Friday, December 7, 2018

partial correlation

Partial correlation is a measure of the strength and direction of a linear relationship between two continuous variables whilst controlling for the effect of one or more other continuous variables (also known as 'covariates' or 'control' variables). Although partial correlation does not make the distinction between independent and dependent variables, the two variables are often considered in such a manner (i.e., you have one continuous dependent variable and one continuous independent variable, as well as one or more continuous control variables).














Note: Many aspects of partial correlation can be dealt with using multiple regression and it is sometimes recommended that this is how you approach your analysis. This is somewhat evident in the SPSS Statistics where you can carry out partial correlation using two different procedures: Correlate and Regression.
For example, you could use partial correlation to understand whether there is a linear relationship between 10,000 m running performance and VO2max (a marker of aerobic fitness), whilst controlling for wind speed and relative humidity (i.e., the continuous dependent variable would be "10,000 m running performance", measured in minutes and seconds, the continuous independent variable would be VO2max, which is measured in ml/min/kg, and the two control variables – that is, the two other continuous independent variables you are adjusting for – would be "wind speed", measured in mph, and "relative humidity", expressed as a percentage). You may believe that there is a relationship between 10,000 m running performance and VO2max (i.e., the larger an athlete's VO2max, the better their running performance), but you would like to know if this relationship is affected by wind speed and humidity (e.g., if the relationship changes when taking wind speed and humidity into account since you suspect that athletes' performance decreases in more windy and humid conditions). Alternately, you could use partial correlation to understand whether there is a linear relationship between ice cream sales and price, whilst controlling for daily temperature (i.e., the continuous dependent variable would be "ice cream sales", measured in US dollars, the continuous independent variable would be "price", also measured in US dollars, and the single control variable – that is, the single continuous independent variable you are adjusting for – would be daily temperature, measured in °C). You may believe that there is a relationship between ice cream sales and prices (i.e., sales go down as price goes up), but you would like to know if this relationship is affected by daily temperature (e.g., if the relationship changes when taking into account daily temperature since you suspect customers are more willing to buy ice creams, irrespective of price, when it is a really nice, hot day).









This "quick start" guide shows you how to carry out a partial correlation using SPSS Statistics, as well as interpret and report the results from this test. However, before we introduce you to this procedure, you need to understand the different assumptions that your data must meet in order for a partial correlation to give you a valid result. We discuss these assumptions next.

Friday, April 6, 2018

ENGLISH LESSON PLAN

ORIGINAL FILE
Lesson plan for English
Preliminary details:
Name of the teacher trainee:..sajini                                                                                            Name of school: ........................ 
Subject: English.                                                                                                                                                    Class: 9th
Unit: Care for morrow.                                                                                                                                             Strength: 45
Topic: Song of the Rain.                                                                                                                                            Time: 45 min.
Sub-topic: I am dotted silver lines.........
                  .................wings of death.
Name of the teacher educator: Manju.P.K
Theme: Preservation of nature.
Sub-theme: Natural phenomena and natural calamities.

Learning Outcomes: 
The learners will be able to ;
  • Read and appreciate poems.
  • Get familiar with poetic devices
  • Speak and read with proper stress, rhythm, and intonation.
  • Enrich vocabularies by guessing the meaning of the words like adorn, embellish, quench.
  • Develop awareness about nature and its importance.
  • Recognize the importance of natural phenomena.
  • Think critically and creatively
Concept/Skill
  • Reading and appreciating the poem.
  • Familiarizing the poetic devices.
Activity
  • Writing a poem.
  • Developing the writing skills of the learner.
  • Developing the creativity of the learner.
Process / Assessment.
  • Individual reading
  • Teacher’s modal reading
  • Group activities.
  • Pair work.
Content Analysis.
Khalil Gibran through ‘Song of the Rain’ unveils the beauty of rain and express the feelings of rain. We feel him as a person who loves the earth immensely.

Pre-requisites.
  • Learners are able to enjoy and appreciate the poem.
  • They are able to understand the importance of  preserving nature.
  • They are able to understand the figure of speech.
  • They are able to write an appreciation of the poem.

Learning Aids.
  • Video clip on  nature conservation.
  • Image of Khalil Gibran
  • Image of decorated house.
  • Image of thirsty crow.
PROCESS                                                                                                                                       RESPONSE
Introductory Activity
Teacher shows a video clip and the problems  regarding it and then generates a discussion on it. Then she asks the learners to observe the titular picture and then asks some questions based on it.
                        Then the teacher discuss about the blessings from nature. She introduces the poem ‘Song of the Rain’ written by Khalil Gibran. KHALIL GIBRAN


Teacher introduces the author image of Khalil Gibran) and background of the poem.
Silent reading by the learner.
Teacher asks the learner to read the first five stanzas of the poem silently and asks them to find the answers to the global comprehension questions.
Global comprehension questions.
  • What is the title of the poem?
  • Who is the author of the poem?
  • Who is the speaker of the poem?
  • Who is dropped from heaven by gods?
  • Who laughs when the rain cry?
  • What does the nature do with the silver threads?








