportion.

Presentation

Model Question—In plastering the walls of a room, the paste of sand and
cement is made in the ratio of 5:1. If 10 bags of cement is used to complete the
work, how many bags of sand would have been used? (The model question should
be written in a board and hanged on the wall or a wooden stand)

Analysis-Synthetic Method

Analysis—Students will be told read to model questions written in the roller

board carefully.

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 Questions Expected Answers

1. What is given in the model 1. The ratio of sand cement in the

question? plastering paste.

2. What is the ratio? 2. 5:1

3. What is to be find out in the 3. The number of bags of sand

question? used in preparing the paste.

4. How will you find out it? 4. No reply

Teacher’s statement or Explanation

We can find out the number of bags of cement used by proportional method.
When four terms are so related that the ratio of first to second is the same as the
ratio of third to the fourth, they are said to be in proportions. For example, 1:2 is the
same as 2:4 and it may be written as 1: 2: : 2:4. As : is the symbol used for the term
‘ratio’, similarly : : is the symbol used for denoting the term ‘proportion’. In
fractional form it can be put as ½ = 2/4. In the equation of proportion, the first and
fourth terms are called the extremes while the second and third terms called as the
means or middle terms. Now we can proceed on.

Questions Expected Answers

5. How many bags of sand is mixed 5. 3 bags

with one bag of cement in
preparing the plastering paste?
(Hint you may assume the number
of bags of sand used in completing
the work)
6. ow many bags of cement have 6. 10 bags
been used in completing the
work?
7. How many bags of sand will have 7. It may be supposed as X bags.
been used in completing the
work?

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 8. The ratio of sand and cement is 8. 5 : 1 : : x : 10
given as 5 : 1 and in completing
the work, 10 bags of cement have
been used. It has been supposed
by you that the number of bags of
sand used is X, then, what will be
the equation of proportion or
proportional form.
9. How can this proportional form 9. 5/1=X/10
be written in fractional form?

Synthesis

10. How can we get the value of X 10. By converting it into fractional
from 5:1 :: x:10 form, 5/1=x/10

11. How will you find out the value of 11. By cross multiplication
x?

12. What will be the value of x? 12. X=5 x10 or 50.

Black-board Summary (Model Solution of the Problem)

Suppose that the number of bags of sand used is x.

The ratio of sand and cement is 5: 1.

The number bags of cement used is 10.

So, we can write it in proportional form as

5:1 :: x:10

Or 5/1=x/10 (converting into fractional form)

Or 1xX = 5x10 (By cross multiplication)

Or x=5 Answer

Therefore, the numbers of bags of sand used in completing the work is 50 bags.

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Recapitulatory Question

A sweet maker uses sugar and gram flour in preparing the ‘Laddoos’ in the
ratio of 6: 2.If 24 kg. Sugar is used by him in preparing a lot of laddoos, what
quantity of gram flour would have been used by him?

Home Work

20 laborers make a road of length 25meters in a day, how many laborers will
be required to complete a road of length 5 kilometer in a day?

Advantages of Herbartain Approach to Lesson Planning

The following are main advantages of Herbartian type of lesson planning:

1. It is simple and easy approach of lesson planning.

2. It is useful in the teaching of all school subjects.

3. It incorporates the principles of learning.

4. It is logical and psychological approach of lesson planning.

5. It employs the previous knowledge of students for imparting new

knowledge. So, it is easier for the students to grasp the new knowledge.

6. It employs the inductive – deductive and analytic – synthetic method of

teaching.

7. It is useful achieving the cognitive objectives of teaching.

Demerits of Herbartian Lesson Planning:

The Herbartian approach to lesson planning is most popular and criticized.

The following are its demerits:

1. There is more emphasis on teaching than on learning.

2. It is highly dominated by the teacher.

3. There is no proper motivation for learning.

4. It does not consider the learning—structures in organizing teaching

activities.

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 5. It is highly structured and does not provide the opportunities for learner’s
creativity and originality.

6. It ignores affective and psychomotor objectives.

7. It confines the teaching up to memory level only.

8. Here main emphasis is laid on presentation.

9. In this approach of lesson planning specific objectives are not written in

behavioral terms.

10. Herbartian approach suits only to knowledge lessons or academic

subjects because it is very much intellectual in character. It is not possible
for skill and appreciation lessons.

1.1.8.2 Bloom’s Evaluation Approach to Lesson Planning:

The evaluation approach is a new innovation in the field of education. B.S.

Bloom has given this approach to teaching- learning process. It has revolutionized
the teaching, learning and testing process.

The main features of this approach are as follows:

• The education is a purposeful process. All the activities of teaching and

testing and student’s performances need to be specific.
• The term evaluation concerns with all the activities of teaching and testing
and not only students performances.
• The student’s performances are measured in terms of learning objectives
and not only in the content.
• Objectives cover cognitive, affective and psychomotor learning outcomes.
• The testing should be based on teaching and should be objectives centered.
• Evaluation has to be of teaching-learning objectives, methods and devices of
providing learning experiences.
• It does not confine only to the students’ achievement but it includes the total
behavioral change of the students.
• It considers that education as tri-polar process.

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 According to B.S. Bloom, the three steps or poles of the teaching –learning
process are:

1. Formulating educational objectives

2. Creating learning experiences, and
3. Evaluating the change of behaviors
i. Formulation of Educational Objectives — The educational objectives
concern with cognitive, affective and psychomotor change in the behavior of pupils.
The well organized activity brings a desirable change in student’s behaviors. The
following things should be kept in mind in identifying and formulating educational
objectives:
• Level and need of the students; social, economic, cultural and practical
needs.
• Nature of school subjects and structure of the content.
• Growth and development of the students.
• Entering behavior of students and their comprehension level.

After identifying the educational objectives, these are written in behavioral terms;
Table-1.1: List of learning experiences for teaching objectives.

Teaching Objectives Learning Experiences (Suggestive)

1. Knowledge objectives 1. Lecturing telling, demonstration showing
charts and models, text books, programmed
instruction, home work and assignment.
2. Understanding objectives 2. Question-answer strategy, group discussion,
Line Drawing, study of maps, models, charts
and text books, home work and assignment.
3. Application Objectives 3. Interaction strategy, project method,
tutorials, using formulas in solving the
problems and exercise text-books, home
work and assignments.
4. Creativity objectives 4. Problem solving strategy, individual learning
and experimentation, evaluation, practical
works, Seminar and workshops etc.

