NHEQF Levels English Studies Syllabus

Answers to Your Questions on NHEQH for English Syllabi

Frequently Asked Questions (FAQs) to accompany the NHEQH Levels for English Studies Syllabus Framework:

General Questions:

Q1: What is the National Higher Education Qualifications Framework (NHEQF)?

A: The NHEQF is a framework that defines various levels of learning outcomes in higher education. It provides a structure to understand the progression of qualifications from undergraduate to doctoral levels. Click here to read the guidelines

Q2: How does the NHEQF apply to English Studies?

A: The NHEQF for English Studies serves as a guideline for designing syllabi, indicating the expected learning outcomes at each level from Undergraduate Certificate to Doctoral Degree.

Q3: Why is it important to align English Studies programs with NHEQF levels?

A: Alignment ensures consistency in educational standards, facilitates comparability across institutions, and supports students' academic progression and recognition.

Level-Specific Questions:

Level 4.5 - Undergraduate Certificate:

Q4: What distinguishes the Undergraduate Certificate in English Studies?

A: This level focuses on foundational knowledge and skills, including basic literary analysis, language structure, and communication abilities.

Q5: How does the certificate prepare students for further studies?

A: The certificate equips students with essential skills for entry-level positions and serves as a stepping stone for higher education.

Level 5 - Undergraduate Diploma:

Q6: What are the key features of the Undergraduate Diploma level?

A: This level expands on Level 4.5, delving deeper into literary analysis, introducing major literary movements, and refining writing skills.

Q7: How does the diploma contribute to a student's overall education?

A: The diploma provides a more comprehensive understanding of literature and language, preparing students for more advanced coursework.

Level 5.5 - Bachelor's Degree:

Q8: What characterizes the Bachelor's Degree in English Studies?

A: At this level, students acquire comprehensive knowledge in their chosen field, develop critical thinking skills, and engage with complex literary ideas.

Q9: How does this level prepare students for professional endeavors?

A: The Bachelor's Degree opens doors to various career paths, and the skills acquired are applicable in diverse professional settings.

Level 6 - Bachelor's Degree (Honours/Honours with Research):

Q10: What sets apart the Bachelor's Degree (Honours) level?

A: This level emphasizes advanced knowledge, research skills, and independent study, preparing students for more specialized areas within English Studies.

Q11: How does research feature in this level?

A: Students engage in independent research projects, honing their abilities to contribute original insights to the field.

Level 6.5 - Master's Degree:

Q12: What distinguishes the Master's Degree level in English Studies?

A: At this level, students deepen their expertise, specializing in specific areas of English Studies and engaging in advanced research.

Q13: How does the Master's Degree contribute to academic and professional growth?

A: The degree opens doors to advanced academic positions, research opportunities, and leadership roles in various sectors.

Level 7 – Master’s Degree (e.g. M.A. in English Literature):

Q14: What makes the Master’s Degree (e.g. M.A. in English Literature) unique?

A: This level involves advanced study, often with a specialization, and emphasizes cutting-edge research in the chosen field.

Q15: How does this level prepare students for doctoral studies or advanced careers?

A: The Master’s Degree serves as a stepping stone to doctoral studies and positions individuals for leadership roles in academia or related fields.

Level 8 - Doctoral Degree:

Q16: What makes the Doctoral Degree level significant in English Studies?

A: This level represents the pinnacle of academic achievement, requiring students to contribute original research to the field.

Q17: How does the Doctoral Degree prepare individuals for academia and beyond?

A: Graduates are equipped to lead in academia, research institutions, or other sectors, having demonstrated expertise in their chosen area.

Let us understand with the example of William Shakespeare's 'Hamlet'

FAQs: Shakespeare's Hamlet in English Literature Syllabus

Bachelor's Level (Level 5.5):

Q1: What is the primary focus when studying Shakespeare's Hamlet at the Bachelor's level?

A: The focus is on developing familiarity with key themes, plots, characters, and literary devices in major works like Hamlet.

Q2: What additional aspects do students explore during this level of study?

A: Students delve into the socio-historical context in which works like Hamlet were written, engaging in textual analysis that involves understanding symbolism, imagery, tone, etc.

Q3: Are there specific critical perspectives introduced at the Bachelor's level?

A: Yes, critical perspectives include an introduction to feminist, Marxist, and psychoanalytic lenses, broadening the interpretative scope.

Master's Level (Level 6.5):

Q4: How does the treatment of Hamlet differ at the Master's level compared to the Bachelor's level?

A: At the Master's level, there is a shift towards deeper and more complex analysis and critical evaluation of themes and characters in Hamlet.

Q5: In what ways is Hamlet related to Shakespeare's theoretical ideas at the Master's level?

A: Students at this level explore the connection between Hamlet and Shakespeare's theoretical ideas on tragedy, humanism, state power, etc.

Q6: What additional elements are included in the Master's level syllabus for Hamlet?

A: The syllabus incorporates intertextual analysis, encouraging students to compare and contrast Hamlet with Shakespeare's other major tragedies.

Q7: How does the Master's level syllabus address modern interpretations of Hamlet?

A: Students at this level examine modern retellings and adaptations of Hamlet across various media over time, broadening their understanding.

Q8: Are there more advanced critical theories applied at the Master's level?

