1. Planning

Curriculum is one of the significant aspects of school education. The

quality of school education is largely depends on the quality of curriculum.

Curriculum is dynamic and evolving in nature. It should be revised and

modified according to the needs, requirements and aspirations of the

society and students. The National Policy on Education (1986)

recommended for reviewing curriculum in every five years to maintain high

standard and incorporate new contents. The Govt. of India as well as

different states has responded to the recommendation by reviewing and

modifying school curriculum.

The NCERT responded the recommendation of NPE by preparing

National Curriculum Framework (NCF) in the year 1975, 1988, 2000 and

2005. The NCF is means of evolving a national system of education

capable of responding India’s diversity of geographical and cultural

milieus while ensuring a common core of values along with academic

components. As per the NCF-05, all the states required are to develop

their state curriculum framework (SCF) suiting to the needs, demands and

requirements.

The West Bengal (WB) state supposed to prepare West Bengal

State curriculum framework following NCF-05. In this connection, the

sectary, West Bengal Board of Secondary Education requested to the

Principal RIE, Bhubaneswar vide Letter No.SSA/186/07 for organising

training programme on curriculum development so that West Bengal State

can develop SCF. The Principal RIE, Bhubaneswar entrusted this

responsibility to Dr. Ramakanta Mohalik. After due process, this become

one of the PAC (Planning and Advisory Committee) approved programme

of the RIE, Bhubaneswar for the year 2007-08.

Objectives

To train the KRPs of West Bengal state in preparing curriculum for

secondary level.

Content

The content for this programme was consisting of both theoretical and

practical components of curriculum development. The theoretical aspect of

curriculum like; conceptualization of curriculum determinants of secondary

school curricular, curriculum design and models, NCF-05 and its

implication for cum, development at state level.

The practical aspects of curriculum related to writing objectives for

different school subject, deciding content outline and learning strategy,

evaluating students outcome in different subjects.

Method

The mode of transaction was mainly integrative and participation in

nature. The resource persons presented theoretical topics by using multi-

medic projector. It was followed by question-answer section and direction.

The practical topic were transacted in small group discussion followed by

group work. The participants shared, and interchanged their views in small

group, it was thoroughly discussed with RPS. Finally participants

developed a written outline of the content in each subject for secondary

level.

B. Preparation

The programme co-ordinator collected all relevant materials and

documents required for developing training material relating to curriculum

development for secondary level. A two days workshop was organised

from 13th to 14th Sept. 2007 at RIE, Bhubaneswar with purpose of (i)

discussion and deliberation on National Curriculum Framework, secondary

school text books and CF (ii) selection of topics to be discussed in the 5-

days training programme (iii) selection of RPS to deal selected topics and

(iv) decision about training strategy to be adopted during 5-days training

programme.

Two days Workshop-13 th and 14th Sept. 2007

The co-ordinator invited resource persons; 5 from W.B, 5 from Orissa and

5 from RIE, BBSR for the workshop. Finally 12 RPS including internal

resource persons from RIE, Bhubaneswar attended the workshop held at

ET cell.

13th Sept. 2007

The workshop was held at ET-cell of RIE, Bhubaneswar. At the outset the

programme co-ordinator Dr. Ramakanta Mohalik, well come all the RPS to

the workshop. He briefed about the rationale of organising this workshop

and that all the RDs will supposed to do in this two days. Dr. Mohalik

informed all the RPs about the origin of selecting the theme of training

programme. He also requested all the participants to participate activity in

the workshop so that the purpose of workshop will be realised.

The discussion basin on NCF-2005. Mr. L. Behera, Faculty of Edn.,

RIE, Bhubaneswar presented the salient features of NCF-05 and its

guiding principles. Mainly the guiding principle like (i) Connecting

knowledge to outside the school. (ii) ensuring that learning to shifted away

from rote method. (iii) enriching the cum to provide for overall

development of children rather than remain textbook centric (iv) making

examination more flexile and integrated into classroom life and (v)

nurturing an overriding identity informed by caring concerns within the

democratic polity of the country were thoroughly discussed. How these

guidelines can be incorporated into the curriculum was deliberated by the

RPs.