20
 ii. Creating Learning Experiences—After writing the learning, objectives in
behavioral terms, the appropriate teaching strategies, tactics and material aids are
selected for a generate the environment for providing learning experiences to the
learners. The teaching activities are related to the learning outcomes. So, teachers
organize various activities for bringing desirable change in student’s behaviors. The
learning, in the school and outside the school. The learning experiences are directly
related to the teaching objectives as illustrated below. The different types of
learning experiences are provided by employing different types of teaching
strategies for achieving different learning objectives.

iii. Evaluating Change of Behaviors— The learning experiences are provided

to bring desirable change in students’ behavior. Therefore, the changes in behaviors
are evaluated to take decision about the effectiveness of learning experiences.
Three types of behavioral changes viz. cognitive affective and psychomotor are
measured through a criterion test. The essay type and objective type tests are
constructed for measuring cognitive objective of learning. In lesson planning, oral
questions are used to know the changes occurred in the learners’ behaviors. The
following measuring devices are used for evaluating cognitive, affective and
psychomotor objectives or changes in the behaviors of students.

Table -1.2: List of evaluation devices for learning objectives

Learning Objectives Evaluation Devices

Or
Change in Behavior
1. Cognitive Observation, oral tests, interviews,
Written tests-essay type objective type.
2. Affective Observation, attitude scale, interest
inventory, value test, essay type test,
situational test etc.
3. Psychomotor Observation, practical examination,
Student demonstration and interview.

21
The three of teaching-learning process are shown in the following figure:

Educational Objectives

Learning Changes in

Experiences Behaviors

MODEL LESSON PLAN ACCORDING TO EVALUATION APPROACH

LESSON PLAN-2

Date……………. Class VIII-B

Period-II

Subject: Mathematics

Topic: Area of Field (Field Book)

Specific Objectives

The lesson is designed to realize the following objectives of teaching:

1. The students are able to draw the figure of the field.

2. The students are able to find out the area of different triangle formed in
the given figure of the field.

3. The students are able to find out the area of rectangles formed in the
given figure of the field.

4. The students are able find out the area of the field.

22
Teaching points Teaching-Learning Black Board Teachin Evalu
Situations work g ation
Teacher’s Students Method
Activities Activities and
Strategy
Model Question The teacher Students
The form and will read will read
measure of a field is the model the model
shown in the question question.
following figure. and ask the .
Find out the area of students to Students
the total field. read it will draw
carefully. the figure
D 100m of the
(3)
(4) H The teacher
C given field.
E 20m F 30mwill show D 100m
(3)
the figure (4) H C Questio
E 20m F 30m
(5) (2) of field n and
drawn on Students Answer
(5) (2)
the roller will
G 30m
B board and observe
20m

(1)

instruct the the figure G 30m

A B
20m

students to and give A

draw this the
Area of Field – It is figure in response.
to find out the area their note
of the given field. books.
The form of field is
divided into four Q. What is .
right angled given in the
triangles and one question?
rectangle. So,
Q. What is
to be found
out in the
questions?

23
Teaching Teaching-Learning Black Board Teaching Evaluation
points Situations work Method
Teacher’s Students and
Activities Activitie Strategy
s
to get the Q. How By The area of
area of total will you adding total field =
field, the out the the area Area
area of four area of of
right angled the given triangles
triangles field? and
and a Q. How rectangl
rectangle is many right e within
to be found angled the field.
out and triangles
summed up. are there 4(Four) The area of
On marking in the total field
the triangles given = Area of
and figure of 1(one) ∆1+Area of
rectangles the field. 2+Area of
within the Q. How Students ∆3+Area of
field by the many shall ∆4+Area of
numbers 1, rectangle respond ∆5
2, 3, 4, and are there after
5. in the observin The area of
The total given g the ∆1=1/2x
area of the figure of measure Base x
field = Area the field? s of Height = ½ x
of ∆1 + Area Q. What is different 20 x
of rectangle the base triangles 30=10x30
2 + Area of of ∆1? and Sq.Mts.
rectangle 2 Q. What is rectangl
+ Area of the height e
∆3+ Area of of ∆1?
∆4+Area of Q. How
∆5. will you
find out
the area
of ∆1?

24
Teaching Teaching-Learning Situations Black Teaching Evaluation
Points Board Method
Teacher’s Students Work and
Activities Activities Strategy
Q. What is the Calculate the ½ x Base
height of ∆4? area of ∆4. x Height
= ½ x 20
Q. Calculate the x 40 = 10
area of ∆4? x 40 =
400 Sq.
Mts.
5. Area Q. What is the Students will
of ∆5 base of ∆5? observe the Area of
EFA = ½ x measures and ∆5 = ½ x
Base x Q. What is the Calculate the Base x
Height base of ∆5? area of ∆5. Height =
½ x Base
Q. Calculate the x Height
area of ∆5. = ½ x 20
x 60 = 10
x 60 =
600
6. The Q. How will you Students will Sq.Mts. Synthesis
area of find out the area respond
whole of whole field? The area
field = of whole
The total field =
of area Area of
of all (∆1 + ∆2
triangles
and
rectangle

25
Teaching Teaching-Learning Situations Black Teaching Evalu
Points Board Method ation
Teacher’s Activities Students Activities Work and
Strategy
= Area of Q. Calculate the area Students will +∆3 +∆4 What
(∆1 + ∆2 of whole field. calculate the area of +∆5)= is the
+ ∆3 + ∆4 whole filed by adding 300+1500 area
+∆5) the area of figures +450+400 of
1,2,3,4 and 5. +600 = whole
3250 Sq. field?
Mts.

Home Work:

Find out the area of the given field.

D 350m
E 100m C
100m 1 150m

H
150m
100m
B
100m
F G
50m
A

Merits of Bloom’s Approach to Lesson Planning—

The following are major characteristics of Bloom’s approach to lesson planning:

1. It is based on psychological and scientific principles.

2. The objectives are written in behavioral terms.
3. The teaching objectives are organized for achieving the specified
objectives.
4. The teaching activities are related to the learning structures.
5. This type of lesson plan makes the teaching purposeful.
6. It has greater scope for improving and modifying the learning experiences
and teaching activities.

26
Demerit’s of Bloom’s Type of Lesson Planning—

This type of lesson planning suffers with following defects:

1. This approach of lesson planning is highly structured and mechanized and

does not provide an opportunity for creativity and originality of the
teacher.
2. The mental abilities or mental processes are not taken into consideration
in writing objectives in behavioral terms.
3. It has the greater scope for personal factors of teacher to influence the
planning and organizing teaching activities.
4. One teaching activity does not confine to one domain. It concerns with
more than one domain.

1.1.8.3 RCEM Approach to Lesson Planning:

The Indian educationists developed a new approach to lesson planning which

is an improvement over the earlier approaches. This approach was developed in
Regional College of Education Mysore. So, it is known as RCEM method of lesson
planning. It also considers the Bloom’s taxonomy of educational objectives in
identifying the teaching objectives with some modifications. It involves 17 mental
abilities for writing the objectives in behavioral or functional form. In this approach
of lesson planning, the design plan consists of three aspects:

i Input

ii Process

iii Output

Input— This aspect is concerned with the identification of objectives. Input

may also be termed as ‘expected behavioral outcomes’ (EBOs). These objectives are
broadly classified into four categories viz. knowledge, understanding, application
and creativity. These objectives are written in behavioral by employing seventeen
mental abilities. The entering behaviors of the students are also identified. The
sequence of instructional procedure is determined with the help of these objectives.

