{"id":105,"date":"2019-04-11T04:54:08","date_gmt":"2019-04-11T04:54:08","guid":{"rendered":"http:\/\/aep06.epgpbooks.inflibnet.ac.in\/?post_type=chapter&#038;p=105"},"modified":"2019-04-11T05:18:19","modified_gmt":"2019-04-11T05:18:19","slug":"analytic-method-and-storytelling-method-part-ii","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/chapter\/analytic-method-and-storytelling-method-part-ii\/","title":{"rendered":"Analytic Method and storytelling Method- Part II"},"content":{"raw":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/2S7bAJYTaJg\" target=\"_blank\" rel=\"noopener\"><img src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a>\r\n<\/span><\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>Content Outline<\/strong>\r\n<ul>\r\n \t<li>Introduction<\/li>\r\n \t<li>Objectives of the module<\/li>\r\n \t<li>Sentence technique<\/li>\r\n \t<li>The Thomar Method<\/li>\r\n \t<li>Eclectic Method<\/li>\r\n \t<li>Improved Pace and Content of Learning (IPCL) and Analytic Method<\/li>\r\n \t<li>Naya Savera Method<\/li>\r\n \t<li>Summary<\/li>\r\n \t<li>Conclusion<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<strong>Introduction<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Learning Objectives<\/strong><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\nAfter this module, participants will be able to,\r\n<ul>\r\n \t<li>Explain\u00a0 the nature and structure of analytic method<\/li>\r\n \t<li>Discuss\u00a0 the analytic method used in different stages of literacy movement<\/li>\r\n \t<li>Compare\u00a0 analytic method and synthetic method<\/li>\r\n \t<li>Describe\u00a0 the innovations in analytic method done by different people in the field<\/li>\r\n \t<li>Explain eclectic method which is a combination of synthetic and analytic methods.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<strong>Sentence technique<\/strong>\r\n\r\n&nbsp;\r\n\r\n<strong>The Thomar Method<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">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 \u2018sub-words\u2019 and finally the analysis of these \u2018sub-words\u2019 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 \u2018Nutan Shabda Paddhati\u2019 is used in Marathi by Bombay City Social Education Committee.<\/p>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<strong>A. Eclectic Method<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">As stated earlier, the Eclectic Method is a combination of the Synthetic Method and Analytic Method. It is also known as \u2018analytico-synthetic Method\u2019.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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 \u2018eclectic\u2019 approach. The salient features that differentiate this method from the traditional method are:<\/p>\r\n&nbsp;\r\n\r\ni. Use of meaningful words right from the beginning\r\n\r\n&nbsp;\r\n\r\nii. Choice of different sequence of letters and \u2018matras\u2019 (vowels)\r\n\r\n&nbsp;\r\n\r\niii. The postponement of teaching of numbers and arithmetic till the last five lessons, which total up to 70 in all.\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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\u00a0<span style=\"font-size: 1em;text-align: initial\">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.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>Improved Pace and Content of Learning (IPCL) and Analytic Method<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">During the meeting of experts held in New Delhi in June, 1988 on the topic of \u2018Evaluation of Adult Learners\u2019, 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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">The IPCL laid down seven steps to be followed while teaching. It is quite interesting to have a look at these seven steps.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step I:<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">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.<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step II:<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Reading of the lesson<\/strong><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Write the lesson given in the primer (i.e. two or three sentences that are there in the lesson) on the blackboard.\u00a0\u00a0 Slowly but loudly read it.\u00a0\u00a0 Ask the learners to look at sentences when you are reading aloud.\u00a0\u00a0\u00a0\u00a0 While reading the sentence, move your finger from below the sentence. Also bring to learners\u2019 notice that reading is to be made from left to right.\u00a0 Read out the lesson twice in this way.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">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.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>Step III:<\/strong>\r\n\r\n&nbsp;\r\n\r\n<strong>Sentence reading<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">Use\u00a0 the\u00a0 sentence\u00a0 stripes\u00a0 which\u00a0 are\u00a0 separately\u00a0 prepared\u00a0 for\u00a0 sentence reading.\u00a0 Show a sentence strip to the learners.\u00a0 Read it aloud and ask the learners to follow you.\u00a0 After doing the reading of sentence stripes three to four times, ask them to find out the same sentences from the lesson.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step IV:<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Word Reading<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em\">Now take each sentence separately and ask learners to read each word in <\/span><span style=\"font-size: 1em\">the sentence individually. In this way, get all the words read by the <\/span><span style=\"font-size: 1em\">learners.