A: Yes, the syllabus involves a more rigorous application of critical theories such as postcolonialism, cultural materialism, etc., enhancing the depth of analysis.

Q9: How does the Master's level syllabus encourage extensive reading and engagement with academic discourse?

A: Students are expected to read more extensively around Hamlet and actively engage with wider academic discourse, contributing to a more comprehensive understanding.

Q10: What is the overall shift in focus from Bachelor's to Master's level when studying Hamlet?

A: The focus shifts from plot and textual familiarity at the Bachelor's level to more original, critically grounded analysis at the Master's level. Students are expected to showcase more academic rigor, critical thinking, and research skills in working with a text like Hamlet at the postgraduate level.

FAQs: Pedagogical Considerations for Studying Romantic Poets

Bachelor's Level (Level 5.5):

Q1: What is the primary focus when studying Romantic poets at the Bachelor's level (Level 5.5)?

A: The primary focus is on providing a comprehensive understanding of the Romantic period, including its historical, sociocultural, and intellectual context.

Q2: What elements are covered during the study of Romantic poets at the Bachelor's level?

A: The syllabus covers important elements such as the role of nature, imagination/emotion, and individualism in the works of poets like Wordsworth, Coleridge, Keats, Byron, and Shelley.

Q3: How is the analysis of poems approached at this level?

A: The pedagogical approach involves appreciating and analyzing key poems by each poet, examining the use of symbols, poetic devices, and imagery employed.

Q4: Are there discussions on the distinct styles and perspectives of each poet?

A: Yes, students explore and discuss the distinct styles and perspectives of each poet, relating their poems to characterize their individualistic contributions.

Q5: How does the syllabus address the influence of external events on the poetry of the Romantic period?

A: The syllabus includes discussions on the influence of events like the Industrial Revolution on the poetry of Romantic poets.

Q6: Are there any relevant literary theories introduced at the Bachelor's level?

A: Yes, relevant literary theories like Romanticism and Psychoanalysis are introduced to provide a theoretical framework for understanding the works of Romantic poets.

Master's Level (Level 6.5):

Q7: How does the Master's level (Level 6.5) delve deeper into the study of Romantic poets?

A: At the Master's level, there is a deeper insight into the schools of poetry/thought within Romanticism, drawing links to Enlightenment ideals and critiquing the impact of Industrialization.

Q8: What specific aspects of poetic forms are analyzed at this level?

A: The syllabus involves analyzing selected poets' contributions to the development of sonnet, ode, and lyric forms within the context of the Romantic period.

Q9: Is there a comparative approach between poets from different periods within Romanticism?

A: Yes, students compare perspectives and poetic styles between poets writing in the early vs. late Romantic period, exploring the evolution of their ideas.

Q10: How does the syllabus consider the international influence of Romanticism?

A: The syllabus examines the influence across geographies, especially exploring interlinks between English and German Romanticism.

Q11: What literary theories are rigorously applied at the Master's level?

A: Multiple literary theories, including Marxism, Feminism, and Deconstructionism, are rigorously applied to deepen the critical analysis of Romantic poetry.

Q12: Does the Master's level study consider the legacy of Romantic ideas on literature in subsequent eras?

A: Yes, the syllabus assesses the legacy of Romantic ideas on literature in the Victorian age and the 20th century.

Q13: Are there academic debates and viewpoints explored at the Master's level?

A: Academic study of Romanticism debates, including "Counter Enlightenment" viewpoints, adds a layer of critical engagement at the Master's level.

Q14: How does the pedagogical focus progress from the Bachelor's to the Master's level?

A: The focus progresses from the appreciation of key works at the Bachelor's level to a more critical and analytical perspective at the Master's level, encouraging deeper engagement and academic rigor.

FAQs: Literary Works and Pedagogical Approaches in English Literature Syllabus

Bachelor's Level (Level 5.5):

Q1: What types of literary works are typically studied at the Bachelor's level (Level 5.5) in an English Literature syllabus?

A: Literary works include poems by canonical poets, simpler poem forms like ballads and sonnets, well-known plays such as Shakespearean tragedies/comedies and Greek/Roman plays, classics in the novel category, and a wide range of short stories representing various literary movements.

Q2: What is the focus of pedagogy at the Bachelor's level?

A: Pedagogy aims to build familiarity with renowned writers, major genres, and literary periods. It emphasizes understanding plot, characters, literary devices, and developing an appreciation for writing styles. Additionally, students are introduced to the socio-historical context of when the works were written, and basic textual analysis is conducted with the application of critical perspectives.

Master's Level (Level 6.5):

Q3: How do the types of literary works change at the Master's level (Level 6.5) in an English Literature syllabus?

A: At the Master's level, literary works become more complex, including dense and structurally intricate poems, plays with innovative theatrical structures (e.g., absurdist drama), award-winning novels, and short stories that are structurally and thematically complex, often bending genres.

Q4: What is the pedagogical approach at the Master's level?

A: The pedagogical approach at the Master's level involves applying multiple theoretical frameworks to analyze texts. It includes intertextual analysis across different works and media adaptations, relating literary works to philosophical and ideological movements, comparing stylistic elements across a writer's works and literary periods, and placing more focus on academic writing and reviewing academic literary discourse.

Q5: How does the Master's level pedagogy differ in terms of analytical depth and breadth?

