I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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In the followins pages, examples are siven of adapled<br />
lessons loge$6 with tb€ lessons ples fiom the old iexbook dd<br />
atso ftom lhe new one. I! has alrcady been ma& clear lhat the<br />
experimDl was divided into two p<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>s€s; tb€ fist phase look plae<br />
where the old lextb@k was still in use As lhat t xlbook wat to a<br />
ge3t degr@ ieach.r-c€nteied, al1 tbc lersos eere a&Pted and N<br />
given below. 'Ih€ new tenb@lq however, has 'my advadages<br />
over the previous one dd bany aolivitie letd theDsclvd to<br />
temer"cenlered lecbruqws. Therefore, only ex0nples will be given<br />
oflhe teaching rbit e tlat to aloid .€dundatcy .nd Ep€tilion<br />
An Lnpo<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>ant poiDt one hls to Put in bind ;s that lhe<br />
difreErce b€twe.n lealrF@ €r€d t 5ching and Mcbff{cnlaed<br />
te&hing is thlt in the learnerc€ crcd teaching rle conv. io.al<br />
lsson olan is oot to ba followed s<strong>tr</strong>ictly a the cas4 j.s in th€<br />
<strong>tr</strong>aditi;al teacher"fionted leschins lhe wil be no difr€rcnce<br />
bet'eer the tu/o. Ihis is b€csus€ r'my ofthe &tiviti€s aro delided<br />
by the students the<strong>tr</strong>elv€s. Whal the reacher can do in the Plan<br />
oDly predict the @use of actioD io be t ko in $e less. So one is<br />
not exoect d to fnd the difreter! lesson stage in the order they ar€<br />
k owr Somc ti|G sorn€ of rlE stages are et ircludcd atd other<br />
tines lh€ ordcr is revers€d.
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