Wednesday, 27 January 2016
Wednesday, 6 January 2016
My favorite poem
Ode to a Nightingale
My heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains
One minute past, and Lethe-wards had sunk:
'Tis not through envy of thy happy lot,
But being too happy in thine happiness,—
That thou, light-winged Dryad of the trees
In some melodious plot
Of beechen green, and shadows numberless,
Singest of summer in full-throated ease.
O, for a draught of vintage! that hath been
Cool'd a long age in the deep-delved earth,
Tasting of Flora and the country green,
Dance, and Provençal song, and sunburnt mirth!
O for a beaker full of the warm South,
Full of the true, the blushful Hippocrene,
With beaded bubbles winking at the brim,
And purple-stained mouth;
That I might drink, and leave the world unseen,
And with thee fade away into the forest dim:
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
The weariness, the fever, and the fret
Here, where men sit and hear each other groan;
Where palsy shakes a few, sad, last gray hairs,
Where youth grows pale, and spectre-thin, and dies;
Where but to think is to be full of sorrow
And leaden-eyed despairs,
Where Beauty cannot keep her lustrous eyes,
Or new Love pine at them beyond to-morrow.
Away! away! for I will fly to thee,
Not charioted by Bacchus and his pards,
But on the viewless wings of Poesy,
Though the dull brain perplexes and retards:
Already with thee! tender is the night,
And haply the Queen-Moon is on her throne,
Cluster'd around by all her starry Fays;
But here there is no light,
Save what from heaven is with the breezes blown
Through verdurous glooms and winding mossy ways.
I cannot see what flowers are at my feet,
Nor what soft incense hangs upon the boughs,
But, in embalmed darkness, guess each sweet
Wherewith the seasonable month endows
The grass, the thicket, and the fruit-tree wild;
White hawthorn, and the pastoral eglantine;
Fast fading violets cover'd up in leaves;
And mid-May's eldest child,
The coming musk-rose, full of dewy wine,
The murmurous haunt of flies on summer eves.
Darkling I listen; and, for many a time
I have been half in love with easeful Death,
Call'd him soft names in many a mused rhyme,
To take into the air my quiet breath;
Now more than ever seems it rich to die,
To cease upon the midnight with no pain,
While thou art pouring forth thy soul abroad
In such an ecstasy!
Still wouldst thou sing, and I have ears in vain—
To thy high requiem become a sod.
Thou wast not born for death, immortal Bird!
No hungry generations tread thee down;
The voice I hear this passing night was heard
In ancient days by emperor and clown:
Perhaps the self-same song that found a path
Through the sad heart of Ruth, when, sick for home,
She stood in tears amid the alien corn;
The same that oft-times hath
Charm'd magic casements, opening on the foam
Of perilous seas, in faery lands forlorn.
Forlorn! the very word is like a bell
To toll me back from thee to my sole self!
Adieu! the fancy cannot cheat so well
As she is fam'd to do, deceiving elf.
Adieu! adieu! thy plaintive anthem fades
Past the near meadows, over the still stream,
Up the hill-side; and now 'tis buried deep
In the next valley-glades:
Was it a vision, or a waking dream?
Fled is that music:—Do I wake or sleep?
MCQ DEVELOPMENTAL PERSPECTIVES OF THE LEARNER
MCQ
DEVELOPMENTAL PERSPECTIVES OF THE
LEARNER
1 which of
the following school of thought would be most likely to reject the method of
introspection to study human experience?
A)
Behaviorism
B)
Psychoanalysis
C)
Structuralism
D)
Functionalism
2 According
to John B Watson psychology is the study of
A
) the mind
B
) conscious experience
C
) mental states
D
) behaviour
3
“Educatinal psychology is that branch of psychology which deals with teaching
and learning”
A) crow and
crow
B) SKINNER
C) R S
Woodworth
D) Marquis
4 Lawerence
Kohlberg is known for his research in the area of ………. Development
A )
cognitive
B) physical
C ) moral
D )motor
5 According to Erickson a major conflict in
the first year of life is that between
A) trust vs
mistrust
B)
initiative versus guilt
C) autonomy
versus shame / doubt
D) relatedness
versus isolation
6 In
Pavlov`s experiments with dogs salvatiobn was the
A) conditioned
response
B) unconditioned
response
C) conditioned stimulus
D) unconditioned response
7 Which of
the following is an unconscious personality structure made up f biological
urges seeking fulfillment?