The RPs from West Bengal (WB) led the discussion on state

curriculum framework (SCF) what is the status of preparing SCB by W.B.

Government. Other participation shared their opinion about having

separate SCF. It was came out that states are differ from each other with

regards to language, culture, food habits, history, therefore each state

showed prepare SCF. It was suggested also suggested by the NCERT

that each state required by the NCERT that each state required to develop

their own curriculum framework in the list of NCF-05 and that rational

character of education can be maintained. RPs viewed that this

programme will help W.B. state in preparing SCF.

14th Sept. 2007

Dr. Mohalik, Programme Co-ordinator welcomed all the RPs to the

workshop. And requested Dr. G.C. Nanda, Additional Director OPEPA,

Bhubaneswar for initiating discussion on text books with reference to

NCF-05. The RPs from W.B. shared their views about the existing

secondary school text books and ways of improving the shailty of the text

book. It was decided that two session need to be allotted for discuss on

text book developing during 5-days training programme.

The programme coordinator suggested let us decide now the topics

for 5-days training programme. All the RPs given their view about the

related topics for training programme. The views of all the RPs was

thoroughly discussed and critically looked with reference to its relevant for

curriculum development. Finally it was decided that out of total 5-days,

first three days will be devoted for discussing theoretical concepts of

curriculum, last two days will be spread for subject specific discussion

with reference to objectives, content, strategy, evaluation etc.

It was decided in the workshop that presentation followed by

discussion by using multimedia will be used as training strategy for

theoretical discuss on curriculum deity. And group work, group discussion

will be used for subject specific discussion.

Total 18 topics related to theoretical aspects and subject specific

curriculum was selected for 5-days training programme. All the topics was

distributed among participants depending on their specialisation and

interest. The co-ordinator had requested all the RPs to prepare a write up

for assign topic and sent to him at earliest so that it can be made available

to participants during 5-days training programme.

Lastly the co-ordinator given a formal vote of thank to all the RPs

for co-operation and participation in the workshop. He wished happy

journey to all outside RPs.

c. Implementation

The five-days training programme was held at RIE, Bhubaneswar from

21.01.08 to 25.01.08. The programme coordinator invited 30 key resource

person (KRP) from West Bengal state representing various subjects

specialisation. All the 30 KRPs attended the training programme. The

following presents the distribution of participant.

Table-1- Subject wise distribution of participant

Subject Language Math. Physical Science

Life Science

History Geography Total

February 10 04 04 04 04 04 30

Table-2- Age wise distribution of participants

Range of Age Frequency30-39 1140-49 1250-59 & above 07Total 30

Table-3- Genderwise distribution of participants

Gender Frequency

Male 27

Female 03

Total 30

Table-4- Educational qualification wise duration of participants

Educational qualification Frequency

M.A.B.Ed. 18

M.Sc., B.Ed. 12

Total 30

Table-5- Teaching experience wise distribution of participants

Educational qualification Frequency5-9 0310-14 1015-19 0620-14 0525-29 06Total 30

Registration 21.01.08

The first day of the training programme began at 9 a.m. with registration of

the participants at RIE, Bhubaneswar in the CT cell.

Inaugural Session

The registration was followed by the inaugural session. At the out set

programme co-ordinator Dr. R.K. Mohalik welcomed the participants

resource persons from outside, Prof. V.K. Sunwani, Principal and RIE,

Bhubaneswar, Prof. J.S. Padhi, Head, Extension Education, RIE, BBSR

and Prof. S.C. Jain, Dean of Instruction, RIE, BBSR. The programme

coordinator explained that the purpose of this training programme is to

empower the KRPs in preparing secondary school curriculum and writing

text book. He also briefly explained about the contents and nature of the

five days training programme.

The training programme was inaugurated by Prof. V.K. Sunwani,

Principal, RIE, Bhubaneswar. In his inaugurated address, he stressed on

preparing curriculum by following constructvist approach as suggested by

NCF-2005. He also emphasised on integration of ICT in Secondary school

curriculum. The inaugural address of Principal was followed by address of

Prof. S.C. Jain and Prof. J.S. Padhi. The inaugural session was formally

ended with vote of thanks by Mr. L. Behera, Faculty of Education.