27
 Process —This aspect is concerned with the presentation of content and
learning experiences. The main focus of process aspect is to create the learning
situations for providing appropriate learning experiences to the learners. Therefore,
the teaching strategies and tactics are selected for achieving the specified
objectives. The communications strategy and audio-visual aids are employed for the
effective presentation of the content. The process also includes the technique of
motivation, so that student’s behavior can be reinforced for the desirable responses.
The process implies the interaction of teacher and students.

Output —This aspect of instructional procedure is concerned with the ‘Real

Learning Outcomes’ (RLOs). In the process aspect learning experiences are provided
for the desirable change in students behaviors. The change in behaviors is known as
the ‘Real Learning Outcomes’ (RLOs). The various measuring devices are employed
to measure the RLOs. The evaluation devices are specified for measuring the
criterion behaviors. The theoretical of RCEM lesson plan has been illustrated with
help of table given on proceeding page.

DESIGN OF LESSON PLAN ACCORDING TO RCEM APPROACH

Input Process Output

Instruction Communication Strategy Evaluation
Expected Behavior Learning Experiences (LE)
Outcomes (EBOs)
Teacher Activities Student Activities
1. Knowledge Lecture, demonstration, Listening, Review, define,
Objectives use of chart and maps, observation, taking state describe,
explanation, question and notes, interaction name list,
answer methods. questions.

2. Understanding Discussion, problem,- Listening, Explain, interpret,

Objectives solving demonstration, observation, translate,
question-answer method. initiation, discriminate solving
participation in of the Problems.
group discussion.
3. Application Question-answer, group Experiments, use Observation,
Objectives discussion, laboratory of knowledge in practical tests
work, problem-solving solving the situational test,
methods. problems. essay type test etc.

28
4. Creativity Individual work, group Analysis andOral test, essay type
Objectives discussion, problem- synthesis of
test, situational
solving. elements, establish
test, problem-
new relationships.solving,
observation.
This paradigm of lesson plan can be used in the teaching of various schools
during teaching practice by pupil teachers. A model of RCEM lesson plan is
presented here for illustration.

MODEL OF RCEM LESSON PLAN

LESSON PLAN-3

Date: …………… … Period

Class: VIII-A Time: 40 minutes

Subject: Mathematics (Geometry) Topic: Parallelogram (Related Questions)

Educational Objectives –

1. Students will be able to express their abilities of construction and observation in

solving geometrical problems.
2. Students will be able to work with speed, accuracy and cleanliness.
3. Students will be able to understand the mathematical rules and formulas.
4. To enable the students in developing his reasoning power and logical thinking.
5. To enable the students to have a keen interest in the study of mathematics.

Previous knowledge

1. Students know about triangles and their characteristics.

2. Students know about quadrilateral and its different types.
3. Students are familiar with the theorem, “The straight line which connects the
middle points of any two sides of triangle is parallel and equal to half of the third
side of the triangle”.

Teaching material— Roller board, geometrical instruments for constructing

geometrical figures on black-board.

Teaching Points

1. Quadrilateral
29
2. Parallelogram as a specific form a quadrilateral.
3. Theorem related to parallelogram.

Presentation:

Expected Learning Experiences or Interaction (LE) Real

Behavioral Learning
Outcomes Teacher’s Activities Student Activities Outcomes
(EBOs) (TA) (SA) (RLOs)
Knowledge : The teacher will test the
Recall previous knowledge of
Students will respond
students with the help
on the basis of
of following questions.
previous knowledge.
Students will
Q 1.What do you mean
recall the
by a triangle?
previous
The line will be parallel
knowledge Q 2. If the middle points
to and equal to the
regarding of any two sides of a
half of the third side.
triangle and straight line, what will
quadrilateral be the relationship
between this line and
third side of the
A polygon with four
triangle?
sides. Parallelogram.
Q 3. What is a
quadrilateral?
Parallelogram.
Knowledge : Q 4. What will be the
Recall form of quadrilateral,
Understanding whose pairs of opposite
sides are parallel?
Q 5. If pair of opposite
Students will be Students will read the
sides of a quadrilateral
able to model question
is equal and parallel,
comprehend written in the roller
what will be the form of
the problem by board
quadrilateral?
analyzing the
questions. The teacher will present
a problem written on a
roller board before the
students and tell them
to read it.

30
Expected Behavioral Outcomes Learning Experiences or Interaction Real
(EBOs) (LE) Learni
Teacher’s Activities Student ng
(TA) Activities (SA) Outco
mes
(RLOs)
D G C Problem
(Model Question)-
“Prove that the A quadrilateral
H
F straight line ABCD and mid
connecting the mid points E,F, G
points of sides of a and H of its
A E B quadrilateral in an sides
order makes a respectively.
parallelogram.”
i Opposite
Teacher will analyze
sides are
the problem with the
equal.
help of students by
asking following ii Opposite
questions. angles are
equal.
Showing the figure of
iii Diagonals
quadrilateral ABCD
and mid points of its bisects to
sides which are each
connected in an other.
order by straight iv A pair of
Students will recall the various lines. opposite
conditions for a figure to be a sides is
Q. What is given in
parallelogram. equal
this question?
parallel.
Students will be able to take Q. What is to be
decision about certain proved in this We can draw
question? diagonal AC by
construction within the Figure of
quadrilateral ABCD to prove the Q. What are essential connecting A
figure EFGH a parallelogram. conditions to prove it and C.
(reason out) a parallelogram?
Q. What additional
construction can be
done to prove EFGH,
a parallelogram?

31
Expected Behavioral Learning Experiences or Interaction (LE) Real Learning
Outcomes
Teacher’s Students Activities
Activities (TA) (SA)
(RLOs)

Q. In how many
Knowledge: Recall parts the
Understanding. quadrilateral ABCD
is divided by
diagonal AC? ∆ABC and ∆ADC. E
Application Q. What are these and F are the mid
Students will be able two parts?
points of sides AB
to apply the Q. In ∆ABC, what
are the points E and and BC Students are
knowledge learnt in
F? respectively. It is able to solve the
solving another
Q. If the midpoints
related problems. parallel and equal problems
of any two sides of
a triangle are to half of the length related to
connected by a of third side. quadrilateral
straight line, what and
will be the
EF=1/2 AC and EF | parallelogram.
relationship
between this line | AC
and third side of HG=1/2AC and HG
the triangle?
| | AC EF=HG and
Q. What will be
relationship EF | | HG
between EF and Parallelogram.
HG?
Q. When two
opposite sides of a
quadrilateral are
equal and parallel,
what will be the
form of it?
Problem—Prove
that, a
parallelogram is a
rectangle if its two
diagonals are equal.