Reading in pair.
Teacher asks the learners to sit in pairs and read the poem .She asks them to underline the hard words. Teacher encourages them to find the meaning of the hard words using dictionary.
Word study.
  • Adorn    -/ədɔrn/ to decorate.
Context 1 –Teacher generates a discussion on how people decorate their houses  during festivals. Then the teacher replaces the word to decorate with ‘adorn’.
Context2- Teacher generates a discussion on how students decorate the school during independence day. Then she replaces the word  decorate with ‘adorn’. She motivates the learner to construct a sentence using the word ‘adorn’
Eg: Shyama used ribbons to adorn her hair.
  • Embellish-/ɛmbɛlɪʃ/ to decorate.
Context 1- teacher exhibits the picture of a decorated house (image of decorated house ) and generates a discussion .She replaces the word ‘embellish’ with the word decorate.
Context 2- Teacher connect the word ‘ embellish’ with the word ‘ adorn’ and generates a discussion among students. She replaces the word ‘embellish’ with decorate. Teacher motivates the learner to construct a sentence using the word ‘embellish’
Eg: Riya bought new curtains to embellish the windows.
  • Quench-/kwɛntʃ/ to satisfy
Context1- Teacher asks the learners what they do during summer season when they feel thirst  and generate a discussion on it .Then the teacher says that we drink water to satisfy our thirst. She replaces the word ‘to satisfy’ with the word ‘quench’
Context 2- Teacher tells the story of thirsty crow 




(images of thrsty crow) and discuss on how the crow satisfied the thirst in a clever way. Then she replaces the word ‘ to satisfy’ with ‘ quench’. She motivates the learner to construct a sentence using the word ‘quench’
Eg: Students quenched their thirst for knowledge by reading books.
Loud reading by the teacher.
Teacher read the poem with correct stress and rhythm and explains the feeling experienced in the poem.
Questions of appreciation.
  • Comment on the expression “when I cry, the hills laugh”?
  • What is rain compared to?
  • In what sense are the cloud and the field lovers?
  • “I am like earthly life “- how so?
  • Who is the sick one cured by rain?
Activity
Teacher asks the learners to write a poem of few lines about on ‘Rain’. She gives some leading questions to help the learner.
Leading questions.
  • Do you think rain is beautiful?
  • What are the peculiarities of rain?
  • Who is the mother of rain?
  • Do you think rain symbolises love?
Individual presentation by students.
Students present their work randomly and teacher edits it.
Teacher’s version
LOVING DROPS
Wonderful rain
Today it’s raining
The drops of rain
Glimmer out of my windows.
I hear the rain
Pitter, patter on the roof
I love to watch the rain fall
From the heaven, like a soft touch to my soul.
Refinement in groups
Teacher asks the learners to form groups and refine the answers based on discussion and teacher’s version.
Presentation.
Group leaders present answers .Teacher edits it thematically, semantically, grammatically and morphologically.
Assignment
Prepare a collection of rain poems.

Monday, March 5, 2018

DATA

https://drive.google.com/file/d/1rz4uF7ctqGHHf5zVSTCNqrYMoCY8e9xo/view?usp=sharing

DATA

Wednesday, January 24, 2018

different aspects of cutrriculum

http://www.meshguides.org/guides/taxonomy/term/99
http://www.ier.edu.vn/upload/product/conceptions-curriculum849708886349.pdf




Tyler Rationale #1: What educational purposes should the school seek to attain? What Aims, Goals, and Objectives should be sought? • Educational objectives become the criteria for selecting materials, content outlined, instructional methods developed, and tests prepared. • Should specify the Kind of Behavior and the Content or Area in which the behavior is to operate. Examples:  To create a simple web page using a text editor. To apply Dewey's theory of the child and the curriculum to the process of developing a curriculum module.


