11 Analytic Method and storytelling Method- Part II

Dr. M.A. Gode

epgp books

 

Content Outline

  • Introduction
  • Objectives of the module
  • Sentence technique
  • The Thomar Method
  • Eclectic Method
  • Improved Pace and Content of Learning (IPCL) and Analytic Method
  • Naya Savera Method
  • Summary
  • Conclusion

 

Introduction

 

In the Analytical method and storytelling method Part I we have discussed about story technique, phrase technique and word technique. In this module we are further discussing other techniques of analytical method in detail.

 

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.

 

Sentence technique

 

The Thomar Method

 

This is one of the analytic methods and it starts with small sentences which go up to make a short story. Beginning with a sentence, the method breaks in to analysis of the key words of the story in to ‘sub-words’ and finally the analysis of these ‘sub-words’ into alphabets. After the mastery of the alphabets, these alphabets are used in synthesizing new words and thus building up a new vocabulary by the adults. A similar method known as ‘Nutan Shabda Paddhati’ is used in Marathi by Bombay City Social Education Committee.

 

 

A. Eclectic Method

 

As stated earlier, the Eclectic Method is a combination of the Synthetic Method and Analytic Method. It is also known as ‘analytico-synthetic Method’.

 

The Integrated Literacy Method that was developed by Mrs. Helen Butt of Nilokheri is primarily a synthetic method and the letter is the most significant unit. However, this method uses ‘eclectic’ approach. The salient features that differentiate this method from the traditional method are:

 

i. Use of meaningful words right from the beginning

 

ii. Choice of different sequence of letters and ‘matras’ (vowels)

 

iii. The postponement of teaching of numbers and arithmetic till the last five lessons, which total up to 70 in all.

 

The author lays very great stress on the method of teaching and preparation of appropriate instructional materials. These materials give a great relief to the insufficiently trained teachers. She also emphasizes the use of a tested framework within which teacher has to work.

 

The integrated literacy method, therefore, goes in to minutest details regarding the sequence of teaching and the way of dealing with each item of instruction. The techniques used in this method follow from the significant characteristics of adults. It is assumed that adult learners have a higher level of understanding, richer experience and greater vocabulary as compared to children. These are to be used to the best advantage for building the skills in reading, writing and arithmetic. This could be done through initiative, self education and independent learning by the adult learners with the help of the teacher. Rote learning which entails a heavy load on memory is reduced to the minimum. It substitutes mechanical repetition with an understanding of the principles underlying correct reading and writing. It is assumed that this will facilitate learning of correct reading and writing.

 

Improved Pace and Content of Learning (IPCL) and Analytic Method

 

During the meeting of experts held in New Delhi in June, 1988 on the topic of ‘Evaluation of Adult Learners’, the issue of learning materials for basic literacy also was discussed at length with a view to improving slow pace and low quality of the progress of literacy efforts. The concept of Improved Pace and Content of Learning i.e. IPCL emerged through a number of such meetings held in different parts of the country.

 

With a view to consolidating and strengthening literacy teaching, the literacy method was systematized and standardized. But the important thing to be noted was that the method used in this approach was basically the Analytic Method, but also resorting to mixed methods. This underlines a fact that no single method is useful for literacy teaching; but it is the combination of methods that works better.

 

The IPCL laid down seven steps to be followed while teaching. It is quite interesting to have a look at these seven steps.

 

Step I:

 

Initiate a discussion on the picture given with the lesson. By asking questions and sub-questions and with the help of the answers, bring the learners to the topic of lesson.

 

Step II:

 

Reading of the lesson

 

Write the lesson given in the primer (i.e. two or three sentences that are there in the lesson) on the blackboard.   Slowly but loudly read it.   Ask the learners to look at sentences when you are reading aloud.     While reading the sentence, move your finger from below the sentence. Also bring to learners’ notice that reading is to be made from left to right.  Read out the lesson twice in this way.

 

Then take a follow up reading, meaning thereby, read the lesson sentence by sentence and ask the learners to repeat each sentence after you. The follow up reading may be done thrice or four times.

