15 th National Sahodaya Conference 10 th – 12 th December 2008 .

15th National Sahodaya Conference

10th – 12th December 2008

www.schoolofeducators.com

Positive Assessment for

Constructivist Learning

Value Conflict Management in a

dynamic society

Emerging role of Teachers as

Socially Conscious Leaders

Re-engineering learning towards

‘Learning to Learn’

Health as a component of

Holistic Learning

Inclusivity in Learning Processes

Integrating Life Skills in

School Environment

Impact of Multipolar Learning

in Formal Learning Systems

Synergy of Virtual Classrooms with real classrooms

Empowering Each Learner for the 21st Century

Empowering Each Learner Learning Framework : Strategies

LEARNER

CONTEXT

ACTION

PERFORMANCE/OUTCOME

InstitutionsSchools

Community

Teachers/Parents

Learning System

Learning Communities

Strategies :Context

Global Challenges

• From delivering content to building capacity.

• From stand alone institutions to value-added networks.

• From setting and delivering curriculum to co-creating curriculum.

• From standard operating procedures to creative adaptations.

Strategies :Context

Global Challenges

MEDIA – PRINT – ELECTRONIC CHALLENGES

Values and Violence PhoneChannel PhoneChannel

http://www.digitalopportunity.org/article/archive/1072/http://www.digitalopportunity.org/article/archive/1072/

Interactive textbooksInteractive textbookshttp://www.phschool.com/social_studies/http://www.phschool.com/social_studies/

Tablet PCsTablet PCshttp://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/http://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/HPPost4561.aspxHPPost4561.aspx

Computerised tutorComputerised tutor http://in.youtube.com/watch?v=lxUzKoIt5aM http://www.boloji.com/mahabharata/index.htm www.culturalindia.net/indian-folktales/panchatantra-tales/index.html http://www.harappa.com/gandhi.htmlwww.schoolofeducators.com

Changing Learner Profile

21st Century Workforce21st Century Workforce

Changing Employability Changing Employability SkillsSkills

Changing Employability Skills

▪www.schoolofeducators.com

Jobs in this new millennium require a student to be an

effective :

Adapted from Tom Friedman’s book: The World Is Flat (2006)www.schoolofeducators.com

HOW ? - Transaction Strategies - Experiential Learning - Reflective Model - Effective Technology Enhanced - Learning Environment

WHAT ? – Curriculum National ?!!!

WHO ? –

WHEN ? – WOMB – TO TOMB ! Lifelong Learning

WHERE ? – Changing School Buildings Virtual Classrooms Blogging

ACTORS

Strategies : Action

Parents

Principal

Teachers as

Friends

Learners

Who ? LeadersInformation Leadership•A whole school information / philosophy approach / vision

•Understand the core issues of student learning

•Interpret educational & administration needs into technological solutions

•Multiple intelligences integrated

•Life-Skills•Values Enhanced Framework

Models

Crisis

Adolescent Issues

Refusal SkillsDecision Making

Negative Peer Pressure

Positive Peer Pressure

Maximum time spent

Major Influence

WHO??? WHO???ALL

STAKEH

SCHOOLS Policy / Vision•Include all stakeholders (Sts.Trs/Parents PE + LS•Curriculum + Beyond • CCE • Comp. School Health

WOMB TO TOMBLife long Learning

Both formal and non-formal institutions

Schools formal

dissolving boundaries

Non-form

Media El

•Mov

•Int

•New

•Jou

•Mag

Peer Learn

•Frien

•Hom

•Sib

•Senio

•Sch

•pla

Elders

Nuclear

Parental time

Monitoring

Interaction

Social Network sites

Virtual

Classrooms

Travel

Annual/

WHEN AND WHERE???

Active Learning Beyond The Classroom

• How students spend their time…– Class 15 hours (or less)

– Work 21 hours (or more - 30%)

– TV 7 hours (33%)

– Leisure Reading 3-10 hours (38%)

– Organized student activity

3-10 hours (47%)

– Informal conversation with other students10 hours (31%)

When ?

Active Learning Beyond The Classroom

• Active Learning Strategies:

– Study groups

– Journals and diaries

– Experiential learning

– Student research

When ?

