In the fore-noon half of the workshop, the information processing skills of reading to identify key-words and phrases; construction of a vocabulary re-enforcing word-puzzles; formation of web chart new terminology; creation of concept maps and flow charts were taken up. Each skill was demystified and its features and advantages were analyzed using attribute graphic and out-come graphic respectively by the resource person.
"Textbooks are quite content specific and they require students to develop higher-order understanding based on a foundation of new concepts, factual knowledge and subject-related vocabulary. They are written keeping in view the national curriculum framework to ensure that transact them (textbooks) according to the intended aim, scope and sequence. If linked with information processing skills and reading to re-organize in information in semi-abstract way of graphics, textbooks can become aids to learning and enhance cognitive levels of students," said the resource person.
In the afternoon sessions, the participants went into the workshop mode to create text-rich display material and its arrangement using the chart holders. The session was enjoyed by the teachers since it involved hands-on activities and production of material for display. To make the display of vocabulary, web charts, flow chart and concept chart the technique of origami was used. It was felt that with the training in information processing skills and the changeable display holders created during the workshop, it is quite possible to create a text-rich classroom environment in a practical way.
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