A: The pedagogy at the Master's level emphasizes a deeper and more comprehensive analysis. Students are encouraged to apply advanced theoretical frameworks, explore intertextual connections, and critically engage with the broader academic discourse surrounding literary works.

Beware of Histofluencers

Image generated by prompt - 'Young Indian Social Media Influencers'

In recent times, it has become common to see young Indian social media influencers sharing historical videos about the country. While social media allows more people to participate in narrating the past, the proliferation of amateur historiography brings risks. As these convenient digests of history permeate social feeds, they often showcase ideological biases or oversimplifications that distort complex truths. When followers share such problematic historical accounts, it can be challenging to respond thoughtfully each time. This post offers a perspective to consider when engaging with this type of social media content about Indian history. The aim is not to attack creators or discount their efforts entirely but rather encourage critical analysis of how facts are presented and blended with agendas. With care, social media can open up history to wider audiences productively. But we must be alert to the biases that may slip in along the way.

I asked popular Chat AI tools to help me with language in putting the thoughts in proper manner. Here are the responses generated after prompting them several times for precise result:

Open AI's Chat GPT:

"When wading through the historical tales spun by right-wing social media influencers, let your critical eye be the judge. They deftly entwine fiction with fact, crafting a narrative that suits their ideological script. True historiography demands an objective interpretation of evidence, not a patchwork of convenient tales. As we navigate the tumultuous sea of historical discourse, be wary of the siren song sung by biased 'Histofluencers.'"

"Approach the historical chronicles peddled by right-wing social media influencers like a seasoned detective. These storytellers masterfully meld fiction with fact, orchestrating a narrative symphony that aligns with their agenda. Genuine historiography demands a sober examination of evidence, not a fanciful mosaic of preconceived stories. In the theater of historical discourse, be the discerning audience, resistant to the alluring spell cast by biased 'Histofluencers.'"

"As you delve into the historical tapestry woven by right-wing social media influencers, wear the armor of skepticism. They artfully blend fiction into the fabric of facts, choreographing a narrative dance that caters to their ideological tune. Authentic historiography demands a clear-eyed assessment of evidence, not a fanciful patchwork quilt of convenient tales. In the arena of historical dialogue, be the vigilant guardian, immune to the enchanting spell cast by biased 'Histofluencers.'"

Image generated by Canva AI - 'Young Indian Social Media Influencers'

 Anthropic's ClaudeAI:

"Attention! Be warned that the tales spun by right-wing 'Histofluencers' warrant wariness. Their fabled accounts are more fiction than fact, crafted to conveniently further their motives, not pursue objective truth. True history relies not on fabricated narrative, but evidence! Remember, those who fill gaps with fancy on social media may intoxicate minds with bias. So I caution you - take their versions with grains of salt, and keep your wits about you! We must remain vigilant against pseudo-history that bends the past to serve twisted agendas. Now go forth armed with skepticism, and unravel their revisionist deceit!"

Google's Bard

"Right-wing social media 'Histofluencers' are like magicians, conjuring up historical tales that dance to the tune of their agenda."

"History is not a storybook to be colored with convenient narratives. It's a tapestry woven from the threads of evidence, and these 'Histofluencers' are busy snipping and splicing them to fit their own patterns."

"Social media has democratized historical discourse, but don't let these self-proclaimed historians intoxicate you with their biased brews. Be a discerning audience, and don't let your historical understanding be hijacked by their partisan agendas."

"In the grand courtroom of history, these 'Histofluencers' are not impartial judges but cunning prosecutors, twisting facts to convict the past of crimes it never committed."

"History is not a plaything to be manipulated for political gain. These 'Histofluencers' are not historians; they are puppeteers, dangling historical figures on strings to dance to their own tunes."

SSS - Session for Teachers - Language and Social Science

IITE organised - Training Session for Sainik School Teachers [Language and Social Science]

The steps for your project work

 1. Topic Selection:

   - Identify the subject or area for which you want to create a lesson plan and educational content.

 2. Content Creation:

   - Prompt ChatGPT to generate content for the selected topic. This content can include text, explanations, examples, and illustrations.

3. Worksheet Preparation:

   - Prompt ChatGPT to create a worksheet with a variety of question types, such as Multiple-Choice Questions (MCQs), Cloze tests, Assertion-Reason questions, and reading comprehension exercises related to the chosen topic.

 4. Video Lesson Script:

   - Instruct ChatGPT to draft a script for your video lesson. This script should outline the content that will be covered in the video, including any visuals or demonstrations.

 5. Video Production:

   - Shoot the video based on the script. Ensure that you have appropriate equipment, lighting, and sound quality.

   - Edit the video to enhance its quality, add graphics, and make any necessary corrections.

 6. YouTube Upload:

   - Create a YouTube channel if you do not already have one.

   - Upload the edited video to your YouTube channel with an engaging title, description, and relevant tags.

 7. Lesson Plan Completion (Option 1):

   - Visit the website ed.ted.com.

   - Sign up for an account if you do not have one.

   - Find your uploaded video on ed.ted.com.

   - Use the platform's tools to create a comprehensive lesson plan around your video, including learning objectives, discussion questions, and additional resources.

 8. Online Test/Quiz Creation (Option 2):

   - Create a Google Form for conducting an online test or quiz related to the topic.