32
 Home Work—the given figure ABCD is a parallelogram and X, Y are the mid-
points of sides AB and DC respectively. Show that quadrilateral AXCY
parallelogram.
D Y C

A X B

1.2. DEVELOPMENT OF EDUCATIONAL TECHNOLOGY AND SYSTEMATIZATION OF

CLASS ROOM INSTRUCTION:
1.2.1 Teaching Models:

A teaching model can come in many shapes, sizes, and styles. It is important
to emphasize that a model is not the real world but merely a human construct to
help us better understand real world systems. In general all models have an
information input, an information processor and an output of expected results. Key
features in common with the development of any teaching model are that:

• simplifying assumptions must be made;

• boundary conditions or initial conditions must be identified;
• the range of applicability of the model should be understood

Types:

Below we identify 4 types of models for discussion and reference. In practice

a well developed model of a real-world system will likely contain aspects of each
individual model type described here.

1. Conceptual Models are qualitative models that help highlight important

connections in real world systems and processes. They are used as a first step
in the development of more complex models.

33
 2. Interactive Lecture Demonstrations Interactive demonstrations are physical
models of systems that can be easily observed and manipulated and which
have characteristics similar to key features of more complex systems in the
real world. These models can help bridge the gap between conceptual
models and models of more complex real world systems.

3. Mathematical and Statistical Models involve solving relevant equation(s) of a

system or characterizing a system based upon its statistical parameters such
as mean, mode, variance or regression coefficients. Mathematical models
include Analytical models and Numerical Models. Statistical models are
useful in helping identify patterns and underlying relationships between data
sets.

4. Teaching with Visualizations By this we mean anything that can help one
visualize how a system works. A visualization model can be a direct link
between data and some graphic or image output or can be linked in series
with some other type of model so to convert its output into a visually useful
format. Examples include 1-, 2-, and 3-D graphics packages, map overlays,
animations, image manipulation and image analysis.

1.2.2 Teaching Models in practice Teaching Programmes:

This is a recent innovation that has been concentrated upon in India. The two
National seminars conducted at Indore University in collaboration with NCRRT during
1982-83 and similar sequential programmes by NCRRT in past two years at
secondary and primary teaching levels make the attention paid to this innovative
practice.

The teaching models are designed to equip class-room teachers with the
essential knowledge and skills to use the specific teaching-learning strategies.
Usually the format contains a training format that enables a practicing teacher to
quickly understand the fundamentals of a given teaching learning model for initial
use in class room. This has also been coupled with an instructional support system
that enables teachers’ competence to grow in the use of the model over a period of
time.

34
 Marshweil and Bruce Joyce (1978) provide four models which were
developed, systematized and tried out in United States. Carolyn Ellner of the
Claremount Graduate School of Education, Greta Marine Dershimer of the Far west
Laboratory, Paul and Margaret Collins of the California University at Haywaord’s
have worked individually as well as together in developing a series of teaching
models and implementing them for teacher preparation courses. Table 1.1 provides
a family of models as an illustration.

Table-1.3: Cognitive Teaching Models

Mission/goals for which most

Model Major theorist
applicable
1. Inductive Hilda Taba Designed primarily for development of
thinking model inductive mental processes and
academic resoning or theory, but these
capacities are useful for personal and
social goals as well.
2. Science inquiry Joseph j Schwab Designed to teach the research system
model (also much of of a discipline, but also expected to
the curriculum have effects in other demains
reform (sociological methods may be taught in
movement of order to increase social understanding
1960’s in U.S.A) and social problem saving).
3. Concept Jerome Bruner Designed primarily to develop
attainment inductive reasoning, but also for
model concept development and analysis.
4. Developmental Jean Piaget, Designed primarily to develop
model inductive reasoning, but can be applied
Irving Sigel,
to social and moral development as
Edmund Sallivan
well (Kolenberg 1966)
5. Advance David Ausubel Designed to increase the efficiency of
organizer information processing capacities for
meaningful absorb and relate body of
knowledge.

35
1.2.2 Researches in the area of class room instruction: FIACS

The social and contextual nature of human learning has received great
emphasis in research on learning and instruction (Anderson, et al., 1997; Greeno,
1997). Attention has been paid to the practices, processes and conditions leading to
the social construction of knowledge in different learning situations (Fisher, 1993;
Lemke, 1990; Palincsar, 1986; Tuyay, Jennings, & Dixon, 1995). The focus of analysis
has been extended from external factors influencing learning processes and
achievements to the student’s participation in and evolving interpretations of the
learning activity (Grossen, 1994; Perret-Clermont, Perret, & Bell, 1991). In the midst
of these changes in emphasis, new methodological questions concerning the analysis
of classroom interaction and learning have arisen. Questions to which researchers
have been trying to find answers are, for example:

What qualitative differences can be found within and between interactive

activities across a variety of learning contexts?

What typically happens during classroom interaction?

How can practitioners and researchers develop and strengthen their

understandings about optimal learning within inherently social settings (e.g.
classrooms)?

Interaction:

Ned. A. Flanders defines, “Teaching as an interactive process. Interaction means

participation of teacher and students in the process of teaching. In this process,
teacher influences the students; students also interact with the teacher. Interaction
takes place among the students themselves also. It means, in the process of
teaching, everybody interacts with every other person involved in the process.

Teacher influences students through lecture, ask questions, criticizing, giving

directions etc.

Student’s reacted to the teacher’s lecture and questions, they give responses.

It is interaction between teachers and students.

36
Classroom interaction: all the ways in which participants in classrooms interact with
one another, including oral interaction, non-verbal interaction and shared activity.

Category analyses: systems for analyzing classroom interaction which approach the
phenomena to be analyzed with pre-determined categories into which interactive
behaviour is assumed to fit.

Grounded analyses: attempts to interpret classroom interaction which do not use

predetermined categories but derive their analyses from the data itself.

Interaction analysis:

Interaction analysis is a process of encoding and decoding a pattern of

interaction between the communicator and the receiver. Encoding helps in recording
the events in a meaningful way and decoding is used to arrange the data in a useful
way and then analyzing the behaviours and interactions in the classroom interaction.
There are four important techniques to observe the interaction systematically.

These are:

1. Flander’s Interaction Analysis Categories System (FIACS)

2. Reciprocal Category System (RCS)

3. Equivalent Talk Categories (ETC)

4. Verbal Interaction Category System (VICS)

Flander’s Interaction Analysis Technique is most suitable and widely used

technique in the field of research all over the world.

1.2.2.1 Flander’s interaction analysis categories system (FIACS):

There are various tools available to measure classroom interaction patterns.

More than one hundred category and sign systems can be easily identified. Among
these 'Flanders Interaction Analysis Category System' (FIACS) has been found to be
the most popular tool for capturing classroom interaction patterns.

Ned. A. Flanders developed a system of interaction analysis to study what is

happening in a classroom when a teacher teaches. It is known as Flanders
Interaction Analysis Categories System (FIACS).

