WELCOME &SALAMAT DETANG

TOLESSON PLAN PRESENTATION

PRESENTATION

FOR

DR. NAFISAH MAHMUD

PRESENTED BY

Mohammad Ataur Rahman (805030)Sultana zakiya Huq (805035)

Biplob Rahman (805022)Md. Rafiqul Islam talukder (805027)

Social Science Curriculum for ClassIX & X

• The study of Social Science is vital for the learners to develop an appreciation of the importance of history, heritage, culture, socio-economic conditions and geographical environment of their country and their nation. It provides opportunities that help learners to become conscious citizen and enable them to take social and economic decisions and inspire others to perform similar roles. Civic attributes and values are also developed in the learners.

Aims of Social Science

• An awareness of their land, people, resources, rich social and cultural heritage and religious harmony

• Creative ability to solve problems through acquisition of required qualities of life such as the sense of right and wrong, justice, civic rights and responsibilities, self-employment, healthy life pattern and environmental awareness and personal accountability in the context of global fraternity, human rights and democratic feeling

Objectives of study Social Science

• to gain adequate knowledge of insight into the nature and process of evaluation of human society and civilization

• to acquire adequate knowledge of citizenship, qualities of a good citizen, civic rights and associated responsibilities and be devoted to discharge civics responsibilities.

Continued . . .

Objectives of study of social science

• to attain skills in the use of diagrams, indexes, graphs, maps, tables and statistical data

• to internalize, nourish and express aesthetic traditions and cultural heritage of their own country

• to understand economic features of developed and underdeveloped countries, ascertain position of Bangladesh and be inspired to apply strategies for poverty alleviation, self-employment, solving population problems and enhancing quality of life.

Grade IX Unit Title Discipline Periods

Unit 1 Natural Resources of Bangladesh geography 36 Unit 2 Ancient and Mediaeval Bengal History 26 Unit 3 The Process of Socialization Sociology 24 Unit 4 Pre-independent Bangladesh History 21 Unit 5 Role of Government in Bangladesh Civics 19 Unit 6 Rights and Responsibilities of Citizens Civics 09 135 Grade X

Unit 7 Independent Bangladesh History 20 Unit 8 Natural Disasters of Bangladesh Geography 32 Unit 9 An Introduction to the Bangladesh Economy Economics 25 Unit 10 World and Regional Organizations Civics 17 Unit 11 Social Trends and Issues in Bangladesh Sociology 21 Unit 12 Issues Affecting Bangladesh Economy Economics 20 135

Social Science Syllabus for ClassIX & X

Curriculum Specification

Skills: Intellectual SkillProblem Solving SkillCooperative Skill Social Skill

Today’s Topic

Unit 12

Over Population in Bangladesh

Session PlanPresentation of Lesson plan-1

Presentation of Lesson plan-2

Comparative Discussion

Theories of Behaviorism & Social Constructivism

Decision making

Open Discussion

Feed Back

Lesson Plan 1

Lesson Plan 2

StrengthsLesson plan 1 Lesson plan 2

Teacher centered Good class management Disciplined Explanatory Question-Answer Easy to complete syllabus Low cost

Students centered Students freedom Interesting Creativeness Multiple way traffic Practicum Social process Doing process

Weaknesses

Lesson plan 1 Lesson plan 2

• Learners inactive• One way traffic• No opportunity to give opinion• Learners only audience• Listen and forget

• Time Killing• Noisy• Some are only passengers• Some student dominate other.

Two Theories: Behaviorism and social constructivism

Behaviorism theory for lesson plan 1

• Stage one: indicates sequential knowledge and skills presented in logical limited steps for example data presentation from 1980 to 2008 and theory of Malthus.

• Stage two refers, learning happened when a correct response is demonstrated following the presentation of a specific environmental stimulus, e.g. example poster paper presented for causes of over population. continued…

Two Theories: Behaviorism and social constructivismBehaviorism theory for lesson plan 1

• Learners acquires skill of discrimination (recalling), generalization (defining) and illustrating concept), association (applying explanations and chaining. E.g. stage-3 how to solve the problem was discussed by giving examples.

• In stage-3 associative learning in which ( how to solve ) is a contingency between the response and the presentation of the reinforce (teacher)

• In stage-3 according to behaviorism student behavior is modified by the consequence of positive feedback and rewarded. Where teacher gives thanks to the correct answered students.

Our beliefs

We believe that, learning happen when a correct response is shown following the presentation by teacher in a friendly situation. We also believe that if the student was praised highly during lecture students feeling very positive to the teacher personal behavior, they will be encouraged to learning.

Social constructivism

• According to the social constructivism theory, learning as an active process where learners should learn discover principles, concepts and facts for themselves. This theory follows the following beliefs:

• This theory provides that teacher's role should be a motivator as well as facilitator.

• It is argued that student general knowledge and many from their experiences

Continued . . .

Social constructivism

• In our lesson plan 2, the worm up stage learners build up personal interpretation by role playing of crowed people based on experience and interaction and they discovered today's learning topic. Because, knowledge is constructed here from experiences.

• Stage 1 refers to students' engagement with data of over population. They actively learn from data (1980 -2000) of over population. So we can say active learning is happened in the stage.

Continued . . .

Social constructivism• In the stage 2 step 1, students learn with pairs. So, they

share their ideas and views with peers. Students are also given colorful poster papers for matching their ideas. Thus learners construct information and reflect on prior experience and sharing knowledge with others.

• In step 2, students write their own idea and put these papers into different boxes. Lastly the students integrate all ideas from these slip of papers. So, it helps the students to encourage learning and fulfill their curiosity.

• In the step 3, students learn how to solve the problem. They discuss, debate, argue and opine among the small groups about the reducing the overpopulation problems.

Our Beliefs• We believe that student can learn by doing or

thinking something. This is why; we adopt many activities like brainstorming, pair working, group presentation and post box strategies for the involvement of the students. So that we are able to catch the attention during the whole class. We also believe that permanent learning have happened in the lesson 2. Here teachers' role was only to support and guide them when they faced any problem.

Decision

According to our opinion lesson plan 1 is logical but lesson plan 2 is Psychological.

Continued …

Decision

Lesson plan 1 is GOOD

Final Decision

We decided that Lesson Plan 2 is BETTER

Free & Frank Discussion

Tarima Kasih

Dhannyabad

Thanks