•Curriculum

•Beyond The Curriculum

Languages – Communicative Language Teaching

○ English ○ Japanese – VIII – 2008-09○ Sanskrit ○ German – VI – 2008-09○ French ○ Bahasa Maleyu – X – 2008-09

Mathematics Science Social Science I.T. Enrichment activities Examination Reforms

Disaster Management

Class - X

Class - IX

Class - VIII

• Upper Primary Level (VI-VIII) - Computer basics as part of work

experience.

• Secondary Level ( IX & X) - I I T - Additional Subject

• Senior Secondary Level (XI & XII) - 3 Electives

1. Computer Science2. Informatics Practices3. Multimedia & Web Technology

Information Technology based

Subjects

New Electives at Senior Secondary Level

Academics

•Creative Writing and Translation Studies: 2007– 08.

Reader – Class XI

Reader – Class XII

FIRST BOARD EXAM- 2009

Contd…www.schoolofeducators.com

•Heritage Crafts– XI - 2008-09– XII - 2009-10

•Graphic Design– XI - 2008-09– XII - 2009-10

Readers NCERTReaders NCERT

VOCATIONAL

• FINANCIAL MARKET MANAGEMENT (FMM) – 2007-08

Contd…Contd…

(Contd…)(Contd…)

• 03 Vocational + 01 Language + 01 Elective (+ 01 Additional Elective) .

• Joint

Certification by CBSE and NSE

New Electives at Senior Secondary Level (Contd(Contd……))

Health Care Sciences

•Class XI 2009 – 2010

•First Board Examination 2011

Joint certification with FICCI

Promoting Innovation and Creativity in School System

• Strengthening school cluster system through ‘Sahodayas’.

• Student support activities through participation in Olympiads, Science exhibition, quizzes, etc.

• Nurturing creativity in indigenous and modern knowledge in collaboration with National Innovation Foundation.

What ??

Policy – (School Management)

Health & Wellness Clubs

Health Education Life SkillsAEP

Class IX & XIRevised

Manuals (in process)

Integrated Components(Eco – Clubs – Peace & Value Education)

Teachers’ Manual - I – VIII

Teachers’ Manual - IX

Curriculum Plus

Classes VI – VIIIRevised Teachers’ Manual

for Class VI (2008-09)

Classes 1 – 12Vol IVol II

Vol IIIIVol IV

COMPREHENSIVE SCHOOL HEALTH

PROGRAMME IN

CBSE SCHOOLS

Themes

Food and Nutrition

Personal And Environmental

Hygiene

Physical Fitness

Being Safe AndResponsible

Knowing your body

Behaviour And Life Skills

Health Manuals- An Overview

Comprehensive School Health Manuals (C.S.H.M):

Holistic health ( physical, mental, emotional and psychological health).

Formal and informal approaches in curriculum pedagogy for health promotion.

Emphasis on providing a safe school environment.

Detailing Manuals….

Four Manuals:

Volume 1 – all stakeholders

Volume 2 - Primary Level (Classes I-V)

Volume 3 - Upper Primary Level (Classes VI-VIII)

Volume 4 - Secondary and Senior Secondary Level (Classes IX-XII).

Detailing Manuals….

Themes Covered…• Six different

themes : Knowing your

BodyFood and

NutritionPersonal and

Environmental Hygiene

Physical Fitness

Being Responsible

SafeBehaviour and Life Skills.

Themes Covered…

• Work with others• Learn from others• Ask questions• Be open to other points of view• Learn to defend your point of

view• Don’t automatically accept fact

unless you know it to be true• Challenge assumptions

What ? Beyond

WHY Life Skills?

Students Feedback AEP 2007 • Information on Adolescent

Education is very useful to understand the adolescent issues.

Mr. Nupur Jha ( DAV Public School, Sikkam)

• Adolescent Education is very useful and we don’t have previous knowledge on these issues, and we would like to attend this type of programme in future.

Mr. Pankaj Kr Giri ( DAV Public School, Sikkam)

CBSE - AEPWhat ?

Teachers Feedback On AEP

• Adolescence Education Programme is important as it helps students in understanding in a better way Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg, Jaipur-302018

• During psychological and physical changes, the child’s energy should be properly channelised. Mrs. Meenakshi Sharma

• Effective communication and working towards one’s goal help to cope up with stress and emotions.

• Mr. Suresh Chand

What ?