37
 Flanders and others developed this system at the University of Minnesota, U.S.A.
between 1955 and 1960.
Flanders classified total verbal behaviour into 10 categories. Verbal behaviour
comprises teacher talk, student talk and silence or confusion.
The ten categories are mentioned as under:
1. Teacher Talk – 7 categories
2. Pupil Talk – 2 categories
3. Silence or Confusion- 1 category
Thus, the first seven categories include teacher talk. Next two categories
include pupil talk. The last tenth category includes the small spans of silence or
pause or confusion.
The first 7 categories or teacher talk has been bifurcated into a) indirect talk,
b) direct talk.

Teacher’s Talk - 7 Categories

A) Indirect Talk B) Direct Talk

Category Category
1. Accepts Feelings 5. Lecture
2. Praise or Encouragement 6. Giving Directions
3. Accepts or Uses ideas of Pupils 7.Criticizing or Justifying Authority
4. Asking Questions

Pupil’s Talk - 2 Categories

Category Category
8. Pupil Talk Response 9. Pupil Talk Initiation

Category Neither Teacher Talk nor Pupil Talk -1 Category

Category 10. Silence or Pause or Confusion.

38
 Table-1.4: Flanders Interaction Analysis Category System (FIACS)

1. Accepts Feeling: Accepts and clarifies an attitude or the feeling tone of a

pupil in a non threatening manner. Feelings may be positive or negative.
Predicting and recalling feelings are included.

2. Praises or encourages: Praises or encourages pupil action or behaviour. Jokes

Response

that release tension, but not at the expense of another individual; nodding
head, or saying "Um hm?" or "go on" are included.
Teacher’s talk

3. Accepts or uses ideas of pupils: Clarifying, building or developing ideas

suggested by a pupil. Teacher extensions of pupil ideas are included but as
the teacher brings more of his own ideas into play, shift to category five.

4. Asks questions on material shown: Maps, models, graphics, and charts etc.
5. Lectures : Continuity and relevance of subject matter
6. Giving directions: Directions, commands or orders with which a pupil is
Initiation

expected to comply.
7. Criticizing or Justifying authority: Statements intended to change pupil
behaviour from non acceptable to acceptable pattern; bawling someone out;
stating why the teacher is doing what he is doing; extreme self reference.

8. Pupil Talk Response: Talk by pupils in response to teacher. Teacher initiates the
Response

contact or solicits pupil statement or structures the situation. Freedom to

Pupil’s talk

express own ideas is limited.

9. Pupil-talk-initiation: Talk by pupils which they initiate. Expressing own ideas;

Initiation

initiating a new topic; freedom to develop opinions and line of thought, like
asking thoughtful questions; going beyond the existing structure
/Confusion

10. Silence or confusion: Pauses, short periods of silence and periods of

Silence

confusion in which communication cannot be understood by the observer.

According to Amidon and Hough (1967) FIACS is currently best known and
the most widely used system for analyzing classroom instructional process.

The purpose of interaction analysis is to provide objective data, systematic

record on the teaching behaviour of the teacher which may be helpful in giving
definite interactions and guidance to the teacher for the improvement of his

39
teaching. The second objective of studying classroom interaction is to identify the
pattern of teacher behaviour. The third objective is to involve remedial strategies in
reconstructing of our whole concept of teaching methodology.

The advantages of classroom interaction analysis as against the traditional

training method lie in the fact that its utility has been reported as a training tool as
well as a tool to measure teacher's classroom behaviour patterns in various studies.
Research studies also demonstrated the utility of interaction analysis in the
modification of teacher's classroom behaviour.

Limitations of the FIACS:

FIACS is found to be very useful to observe the classroom interaction pattern

of those teachers who are teaching at primary and secondary levels. But one
important drawback that is often being felt against FIACS is that it is not suitable to
measure classroom interaction patterns of college level teachers. Because at +3 level
teachers mostly deliver lectures. Therefore category 5 of the FIACS prevails in the
classroom and rest categories become almost rare. So, the subscripting of category 5
was considered essential to make this tool more suitable for observing and analysis
of college and university level teaching where teachers teach through lecture
method.

Improvement over the FIACS:

The two types of questioning have been identified during observation of

classes and accordingly there was also a need to subscript the category 4 of the
FIACS. Thus it was decided to identify the sub categories in the main categories 4 and
5 of the FIACS. On the basis of the observations of the various classes and
discussions with experienced experts, two sub categories of questioning behaviours
were identified. These were further discussed and streamlined and refined on the
basis of comments from the experts. Several field trials employing a variety of
classroom lecturing by social science teachers and a variety of classroom lecturing by
social science teachers were made in order to discriminate and identify various
subcategories. The procedure suggested by Flanders (1970s, p. 127) was utilized to
subscript these categories 4 & 5.

40
Modified FIACS:

Hence by subscripting categories 4 and 5, the FIACS, has been made more
adequate and widely applicable. The final form of the modified FIACS has been
presented as follow:

Table-1.5: Modified Flanders Interaction Analysis Category System (MFIACS)

1. Accepts Feeling: Accepts and clarifies an attitude or the feeling tone of a

pupil in a non threatening manner. Feelings may be positive or negative.
Predicting and recalling feelings are included.

2. Praises or encourages: Praises or encourages pupil action or behaviour.

Response

Jokes that release tension, but not at the expense of another individual;
nodding head, or saying "Um hm?" or "go on" are included.

3. Accepts or uses ideas of pupils: Clarifying, building or developing ideas

suggested by a pupil. Teacher extensions of pupil ideas are included but as
the teacher brings more of his own ideas into play, shift to category five.

4.1 Asks questions on material shown: Maps, models, graphics, and charts etc.

4.2 Asks questions involving thinking/ reasoning: open and closed questions are
included.
Teacher’s talk

5.1 Lectures coherently : Continuity and relevance of subject matter

5.2 Lectures supported by examples, tables, graphs etc., Clarifies facts, concepts,
principles etc, using these devices.

5.3 Lectures incoherently: Presents irrelevant contents.

Initiation

5.4 Lectures embedded with self questioning: Occasionally uses questions and
responds himself and continues lecturing.

5.5 Lecture involving dictation from notes: reading from a book or dictating the
matter from the notes.

6. Giving directions: Directions, commands or orders with which a pupil is

expected to comply.

7. Criticizing or Justifying authority: Statements intended to change pupil

behaviour from non acceptable to acceptable pattern; bawling someone out;
stating why the teacher is doing what he is doing; extreme self reference.

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 8. Pupil Talk Response: Talk by pupils in response to teacher. Teacher initiates the

Response
contact or solicits pupil statement or structures the situation. Freedom to
express own ideas is limited.
Pupil’s talk

9. Pupil-talk-initiation: Talk by pupils which they initiate. Expressing own ideas;

Initiation

initiating a new topic; freedom to develop opinions and line of thought, like
asking thoughtful questions; going beyond the existing structure
/Confusion

10. Silence or confusion: Pauses, short periods of silence and periods of

Silence

confusion in which communication cannot be understood by the observer.