<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step V :<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Reading consonants and vowel signs<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">For example, the lesson is:<\/span><\/p>\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">\u092f\u093e.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">\u0936\u093f\u0915\u093e\u092f\u0932\u093e \u092f\u093e.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">Point out the word \u2018\u092f\u093e\u2019 and explain that the original alphabet in it is \u2018\u092f\u2018.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Then introduce the vowel sign\u00a0\u093e\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">to them and show them how \u092f becomes\u00a0<\/span><span style=\"font-size: 1em;text-align: initial\">\u092f\u093e when joined with the vowel \u093e .<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">In the similar way, the consonants and vowel signs in the word are to be explained.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">\u0936\u093f\u0915\u093e\u092f\u0932\u093e<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Then come down to formation of new words e.g. \u0915\u093e\u092f,<\/span><span style=\"text-align: initial;font-size: 1em\">\u0936\u093f\u0915\u093e\u0932.<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step VI:<\/strong><\/p>\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Formation of new words<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">After explaining letters and vowel separately come down to formation of\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">new words e.g. \u0915\u093e\u092f, \u0936\u093f\u0915\u093e\u0932.<\/span><\/p>\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Then the learners may be asked to play a game of words and try to form\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">as many new words as possible e.g. \u0915\u093e\u0915\u093e, \u0915\u0915\u093f\u093e, \u0915\u0932\u0915\u0932<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step VII:<\/strong><\/p>\r\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Reading of new sentences<\/strong><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em\">Give the learners an exercise of forming new sentences from the words <\/span><span style=\"font-size: 1em\">formed in the earlier step.\u00a0 For example\u00a0 \u0915\u093e\u0915\u093e \u092f\u093e. \u093f\u093e\u0932\u093e, \u093f\u0936\u093f\u0915\u0932\u093e, \u0936\u093f\u0915\u093e.<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"font-size: 1em\">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.<\/span><\/p>\r\n\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<strong>Naya Savera Method<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">An innovative teaching technique called \u2018Naya Savera Technique\u2019 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 \u2018Naya Savera Techique\u2019 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\u2019s guide.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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\u2019s daily life.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">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.<\/span><\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">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.<\/span><\/p>\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<strong>Summary<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">The module has explained in details Tomar Method, so also the most popular version \u201cNaya Savera\u201d developed by Saksharata Niketan, Lucknow.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n\r\n<strong>Conclusion<\/strong>\r\n\r\n&nbsp;\r\n<p style=\"text-align: justify\">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.<\/p>\r\n&nbsp;\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td><strong>you can view video on Analytic Method and storytelling Method-Part II<\/strong><\/td>\r\n<td><a href=\"https:\/\/youtu.be\/2S7bAJYTaJg\" target=\"_blank\" rel=\"noopener\"><img class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>References<\/strong>\r\n<ul>\r\n \t<li style=\"text-align: justify\">Mohanty, Jagannath.2002. Adult and Non-formal Education. New Delhi: Deep &amp; Deep Publications Pvt. Ltd<\/li>\r\n \t<li style=\"text-align: justify\">Motivational Aspects of the Adult Education Programme: Report of the Motivation Committee. 1985. New Delhi: Ministry of Education, Government of India<\/li>\r\n \t<li>Shah, A.B. &amp; Bhan, Susheela (ed).1980. Non-formal Education and the NAEP. Delhi: Oxford University Press<\/li>\r\n \t<li>Singh, Madan. 1999. Companion to Adult Educators. New Delhi: National Literacy Mission<\/li>\r\n \t<li>Rogers, Alan. 1987. Teaching Adults in Extension. U.K.: Education for Development<\/li>\r\n \t<li>Thakur, Devendra (ed). 1988.Adult Education and Mass Literacy. New Delhi: Deep &amp; Deep Publications<\/li>\r\n \t<li>Yadav, Rajender Singh. 