Principals Feedback On AEP

• We are satisfied with this seminar and it is better to give knowledge on AEP Issues.

• Ms. Suchita (Principal)

• Such type of programme are really useful. These

may help in overall development and help to cope up problemsof

life. Such type of programme should be conductedregularly.

What ?

Parents Feedback On AEP This programme should not be implemented

through schools rather teacher should trained the parent and parents will trained their adolescence.

Mrs. Jaya Srivastava (Varanasi)

• In my opinion information parents should be given full information from schools, so, that parents can guide at home properly.

Mr. Ram Chand Narayan Pandey(Varanasi)

• Sex education is not necessary in our culture and tradition, parent should teach adolescence.

Dr. O. P. Chaudhary (Varanasi )

• This programme is beneficial for parents if parents gets proper knowledge, they can guide their children at home.

Dr. D. N. Ojha (Varanasi)

What ?

Status of AEP - 2008

Programmes held under AEP in Sep-Nov 2008

NTT Programme

Advocacy Programme

Science Exhibition

– Innovativeness

– Creativity

– Last 5 years

– Regional Level

– National Springdales School, Delhi

– Best 20 exhibits

-Jawahar Lal Nehru Children Science Exhibition

Enrichment Activities

Heritage India Quiz National Informatics

Olympiad Group Mathematics

Olympiad National Innovation

Programme

(with IIM, Ahmedabad)

Sahodaya - Concept

• School Clusters

• Spirit of ‘Caring and Sharing’– Information and

resources

• Encourages Community of Practices

• 250 Sahodayas networking 4500 schools

Losing an edge, Japanese envy Indian Schools

• JAPAN – Growing Craze for Indian Educationthink of India as world’s ascendant education superpower

• Bookstores are filled with titles like “Extreme Indian Arithmetic Drills” and “The Unknown Secrets of the Indians.” Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.

The New York Times….

• Japanese praise Indian Education. Envy Indian Learners:

– learning more at an earlier age.– an emphasis on memorization.– focus on the basics, particularly in

math and science.

Training And Empowerment

• In-service Teacher Training programme through Sahodayas.

• Empowerment of Heads of Institutions in collaboration with top business schools and also with NUEPA.

• Theme based regional and national level Sahodaya conferences.

Dimensions of effective technology enhanced learning environments:

Task-OrientedTask-Oriented

ChallengingChallenging

CollaborativeCollaborative

ConstructionisConstructionistt

ConversationaConversationall

ResponsiveResponsive

ReflectiveReflective

FormativeFormative

Task-Oriented

The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.

AcademiAcademicc

AuthenticAuthentic

Collaborative

Web-based tools for group work and collaboration can prepare students for team work in21st Century

work environments.

Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts.

Unsupported

Integral

Constructivist

Faculty should engage students in creating original knowledge original knowledge representations representations that can be shared, critiqued, and revised.

Students in fields ranging from Creative Writing to Heritage CraftCraft are producing portfolios.

Replication

Origination

Conversational

Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation.

New knowledge and insight are being constructed in conversation spaces such as GDs and e-e-learning forums.learning forums.

One-way Multi-faceted

Reflective

Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned.

Teacher preparation : Teachers are keeping electronic journalselectronic journals to reflect upon the children they teach, and their roles as advocates for children.

Shallow Deep

Anticipate↓

Act↓

Observe↓

Organise Ideas for the future

How ? Reflection

Continuous process of reconstruction of experience

Reflection

Looking Ahead

(Interplay)Looking Back

Learning To Learn? How can you calculate the return on

your education investment in schooling? What will you be doing five years after

you leave school

RECOMMENDATIONS:– Learn to learn and learn to like it.– Study whatever subject you like, but

recognize that you can broaden your skill base considerable by choosing elective courses wisely.

– Develop life skills that will enable you to provide value to a variety of organizations.

1. Personal awarenessSelf-concept, identity,realistic self-esteem,

self-direction, autonomy

3. Task awarenessUnderstanding,

using, constructing, communication skills in context

2. Process awareness:

learningMonitoring, reflection,cooperation, critical

self-assessment

Experientiallearning

Teacher’s professional awareness

Professional autonomy, communicative action,commitment to learning

Culture of learning institution and society

Quality of learning environment, culture of learning community, collaboration between

participants

Experience

ReflectApply

Conceptualize

How ? Action Learning~Dr. Reg Revans (Cambridge)

• There can be no learning without action.

