Page 208 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes between 75 crns and 185 crns, and over 185 crns. is received by the remaining 10% of the area.
From these figures it is evident that only a small percentage of total area gets plentiful and
assured rainfall while a greater percentage of area gets insufficient and scanty rainfall.
Secondly, monsoons are of uncertain character. In some years, there is too much rainfall, resulting
in destruction of crops.
In other years the rainfall is too little leading to drought conditions. As a consequence there is
failure of crops. Even during the year when the rainfall is free from these two extremes, it cannot
assure adequate supply of water to farmers; they have no control over it They are likely to get
more quantity of water than is needed and that too at inappropriate times. Thus because of these
characteristics, the monsoon in India does not provide a sure supply of water to the farmers. This
source is, therefore, unsuitable for intensive cultivation. In contrast, expansion of imgation facilities
can supply assured and timely water supply to the farmers. (Supporting one's contention with
facts and arguments).
In conclusion, it may be said that as monsoon rainfall cannot ensure needed water supply to the
farmers, it does not promote intensive farming. (Concluding statement).
Let us now examine how expansion of irrigation facilities promotes intensive cultivation and
thereby brings about a consequent increase in agricultural production (Introductory statement).
This increased control over water resources helps in intensive cultivation in the following two
ways:
Firstly, expansion of irrigation facilities makes possible double or multiple cropping. In other
words, the farmers can grow two or more than two crops in place of one crop.
Secondly, expansion of irrigation facilities promotes the use of other inputs like better seeds,
chemical fertilizers, etc. Consequen~ly, productivity per hectare of a crop increases tremendously.
(Giving reasons in support of one's contention) In sum, we can say that expansion of irrigation
facilities makes possible intensive cultivation and thereby increases agricultwal'production
(Concluding statement).

22.3.4 Activity-based Instruction
The underlying principle of activity-based instruction is learning by doing. You can use a variety
of activities for evolving activity-based insuuctional programmes. The choice of activities would
depend upon objectives for which an instructional programme is designed.
(i) Nature of Activity-based Instruction: Activity-based instruction is one of the teacher-centred
methods of teaching. Through activity-based instruction you can provide valuable experience to
your students and make learning a pleasant and lasting experience. For understanding the role/
potential of activity-based instruction, let us examine the concept of activity-based teaching.
A learning-teaching situation which is characterized by participation on the part of the students
may be called activity-based instruction. In activity methods the student is allowed to develop
and cxprcss hisbier own ideas and thoughts. Learning that requires the learner to do something
more than just to look at and listen to a teacher or packaged teaching materials is termed
activity-based instruction. The student may, for example, be performing an experiment, drawing
a figure, making something or carrying out a project.
On analysing the above explanations, you'll notice that one of the main characteristics of activity-
bascd instruction is that it calls for active participation of the students and takes the I'onn of
learning by doing. Methods such as simulation, role play, gaming, etc.. arc examples of activity-
based instruction. The non-examples of this method are lecture, narration or observed
demonstration.
Activity: based instruction may be cla~sifiedin to two categories: Studentcentred instruction and
teachcr-centred instruction.
Student: centred instruction : In the student-centred activity approach the students are given
freedom to choose the problem and he strategies to solve the problem. The teacher's job is that
of a guide of helping them to arrive at the solution, Learner-controlled Instruction.

202 LOVELY PROFESSIONAL UNIVERSITY