2002. Adult Education: Concept Theory &amp; Practice. Ambala Cantt.: The Associated Publishers<\/li>\r\n<\/ul>\r\n&nbsp;","rendered":"<div><span style=\"float: right\"><a href=\"https:\/\/youtu.be\/2S7bAJYTaJg\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"epgp books\" width=\"75px\" height=\"75px;\" \/><\/a><br \/>\n<\/span><\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>Content Outline<\/strong><\/p>\n<ul>\n<li>Introduction<\/li>\n<li>Objectives of the module<\/li>\n<li>Sentence technique<\/li>\n<li>The Thomar Method<\/li>\n<li>Eclectic Method<\/li>\n<li>Improved Pace and Content of Learning (IPCL) and Analytic Method<\/li>\n<li>Naya Savera Method<\/li>\n<li>Summary<\/li>\n<li>Conclusion<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Introduction<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Learning Objectives<\/strong><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p>After this module, participants will be able to,<\/p>\n<ul>\n<li>Explain\u00a0 the nature and structure of analytic method<\/li>\n<li>Discuss\u00a0 the analytic method used in different stages of literacy movement<\/li>\n<li>Compare\u00a0 analytic method and synthetic method<\/li>\n<li>Describe\u00a0 the innovations in analytic method done by different people in the field<\/li>\n<li>Explain eclectic method which is a combination of synthetic and analytic methods.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Sentence technique<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>The Thomar Method<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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 \u2018sub-words\u2019 and finally the analysis of these \u2018sub-words\u2019 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 \u2018Nutan Shabda Paddhati\u2019 is used in Marathi by Bombay City Social Education Committee.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>A. Eclectic Method<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">As stated earlier, the Eclectic Method is a combination of the Synthetic Method and Analytic Method. It is also known as \u2018analytico-synthetic Method\u2019.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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 \u2018eclectic\u2019 approach. The salient features that differentiate this method from the traditional method are:<\/p>\n<p>&nbsp;<\/p>\n<p>i. Use of meaningful words right from the beginning<\/p>\n<p>&nbsp;<\/p>\n<p>ii. Choice of different sequence of letters and \u2018matras\u2019 (vowels)<\/p>\n<p>&nbsp;<\/p>\n<p>iii. The postponement of teaching of numbers and arithmetic till the last five lessons, which total up to 70 in all.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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\u00a0<span style=\"font-size: 1em;text-align: initial\">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.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>Improved Pace and Content of Learning (IPCL) and Analytic Method<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">During the meeting of experts held in New Delhi in June, 1988 on the topic of \u2018Evaluation of Adult Learners\u2019, 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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The IPCL laid down seven steps to be followed while teaching. It is quite interesting to have a look at these seven steps.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step I:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">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.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step II:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Reading of the lesson<\/strong><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Write the lesson given in the primer (i.e. two or three sentences that are there in the lesson) on the blackboard.\u00a0\u00a0 Slowly but loudly read it.\u00a0\u00a0 Ask the learners to look at sentences when you are reading aloud.\u00a0\u00a0\u00a0\u00a0 While reading the sentence, move your finger from below the sentence. Also bring to learners\u2019 notice that reading is to be made from left to right.\u00a0 Read out the lesson twice in this way.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">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.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>Step III:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Sentence reading<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">Use\u00a0 the\u00a0 sentence\u00a0 stripes\u00a0 which\u00a0 are\u00a0 separately\u00a0 prepared\u00a0 for\u00a0 sentence reading.\u00a0 Show a sentence strip to the learners.\u00a0 Read it aloud and ask the learners to follow you.\u00a0 After doing the reading of sentence stripes three to four times, ask them to find out the same sentences from the lesson.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step IV:<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Word Reading<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em\">Now take each sentence separately and ask learners to read each word in <\/span><span style=\"font-size: 1em\">the sentence individually. In this way, get all the words read by the <\/span><span style=\"font-size: 1em\">learners.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step V :<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Reading consonants and vowel signs<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">For example, the lesson is:<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">\u092f\u093e.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">\u0936\u093f\u0915\u093e\u092f\u0932\u093e \u092f\u093e.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">Point out the word \u2018\u092f\u093e\u2019 and explain that the original alphabet in it is \u2018\u092f\u2018.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Then introduce the vowel sign\u00a0\u093e\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">to them and show them how \u092f becomes\u00a0<\/span><span style=\"font-size: 1em;text-align: initial\">\u092f\u093e when joined with the vowel \u093e .