10 Analytic Method and storytelling Method- Part I

Dr. M.A. Gode

Content Outline

• Introduction
• Objectives of the module
• Analytic Method
• Story technique
• Sentence Technique
• Phrase Technique
• Word Technique
• Advantage of adult learners’ characteristics
• The Word technique
• Each One Teach One Method
• Chorus key-word method – Pathik Method
• Picture-Word-Card Method
• Summary

Introduction

In the earlier module on Synthetic Method of literacy teaching/learning it has been stated that there are three main literacy methods viz. Synthetic Method, Analytic Method and Analytico-synthetic method. It is also called Eclectic Method.

In this module we are going to study Analytic Method. It is also known as ‘Look and Say Method’ (NLM, 1989).

It should be noted that analytic method is basically a word method. The term ‘analytic’ refers to the mental process of breaking down the larger units into their constituent elements i.e. the sentence which is a larger unit is broken down into words and the words into consonants and vowels.

Learning Objectives

After this module, participants will be able to,

• Explain  the nature and structure of analytic method
• Discuss  the analytic method used in different stages of literacy movement
• Compare  analytic method and synthetic method
• Describe  the innovations in analytic method done by different people in the field
• Explain eclectic method which is a combination of synthetic and analytic methods.

A. Analytic Method

This method is opposite to the Synthetic Method. In analytic method, the sentence is first spoken out by the teacher followed by learners. The sentence is written on the black board and necessary dialogues and conversations are made for introducing the letters. Since the sentence is analysed or broken up into words and then words into letters, it is called analytic method. Illustration, slides, film strips etc. are used along with print materials.

As the analytic method is based on breaking up larger units like sentence or words and coming down to letters, various techniques are used as shown below:

i. Story technique

According to this technique, first story is told, then sentences used in the story are explained, then the words used in these sentences are taught and later the alphabets used in these words are taught. Let’s see one example.

ii. Sentence Technique

In this technique, the participant learns the words used in the sentences and then he is taught the alphabets used in the words.

iii. Phrase Technique

The words used in a phrase are taught first, after that the alphabets used in those words are taught.

iv. Word Technique

In this technique, the participant is taught the alphabets and sounds used in words.

Advantage of adult learners’ characteristics

In adult education, our learners are not there just to be taught; they are our greatest resource in the learning process. To explain, they have the wealth of knowledge, skills and experience in different fields. They are already engaged in some form of learning. They are aware about the purpose and need of education. They have reasoning powers which they use in their daily life. The most important fact is that many learners have desire to apply whatever they learn immediately in their day to day life. The fact that, they are in a position to do so.

Moreover the adult learners already know thousands of words in the language, together with their meanings and they have been using them quite properly in their day to day life. The only thing they don’t know is how to read and write these words. All these factors form a powerful aid to learning.

In analytic method, we analyse the word into consonants and vowels. Since, the adults already know the words and their meanings; half of the job of the teacher is already done. Now, what the teacher has to do is to teach them the reading and writing of the consonants and vowels. Also, ultimately learners should learn making new words from the known alphabets.

a. The Word technique

In this technique, adults are required to learn the alphabet through words, most of which are bisyllabic and pictures are used to reinforce the letters. The words are familiar (as mentioned earlier) and the pictures are meaningful. Drilling of these words is done through simple and easy sentences. When a new bisyllabic is introduced, it is ensured that one of the syllables becomes the focal point of attention and the instructor tries to help the adult to recognize and learn the word as a whole. Use of flash cards facilitates the introduction and remembering of the new syllable.

This method is also called “from known to unknown” due to the fact that words and letters are not introduced abruptly without relating them to something that is already learnt by the adults. This picture-word-association method is called Ansari Method.

Let’s see various versions of word technique.

Each One Teach One Method

This is in essence the word method, but based on the concept of individualized instruction. In this method, only one person is made literate by an instructor who may be a teacher or a volunteer or even a pear. About twenty cards are used for teaching literacy to adults. Familiar topics are used in this process for creating interest and making education meaningful. For example, names of various parts of human body and words related to them are utilized for teaching the alphabet. A set of cards containing the illustrations and concerned words are used by instructor along with the primer. This material was developed by Mass Programme For Functional Literacy (MPFL) Unit of the University of Mumbai. This ‘Each One Teach One’ method is found effective for the adult learners, as they are quite experienced and adequately motivated for learning further.

Chorus key-word method – Pathik Method

This method popularly known as ‘Pathik’ method, named after its author Shri. Salig Ram Pathik, creates an ‘atmosphere’ in the class by the teacher giving an interesting talk and singing the chorus songs in the beginning. Most of the songs have a religious and cultural touch which appeals to the village adults who come for literacy class. The theory is that it becomes easier for the adults to remember the ‘key words’ because of the rhythm. These key words are analysed into their competent parts. These key words are made out of 8 alphabets. Learners learn these 8 alphabets through words and sentences made by the combination of these alphabets and words. The success of this method depends upon not only a well trained teacher but a teacher who has ready wit and humor, interesting experiences to narrate and an abundance of zeal and enthusiasm for literacy teaching.

