1. *Raising domesticated birds*: Poultry farming involves raising domesticated birds such as chickens, turkeys, ducks, and geese for their meat, eggs, or feathers.
Types:
1. *Broiler farming*: Raising chickens for meat production.
2. *Layer farming*: Raising chickens for egg production.
3. *Breeding farms*: Raising birds for breeding purposes.
Importance:
1. *Food security*: Poultry farming provides a source of protein-rich food.
2. *Economic benefits*: Poultry farming can generate income and employment opportunities.
3. *Food industry*: Poultry products are a significant part of the food industry.
Challenges:
1. *Animal welfare*: Ensuring the welfare of birds is a significant concern.
2. *Disease management*: Managing diseases is crucial to prevent losses.
3. *Environmental impact*: Poultry farming can have environmental impacts, such as water pollution and waste management.
Best practices:
1. *Humane treatment*: Ensuring humane treatment and care of birds.
2. *Biosecurity measures*: Implementing biosecurity measures to prevent disease outbreaks.
3. *Sustainable practices*: Adopting sustainable practices to minimize environmental impact.
Poultry farming is a significant industry that provides food and economic benefits, but it also requires careful management to ensure animal welfare and environmental sustainability.
Video
Review questions
1 what is poultry farming?
2 What is the importance of poultry farming?
3 what are different types of poultry farming?
4 what are the challenges faced in poultry farming?
Students can be able to understand about the student evaluation in transmission reception model of education and to know about its drawbacks
STUDENT EVALUATION IN TRANSMISSION RECEPTION (BEHAVIOURIST) MODEL OF EDUCATION- DRAWBACKS
INTRODUCTION
Classroom assessment plays an important role in learning achievement
Classroom assessment is the process of gathering evidences of what students know, understand and able to do
BEHAVIOURIST VIEW OF LEARNING
According to Behaviourism, 'Learning is expressing appropriate behavior in response to the information received from the environment'.
When we apply the behaviourist model to the classroom teaching learning process, students receive knowledge based information or learning experiences from the teacher, the outcome of which is getting expressed in the form of student behavior.
In the teaching learning process, teacher is very active and provides appropriate learning experiences to students while students remain passive.
Students receive the learning experiences provided by the teacher and get them registered in their memory as a result of which students response emerge.
Learning experiences received by students find predominant place in the behavioural model of learning.
There is no place for higher order cognitive skills like understanding what are learnt, making use of the knowledge already one has acquired etc.
Learning is a mechanical process of 'Transmission-Reception'.
Knowledge acquired by students will remain only 'informational' and not 'functional' developing the need to apply it according to the needs and requirements.
STUDENT EVALUATION IN TRANSMISSION RECEPTION MODEL BASED ON BEHAVIOURIST THEORY
Transmission-Reception Model of learning is based on Behaviourist Theory.
What students have learned are only assessed and no importance is given for how they have learned.
In this model, assessment of students learning is done by employing 'Product assessment approach'.
Informational knowledge acquired as a result of learning are assessed through oral or written form of tests.
But the way how learning took place, the skills, abilities, attitudes and values developed are not assessed.
This method evaluates only the informational knowledge of students.
It is narrow in nature as it does not evaluate the learning outcomes comprehensively.
Since very long in our classroom assessment only the 'product approach' in vogue.
It is narrow in nature as it assess only the informational knowledge.
It is very difficult to assess whether the students have really understood what they have learned, have they developed the ability to apply them in the practical life etc.
It does not attempt to assess the proficiency achieved in pertinent skills, development of desired attitudes and values
DRAWBACKS OF ASSESSMENT BASED ON TRANSMISSION RECEPTION MODEL OF EDUCATION
This approach does not encourage students to develop higher order cognitive abilities like critical thinking, problem-solving, creative thinking etc.
This approach employs oral and written forms of test.
In this assessment except informational knowledge no other elements of personality development are evaluated.
This approach gives emphasis for summative assessment and not for formative assessment.
This approach attempts to evaluate student's ability to memorize and retain rather than their understanding.
This approach does not drive pupils for further learning.
Assessment is only about the success of teaching process.
Students are passive listeners SO proper assessment of achievement is not possible.
Less importance to psychological aspects of learner.
More importance to the product achieved by the students.
No weightage to the mental process of learners.
No continues assessment of the learner.
Here the importance is to assess how much students where receiving the information transmitted by the teacher. Knowledge transmission cannot be evaluated. But indirect methods can be used to assess attention or emotional states. Here teacher can assess only the success of teaching process.
