EDUSEARCH • ISSN : 0976 • IIGO Vol. 3 No . 2 Oct . 2012 an enviro nment where s tud ents fee.I from inequitable a nd Eur ocen tric comfortable to express personal beliefs paradigms. and safe ly interrogate s tatus quo 5, Supplement text books with more knowledge. Such a reconceptualiza ti on balanced educational resources requires new patterns of teaching and In order to foster critical discourse of learning that involve deliberate power societa l a nd hi storical realities in social sharing on the part of teac her s with studi es classrooms, teac her s need to s tudents through non hie ra rchi ca l include non- traditional so urces that classroom discourse . conta in revisionist historical analysis in 3. Embrace democratic citizenship social studi es curriculum. education: Conclusion : Schoo ls arc appr opri ate places for Social Studies teac her should keep in democratic education becau se th.ey mind that many of the topics, issues, and posse ss ess ent ia l aspec ts . of a p'robl'em s studied in the social studies . democratic society. Social si udi es may be of a ·controversia_l _nat_ure. Every teachers shou ld introduce st ud ents to effort sh ould be made to develop the models of citi ze nship an d democracy scienti fi c approach to problem-solving of that' transcend· pass ive or participatory various issues. They should not avoid models .. Social studies teachers should material likely to feed to controversial embrace democr a tic citiz~ n·s, hip issues . Critical pedagogy provides an education models th ~l. ,P.r:omotc social' opportunity to rcnect critic<tJ\!v on isstics cqopcralion an d dcmo'crat ic in terms of their political, socie:i,ccona'rniC par ticipat io n. Through the implcmc- a ri d· moral aspec ts . It entails the ntation bf critical inquiry pedagogic s, acceptance of multiple view on social social studies educators can begin to · I ssues and a commitment to democratic rectify the fai lin g of tradition al' form s of . interaction. In short, social pedagogies and foster po liti ca l and . st udies ieachers should fa ci litate student social activism among student s. knowledge con struction through critical 4. Dialog towards the development of inquiry pedagogy. Stude nt s of all social, a critical social conseiousnesa racial, ge nder , and cultural backgrounds Socia l st udies teachers move toward s need and de se rve a curriculum that more egalitarian and equitable cultivat~s the construction of democratic const ruction of democracy and away ideas of equity and social justice. REFERENCES Fecho, R.(2000) : Developing Critical Mass: Te acher Education and Critical Inquiry Pedagogy. Journ al of Teacher Education 51(3), 194 -199. NCERT 2005 : National curriculum Frame Work, New Delhi Pathak.II (2002) : Social Implicatio ns of Schooling Knowledge, Pedagogy and. Consciousness. Rainbow Publications, Delhi. • Dr. Been a, K. : Asst Professor of Social Science, Keyi Sahib Trai11i11g College, Karimbam, Talipara;11ba, Dist/. Ka111111r. Kera/a e-mail: bee11aksat@gmail.co111 Sub Theme• 4 Practicing Constructivism EDUSEARCH ISSN : 0976 - 1160 Vol 3. No. 2. Octobcr-2012 Constructivist Lesson Planning: Theory and Practice Dr. A. Ramakrishna * & Ms. Sonia Sawhney ** ======='ill rilistract 1~ 1 ======= ·This research article aims at developing a constru.ciiUIS·r lesson plan in biology for high schOol students. Though the teachers are familiar with the concept'Oftonstrucliuism, they face diffic~lty in organizing a clas s . This is probably due to the reasons such as extensive preparation, availability of resources - infrastructure and instructional and above all profess ional excellence inuolved in conducting a constructivist less on in clas sroom. Authors through th is study explore the ways and means of organizing a constructivist lesson and illustrate a les son in action which was held during lhe student teacher's in ;f!,:n.ship. Introduction Learning is not complete unless it is beneficial to the lea rner s in their dai ly life . Lesson planning in the B.Ed. course is based on Herbartian Approach developed many decades ago. Till today, we are following this approach for lesson planning. Now, when our country h as come up with reforms in Educ a tion (School & Higher levels) , it is a pt to take a cue from the latest Educational policies In vogue so as to keep o. ur citizenry abreast and empower them to meet the demands of th e society. In Constructivism The concept of constructivism ha s its roots in Socratic Dialogue. Then, Jean Pi aget nnd John Dewey's contribution led to the evolution of constructivism. L ev Vygotsky introduced social aspect of learning while J erome Bruner initiated curriculum change based on the notion that learning is ac tive, social processes in which stUdents construct new ideas or concepts based on their current knowledge. Constructivist environments (using ICTJ were dramatically changed with the groundbre ak ing work of Seymour Paper!. Today, Constructivist approach is widely discussed and us ed in may of the schools. National Council for Teacher Education (NCTE) an d Na tional Council for Educ a tional Rese arch & Training (NCERTJ in their docum en ts for curriculum revision emphasized the construction of knowledge. Thi s is possible when a t ea cher uses constructive lesson pl anning. Simple put, constructivist learnin g is based on students' active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and engaging. The emphasis is on integrating a lready existing app roaches with alternatives presented