It’s Utility:

By using modified FIACS, the classroom interaction patterns of college and

University teachers can be observed and analyzed objectively. On the basis of the
objective observation and analysis of classroom interaction patterns of effective
college and university teachers, a teacher education programme can be planned.

This tool, thus can pave the way of progress towards observing, analyzing
and understanding particular patterns of effective lecturing behaviours in almost all
subjects at the graduation and post-graduation level. This humble attempt will surely
contribute towards framing of the basic training programme of teacher education for
teachers.

1.2.2.2 Interaction analysis as a training model:

Before considering interaction Analysis as a training model it was developed

for recording interaction between the individuals concern. The recorded interaction
was further analyzed in detail to study the interaction. It is observational technique
which can be used t obtain a fairly reliable record of spontaneous verbal responses.
The class room is an interactive situation between teacher-students and student-
students. There are various interaction recording systems developed. Interaction
analysis system refers to a class having many types of interaction codifying systems.
The analysis of interaction helps to study pattern of teaching and learning.

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 Flanders interaction Analysis category system (FIACS) is one of the may
interaction analysis systems available. This is a Tool dealing with the cognitive and
effective aspects of class room interaction. The system has ten observation
categories. They are 1) Accepts feelings 2) Praises or encourages 3) Accepts or uses
ideas 4) Asks questions 5) Lectures 6) Gives directions 7) Criticises or justifies
authority 8) Students response 9) students initiation and 10) Silence or confusion.

Using FIACS as a tool for observation and feedback, the practice teaching can
be made more objective, comprehensive and precise. Hence, this model is
undoubtedly better than the traditional practice teaching one. This model does not
believe in the global form of feedback and upon the thumbs rules of teaching as the
traditional practice teaching believes. The system of recording used by interaction
analysis has increased the scope for application of statistical methods to arrive at
objective and comprehensive results. The interaction analysis believes in
probabilistic happening of behaviours while forming conclusions.

Flanders, the pace maker of interaction studies at an instance says that, this
technique of interaction analysis can capture selected elements of class verbal
communication which have proven to be helpful in the analysis of teaching behavior,
in terms of improving instruction, preparing future teachers and in production of
educational outcomes. Development of FIACS has activated researches in
instructional systems, both in practice teaching, and theorizing instructions. These
researches have developed in an inter-related fashion accumulating a large amount
of findings useful in the teacher education filed.

The FIACS training model though popular in the early seventy’s cased to be a
dominant programme in the late seventies. It has remained merely a research tool
new-a-days. A few of the theoretical issues raised against FIACS in terms of
difficulties in the implementation and better alternatives available were reasons for
its out-phasing.

FIACS system in a stricter sense cannot evaluate the teacher performance

qualitatively. For instance an observer can find out the number of a particular type of
questions asked n a specific period of time and the number of responses given by the
student. This sort of information provides the amount of interaction that has taken
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rather than quality of transaction. For instance a specific question even with no
response from class may be highly desirable at a particular instance, and such an
event may bring a total change in learning. Therefore, such events remain
unrecorded and insignificant for FIAGS. The distribution of question throughout the
class is another important dimension which FIAGS falls short to record.

Flander at a stage states that the technique of interaction analysis captured

selected elements of class room verbal communication which were proven to be
helpful in the analysis of teaching behavior to that extent remains to have limited
role. It is of general experience that FIAGS is considered to be a difficult tool. In spite
of the best training, the observers are liable to make mistakes to decide the right
category of behaviours.

In addition to this the calculations of different indexes of teaching profile

requires lot of mathematical computations. Such time consuming analysis hinders
immediate feedback to the teacher trainee. Besides, methodologically, in an
instructional system a evaluative tool itself cannot be a instructional input. In such a
situation teacher trainer is directly preparing to face the evaluation tool rather than
achieving the set objective. Thus the FIACS model uses FIACS as training input and
itself as the evaluative tool, weakening the training model.

1.2.2.3 Development of Practice Teaching Through Individualized Research Studies:

During the seventies a large number of teacher educators were involved in

research compared to the earlier days. Knowing well that practice teaching is the
weaker aspect in teacher education, a majority of them were interested in improving
in practice teaching through relevant research. In addition to this a variety of
research designs were framed to study different dimensions of practice teaching.
Some of the areas taken for study were, (a) Developing and standardizing tools for
evaluation teaching (b) competence required of a supervisor and his role in practice
teaching (c) Developing effective methods, techniques and strategies of class room
teaching for various subjects (d) ways and means of teacher behaviour during
practice teaching and (e) Inputs during practice teaching to train teacher for
different roles of teacher in a school other than class room teaching.

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 The researches carried out in this area on being reviewed presented
favorable findings essential for the growth of practice teaching. However, the studies
remained isolated, and did not generate a collective integration of findings and its
implementation. The studies through generated knowledge and an awareness in the
field of practice teaching to the teacher educator, the contribution in changing
practice teaching of teacher education courses remained insignificant.

1.2.3 Lesson plan/content linkage for e-media:

As the e-media has almost in every field of education encountered and it has
open wide scope in planning lesson for both pre service and in-service teachers at
present various software’s are developing for assisting to teachers to plan lesson
with the help of e-media, the linkage of lesson plan with e-media tries to develop
interactive classroom learning environment with the real life related learning
experience providing to learners.

The trainees also are encouraged to look at the use of ICT early on in their
placement. Here is a checklist of questions that they can use while planning for the
use of ICT in a lesson while on TP.

• Does this lesson address something that is educationally desirable?

• Does the use of ICT in this lesson allow you and the pupils to achieve
something more effectively than otherwise?

• Do you have the personal confidence and competence for this use of ICT
without it detracting from the effectiveness of the lesson?

• Do the pupils have the personal ICT capability to be able to apply the ICT
without it detracting from their learning of science?

• Might the use of ICT mask pupils’ attainment in the subject? How will you
assess the success of the lesson?

• How will you assess the learning in science where ICT has been used?

• Are you familiar with the school's equipment, how it is distributed and
booked?

• Do you know whether the computers are networked?

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 • Do you know the acceptable use policy for ICT adopted by the school?

Trainees also need to look at practical considerations before deciding

whether ICT should be used e.g. teaching objectives that could be met very
effectively if a suite of computers were available in the classroom might not be
attainable if there is just one stand-alone computer or even an interactive
whiteboard. An important consideration is whether a particular use of ICT may
significantly LESS effective than a first-hand practical, demonstration, visit or
investigation although ICT may be useful to enhance all of these.
One of the most important things we can do in this area as in many others is
to ensure that our own skills are up-to-date and we can act as role models for the
trainees. We need to include effective use of ICT in our sessions and be able to give
some specific examples of where use of ICT might enhance the teaching of a
particular topic. We could also model the use of software and hardware that we
expect them to use in school. This does raise the issue of financial resources. What
do you buy? Do you know what resources your partner schools use? I believe that
this should be a non-issue as if your trainees become confident users of ICT; they will
not be phased by having to learn the use of different software or hardware.
1.2.4 Efforts of developing teaching models:

Within the scientific community models are an important mechanism for

advancing scientific understanding. This involves the construction, validation and
application of scientific models. Science instruction should be designed to engage
students in making and using models where possible If scientists use models as
‘thinking tools’, shouldn’t students also use them?