After inauguration, real training programme started with Lecture on

conceptualisation of curriculum and syllabus by Prof. S.M. Pay. He further

illustrated the related terms like syllabus, courses of study, lesson science

and how these terms are different from curriculum. He also explained the

different types of curriculum, subject centred, child centred, core, activity

based etc. to the participants.

In the after noon session, Prof. Pany again started his discussion on

determinants of secondary school curriculum. He illustrated the

determinants like educational history and trends, socio-economic

conditions, cultural and social changes, political insurance, physical

facilities resources available all these determinants with suitable examples

from secondary level. The participants activity participated in the

discussion and shared their views about factor of curriculum

developments.

The last session of the first day was taken by Dr. G.C. Nanda

relating to curriculum components and design. He stated that curriculum

consist of four components, objectives, content, strategy and evaluation.

All these components are interdependent on each other. He completely

elaborated all the components separately with reference to source, criteria

of selection and arrangement. He further illustrated that curriculum

development to continuous process of evolution, never ends. Every

curriculum far chance for retirement and modification.

22.02.08

The second day was completely devoted for discussion on National

Curriculum framework-05. The first session was taken by Mr. L. Behera,

on guiding principles of curriculum and aims of education as suggested by

NCF-05. He explained that curriculum should be constructed by following

principles; (i) connecting knowledge to life outside the school (ii) learning

is shifted away from role mental. (iii) overall development of children (iv)

more flexible and integral examination and (v) caring democratic polity of

the country. He further discussed that aim and is to build commitment to

democracy, equality, justice, freedom, secularism and concern for others

well being.

The second session was devoted for discussion on constructs and

its application in curriculum development and transaction. Dr. H.K.

Senapaty explained the constructivism as student centred approach that

places responsibility on students to take charge of their learning

experiences. He further compared the traditional approach and

constructivist approach, their relative advantage and disadvantage. The

NCF-05 was prepared by following constructivist approach. In

constructivist approach students create their own knowledge relating to

their previous knowledge and experience. Dr. Senapathy elucidated the

role of teacher in constructivist classroom.

The after noon session was taken by Mr. S. Singh and Mr. L.

Paikray relating to school and classroom environment. Mr. Singh started

discussion on physical environment of school and its effect n students

learning the emphasised on creating an enabling school environment

where children feel secure, absence of fear and experience equality and

equity. Mr. L. Paikray focussed on inclusive education and strategy of its

implementation. He emphasised on bring different kinds of children into

one fold/platform where they all feel equal. Again Mr. Singh discussed on

importance of library and need for developing reading habits among

children. Further he explained about preparing flexible time table basing

on maturity level of statements and local climate and festival.

‘Systematic reform’ is one of the chapter in NCF-2005. Dr. P. Das

elaborately touched upon points like maintaining quality in school

education, modification of teacher education, reducing stress and anxiety

during examination and involving Panchayat Raj Institutions in

management of education. He comprehending explained the ways of

reducing stress in public examination at class X and Class XII. He

explained how shifting contemplated testing to problem solving and

competency basis testing helps in reducing memorization. He further

discussed the advantages of involving Panchayat Raj institutions in

managing primary education.

23.01.08

The purpose of education is to bring holistic development of the students.

The various domain of students mind should be simultaneously inculcated

through school activities. Mr. S.G. Rao has illustrated the issues in non-

scholastic areas like art education, health and physical education and

peace education and its implication for curriculum development. He shown

different models of art production prepared by him/students for making his

presentation alike and active.

He suggested various activities that can be included in secondary

school curriculum. The NCF-05 introduced concept of peace education

and how it will create a peaceful mind in students. Dr. J. Mohapatra

discussed peace education and its relevance in incorporating school

curriculum.

Text book is one of the sources of learning. So text book should be

written in such a way that it will provide scope for thinking and activity for

students. Dr. S.K. Dash explained elaborately the process of developing

text book. He highlighted all the steps of textbook development;

preparation, production, distillation, use, evaluation and revision. He

narrated how all the steps contribute for developing right kind of text book.

He further discussed the essential components of text book; text,

illustrations, activity and exercise etc.