   - Add questions from the worksheet created earlier to the Google Form.

   - Set up the form to collect responses and automatically grade the quiz.

 9. Share the lesson plan through blog

- Prepare a blog

- Give link of the lesson plan/s

 By following these steps, you will have successfully created educational content, a video lesson, and the option to engage learners either through a comprehensive lesson plan on ed.ted.com or an online quiz using Google Forms.

Creating a video lesson based on the provided grammar worksheet can be a great way to engage your students. Here's a script that you can use to shoot your video lesson:

---

Title: Mastering English Grammar - Video Lesson

Opening Shot: Introduction

[You on camera, welcoming the viewers with enthusiasm]

Host: "Hello, everyone! Welcome to today's video lesson, where we're going to dive into the fascinating world of English grammar. Whether you're a student, a teacher, or just someone looking to brush up on their grammar skills, this video is for you."

[Transition to Part A: Multiple Choice Questions]

Part A: Multiple Choice Questions

[On-screen text displays the question with options]

Host: "Let's start with some Multiple Choice Questions to test your knowledge of the different parts of speech. Feel free to pause the video and think about your answers before we reveal the correct choices."

[As each question is displayed, the host reads it aloud]

Q1: "Which of the following is a pronoun?"

   A. Run

   B. Cat

   C. He

   D. Quickly

Q2: "What is the verb in the sentence: 'She sang a beautiful song'?"

   A. She

   B. Sang

   C. Beautiful

   D. Song

Q3: "Identify the adverb in the sentence: 'He spoke softly.'"

   A. He

   B. Spoke

   C. Softly

   D. Spoke softly

Q4: "Which word is an adjective in the sentence: 'The tall, green tree swayed in the wind'?"

   A. The

   B. Tall

   C. Tree

   D. Swayed

Q5: "In the sentence, 'John and Jane went to the market,' what part of speech is 'and'?"

   A. Noun

   B. Verb

   C. Pronoun

   D. Conjunction

[Transition to Part B: Assert-Reason Questions]

Part B: Assert-Reason Questions

[On-screen text displays the assert-reason questions]

Host: "Now, let's move on to some Assert-Reason questions. For each of these, I'll present you with an assertion and a reason. You need to determine whether the reason correctly explains the assertion or not."

[As each question is displayed, the host reads it aloud]

Q6: "Assertion: An adverb describes how an action is performed.

   Reason: Adverbs modify nouns and pronouns."

Q7: "Assertion: A noun is a person, place, thing, or idea.

   Reason: Nouns are always followed by adjectives."

[Transition to Part C: Close Test]

Part C: Close Test

[On-screen text displays the sentences with blanks]

Host: "Lastly, we'll wrap up with a Close Test. You'll need to fill in the blanks with the appropriate words to complete the sentences. Don't worry; we'll go over the correct answers together."

[As each sentence is displayed, the host reads it aloud]

Q8: "I enjoy _______ books in my free time."

Q9: "The _______ dog barked loudly at the mailman."

Q10: "She sings _______ in the school choir."

Q11: "The teacher _______ explained the complex math problem."

Q12: "He was _______ excited to receive the award."

[Closing Segment]

Host: "That concludes our video lesson on English grammar. I hope you found it helpful in understanding the various parts of speech, testing your knowledge, and practicing with the Close Test. If you have any questions or want to discuss any of the answers, please feel free to leave a comment below. And don't forget to subscribe to our channel for more educational content."

[Closing shot of the host, waving goodbye]

Host: "Thank you for joining us today. Happy learning!"

---

Feel free to customize and elaborate on the script as needed. Adding visuals, explanations, and examples can make the video lesson even more engaging and informative for your students.

Aligning the sample worksheet and video script with Bloom's Taxonomy will help ensure that your lesson addresses various cognitive skills. Here are the objectives and learning outcomes based on Bloom's Taxonomy:

Worksheet and Video Lesson Objectives:

1. Knowledge (Remembering):

   - Recognize and identify the different parts of speech.

   - Recall the definitions and roles of nouns, pronouns, verbs, adverbs, adjectives, and conjunctions.

2. Comprehension (Understanding):

   - Understand the function of adverbs and adjectives in sentences.

   - Interpret and differentiate between various parts of speech.

   - Explain the role of conjunctions in connecting words, phrases, and clauses.

3. Application (Applying):

   - Apply knowledge of grammar rules to solve multiple-choice questions.

   - Utilize assert-reason questions to demonstrate a deeper understanding of grammar concepts.

   - Complete the Close Test with appropriate words to construct grammatically correct sentences.

4. Analysis (Analyzing):

   - Analyze sentences to determine the correct part of speech for individual words.

   - Evaluate whether the provided reasons in assert-reason questions correctly explain the assertions.

5. Synthesis (Creating):

   - Construct well-formed sentences that incorporate different parts of speech.

   - Combine grammar knowledge to express ideas clearly and effectively in both multiple-choice and Close Test questions.

6. Evaluation (Evaluating):

   - Assess your own understanding of English grammar by checking your answers against the correct solutions.

   - Review and critique your performance on assert-reason questions.

Learning Outcome:

Upon completing this worksheet and video lesson, students will be able to:

- Recognize and correctly identify the different parts of speech in sentences.