 

Step III:

 

Sentence reading

 

Use  the  sentence  stripes  which  are  separately  prepared  for  sentence reading.  Show a sentence strip to the learners.  Read it aloud and ask the learners to follow you.  After doing the reading of sentence stripes three to four times, ask them to find out the same sentences from the lesson.

 

Step IV:

 

Word Reading

 

Now take each sentence separately and ask learners to read each word in the sentence individually. In this way, get all the words read by the learners.

 

Step V :

 

Reading consonants and vowel signs

 

For example, the lesson is:

या.

शिकायला या.

Point out the word ‘या’ and explain that the original alphabet in it is ‘य‘.

Then introduce the vowel sign ा to them and show them how य becomes या when joined with the vowel ा .

 

In the similar way, the consonants and vowel signs in the word are to be explained.

शिकायला

 

Then come down to formation of new words e.g. काय,शिकाल.

 

Step VI:

Formation of new words

 

After explaining letters and vowel separately come down to formation of new words e.g. काय, शिकाल.

Then the learners may be asked to play a game of words and try to form as many new words as possible e.g. काका, ककिा, कलकल

 

Step VII:

Reading of new sentences

 

Give the learners an exercise of forming new sentences from the words formed in the earlier step.  For example  काका या. िाला, िशिकला, शिका.

 

Thanks to IPCL approach that laid down the seven steps in literacy teaching so systematically that the same were adapted to a large extent in the country as a result of which the Total Literacy Campaign got a substantial boost.

 

Naya Savera Method

 

An innovative teaching technique called ‘Naya Savera Technique’ has been developed by Saksharata Niketan, Lucknow, drawing from its long experience in the field of literacy. Saksharata Niketan, Lucknow used the literacy material based on all the prevalent teaching techniques/methods and tested them in the field. Therefore, accepting the strengths of the prevalent teaching techniques and removing the weaknesses as far as possible, the ‘Naya Savera Techique’ was prepared. It is based on a mixed method. It includes a primer which aims to provide basic knowledge of reading and writing and a teacher’s guide.

 

The primer consists of 16 lessons, with exercises at the end of every fourth lesson. The last lesson is concerned with numbers in Hindi and English up to 100. The first 12 lessons introduce two or more consonants and one vowel with its sign. Each lesson has two or more key words which are made with the letters introduced in the lesson or by recombining them with the letters already learnt. Small stories appear from lesson IV. These stories are concerned with an adult’s daily life.

 

The primer introduces 500 words, out of which 339 are functional words and the rest are for drill purposes. Almost all important grammatical words appear in this primer.

 

Apart from the primer, there are three graded readers which substantiate the knowledge obtained from the primer. This teaching material takes the participants to their goal of functional literacy. Its prescribed duration is one year.

 

Summary

 

The module has explained in details Tomar Method, so also the most popular version “Naya Savera” developed by Saksharata Niketan, Lucknow.

 

After discussing various versions the module has put forth an example of Eclectic Method which is a combination of both synthetic and analytic methods. The version viz. The Integrated Literacy Method was developed by Mrs. Helen Butt of Nilokheri.

 

Lastly the module has aptly mentioned Improved Pace and Content of Learning (IPCL) approach used largely in Total Literacy Campaign. The literacy method used in this approach was basically the analytic method. The module has given 7 steps laid down in IPCL, since these steps have contributed to the consolidation and standardization of the method of literacy teaching.

 

Conclusion

 

To conclude, it could surely be said that the field of adult literacy has been constantly giving new challenges and the same were dealt with by a number of people in a number of ways. This has given rise to various versions of literacy teaching methods. The literacy teaching has been posing a challenge to the innovative talents of the people. According to the local situations and the creativity of the teacher, any version of teaching method or a combination can be used.

 

you can view video on Analytic Method and storytelling Method-Part II

References

  • Mohanty, Jagannath.2002. Adult and Non-formal Education. New Delhi: Deep & Deep Publications Pvt. Ltd
  • Motivational Aspects of the Adult Education Programme: Report of 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