<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">In the similar way, the consonants and vowel signs in the word are to be explained.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">\u0936\u093f\u0915\u093e\u092f\u0932\u093e<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Then come down to formation of new words e.g. \u0915\u093e\u092f,<\/span><span style=\"text-align: initial;font-size: 1em\">\u0936\u093f\u0915\u093e\u0932.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step VI:<\/strong><\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Formation of new words<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">After explaining letters and vowel separately come down to formation of\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">new words e.g. \u0915\u093e\u092f, \u0936\u093f\u0915\u093e\u0932.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em;text-align: initial\">Then the learners may be asked to play a game of words and try to form\u00a0<\/span><span style=\"text-align: initial;font-size: 1em\">as many new words as possible e.g. \u0915\u093e\u0915\u093e, \u0915\u0915\u093f\u093e, \u0915\u0932\u0915\u0932<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Step VII:<\/strong><\/p>\n<p style=\"text-align: justify\"><strong style=\"text-align: initial;font-size: 1em\">Reading of new sentences<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em\">Give the learners an exercise of forming new sentences from the words <\/span><span style=\"font-size: 1em\">formed in the earlier step.\u00a0 For example\u00a0 \u0915\u093e\u0915\u093e \u092f\u093e. \u093f\u093e\u0932\u093e, \u093f\u0936\u093f\u0915\u0932\u093e, \u0936\u093f\u0915\u093e.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"font-size: 1em\">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.<\/span><\/p>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<p><strong>Naya Savera Method<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">An innovative teaching technique called \u2018Naya Savera Technique\u2019 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 \u2018Naya Savera Techique\u2019 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\u2019s guide.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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\u2019s daily life.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">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.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\"><span style=\"text-align: initial;font-size: 1em\">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.<\/span><\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong>Summary<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">The module has explained in details Tomar Method, so also the most popular version \u201cNaya Savera\u201d developed by Saksharata Niketan, Lucknow.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Conclusion<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: justify\">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.<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><strong>you can view video on Analytic Method and storytelling Method-Part II<\/strong><\/td>\n<td><a href=\"https:\/\/youtu.be\/2S7bAJYTaJg\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-120\" src=\"http:\/\/epgpbooks.inflibnet.ac.in\/wp-content\/uploads\/2018\/11\/download.png\" alt=\"\" width=\"36\" height=\"36\" \/><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>References<\/strong><\/p>\n<ul>\n<li style=\"text-align: justify\">Mohanty, Jagannath.2002. Adult and Non-formal Education. New Delhi: Deep &amp; Deep Publications Pvt. Ltd<\/li>\n<li style=\"text-align: justify\">Motivational Aspects of the Adult Education Programme: Report of the Motivation Committee. 1985. New Delhi: Ministry of Education, Government of India<\/li>\n<li>Shah, A.B. &amp; Bhan, Susheela (ed).1980. Non-formal Education and the NAEP. Delhi: Oxford University Press<\/li>\n<li>Singh, Madan. 1999. Companion to Adult Educators. New Delhi: National Literacy Mission<\/li>\n<li>Rogers, Alan. 1987. Teaching Adults in Extension. U.K.: Education for Development<\/li>\n<li>Thakur, Devendra (ed). 1988.Adult Education and Mass Literacy. New Delhi: Deep &amp; Deep Publications<\/li>\n<li>Yadav, Rajender Singh. 2002. Adult Education: Concept Theory &amp; Practice. Ambala Cantt.: The Associated Publishers<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"author":3,"menu_order":11,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["dr-m-a-gode"],"pb_section_license":""},"chapter-type":[],"contributor":[64],"license":[],"class_list":["post-105","chapter","type-chapter","status-publish","hentry","contributor-dr-m-a-gode"],"part":3,"_links":{"self":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/chapters\/105","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":6,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/chapters\/105\/revisions"}],"predecessor-version":[{"id":111,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/chapters\/105\/revisions\/111"}],"part":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/chapters\/105\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/wp\/v2\/media?parent=105"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/pressbooks\/v2\/chapter-type?post=105"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/wp\/v2\/contributor?post=105"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/ebooks.inflibnet.ac.in\/aep06\/wp-json\/wp\/v2\/license?post=105"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}