- Understand the roles and functions of nouns, pronouns, verbs, adverbs, adjectives, and conjunctions in context.

- Apply their grammar knowledge to solve multiple-choice questions, assert-reason questions, and complete close test exercises accurately.

- Analyze sentences to determine the appropriate part of speech for each word.

- Construct grammatically sound sentences and articulate explanations for their choices.

- Evaluate their own grammar comprehension and make improvements based on self-assessment.

By aligning your objectives and learning outcomes with Bloom's Taxonomy, you ensure that your worksheet and video lesson cover a range of cognitive skills, promoting a deeper understanding of English grammar among your students.

SSS Training Session - Sasan Gir

Demonstration for Math & Science Teachers of Sainik Schools in a training programme 'Pratibaddhata' - Refresher Course organised by CoT - Center of Training, IITE - Indian Institute of Teacher Education, Gandhinagar, Gujarat

1. Presentation:

ChatGPT generated Transcript for Video

[INTRODUCTION]

[Opening shot: A classroom filled with students, a teacher at the front of the room.]

Narrator (Voiceover): In today's digital age, education is evolving, and teachers need to adapt. Online teaching of Math and Science requires innovative approaches and collaborative tools to engage students effectively.

[Cut to a computer screen showing the DIKSHA website.]

Narrator (Voiceover): Welcome to DIKSHA, the Digital Infrastructure for Knowledge Sharing, an initiative of the National Council of Educational Research and Training, Ministry of Education, Government of India.

[THE TOOLS - LET'S EXPLORE]

[Transition to a screen displaying various digital tools.]

Narrator (Voiceover): To make online teaching of Math and Science engaging, let's explore some collaborative tools that can enhance the learning experience.

[Cut to a series of quick shots demonstrating the following tools: Kahoot, Mentimeter, Google Form, and Ed.Ted.]

Narrator (Voiceover): These tools, including Kahoot, Mentimeter, Google Forms, and Ed.Ted, can revolutionize your teaching methods.

[PROJECT WORK - GUIDING THE SESSIONS]

[Transition to a classroom setting with teachers discussing.]

Narrator (Voiceover): Now, let's discuss how to guide project work during your sessions.

[Cut to a whiteboard with "Plan of Action" written on it.]

Narrator (Voiceover): Here's a plan of action:

[1. Collaborative Tools]

[Shot of teachers exploring tools on their devices.]

Narrator (Voiceover): First, explore the collaborative tools available:

[Quick shots of teachers navigating through Khan Academy and Google Education Tools.]

Narrator (Voiceover): Utilize resources like Khan Academy and Google Education Tools for inspiration.

[2. Interactive Tools]

[Show teachers interacting with interactive math tools.]

Narrator (Voiceover): Introduce interactive tools like Desmos for math activities and simulations to enhance learning.

[3. Science Resources]

[Display a list of science resources.]

Narrator (Voiceover): For Science teachers, utilize resources like Discovery Education, Froguts, and Science Buddies.

[4. Lesson Planning]

[Show a teacher using a computer to create a lesson plan.]

Narrator (Voiceover): Create lesson plans with the help of ChatGPT or Google Bard.

[FOLLOW-UP ACTIVITIES]

[Cut to teachers brainstorming follow-up activities.]

Narrator (Voiceover): After your lessons, engage your students with follow-up activities:

[Quick shots of teachers creating Kahoot quizzes, Mentimeter polls, and Google Docs.]

Narrator (Voiceover): Use Kahoot, Mentimeter, Google Edu Tools, or Ed.Ted for collaborative and active learning.

[PARTICIPANT DEMONSTRATION]

[Cut to a calendar page with "25th September" circled.]

Narrator (Voiceover): Finally, on the 25th of September, it's time for participants to showcase their Ed.Ted lessons for evaluation.

[CLOSING]

[Cut to a teacher addressing an online class.]

Narrator (Voiceover): Collaborative tools in online teaching of Math and Science, along with guided project work, empower educators to create engaging and interactive learning experiences.

[Closing shot: DIKSHA logo with the website URL.]

Narrator (Voiceover): Explore the resources available on DIKSHA and embark on your journey to transform education.

[End with upbeat music and fade out.]

[End of Video Script]

Worksheet: Collaborative Tools in Online Teaching of Math and Science

**Name:** __________________________

**Grade:** 12

**Date:** __________________________

Instructions: Read the transcript carefully and answer the following multiple-choice questions (MCQs) and short-answer questions.

MCQs:

1. What is the main focus of the DIKSHA platform?

   a) Teaching Math and Science only

   b) Digital infrastructure for knowledge sharing

   c) Government policies

   d) History education

2. Which of the following is NOT mentioned as a collaborative tool for online teaching in the transcript?

   a) Kahoot

   b) Google Form

   c) Ed.Ted

   d) Canvas

3. What is the purpose of using Desmos in online teaching?

   a) To create lesson plans

   b) To enhance interactive math activities

   c) To write code

   d) To schedule meetings

Short Answer Questions:

4. List two collaborative tools mentioned in the transcript that can be used for follow-up activities after a lesson.

   - Tool 1: _________________________

   - Tool 2: _________________________

5. Explain why it's important for teachers to explore resources like Khan Academy and Google Education Tools.

6. Briefly describe the plan of action for teachers mentioned in the transcript.

7. What date is mentioned for participants to display their Ed.Ted lesson for evaluation?

8. How can collaborative tools and project work benefit online teaching of Math and Science?

Bonus Question:

9. Create a short multiple-choice question (MCQ) related to the content discussed in the transcript and provide four answer choices. (Don't forget to include the correct answer.)