Dr. G.C. Nanda started the afternoon session with curriculum

evaluation. He said curriculum evaluative is the process of delineating,

obtaining and providing information useful by making decisions and

judgements about curricula. He discussed different criteria for evaluation,

consistency with objectives, comprehensiveness, sufficient diagnostic

value, ** and continuity. He stressed on formative curriculum evaluation;

evaluation that done during the developmental phase of curriculum. The

curriculum should be evaluated by external persons at the end of

curriculum development. Curriculum evaluation will contribute for revising

the existing curriculum.

West Bengal state is unique with respect to language, culture, living

style etc. Mr. A.K. Acharya discussed the trends and issues of curriculum

development in West Bengal states. He elaborated issues like; who

prepare school curriculum, medium of instruction, examination pattern,

standard of textbook, curriculum revision and text book writing.

24.01.08

The last two days was completely devoted for discussion on curricular

issues in different school subjects, language, science, math, social studies

etc. Prof. S.M. Pany discussed on curricular issues is language as

reflected in NCF-2005 for us. Children can develop language competency

in different language as our society is multilingual. He stressed on

innovative ways of teaching language; providing real live situation with

examples from familiar context.

Dr. R.P. Devi focussed her discussion on curricular issues in

science as reflected in NCF-05. She comprehensively illustrated, points

like; objectives of teaching science at secondary level, nature of science

content and its organization, new and innovative teaching strategy and

evaluating performance of students in Science. She concluded her

presentation by subjecting to participants that they should develop

scientific temper, inventiveness, creativity and keen observation quality in

students.

Mathematics is one of the compulsory subject being taught at

school level. It was discussed by Dr. P. Dash who comprehensively

explained different curricular and pedagogical issues in Math. He stressed

on the point that Math teaching should be directed towards development

of abstract thinking, reasoning power and application. As student fear and

fail in Math. Subject in public examination, it should be taught in such a

way that difficulty level of content can be reduced and every body can

easily learning math.

Mr. S. Singh shared his knowledge and experience in preparing

social studies curriculum for secondary school. He also discussed

curricular issues of social studies as reflected in NCF-05. The social

studies content to dynamic in nature as it deals with social realities. He

also focussed his presentation on process of making social studies class

alike and simulative. He shown the C.D brought by NCERT relating to

social studies text book, nature of content, style of content presentation,

illustration in form of pictures, maps, fighters etc.

In the after noon session, the whole group was divided into four

small group on bias of their subject specialisation. The group like

language group, science group, math group and social studies group were

formed. The coordinator distributed photocopy of model syllabus prepared

by NCERT basing on NCF-05 to all the groups The groups were instructed

by the co-ordinator to go through the model syllabus and NCF-05, prepare

a model syllabus shifting to needs and requirements of West Bengal state.

The coordinator also requested the resource persons; Prof. S.M. Pany, Dr.

R.P. Devi, Dr. P. Dash and Mr. S. Singh for guiding the groups in

preparing the model syllabus. The groups were required to write content

outline for class IX and X. At the end of the session Dr. Mohalik suggested

all the group members for continuing. This work as Guest House in

evening.

25.01.08

The group members discussed with resource persons about the nature of

load to be given in different classes and its organisation. On the guidance

of Resource persons and reference of model syllabus of NCERT and NCF-

05, the groups prepared a draft syllabus in respective subjects.

The draft syllabus were presented by the particular before the whole

group and resource persons. It was thoroughly discussed and deliberated,

cross examined by resource persons and participants. On the basis

comments and suggestions, the draft syllabus were modified. All the

Groups had handed over the final version of draft syllabus to the

coordinator.

Valedictory Session

Every phase ended with a formal valedictory function. Dr. R.K. Mohalik,

Coordinator welcomed the gathering. Dr. Mohalik informed to the Principal

of all Lecture hands out were distributed to the participants. He further

said that NCF-05 which was purchased from publication Dept. of NCERT

were distributed to all participants for their reference and undergoing. He

appraise to the Principal that programme was capital on as per schedule

and planned. Prof. V.K. Sunwani, Principal, RIE, BBSR chaired the

function and distributed the certificates to the participation. Prof. V.K.

Sunwani emphasised that the training inputs should be utilized by the

participants and West Bengal Government in formulating secondary

school curriculum. He expressed his happiness on the success of the

programme and that Dr. Mohalik for his effort. Prof. S.M. Pany, Dr. R.P.