Teachers can use models to help students make sense of their observations, and
understand abstract ideas through the visualisation of

• objects that are too big, too small or positioned so it is difficult for them to
be seen easily e.g. an ecosystem, cell, heart

• processes that cannot easily be seen directly e.g. digestion

• abstract ideas e.g. particulate nature of matter, energy transfer.

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 When using a model of any type with groups of students it should be made
clear to them that it is a model they are using. A teacher cannot guarantee that the
way he sees a model, or wants the students to see it, is actually the same way that
the students do. It is important to introduce the idea that models can change over
time and that models need only be ‘good enough’ to explain a particular concept or
idea to meet the needs at that time.

Science students who become actively involved in using models in their

learning have been shown to gain a deeper understanding of the concepts and
processes about which they are learning.

Types of models:

Table-1.6: Types of models and description

Type Description and example

Scale models Version of the original that is easy to see e.g. anatomical
models
Analogue models Simplification of the original used to explain certain
phenomena
e.g. different types of atomic and molecular models
Mathematical models Express a situation in terms of formulae e.g. gas laws
Theoretical models Put forward an explanation of a situation based on
previous scientific knowledge, experiences and
observations e.g. the ‘big bang’ theory

1.2.5 Content based teaching material:

Teaching the Content-Based approach necessitates a large amount of work

and energy. The teacher has to fulfill several roles, such as being a good language
teacher and in addition having an appropriate knowledge of the subject matter. In
addition, the teacher has to choose material. If the material is not suitable enough,
he has to adapt it to the learners' language level. There is, however, quite a variety
of material available for teachers to use for Content-Based lessons. First of all,
teachers can and should use authentic materials such as newspaper articles and
advertisements (Richards & Rodgers 2001: 213-214). These are texts native speakers
of the language would read themselves. Authentic material intrinsically interests

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students and this promotes language learning. As Dörnyei points out, “motivation is
one of the key issues in language learning” (2001: 1). Secondly, there are, at least in
Germany, textbooks available for Content-Based lessons.

Students are actively involved in a Content-Based classroom setting. On the

one hand, they are in charge of their own learning process and their support of
others and, on the other hand, they may partly choose content and activities. Being
actively involved and taking responsibility in a classroom environment appears to be
motivating for some though rather overwhelming to others. There are quite a few
students who might feel that they cannot keep up with the work-load and quantity
of new information (Richards & Rodgers 2001: 213).

The term content-based instruction is commonly used to describe

approaches to integrating language and content instruction, but it is not always used
in the same way. For example, Crandall and Tucker (1990) define it as “...an
approach to language instruction that integrates the presentation of topics or tasks
from subject matter classes (e.g., math, social studies) within the context of teaching
a second or foreign language” (p. 187). Curtain and Pesola (1994) use the term in a
more restricted way, limiting it to only those “...curriculum concepts being taught
through the foreign language...appropriate to the grade level of the students…”
(p.35). Krueger and Ryan (1993b) distinguish between content-based and form-
based instruction, and note that the term discipline-based more appropriately
captures the integration of language learning with different academic disciplines and
contents.

There is also a variety of definitions of “content.” As can be seen from

Crandall and Tucker’s definition, content is clearly “academic subject matter” while
Genesee (1994) suggests that content “...need not be academic; it can include any
topic, theme or non-language issue of interest or importance to the learners” (p. 3).
Chaput (1993) defines content as “...any topic of intellectual substance which
contributes to the students’ understanding of language in general, and the target
language in particular” (p. 150). Met (1999) has proposed that “…‘content’ in
content-based programs represents material that is cognitively engaging and

48
demanding for the learner, and is material that extends beyond the target language
or target culture” (p. 150).

Varying views on the definitions of content and content-based instruction

exist. However, a key step in designing an effective curriculum that meets the needs
of students, the instructors and specific program will be to identify and agree on a
working definition of these terms. Chaput (1993) defines content as “any topic of
intellectual substance which contributes to the understanding of language in
general, and the target language in particular.” In this view, the goal of utilizing
content in a classroom would be for learning the language. Crandall and Tucker
(1990) describe content as “academic subject matter” while Curtain and Pesola
(1994) express content-based instruction as “curriculum concepts being taught
through the foreign language.” These particular views represent a contrasting aspect
of CBI in which the content itself is emphasized in a language learning context.

In light of these two perspectives, it will then be important for curriculum

developers to answer the following questions before designing curriculum: Will the
course be a content-driven course where learning the content is the priority? Will it
be a language-driven course where language learning tasks take precedence? Or will
it be a course that aims to emphasize both the language and content? A framework
provided by Met (1999), in Table 1, provides curriculum developers a scheme to
consider the balance between language and content that is appropriate for each
individual context. This continuum can assist teachers in determining overall course
objectives as well as the specific language and content goals of each lesson.

Continuum of Content and Language Integration: (Source: M. Met. (1999))

Content-Driven Language-Driven

• Content is taught in L2. • Content is used to learn L2.

• Content learning is priority. • Language learning is priority.

• Language learning is secondary. • Content learning is incidental.

• Content objective determined by course • Language objectives determined by L2

goals or curriculum. course goals or curriculum.

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 • Teachers must select language • Students evaluated on content to be
objectives. integrated.

• Students evaluated on content mastery. • Students evaluated on language skills/

proficiency.

1.2.6 CAD and relevance to educational field - extent CALP:

Exponential advances in computer architecture in the last two decades have
enabled the creation of far more compelling and engaging educational software
than we could have dreamed of in the Apple II days. Some promising educational
software experiments being conducted at Brown University. Despite predictions that
we will hit a technological wall in the coming decade, new advances repeatedly push
any such wall out into the indefinite future.

Computer-aided design (CAD) is the use of computer technology for the

process of design and design-documentation. It is imperative that one understands
how it relates to the world of design and architecture. Becoming an architect and
learning all about computer-aided design, or CAD, will arm you with a great tool that
will help to make your job easier as well as provide you with a strong foundation for
all of your future potential jobs and clientele. More than just shapes and numbers,
CAD is a true asset for anyone who wants to make a living out of a career as an
architect.CAD provides the user with input-tools for the purpose of streamlining
design processes; drafting, documentation, and manufacturing processes. CAD
output is often in the form of electronic files for print or machining operations.

Similarly CAD like software is very essential to teachers, in which they may
design and architect lesson plans and finally output is in the form of electronic files
for print operations. Now is the time to mount such an effort in the field of
education that to Teacher education. Hence researcher undertaken study entitled
“Development and Validation of Computer Aided lesson planning (CALP) Software
for Teaching Practice”.