   Question: _______________________________

   a) Choice A: ___________________________

   b) Choice B: ___________________________

   c) Choice C: ___________________________

   d) Choice D: ___________________________

   Correct Answer: ________________________

Remember to use your own words when answering the short answer questions. Good luck!

Answer Key - MCQs:

1. What is the main focus of the DIKSHA platform?

   Correct Answer: b) Digital infrastructure for knowledge sharing

2. Which of the following is NOT mentioned as a collaborative tool for online teaching in the transcript?

   Correct Answer: d) Canvas

3. What is the purpose of using Desmos in online teaching?

   Correct Answer: b) To enhance interactive math activities

Answer Key: Short Answer Questions:

4. List two collaborative tools mentioned in the transcript that can be used for follow-up activities after a lesson.

   - Tool 1: Kahoot

   - Tool 2: Mentimeter

5. Explain why it's important for teachers to explore resources like Khan Academy and Google Education Tools.

   Answer: Exploring resources like Khan Academy and Google Education Tools is essential because they provide teachers with valuable content and teaching materials that can inspire new teaching ideas and approaches. These resources offer a wide range of educational content, including videos, interactive exercises, and lesson plans, which can enhance the quality of online teaching and make learning more engaging for students.

6. Briefly describe the plan of action for teachers mentioned in the transcript.

   Answer: The plan of action for teachers mentioned in the transcript includes four main components:

   - Exploring collaborative tools like Kahoot, Mentimeter, Google Forms, and Ed.Ted.

   - Utilizing interactive math tools like Desmos for math activities.

   - Accessing science resources such as Discovery Education, Froguts, and Science Buddies.

   - Creating lesson plans with the help of AI tools like ChatGPT or Google Bard.

7. What date is mentioned for participants to display their Ed.Ted lesson for evaluation?

   Correct Answer: 25th September

8. How can collaborative tools and project work benefit online teaching of Math and Science?

   Answer: Collaborative tools and project work can benefit online teaching of Math and Science by promoting active student engagement and interaction. These tools make it possible for students to participate in quizzes (e.g., Kahoot), polls (e.g., Mentimeter), and collaborative document editing (e.g., Google Docs). Project work encourages students to apply their knowledge and skills in real-world scenarios, enhancing their understanding of Math and Science concepts and fostering critical thinking.

Answer Key: Bonus Question:

9. Create a short multiple-choice question (MCQ) related to the content discussed in the transcript and provide four answer choices. (Don't forget to include the correct answer.)

  Question: Which tool can be used for interactive math activities in online teaching?

   a) Khan Academy

   b) Google Form

   c) Kahoot

   d) Canvas

   Correct Answer: a) Khan Academy

Three-fold Objectives - DoE-MKBU

Three-fold Objectives of the Department of English at MKBU:

Abstract:

This presentation delves into the multifaceted objectives of the Department of English at MKBU, which are designed to empower students with a holistic and versatile skill set. These objectives encompass three fundamental pillars: Subject Content, Presentation Skills, and Digital Skills. Under the umbrella of Subject Content, we explore the department's mission to foster a deeper understanding of literature, cultivate literary sensibility, and apply literary insights to real-life situations, all while uncovering the intricacies of human nature through the study of fictional characters. Moving to Presentation Skills, we delve into the enhancement of speech, public speaking, and the art of crafting captivating visuals. Finally, in the realm of Digital Skills, we embrace the digital age, equipping students with the tools to navigate the evolving landscape of technology. These objectives collectively prepare students to excel academically and thrive in a modern world where effective communication and digital proficiency are paramount.

Introduction:

In the dynamic and ever-evolving landscape of education, the Department of English at MKBU stands as a beacon of innovation and adaptability. Our commitment to academic excellence goes beyond the traditional confines of literature, extending into the realms of effective communication and digital literacy. In this presentation, we embark on a journey to unravel the threefold objectives that underpin our department's mission - a mission centered on empowering students with not only a profound understanding of literature but also the ability to articulate their ideas persuasively and navigate the digital era with confidence. We believe that a comprehensive education transcends the boundaries of textbooks and lecture halls, and it is with this belief that we have carefully crafted our objectives in Subject Content, Presentation Skills, and Digital Skills. Join us as we explore how these objectives synergize to shape well-rounded individuals who are not only academically adept but also equipped to thrive in the complex and interconnected world of the 21st century.

Objective 1: Subject Content

In the pursuit of academic excellence, the Department of English at MKBU is committed to fostering a profound appreciation and mastery of literary studies. Our primary objective in this regard is to facilitate a deeper understanding of literature. We aim to empower our students with the tools to navigate the rich tapestry of literary works spanning various genres, cultures, and time periods.

Furthermore, we strive to nurture and develop the literary sensibility of our students. This entails not merely reading texts but also engaging with them on a profound level. Through critical analysis and interpretation, our students will gain insights into the intricate layers of meaning embedded within literary masterpieces.