Devi, Mr. S. Singh and Mr. L. Behera were present in this session. Finally

the programme ended with a vote of thanks by Mr. L. Behera.

D. Evaluation and Follow up

There is need to evaluate the different aspects of programme; resource

persons-competency, transaction strategy content knowledge, material,

provided its relevance, quality content duration, usefulness and overall

effectiveness. The coordinator evaluated the programme by collecting

response from the participants at the end of the programme. All the 30

participants responded the questionnaire. The questionnaire consisted of

both closed ended and open-ended items. The responses collected from

participants were analysed of qualitatively and qualitatively to find out the

inherent meaning of the responses. The following table presents

responses in frequency and percentage.

Table- : Frequency and percentage of participants responses.

Sl.No. Item Yes (%) No(%)

1. Relevance of the content of training programme.

30 00

2. Competency of resource persons. 29 01

3. Suitability of transaction approach. 29 02

4. Appropriateness of material provided. 28 02

5. Usefulness of the programme. 30 00

The above table indicates that all of the participants expressed that

content of the 5-days training programme was related and relevant for

curriculum development. It also revealed that majority of resource persons

were highly competent and used suitable transaction approaches. The

coordinator distributed printed material which was appropriate as per the

responses of the participants. All the participants viewed this programme

is useful for them in preparing state and school curriculum and writing text

books.

The coordinator also qualitatively analysed the responses of

participants by asking opended questions. The coordinator asked question

like “write four strong points and four weak points of this 5-days training

programme”. The participants responded differently which is presented

below.

Strong Points

1. The programme was well planned and systematic. All the sessions

were held as per schedule.

2. The programme was very effective in terms of its organisation,

resource persons, use of technology and support of coordinator.

3. The resource persons have adequate authority and mastery over

the topic they discussed. All sessions were openly discussed and

participated by participation.

4. This programme made us aware about NCF-2005 and construction.

It will help us in developing professional competency as a teacher

and designing and writing school text book.

Weak Points

1. The duration of the programme was short for understanding and

developing skills of preparing and writing curriculum and text book.

2. The medium of transaction ensures was barrier for most of the

participants. Because all most all participants taught in them school

in Bengali medium.

3. The more discussion should be developed for subject specific

discussion and shows work.

The following program presents the original response of the

selected participation that describes strong and weak points of the

programme.

The programme is very effective, as I have accumulated so much

experience in training curriculum. I am very much impressed by Dr.

Mohalika for his portability and coordination. The overall approach of this

program is very clear. Teachers need such programme for the

improvement.

Mr. Paritosh Paik

Strong Points

1. Resource persons have adequate authority and mastery over the

topics they discussed.

2. The sessions are well organised, thanks to the programme co-

ordinator.

3. The deliberations are duly aided by necessary technical and

technological devices.

4. The RPs was viewed and co-operative making the sessions lively

and joyful.

Work Points

1. Information came in succession with little room for the participants

to feed back in a few presentations.

2. The medium being English, many of the participants failed to come

up with observation/ queries.

3. Little room/ space has been provided with left for the group pair

work necessary for effective participation.

4. Motivational aspect has not been given due to importance in some

of the speeches.

(Mr. Manotosh Sarkar)

Strong Points : (i) The programme is very effective, as I

have accumulated so much

experience in framing secondary

curriculum.

(ii) The programme is lightened NCF

2005 which help me very much.

(iii) The materials provided by you are

appropriate and helpful.

(iv) The programme would help us in

developing school curriculum in our

state and it decrease students

burden.

Weak Point : (i) The training programme is very

much.

(ii) It is difficult to express my obtain

because due to lack of language.

(Mrs. Kakli Halder)

STRONG POINTS

1. It enabled me/us to understand the significant of the NCF’05. I only

acquitted with the name of NCF before, but a substantial

enlightenment on it, is obviously a treasure to me.

2. You have provided the hard copies of almost all of the sides. It will

be helpful to recapitutude the themes and to supply to the persons

who are interested.

3. Some of you resource persons like Prof. P. Das, Dr. G.C. Nanda,

and Prof. S. Singh have an excellent capacity of communication and

mastery on the subject matter as well. They have enriched us to a

great extent.