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1.3. COMPUTER AIDED LESSON PLANNING (CALP):

The evolution of Information and Communication technologies gave the

opportunities for educators to apply in the teaching and learning process. The main
role of these technologies integration in education, is to help students in
disseminate information; create new skills and share knowledge efficiently with
others students. However, some Educational Institutions of our country have
difficulties in its implementation, mainly due to two fundamental problems:

1. Lack of financial support that government provide to the Community.

2. Most teachers do not have a great dexterity in the use of these technologies
and has a low Know- How. They have lack the necessary skills to effective use
technology in their classes

In order to address these lacks, resaercher decided to design a platform that

allow to help teachers in development of their Lesson Plans and create the
educational Computer Aided Lesson Planning (CALP) software, based on in the
specifications of the domain of the problem, internal specifications of CALP and in a
set of templates.

1.3.1. Meaning of CALP:

Computer Aided Lesson planning (CALP) means, computer based lesson planning
software for classroom instruction that is used in the teacher education programme
by the Method Masters during initial stages of classroom teaching.

CALP is a user-friendly, flexible, educational principle incorporated and

academic inputs integrated educational software.

Thus, CALP is a platform supported with a method, which provides a special

notation guided help to create lesson plan and a set of criteria of software quality.
CALP output is often in the form of electronic files (pdf and in word format) for print.

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1.4. SIGNIFICANCE OF THE PRESENT STUDY:

In the Teacher education programme, component practice teaching is a vital

part. The main purpose of practice teaching is to provide effective and efficient
training for classroom task. Now a day’s practice teaching diminished in its intensity
due to improper practices, poor guidance and lack of proper opportunity. Major
aspect of practice teaching is proper lesson planning and effective execution of class
transaction.

In the present context, lesson planning is orthodox and too rigid. Due to the
reasons;

• Lack of mastery on planning inputs by the teacher educators.

• Inadequate student’s ratio that is 1:12.
• Lack of individualized guidance.
• Lack of self-learning situation.
• In sufficient time for practicing planning.
• Lack of resources to improve by the student teacher.

To overcome these difficulties there is an urgent need to develop a plat form

where in an opportunity is provided by proper support. This is possible only with the
ICT integration with lesson planning activity.

In another context, due to globalization, marketing and advancement in the

education field educational software’s are evolved. In this modern era we find
greater development in the field of educational software. But, the softwares
available in the market are highly commercialized and content integrated. There is
no scope for flexibility for teacher and students, educational principles are not
incorporated and only rich in graphics and animations. Hence it is evident that, there
is urgent need to create user-friendly, flexible, educational principle incorporated
and academic inputs integrated educational softwares.

By keeping above contexts, researcher has undertaken the study to evolve

effective and efficient lesson planning through computer software in the teacher
education system.

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1.5. STATEMENT OF THE PROBLEM:

The researcher has undertaken the study entitled “Development and

Validation of Computer Aided Lesson planning (CALP) Software for Teaching
Practice”.

1.6. OBJECTIVES OF THE STUDY:

1. To develop ‘Computer Aided Lesson Planning (CALP)’ software for Teaching

practice of Secondary Teacher Education Course.

2. To validate the CALP software against pre-service teachers in terms of

planning and teaching effectiveness.

3. To find out the effectiveness of CALP software in terms of its user

friendliness, flexibility and acceptance by teacher educators.

4. To find out the effectiveness of CALP software in terms of its user

friendliness, flexibility and acceptance by student teachers.

5. To find out the effectiveness of CALP software in terms of its user

friendliness, flexibility and acceptance by in-service teachers.

1.7. HYPOTHESES OF THE STUDY:

1. The CALP software is effective in terms of lesson planning effectiveness.

2. The classroom teaching with the lesson plan assisted by CALP software is
more effective than those assisted with traditional plan.

3. The CALP software is effective in terms of its user friendliness, flexibility and
acceptance by teacher educators.

4. The CALP software is effective in terms of its user friendliness, flexibility and
acceptance by student teachers.

5. The CALP software is effective in terms of its user friendliness, flexibility and
acceptance by in-service teachers.

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1.8. OPERATIONAL DEFINITIONS OF THE TERMS USED:
1) Computer Aided Lesson Planning (CALP):

It is the computer based lesson planning software specifically developed for

classroom instruction that is used in the Indian Teacher Education programme by
the Method Masters during initial stages of classroom teaching.

2) Validation:

Validation is the process of ensuring that, the developed material satisfy the
objectives pre decided for the software. In other words, it is the process to find out
the extent of serving the purpose for which it has been developed.

3) Teaching Practice:

Teaching practice is the processes of instruction provided to the student

teachers for planning and teaching for school instruction. It is planning the use of
teaching methods, teaching strategies, teaching principles and teaching techniques,
and practice the same at classroom conditions.

4) Teacher Education:

Teacher Education programmes offered by universities, teacher education

institutions to prepare teachers for the school education. For the present study
secondary school teacher education is in focus.

1.9. SCOPE OF THE STUDY:

Presently large numbers of colleges are not using computers for any
instructional purpose. Teacher- educators are not using computers. Management
lack awareness regarding use of computer labs as done in technical colleges. This
makes the validation difficult and further implement. However with advancement of
digital technology in the world this is inevitable. Attitude, awareness and motivation
with the teacher education institute is essential for such study.

However, the study has scope for its application universally. The condition of
learning and teaching are universally same, as a consequence the pedagogic
practices are same everywhere. The technology of computer and the digital media
provides speedy and effective implementation.

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1.10. CHAPETRISATION:

The present study is divided into five chapters. The details are as given below;

1) Introduction: The first chapter deals with introduction, significance of study and
specifications of objectives. The researcher has detailed the theoretical
background and perspectives of Lesson Planning in Teaching –Learning process,
Principles of Lesson Planning, Main Forms of Lesson Planning, Development of
Educational technology and systematization of class room instruction, Lesson
plan linkage for e-media, CALP-software with its meaning and need, Significance
of the present study and the details of research study undertaken in terms of
objectives and related aspects are provided in detail.

2) Review of Related literature: This chapter consists of reviews of important

literatures related to the instructional practices, Computer mediated studies,
multimedia programme instruction and lesson planning in India and abroad. In
addition, the researches in the area of software development for education are
also studied and presented.

3) Methodology of the study: This chapter deals with the methodology adopted.
The researcher has discussed phases of research design. In the first phase
development of CALP software, second phase internal validation of the CALP
software, third phase external validation of CALP software and fourth phase field
absorption capacity of CALP software.

4) Analysis of data and results: This chapter deals with data analysis and
interpretation. Use of statistical technique in terms of t-test, percentage analysis,
results and interpretation with reference to the selected variables is detailed.

5) Summary and Conclusion: This chapter has the brief summary, conclusion and
findings of the present research study conducted by the researcher. It also
includes the suggestions made by the researcher for further research.

At the end of these chapters, the last pages contained bibliography,

appendices, and CALP material.

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