Beyond the classroom, we encourage our students to apply their literary understanding in real-life situations. Literature serves as a powerful mirror reflecting the complexities of the human condition. By drawing parallels between fictional narratives and real-world scenarios, our students will develop the ability to extract valuable lessons, perspectives, and solutions from literature.

A central aspect of our curriculum involves delving into the behavioral patterns of imaginary characters placed in imaginary situations. This exploration is not merely an exercise in imagination but a journey into understanding human nature. By studying the choices, dilemmas, and transformations of characters, students gain valuable insights into the intricacies of the human psyche.

Additionally, our English Department acknowledges the pivotal role that literature plays in human development. The exposure to diverse literary works equips students with the empathy and cultural sensitivity necessary to navigate an increasingly globalized world. Through the study of literature, we aim to foster well-rounded individuals who are not only academically adept but also socially conscious and empathetic citizens.

Objective 2: Presentation Skills

In an age characterized by information overload, effective communication is a cornerstone skill. The Department of English at MKBU recognizes the paramount importance of equipping our students with exceptional presentation skills.

Our second objective centers on improving speech and public speaking abilities. We believe that eloquence and the power to articulate one's thoughts are essential life skills. Through rigorous training, practice, and constructive feedback, our students will develop the confidence to express themselves clearly and persuasively in both academic and professional contexts.

A critical component of effective communication is the use of visual aids. Therefore, we emphasize the art of preparing slides, infographics, and graphic designs that complement and enhance the spoken word. Our students will master the art of crafting visual materials that not only convey information but also captivate and engage audiences.

Moreover, we encourage the creation of thematic designs for presentations. This involves a deeper level of thought and creativity, where students learn to synthesize content and design elements to convey a cohesive message. The ability to design presentations with themes that resonate with the audience adds an extra layer of impact to their communication skills.

Objective 3: Digital Skills

The digital landscape is continually evolving, and proficiency in digital skills is now indispensable. The Department of English at MKBU is dedicated to equipping our students with the necessary digital skills to thrive in the modern world.

Our third objective encompasses a wide range of digital competencies. From live streaming to managing a YouTube channel, our students will gain hands-on experience in creating and curating digital content. They will learn the art of video editing, enabling them to produce polished and engaging video materials.

Furthermore, we place a strong emphasis on the practical aspects of digital skills, including uploading videos to online platforms and creating webquests. In a world where information is predominantly accessed online, these skills are invaluable for both academic and professional purposes.

Lastly, we recognize the ubiquity of mobile phones in today's society. Rather than viewing them solely as distractions, we encourage their responsible use for academic purposes. Our students will learn to harness the potential of mobile devices as tools for research, collaboration, and learning.

In conclusion, the Department of English at MKBU is committed to a holistic approach to education. Our objectives in subject content, presentation skills, and digital skills converge to create well-rounded individuals who are not only proficient in their field of study but also adept at effectively communicating and navigating the digital landscape of the 21st century. Through these objectives, we empower our students to excel academically and thrive in an ever-changing world.

Objective 1: Subject Content

• Deeper Understanding of Literature
• Analyze various genres and time periods
• Develop Literary Sensibility
• Engage deeply with literary works
• Apply Literary Understanding in Real Life
• Draw lessons from literature for real-world situations
• Understand Human Nature through Characters
• Analyze behavioral patterns of fictional characters
• Promote Human Development
• Foster empathy and cultural sensitivity

Objective 2: Presentation Skills

• Improve Speech and Public Speaking
• Enhance communication and confidence
• Prepare Engaging Visuals
• Create slides, infographics, and thematic designs
• Master the Art of Graphic Design
• Blend content and design for impact

Objective 3: Digital Skills

• Embrace Digital Platforms
• Utilize live streaming and YouTube channels
• Edit and Produce Videos
• Create polished video content
• Manage Online Content
• Upload videos and curate webquests
• Responsible Mobile Phone Use
• Harness mobile devices for academic purposes

Conclusion:

The Department of English at MKBU is dedicated to nurturing well-rounded individuals. Our objectives in subject content, presentation skills, and digital skills converge to create graduates who excel academically and communicate effectively in the modern world.

Expected Learning Outcomes as per Bloom's Taxonomy:

Objective 1: Subject Content

Learning Outcome:

• Remembering: Recall and summarize key literary works, themes, and characters.
• Understanding: Explain literary concepts, analyze character motivations, and identify literary techniques.
• Applying: Apply literary understanding to real-life situations and contemporary issues.
• Analyzing: Analyze the behavioral patterns of imaginary characters in literary works to gain insights into human nature.
• Evaluating: Critique and evaluate the impact of literature on personal and societal development.
• Creating: Generate new ideas and perspectives by synthesizing various literary concepts.

Objective 2: Presentation Skills

Learning Outcome:

• Remembering: Recall fundamental principles of effective communication.
• Understanding: Explain the elements of persuasive speech and effective presentation.
• Applying: Apply presentation skills to communicate ideas effectively in different settings.
• Analyzing: Analyze and critique speeches and presentations for strengths and weaknesses.
• Evaluating: Evaluate the impact of visual aids, such as slides, infographics, and graphic design, on audience engagement.
• Creating: Develop thematic and visually appealing presentation materials.