4. You are busy much punctual.

SCHOOL AND CLASSROOM ENVIRONMENT

PHYSICAL ENVIRONMENT

NCRT RING AN EMBANCING ENVIRONMENT

PARTICIPATION OF ALL CHILDRENS

CHILDRENS RIGHT

POLICY OF INCLUSION

DISCIPLINE AND PARTICIPATORY MANAGEMENT

SPACE FOR PATTERNS AND COMMUNITY

CURRCULUM SITES AND LEARNING RESOURCES

TESTS AND BOOKS

LIBRARIES

EDUCATIONAL TECHNOLOGIES

OTHER SITES AND SPACES

NEED FOR PLURALITYAND ALTERNATIVE MATERIALS

ORGANISING AND POOLING RESOURCES

TML

TEACHERS AT TO ANY AND PROFESSIONAL INDISPLINE

TIME FOR REELECTION AND PLANNING

The physical and psychological dimensions of environment are important

and are interrelated.

Through this presentation we will examine these environments to

understand how they significantly influence children’s learning.

Nurturing an enabling environment

Where children feel secure, where there is absence of fear and which is

governed by relationships of equality and equity.

Classroom spaces, where children can ask questions freely, engaging in a

dialogue with teachers as well as with the peers.

To generate environment which will facilitate the self-confidence and self-

esteem of learners of all ages.

School must be conscious of the importance of creating equitable

classroom environment in which students are not subjected it to unfair

treatment and denied opportunities on the basis of their sex or

membership of caste, tribe or minority group.

Physical Environment

Present situation of classrooms in our country.

(a) Space

(b) Building

(c) Furniture

(d) Equipment

(e) Time.

What kind of physical environment learners need?

Participation of all children

Children’s right

India has signed the convention on the Rights of the child (CRC). The

three most important principles of this convention are :

(a) The right to participation.

(b) The right to association or the right to organization.

(c) The right to information.

Policy of inclusiveness.

Why inclusiveness?

When boys and girls come from different socio-economic and cultural

background and different levels of ability study together, the classroom

ethos is enriched and becomes more inspiring.

Discipline and Participatory Management

Rules regarding maintaining silence in classrooms, answering one at a

time, and answering only if u know the right answer, can undermine the

values of equality and equal opportunity. Such rules may also discourage

processes that are integral to children’s learning.

For instance noisy classrooms are frowned upon by teachers as well as

headmasters, but it is possible that rather than the noise being evidence

of the teacher not being in control it may be evidence of a living and

participatory class.

Systems for the participatory management of the school by the children

and administrators need to be evolved. Children should be encouraged to

elect their own representatives to children.

Curriculum sites and learning resources

Texts and books

Dictionaries

Supplementary books, work books and extra reading

Atlas

Manuals-Teachers work books

Space for parents and community

In order to make the school environment supportive of children and to

strengthen the relationship of the school with parents and the local

community there are institutionalized structures such as,

Parent teacher association

Local levels committees

Alumni associations

Community involvement helps in many ways.

Libraries

One period a week to be devoted to library reading, during this time,

children sit and read silently in the library. They return the books borrowed

the previous week and borrow new ones.

If there is nolibrary roomb, the teacher can bring outbooks

appropriate to the age group and allow children to choose rather than

having the teacher distribute the books.

Library books can be brought in to the language class. For class

projects, children can be ask to look up a reference in the library.

Children can be asked to write about the books they have read that

week during the language class. Children can be asked to shrare story

they have read with the other children in class.

The school library should be kept open during vacations.

Educational Technology

Focus is on use of ET facilities need to be used at all levels of school,

cluster and block resource centers, district, state, and national level

institutions.

Need to develop encyclopedias and documentaries for children.

Integrations of knowledge and experience with ET, so that would take

away the sense of burden and boredom that our present day education

induces.

For example

(1) Child studying about village life should have easy access to Satyaijit

Ray’s classic, Pather Panchali, either as a CD to be borrowed from the

CRC or to be viewed on a national managed website.