humanistic curriculum

https://prezi.com/c_81octl7lva/the-humanistic-curriculum/
notes



What is all about humanism
§Self-actualisation
§Indivisualism
§Self-discovery
§Creativity
§Problem solving skills
§Innovation
§Relevant lerning
Characteristics of humanistic curriculum
Purpose
Provide the learner with rewarding experiences that contribute to:
§Personal growth
§Integrity
§autonomy
Role of teachers
§Listen fully t students views
§Respect each students
§Exibit no false pretence or appearance
Psychological Bases of Humanistic Curriculum
Humanistic Learning theory  is the learning theory of self actualization advocates (Hewitt, 2006). The main proponents of humanistic learning theories are Abraham Maslow and Carl Rogers. Abraham Maslow has been considered the father of humanistic psychology. He is famous for proposing that human motivation is based on a hierarchy of needs. Abraham Maslow set forth a classical theory of human needs. Ornstein and Hunkins (1998: 125) list the needs in order of importance as follows:
i) Basic psychological needs – needs necessary to maintain life like food, shelter, sleep and water
ii) Safety needs – needs necessary for routine and avoidance of danger
iii) Love and belonging needs- those related to affectionate relations with people.
iv) Self esteem needs – those related to receiving recognition as a worthwhile person.
v) Knowing and understanding needs – those more evident in persons of high intelligence than those of limited intelligence like wanting to learn and organize intellectual relationships.
vi) Self actualization needs – those related to becoming the best person one can be, to develop one’s
fullest potential.
These needs have obvious implications to teaching and learning. A child’s whose basic needs like love or esteem are not met may not be interested in acquiring knowledge of the world. The child’s need for love or esteem takes precedence over learning. From Maslow's perspective, the drive to learn is intrinsic. The following principles of teaching and learning can be derived from humanistic theories.
a) Learners are individuals with diverse needs
Curriculum planners and teachers should consider the needs and interests of the learners in the curriculum decision making process. In the school and classroom step ups Maslow’s needs can be exemplified as follows:
(i) Basic physiological needs – students being well fed, being able to sleep well, being physically comfortable, good seating arrangement, room temperature among others.
(ii) Safety needs – in the classroom safety means a non judgmental atmospheres that accompanies all responses from the students. Students should be free to participate in the teaching/learning situation. Wrong answers should not be disapproved without explanations as to why they are wrong.
(iii) Love and belonging needs – teacher, peer and parental approval. Students’ ideas and efforts should be approved.
(iv) Self esteem needs – Teachers should build self confidence in students by giving them roles to undertake and trusting and encouraging them to do the roles correctly. They should avoid intimidation or threatening students.
(v) Knowing and understanding needs- Having the students develop an interest to advance their studies or e general interest in learning something new.
(vi) Self actualizing needs- for the teacher it may include watching the students blossom, or anti risk taking students starting to participate in class. Learning experiences should help students to obtain joy in learning.
According to Parkay and Hass (2000) the curriculum should equip students with the knowledge, skills, values and disposition that they will find useful both inside and outside the school.One way of achieving this is by choosing learning experiences that are interesting to students because they allow students to be much more involved in the learning process and to be more enthusiastic about being in school (Shiundu & Omulando, 1992; Parkay & Hass, 2000; Henson, 2001). In addition, the main aim of education should be to produce competent, caring, loving, and lovable people. Like adults, learners have their own interests and aspirations. Learner’s interests and aspirations are an important determinant of the curriculum structure and content and hence influence learning effectiveness. An understanding of the interests of learners and the shifting nature of their aspirations enhances the schools ability in developing the creativity and individuality of learners (Shiundu & Omulando, 1992). Humanistic learning theories emphasize the individual and his/her development through reason and encounters with the knowledge of human culture (Hewitt, 2006). Humanistic teachers highlight the personal and socil dimension of education (Ornstein, et al, 2003). On this issue, Kochhar (1992) says that learning experiences have to be related to what children know, what they have done, and what they have seen. This is how the teacher’s can create interest in the learning experiences. Learning should be based on warm, friendly and democratic student, teacher interactions. Coercive and strict disciplinary measures should be minimized. The learning atmosphere should be stress free. There should be a conducive climate for learning such as arranging facilities, providing materials, managing social relationships.
The classroom climate can stimulate or retard learning.

b)The learners’ self concept and self esteem are considered essential factors in learning Humanistic Psychology is concerned with how learners can develop their human potential. Shiundu and Omulando (1992) contend that a learner’s nervous condition has an effect on his mental readiness. Motivation is essential in boosting the learners self concept and self esteem. Motivation is the driving force felt or demonstrated by an individual in carrying out a task. To be motivated means to be moved to do something. Unlike unmotivated people who have lost impetus and inspiration to act, motivated people are energized and activated to the end of a task. Hastings (1996) quoted in Croll and Hastings (1996:55) argue that motivation appears to explain so much that it is important in schools and should be given a priority concern for educational research. They postulate: Motivation seems to explain why some children engage enthusiastically with their work, some misbehave and others sit quietly and do little; why some persevere in the face of difficulty and others give up as soon as the going gets tough; why some make good progress and others make little or none; why some take care with their work and others seem not to care. Ornstein and Hunkins (1998) agree with this and state that a student who is frustrated, distraught, or emotionally upset will learn very little rather he/ she will withdraw or resist. Students self esteem and self concept must thus be recognized as essential factors related to learning. Without good feelings for oneself and without a sense of motivation there’s little chance for effective learning. According to Henson (2001) teachers should build self confidence in learners as students need it to live in a future that will place new demands for them. Students should learn how to deal with uncertainty and ambiguity. In the classroom this can be enhanced by taking risks, making mistakes, using mistakes to learn something instead of hiding from them. Henson (2001:271) gives suggestions through which teachers can boost self confidence in the pupils as follows: Accepting total responsibility for learner’s self concept, focusing on the positive, monitoring the comments that they make, using students support groups in the classroom, identifying strengths and resources, clarifying learners’ vision, setting goals and objectives, taking appropriate action, responding appropriately to feedback, basing the learning on life experiences, discovery, exploration and experimentation. Gabler, Schroeder and Curtis (2003) also suggest that teachers should encourage learners to be independent learners, self initiators, active learners, problem solvers, seekers and finders, a learner learning how to learn and who knows that mistakes are an essential part of the learning process. The teacher role is that of a well prepared facilitator, mentor, and catalyst; someone who learns along with the students.






IMPORTANT MESSAGE