Objective 3: Digital Skills

Learning Outcome:

• Remembering: Recall the basics of digital tools and platforms.
• Understanding: Explain the importance of digital skills in the modern academic and professional world.
• Applying: Apply digital skills to create and edit content, such as videos and webquests.
• Analyzing: Analyze the effectiveness of different digital tools and strategies for academic purposes.
• Evaluating: Evaluate the quality and relevance of online content, including YouTube channels and live streams.
• Creating: Create and manage digital content, including uploading videos and utilizing mobile phones for academic purposes.

By aligning these objectives with Bloom's Taxonomy, the Department of English at MKBU aims to provide students with a comprehensive and progressive learning experience that encompasses knowledge recall, comprehension, application, analysis, evaluation, and creation in the areas of subject content, presentation skills, and digital skills.

Gender and Language

Gender and Language: Challenging Stereotypes and Fostering Inclusion

Dilip Barad

Introduction

Language is a powerful tool that not only reflects our thoughts but also shapes them. It carries the potential to reinforce or challenge societal norms, including those related to gender. In the pursuit of equality and justice, both UNESCO and the Supreme Court of India recognize the crucial role of language in combating gender stereotypes. UNESCO's 1999 Guidelines on Gender-Neutral Language and the Supreme Court of India's 2023 Handbook on Combating Gender Stereotypes provide valuable insights into reshaping our language to create a more inclusive and equitable society.

UNESCO's Guidelines on Gender-Neutral Language

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UNESCO's commitment to justice and non-discrimination in education is evident in its call to transform behavior and attitudes that perpetuate the social exclusion of women. One of the fundamental aspects addressed by UNESCO is the use of gender-neutral language. The organization acknowledges that language is not merely a reflection of our thoughts but also influences them. When language perpetuates the assumption of male superiority, it becomes imperative to adapt our language as our ideas evolve. Ambiguous language that defaults to male imagery or perpetuates stereotypes can inadvertently contribute to bias, discrimination, and demeaning perceptions. By urging individuals to be more mindful of their language choices, UNESCO emphasizes the importance of precision and sensitivity in communication.

The Supreme Court of India's Handbook on Combating Gender Stereotypes

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The Supreme Court of India's 2023 Handbook serves as a beacon for the legal community, specifically judges, in challenging harmful gender stereotypes. It recognizes that stereotypes often find their way into our thoughts and expressions due to societal conditioning. While acknowledging the inevitability of encountering stereotypes, the handbook stresses the significance of identifying and addressing them to foster an equal and inclusive society. In the realm of judiciary, the handbook underscores the pivotal role judges play in combating stereotypes. Relying on stereotypes in judicial decision-making distorts the objective application of the law, perpetuating discrimination and exclusion.

The handbook takes a three-pronged approach to address gender stereotypes:

Language Transformation: The handbook provides guidance on identifying language that reinforces stereotypes and offers alternative words and phrases that promote gender neutrality. By consciously choosing words that encompass all genders, the judiciary can contribute to dismantling stereotypes deeply ingrained in language.

Challenging Reasoning Patterns: The handbook sheds light on common reasoning patterns rooted in gender stereotypes, particularly concerning women, and explains why they are flawed. This empowers judges to critically assess their judgments and decisions, ensuring they are free from the influence of prejudiced notions.

Precedents and Rejecting Stereotypes: The handbook highlights binding decisions by the Supreme Court of India that have explicitly rejected gender stereotypes. Judges can draw from these cases to counter stereotypes in their decisions and writings, thereby contributing to a more impartial application of the law.

Conclusion

Language shapes our perceptions and attitudes, and its power can be harnessed to dismantle harmful gender stereotypes. The combined efforts of organizations like UNESCO and the judiciary, as exemplified by the Supreme Court of India's handbook, underscore the importance of language as a catalyst for change. By choosing words thoughtfully, challenging biased reasoning, and drawing from legal precedents, we can collectively pave the way for a more equitable, inclusive, and compassionate society where gender-neutral language reflects and reinforces the principles of justice and equality.

References:

Cameron, D. (2007). The Myth of Mars and Venus: Do Men and Women Really Speak Different Languages? Oxford University Press.

Eckert, P., & McConnell-Ginet, S. (2003). Language and Gender. Cambridge University Press.

Holmes, J. (2008). Gendered Talk at Work: Constructing Gender Identity Through Workplace Discourse. John Benjamins Publishing.

Hyde, J. S. (2005). The Gender Similarities Hypothesis. American Psychologist, 60(6), 581-592.

Lakoff, R. T. (1975). Language and Woman's Place. Language in Society, 2(1), 45-80.

Mills, S. (2003). Language and Gender: Interdisciplinary Perspectives. Routledge.

Shaw, S. (2020). Women, Language and Politics. India: Cambridge University Press.

Spender, D. (1980). Man Made Language. Routledge & Kegan Paul.

Supreme Court of India. (2023). Handbook on Combating Gender Stereotypes. https://www.supremecourt.gov.in/pdf/gender-stereotype-handbook.pdf.

UNESCO. (1999). Guidelines on Gender-Neutral Language. http://www.unesco.org/education/pdf/GENDER_E.PDF.

Tannen, D. (1990). You Just Don't Understand: Women and Men in Conversation. William Morrow.