(2) A middle school text book that discusses the history of Rajasthan and

mentions Meera should be able to offer the test of a Bhajan composed

by her and also refer to a source where that Bhajan has been

achieved, so that children can listen to M.s. Subhakalakshmi singing

it.

Other Sites and spaces

Local monuments and museums.

Natural physical features such as rivers and hills.

Everyday spaces such as market places and post office.

Exchange visits between schools in different part of the country could

become important ways of promoting mutual understandings.

Tools and Laboratories

Focus on the need for science lab, mathematical corner and social

sicence museum in school especially in rural areas.

Absence of such facilities drastically narrows subject options for

children, denying them equal opportunities for learning and future life

chances.

While elementary school can benefit from a sciences and maths

corner, secondary and higher secondary schools require well equipped

laboratories.

Need for Plurality and Alternative Methods

Multiplicity of textbooks.

Organising and pooling resources.

Maps, picture folders, models can be shared among schools if they are

placed in the cluster center.

Laborites can be installed at cluster level.

Time

Total number of days for curriculum should be two hundred days as

suggested by NCF 1988.

Schools annual calendar should be plugged at amore decentralized

level so that it is closer to the calendar of loyal activities and climate

and weather. The plan for such calendar could be decentralized to the

district level, and decided in consultation with zila parishad.

Flexibility in annual calendar based on local weather conditions but

flexibility should not be misused.

Timing of the school day could be decided at each school level in

consultation with Gram Panchayat keeping in mind issues such as how

far children need to travel to get a school.

No compromise with time or reduced below six hours a day and three

hours ECCE period.

Morning assembly.

Home work

Period has presented as a basic unit of 45 minutes to teaching learning

in the time table.

Larger period for craft drawing and lab work.

Time for reflection and planning

On a daily basis (at least 45 minutes to review the day make notes on

children to follow up the next day, and organize materials for the next

days lesson (This is in addition to the time that they may need to

correct their home works).

On a weekly basis (at least two/three hours) to take stock of learning to

work out details of actives and projects proposed and to plan a group

of lesson (units) for the coming week.

At the beginning and end of the year, two or three days each need to

be allocated to evolve an annual plan for the school.

Current in service training related time allocation (compulsory 20 days

per year).

Monthly meeting organized for teachers at the cluster could be based

on group of teachers teaching similar subjects and grade levels, so that

they can share ideas and plan teaching for the forthcoming month

together.

Teacher’s autonomy and professional independence

What?

Teachers require space, freedom, flexibility and respect.

Why?

currently the system of hierarchies and control examination and

centralized planning for curriculum reform all constrain the autonomy

be headmaster and teacher.

Often technologies such as radio and TV are introduced in to their

classroom without consulting teachers on whether they would like to

have these and what they would like these to do for them. Once these

are there in the classroom, teachers are expected to use them when

they have no control over what will be delivered or how to will integrate

their own teaching plans.

Summary

Availability of minimum infrastructure and material facilities, and

support for planning a flexible daily schedule, are critical for improved

teacher performance.

A school culture that natures children children’s identifies as learners

enhances the potential and interests of each child.

Specific activities ensuring participation of all children abled and

disabled are essential for learning by all.

The value of self discipline among learners through democratic

functioning is as relevant as ever.

Participation of community members in sharing knowledge and

experiences in a subject areas help in forgoing a partnership between

school and community.

Reconceptualiaciation of learning resources in terms of

Textbooks focused on elaboration on concepts, activities, problems

and exercises encouraging reflecting thinking and group work.

Supplementary books, work books, teachers, handbooks, etc. based on

fresh thinking and new perspectives.

Multimedia and ICT as sources for two interaction rather than one way

reception.

School libraries as an intellectual space for teachers, learners, and

members of the community, to deepen their knowledge and connect

with the wider world.

Decentralized planning of school calendar and daily schedule and

autonomy for teacher professionalism practices are basic to creating a

learning environment.

Background

The social science encompass diverse concerns of society and includes a

wide rare of content, drawn from the disciplines of history, geography,

political science, economics and sociology.

The selection and organisation of material into a meaningful social

sciences curriculum, enabling students to develop critical understanding

of society, is therefore a challenging task. The possibilities of including

new dimensions and especially in view of the students own life

experiences.

Social Sciences curriculum in 1975,1988, 2000 and 2005.