A ) ego
B ) Id
C ) Super
ego
E) subconscious
8 )
According to Freud the Id is governed by the
A) Pleasure principal
B) B) reality principal
C) ego ideal
D) Creature comfort principal
9 Which of the following is one of Gardner`s types of intelligence except?
A ) Language
B) creativity
C)
Interpersonal skills
D) Intrapersonal skills
10 Which of
the following is one of Gardner` types of intelligence?
A) executive skills
B) ethics
C) music
D) creativity
Friday, 11 December 2015
Thursday, 10 December 2015
Monday, 23 November 2015
DALE`S CONE OF EXPERIENCE
ASSIGNMENT
TOPIC
: Dale`s cone of experience
Submitted By SubmittedTO,
Sruthi suresh Prof. Mumthas S.
English
optional Asst.Prof in Education
Peet
Memorial Training College
Mavelikara
Dale’s
Cone of Experience is a model that incorporates several theories related to
instructional design and learning processes. During the 1960s, Edgar Dale
theorized that learners retain more information by what they “do” as opposed to
what is “heard”, “read” or “observed”. His research led to the development of
the Cone of Experience. Today, this “learning by doing” has become known as
“experiential learning” or “action learning”. The cone is diagramed and
explained in the next sections. During the 1960s,
Edgar Dale theorized that learners retain more information by what they “do” as
opposed to what is “heard”, “read” or “observed”. His research led to the
development of the Cone of Experience.
The Cone was
originally developed in 1946 and was intended as a way to describe various
learning experiences. Essentially, the Cone shows the progression of
experiences from the most concrete (at the bottom of the cone) to the most
abstract (at the top of the cone).When Dale researched learning and teaching
methods he found that much of what we found to be true of direct and indirect
(and of concrete and abstract) experience could be summarised in a pyramid or
‘pictorial device’. He stated that the cone was not offered as a perfect or
mechanically flawless picture to be taken absolutely literally. It was merely
designed as a visual aid to help explain the interrelationships of the various
types of audio-visual materials, as well as their individual ‘positions’ in the
learning process.
It
is important to note that Dale never intended the Cone to depict a value
judgment of experiences; in other words, his argument was not that more
concrete experiences were better than more abstract ones. Dale believed that
any and all of the approaches could and should be used, depending on the needs
of the learner.
Looking
at Dale’s cone of Experience, one can realize that there can be numbers of
model that can be used by the teacher to reach the learner depending on the
learners need. From the top, the models are in their abstract nature although
not useless; teachers bring the world to the learner by the use of what they
read, hear, view among others. Considering effective teaching in the eyes of
what Hughes and Adamson said earlier in this discourse, “the only true
education is self education” where the learner is allowed to discover knowledge
for themselves with some guide. Self expression propels effective teaching
however the models from the top of Dale’s cone of Experience do not allow that.
Dale’s
cone of Experience provides teaching and learning models that allows teachers
to understand how to increase the retention rate of learners by involving the
learner. This means that while the learner participate and get involved in the
learning process by expression, they awaken the sensory organs. This cone of
Experience goes hand in hand with Gardner’s theory of multiple intelligences
which says that you can’t reach learners with a style of learning but several.
The several styles therefore helps awaken the sensory organs of each learner
and helps him or her achieve self education.
This
further explains the necessity of education through art. When children are
taught by the use of art, they are allowed to express themselves and awaken the
sensory organs. With art, most complex theories can be understood by learners
since they are involved with the process. Teachers must therefore understand
Dale’s cone of experience in order to increase retention and understanding since
this means effective teaching.
Subscribe to:
Posts (Atom)