• Effort, practice and implementation needed

• Promote local action and learning

• Organizational implications

• Supports creative integration of thinking & doing, theory & practice, academic & practitioner.

• Knowledge is transferable

• Action learning empowers the learnerwww.schoolofeducators.com

• Promotes “best practice”

StrengthsC

Action Learning• Emphasis on learning by doing

• Conducted in teams

• Addresses social/organizational issues

• Participants placed into problem-solving roles

• Team decisions are required

• Formalized into presentations reflect on personal empowerment strategies that worked/did not work

• Relevance to students• Teaches complex problem solving

• Develop skilled leaders and develop teams

• Produces tangible outcomes: empowering

The Action Learning Formula:

Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and

Insightful Questioning (Q)

Learning To Learn

? Is teaching more than the conveying knowledge?

? Can teachers teach anybody anything?

? What is the difference between knowledge and knowing?

Recommendations

– Learning is not passive.

– Learn what the problems are.

– Recognize that learning is your problem (opportunity).

Learning To Learn(Article by Smith)

? Is it okay to make mistakes?

? Is competence really being able to solve problems w/o hesitation?

? What reactions do you expect if you tell a teacher (a friend) that you do not understand something?

Recommendations:– Learn to ask

questions. If you have a question, you can be certain that many others have the same question.

– True competence does not mean not making errors. It means well thought out judgment and decisions based on available information and experience.

•paani geela geela kyon?gol kyon hai zameen?•silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?•ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?•duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?•socha hai… ye tumne kya kabhi?socha hai… ki hai ye kya sabhi?socha hai… socha nahin toh socho abhi•behti kyon hai har nadee?hoti kya hai roshni?barf girti hai kyon?•dost kyon hai rooth te?taare kyon hai toot te?badalon mein bijli hai kyon ?

Lyrics of a Popular Film Song•sanaata sunaee nahin deta

aur hawaein dikhayee nahin deteensocha hai… kya kabhi… hota hai ye kyon?•Aasman hai neela kyon?paani geela geela kyon?gol kyon hai zameen?•silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?•ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?•duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?

• Focus on Inquiry Skills• Power of Demonstration• ‘Learning by Doing’

- Class VI• ‘Science is Doing’

- Class VII

(available on CBSE website : )

At the Upper Primary LevelParadigm shift in Science

Teaching

Formative

Learning environments can be designed to allow students to develop prototype solutions over time rather than to find one right answer that someone else has defined.

Fixed Assessment

Developmental

Performance / Outcome – Ref.

Formative Example Faculty should engage their students in ongoing effortsongoing efforts to evaluateevaluate and refine their work related to authentic tasks authentic tasks to encourage to encourage lifelong learninglifelong learning.

Performance / Outcome

ViolencesNPE – 1986, POA – 1992

NCF - 2005PURPOSE

•Improve teaching learning

•Develop learning abilities through activities rather then exams

FEATURES

•Covers all aspects

•Continuous – Continual

•Comprehensive Personal

Scholastic Curricular + Co-scholastic Social

TechniquesTechniquesObservationObservationOralOral

ToolsToolsObservatioObservation schedulen scheduleOral Oral questionsquestionsDiagnostic Diagnostic testtest

TechniquesTechniquesOralOralWrittenWritten

ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentprojectprojectDiagnostic testDiagnostic test

TechniquesTechniquesOralOralWrittenWrittenPracticalPractical

ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentProjectProjectDiagnostic testDiagnostic testActivity/experimentActivity/experiment

TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce

ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical Practical (activity / (activity / experiment)experiment)Oral questionsOral questions

TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce

ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical (activity / experiment)Practical (activity / experiment)Oral questionsOral questionsPortfolioPortfolio

Classes I & IIClasses I & II

Classes III,IV & VClasses III,IV & V

Classes VI to VIIIClasses VI to VIIIClasses IX & XClasses IX & X

Classes XI & XIIClasses XI & XII

5-point gradingA* Outstanding 90-100

A Excellent 75-89

B Very Good 56-74

C Good 35-55

D Scope for

improvement Below 35

Classes I - V

Classes VI – XII

7-point grading

A* 90 and aboveA* 90 and above A 80 to 89A 80 to 89

B* 70 to 79B* 70 to 79 B 60 to 69 B 60 to 69 C 45 to 59C 45 to 59 D 33 to 44D 33 to 44 E Below 33 percentE Below 33 percent

Social Science XGeography 22History 22

Internal Evaluation

Project work 06

School Based 20

Formative & Summative

10Assignment CW & HW 04

AssignmentsX-4 diff. assignments1 assignment – D.M.