In this more weightage is given to knowledge level and understanding level of attainment of objectives. Traditional bloom's taxonomy is the base for assessment. In this assessment is summative in nature.
Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli. It Believes that When born our mind is 'tabula rasa' (a blank slate), and behavior is shaped by positive and negative reinforcement. Behaviorism is primarily concerned with observable behavior, as opposed to internal events like thinking and emotion. Observable (i.e. external) behavior can be objectively and scientifically measured. Internal events, such as thinking should be explained through behavioral terms (or eliminated altogether).
It is narrow in nature (assess only the informational knowledge).
It is product assessment approach but not a process assessment approach.
The product assessment approach does not assess the skills, development of desirable attitudes and values.
Emphasis for summative assessment and not for formative assessment.
Evaluate students ability to memorise and retain rather than their understanding.
Does not encourage students to develop HOTS (critical thinking, problem solving, creative thinking)
Do not evaluate personality development elements.
The product approach of assessment does not drive pupils for further learning.
Less importance to psychological aspect of learner and co scholastic achievement
Assessment is done on the basis of predetermined instructional objectives according to Blooms taxonomy
The evidence for achievement are learner's ability to demonstrate and replicate the knowledge back to the teacher
Tests and Examinations are considered as act or techniques for assessment
Basically tests measures the extend of learning of students.
Importance is given to academic achievement
Importance to low level cognitive areas
Mental process of learner are not considered
Importance to product aspects.
Higher level cognitive process can not be sufficiently evaluated
It is a teacher structured teacher directed method
The type of time table depends on the nature and kinds of activities carried in an institution. More than the number and variety of programs, more the type of time tables will be. Time table indicates the type of curricular and co curricular activities being organised in an institution a Tap a particular place and hour. The following types of time tables are prepared and used by various personal.
1 Consolidated/ master time table
It is the some total of all the time tables, class wise and subject wise. A general time table gives a complete picture of the entire activities of an institution organised during a day. In a concise form. Indicates the work of all teachers in all classes.
The time table gives a complete correct and comprehensive picture of the entire school program.
It is a consolidated time table
The time table is mend to be used by the principal.
It helps in supervising teacher work.
It is the combined time table of all the classes in a school.
A copy of it should be kept in the principals office as well staff room
2 class wise time table
It is meant for each class. It indicates the distribution of subjects with teachers for each period. It also shows dresses or recreation in between the periods. It is an essential reference material for teachers and students.
The time table shows the daily program of the class.
It to define the distribution of each subject for each class.
It is specifice that what a particular teacher will teach in a particular class about particular subject.
It is excess the responsibility of a teacher for a complete subject
3 Teacherwise time table
It is the guidance for individual teachers. It has details of both academic and non academic activities for various cases and sections. Each teachers time table is different from the other.
This focuses on the teacher.
The whole course is distributed teacher wise.
This is useful to teachers as it indicates were she or she will teach a subject.
Teachers time table should also indicate a schedule of their known academic duties
4 leisure timetable or vacant period time table
It is the time table showing leisure periods. This is necessary for keeping classes engaged inspite of the fact some teachers may remain absent or go on leave.
This timetable showing the vacan periods of all the teachers should also be prepared.
This will be helpful in alloting work when some teacher is on leave.
This type of time table will show the teachers available in a particular period and these teachers may be requested to keep the vacant class occupied when needed.
This is the best way of keeping the class busy and using idle time of teacher.
Ek copy of this should be with the principle so that he or she can use this to arrange for a substitution when one of the teachers is absent.
5 co curricular activities time table
It is showing the different types of activities in the school and the name of teachers in charge of these activities.
This timetable shows the various co curricular activities. For example sports debate discussion literary meet cultural programs etc with time duration venue of such activities for their effective implementation.
The place where they are to be held and the time when they are to be undertaken.
This avoids duplication of efforts and wastage of time and energy.
It help students to select appropriate activities of their choice.
6 games time table
This indicates the games which is class will be involved with at a particular time.
This time table shows which particular group engaged in a particular game at a particular time.
7 homework time table
This type of time table is very important to manage the burden of homework which is assigned to students.
This time table will also ensure equal attention to homework in all the subjects.
It also helps parents to know what homework has been assigned.
This indicates the amount of time students will allocate to each subject every week.
A copy of it should be given to each teacher and each parent.
8 students personal time table
Students must have a timetable to use their time effectively in the school and when they are at home and on holidays.
Other classification includes
Exam time table
Exam time table or date sheet is a plant schedule for the examinations that is specifies the subject date and day of the examination. Time tables are so plant to provides students a healthy window for preparation.
QUESTION
What are the different types of timetable?(1 mark)
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