Tag Archives: b.ed

B. Ed., IP Environmental Education

Equitable Uses of Resources for Sustainable Livelihoods

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Equitable resource use for sustainable living refers to the fair and just distribution and management of resources so that current and future generations can meet their needs without risking the ability of others or the environment to do so.

Equitable uses of resources for sustainable livelihoods. Here are several major aspects:

  • Fair Distribution: Resources should be distributed such that all individuals and communities have access to basic necessities of life, such as food, water, housing, healthcare, and education.
  • Social Justice: Equitable resource usage requires tackling social inequities and injustices so that marginalized groups, such as women, indigenous peoples, minorities, and those in need, have equal access to resources and opportunities for livelihood development.
  • Environmental Sustainability: Resources must be managed in a way that maintains or enhances the health and resilience of ecosystems, ensuring that natural resources are not depleted faster than they can be replenished and that ecosystems are not degraded beyond repair.
  • Community Participation and Empowerment: Decision-making processes related to resource use should be inclusive and participatory, involving all relevant stakeholders, particularly those whose lives and livelihoods are directly affected. Communities should be empowered to manage and benefit from local resources sustainably.
  • Education and Capacity Building: Equitable resource use means investing in education, training, and capacity building initiatives to enhance people’s knowledge and skills for sustainable resource management and livelihood development.
  • Policy and Governance: Effective policies and governance systems are crucial for accomplishing equitable resource utilization. It contains regulations that prohibit exploitation and promote sustainable practices, as well as enforcement systems that hold violators accountable.

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Equitable uses of resources for sustainable livelihoods

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B. Ed., IP IV Knowledge and Curriculum Perspective in Education

Curriculum Development Model by Franklin Bobbit

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Franklin Bobbitt was an influential figure in the field of curriculum development during the early 20th century. He is best known for his “Scientific Curriculum Making” approach, which focuses on the application of scientific principles to curriculum design. Bobbitt believed that curriculum should be based on clear objectives and should be developed systematically.

Curriculum development model by Franklin Bobbit can be summarized in a few key principles:

Identification of Objectives: Bobbitt stressed the importance of clearly stating the educational objectives that the curriculum aims to achieve. These objectives should be specific, measurable, and aligned with broader educational goals.

Analysis of Needs: Before developing a curriculum, Bobbitt focused on conducting a thorough analysis of the needs of learners. Also, focuses on the societal and cultural context in which the curriculum will be implemented. This analysis helps to ensure that the curriculum is relevant and according to the needs of its stakeholders.

Also Read: Core Curriculum

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B. Ed., Experiential Learning

ORID Model

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The ORID Model of Learning is an adaptation of the ORID (Objective, Reflective, Interpretive, Decisional) model, specifically tailored to the learning process. It provides a structured framework for educators and facilitators to guide learners through a complete and elaborate learning experience.

Each stage of the ORID Model of Learning corresponds to a different aspect of the learning process:

Objective: In the Objective stage, learners are introduced to the topic or subject matter. This stage is focused on gathering facts, information, and establishing a basic understanding of the topic. Educators typically present the learning objectives, provide relevant background information, and introduce key concepts. Learners are encouraged to ask questions related to the “what,” “where,” “when,” and “who” of the topic to gain a solid foundation.

Reflective: The Reflective stage encourages learners to connect personally with the material. Here, they are invited to reflect on their own experiences, beliefs, and feelings related to the topic. This stage helps learners make connections between the new information and their existing knowledge and experiences. Educators may facilitate discussions, journaling, or other reflective activities to help learners explore their thoughts and feelings.

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B. Ed., Experiential Learning

Role of Students in Experiential Learning

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In experiential learning, students play a central and active role in their own learning process. Unlike traditional passive learning approaches where students primarily receive information from instructors, in experiential learning, students engage in hands-on experiences that foster critical thinking, problem-solving skills, and a deeper understanding of the subject matter. The role of students in experiential learning is very important.

Here’s a breakdown of the role of students in experiential learning:

Active Participation: Students actively engage in learning activities, whether they involve experiments, simulations, fieldwork, projects, or other experiential exercises. They take part in the process rather than being passive recipients of information.

Reflection: After participating in an experience, students reflect on what they have learned, what went well, what could be improved, and how the experience connects to their existing knowledge and understanding. Reflection helps deepen learning and promotes metacognition.

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B. Ed., Experiential Learning

Role of Teacher in Experiential Learning

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Experiential learning is a student-centered approach that emphasizes hands-on, active engagement in the learning process. In this approach, both teachers and students play distinct roles that contribute to the effectiveness of the learning experience.

Here’s how teachers engage in experiential learning:

Teacher’s Role:

a. Facilitator: The teacher serves as a facilitator or guide rather than a lecturer. They create opportunities for students to engage directly with the subject matter through activities, experiments, or real-world experiences.

b. Designing Learning Experiences: Teachers design and organize learning experiences that promote active participation, critical thinking, and reflection. They plan activities that allow students to explore concepts, solve problems, and draw conclusions through firsthand experiences.

c. Providing Structure and Support: While encouraging student autonomy and initiative, teachers also provide structure and support to ensure that the learning activities align with educational objectives. They offer guidance, feedback, and resources to help students navigate the learning process effectively.

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d. Encouraging Reflection: Teachers facilitate reflection activities that enable students to analyze their experiences, identify key insights, and connect new knowledge with prior learning. They encourage students to think deeply about their experiences and articulate their thoughts and feelings.

e. Assessment and Evaluation: Teachers assess student learning through various means, including observations, discussions, presentations, projects, and portfolios. They evaluate not only the acquisition of knowledge and skills but also the application of learning in practical contexts.

Also, Read: Features of Experiential Learning

Role of Teacher in Experiential Learning
Role of Teacher in Experiential Learning
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