Picture-Word-Card Method

This method was used by Bombay City Social Education Committee on a large scale. In this method, there are 20 cards. On the left hand side of the card, there are four double color pictures of four objects, their names written below them. Up to lesson three, the names consist of bisyllabic words only. On the right hand side, the words introduced on the left are printed at the top in red color. That is followed by a list of words made by permutation and combination of the letters used in the words already introduced. At one end of the card, there are two sentences made out of the words just learnt. At the bottom of the page, all the letters used in the words introduced to learners are printed in red.

The vowel signs are introduced from lesson five.

With the help of the pictures, the learners are expected to recognize the words and as the words are bisyllabic combined with the fact that the language is phonetic, it is presumed that the learners will be able to analyse words themselves in to their component parts and be able to make new words using those letters only.

The learners are supposed to finish the set of 20 cards in 20 days. This set of cards is in a way a self-learning device. It is intended for overcoming the difficulties. This helps the learners to learn the basic literacy skills in the class room. When the learners have learnt the words and letters from a set, at home during their leisure hours, the regular class room instruction would begin for further learning.

1. An example of a lesson based on Word Method (Primer Nai Kiran produced by SRC Lucknow)

PRIMER I: Theoretically, teaching unit is a key word. This word is generally selected from the point of view that other words could be formed with the permutation and combination of the letters in it. That is, it is a generic word.

The first lesson is reproduced here:

Picture

The teaching scheme envisages that:

a. The teacher will first recite the couplet given on the page.

b. Pointing to the picture he will ask the learners “what does this picture show?” If learners say “Ghar”, “Haveli” or any other word the teacher has to say that it is also called ‘MAKAN’.

c. Then he has to discuss with the learners, what are the attributes of a good house, what type of houses they have, what are they made of and so on. While discussing he has to take care that the word MAKAN occurs several times, so that the learners become familiar with it at least on the ‘hearing level’.

d. Then the teacher points out to the word ‘MAKAN’ and says that this is how “MAKAN” word is written. Teacher points to the letters, emphasizing the sound and starts teaching the recognition of the letters

म              क ाा              न

The four letters are drilled in words. Then the learners read the accompanying text, which in the beginning lessons is made of phrases.

It should be noted that this ‘Word Method’ primer and as a matter of fact all ‘Word Method’ Primers produced by State Resource Centres (SRCs) and Voluntary Agencies are not constructed in a manner that the key word becomes a ‘sight word’ (Ahmed, 1989) and it is splashed in the learning milieu to keep on observing it before broken in to components.

These are the fundamental pedagogical requirements of this method of teaching. In the absence of these requirements, the teacher in actual practice, simply writes the word ‘MAKAN’ and begins drilling the letters म, क,  ाा,  न.  Therefore, essentially it becomes a letter teaching method also, with the only difference that the letters are not introduced in their traditional order and there is no prop to recognize and recall them. All the other lessons are constructed on the same principle, selecting a key word and teaching the recognition of the letters in it.

However, in principle the learners should be able to develop the ability of combining letters in to words and words in to phrases and sentences from the very beginning. Adult learner should also be able to ‘read for meaning’ from the start. In this Method, the learner is able to acquire these abilities after about 30 days, when he has recognized all the alphabets.

Summary

This module has put a spot light on the theme of Analytic Method of Literacy teaching, which is one of the three important methods of literacy teaching viz. Synthetic, Analytic and Eclectic Method.

It is pointed out that the analytic method is so termed, as in this method, the mental process of breaking down the larger units in to their constituent elements e.g. a sentence in to words and a word in to the consonants and vowels.

The module has laid down that analytic method is opposite to the synthetic method. It has then enumerated 4 techniques used in this method viz. story technique, sentence technique, phrase technique and word technique. The module has then discussed in details the characteristics of the word method which is used in coming down to vowels and consonants.

Thereafter the module has enumerated different versions of analytic method evolved by various dedicated persons, such as Pathik Method, Picture-Word-Card Method, Nai Kiran approach (example of lesson given).

References

• Mohanty, Jagannath.2002. Adult and Non-formal Education. New Delhi: Deep & Deep Publications Pvt. Ltd
• Motivational Aspects of the Adult Education Programme: Reportof the Motivation Committee. 1985. New Delhi: Ministry of Education, Government of India
•  Shah, A.B. & Bhan, Susheela (ed).1980. Non-formal Education and the NAEP. Delhi: Oxford University Press
•  Singh, Madan. 1999. Companion to Adult Educators. New Delhi: National Literacy Mission
• Rogers, Alan. 1987. Teaching Adults in Extension. U.K.: Education for Development
• Thakur, Devendra (ed). 1988.Adult Education and Mass Literacy. New Delhi: Deep & Deep Publications
• Yadav, Rajender Singh. 2002. Adult Education: Concept Theory &Practice. Ambala Cantt.: The Associated Publishers