Mode - 5 points Rating A-5 B-4 C-3 D-2 E-1

Avg. out of 4

IX not carried over

Project W-61 project – DM9-15 pagesHand writtenCIR – 18/2006 20/2008

Assessment of PW▪Content – 2 ▪Presentation – 1▪Process – 1 ▪Viva - 2

Science XTheory 60VSA 1 x 9 09SA-I 2 x 9 18SA-II 3 x 6 18LA 5 x 3 15

XIIVSA 1 x 10 10

LAQ 6 x 7 42SAQ 4 x 12 48

SA-II 3 x 10 30

VSA 1 x 10 10SA-I 2 x 5 10

LA 6 x 5 30

02 - VIVA

03 - Record Work15 - Skills

20 20MCQ ½ x 10MCQ 1 x 10

Practical - 40Q

MAP6 Items

2-History4-GeographyTotal 29 Qs.

Formative and summative Class – IX Final scores reduce 10% Class – X Average UTs any 2-10%

4 – Maps2 – Maps 18 18T h e o r y - 80

Mathematics

DM ProjectAssignmentsCirculars Nos

15-200820-2008

31-2008

CHANGED HOTS SLIDES

Examination Reforms•Based on NCF 2005

•Restructured Qs Papers•Moving Content – Application

•Higher Order Thinking Questions•Integrated School based Internal

AssessmentX - •Math •Science •Social Science

Support material

•SQP’s (Print website)

•Marking Schemes

•Performance Analysis

De-stressing •No school bag

•No Home Work (upto class II)

•Focus on Soft Skills - Art, Music, Dance & Craft

•Alternative of HW

•( I-V)

Concessions – Visually Challenged•Seating Arrangement•Amanuensis•Enlarged print in Math & Sc. & Tech•Can offer Music, Home Sc. even if not available in school

Concessions – ‘Differently Abled’

• Studying 3rd lang. upto

class–VIII–exemption

•Can use an amanuensis•Ground floor seating•Alternative as visuals

•15 min. Reading time

•9 point scale•Spot Evaluation

•0.1% merit•CCE

•Addition time-3hrs-60mins

-2 ½ hrs -50mins- 2hrs -40mins-1 ½ -30mins

Amendment after GB, June•Persons with Disabilities – New nomenclature

•Use of computer/typewriter (outside Delhi also )

•Fee to amanuensis

•PD – visit to centre allow a week in advance

•Helper/scribe from host school for practical

Sports attendance for CBSE/SGFI – 60% instead of 75%

Support ServicesTele-counseling

Training Programme for Principals will be conducted by IIM, Bangalore at its campus.

– Programme 1 : Dec. 15 - Dec. 19. 2008– Programme 2 : Jan. 12 - Jan. 16 - 2009 – Programme 3 : Jan. 27 - Jan. 31 – 2009– Programme 4 : Feb. 16 - Feb. 20 - 2009

On-line Registration Form – www.cbse.nic.in

– NUEPA : Jan. 05 - Jan. 09 - 2009

Contd…

Future InitiativesEmpowerment Programmes

Explore CBSE Website

• Interaction with CM• SQP• Support Material

– Olympiads

• Subject Pages• Higher Order Thinking

Skills

Acad. Admin. Aff. Exam RO

15 th National Sahodaya Conference 10 th – 12 th December 2008 .

Documents

Transcript of 15 th National Sahodaya Conference 10 th – 12 th December 2008 .

REPORT OF Twelfth National Conference of Sahodaya School Complexes, India

Week 14: December 5 th – 9 th

ATAL SAHODAYA

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PALAKKAD DISTRICT SAHODAYA SCHOOL …palakkadsahodaya.weebly.com/uploads/1/2/6/8/12684602/...PALAKKAD DISTRICT SAHODAYA SCHOOL COMPLEX FOOTBALL TOURNAMENT (UNDER – 19)2014 -2015

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