Conceptualizing the National Curriculum Framework 2005

Prevailing perception of the social sciences.

Non utility subject………….. Result of this fact???

Merely transmits information and it is text book centric.

Text is required to be memorized for examinations.

The content of these text book is considered to be unconnected to daily

realities.

Providing unnecessary details about the past.

Exams reward the memorization of these super flows ‘facts’ with

children’s conceptual understanding being largely ignored.

Not many desirable job options are open to students specializing in

social science education.

It is felt that the social since are the skills require to be functioned in

the real world. This provides the impression that the subject is

redundant.

Issues to be addressed

Popularity and local content.

Scientific rigour

Normative concerns

Interrelations among disciplines.

The proposed epistemological Frame

Based on certain considerations of dominant perceptions as well as

issues to be addressed the following points serve as the foundational logic

in the drafting of new syllabi

The curriculum must be able to show how the nation and national unity

figures in local perceptions of the people, local perceptions therefore,

have to be articulated through reorienting curriculum.

The notion of text book be changed from being merely instructive to

more suggestive. It is argued that this would offer enough scope of the

learner even to go beyond the very text look, creating more appetite for

further reading that is necessary to enrich the understanding of a given

social phenomenon.

The major thrust of the social science curriculum as remind utilitarian

in nature. That is to say, it puts more emphasis on development issues

that are important but not sufficient to understand the normative

dimension issues of equality, justice and dignity of society policy.

Teaching of social sciences has thus been linked upto thereof an

individual in contributing to this ‘development’. In view of this gap,

there is a need to achieve a shift informs from utilitarianism to

egalitarianism that would address the normative concerns are

mentioned above.

It is suggested to bring a change in nomenclature from civics to

political science. Civics as a subject had in the Indian school

curriculum in the colonial period in the background of increasing

disloyalty among Indians towards the Raj. Emphasis on the obedience

and loyalty of the citizens and creation of civil society according to the

universal values of progress were they key features of the colonial

civics. Whereas, political science suggests dynamism that involves the

process that produces structure of dominations and their contestaitons

by social forces. Political science imagines civil society as the sphere

where more informed, receptive and responsible citizens could be

produced.

Gender concerns need to be addressed in terms of making the

perspectives of women integral tot he discussion of nay historical event

and contemporary concern. This shift from highlighting individuals for

fore fronting women’s struggles both historically as well as on a daily

basis, requires an epistemic shift from the particle nationalist frame.

The epistemic shift proposed can be summarized as follows.

From the text book as the only source of information to the text book as

suggestive of a particular way of understanding issues.

From the main stream account of the past to one where more groups and

more regions are taken into account.

From utilitarian to egalitarian.

From the text book being perceived as a closed box to the text book as a

dynamic document.

Change in from civics to political science.

Gender concerns.

Teaching the social sciences

Studying the social science is vital for many reasons. It enable children:

to understand the society in which they live to learn how society is

structured, managed, and governed, and also about the forces seeking

to transform and redirect society in various ways.

To appreciate the values enshrined the Indian Constitution such as

justice, liberty, equality and fraternity and the unity and integrity of the

nation and the building of socialist, secular and democratic society.

To grow up as active, responsible and reflective members of society.

To learn to respect differences of opinion life style, and cultural

practices.

To question and examine received ideas institutions, and practices.

To acquire pleasure in reading by providing them with enjoyable

reading material.

To undertake actives that will help them develop social and life skills

and make them understand that these skills are important for social

interaction.

In textbooks and in the classroom, the content, language, and images

should be comprehensible, gender-sensitive, and critical of social

hierarchies and inequalities of all kinds.

Secondary Stage

The objectives of teaching the social sciences at the secondary stages

are to develop among the learner analytical and conceptual skills

enable him/her to:

Understand the process of economic and social change and

development with examples form modern and contemporary India and

other part of the world.

Critically examine social and economic issues and challenges like

poverty, child labour, destitution, illiteracy, and various dimensions of

inequality.

Understand the rights and responsibilities of citizens in a democratic

and secular society, understand the roles and responsibilities of the

state in the fulfillment of constitutional obligations.

Understand the process of change and development in India in relation

to the world economy and polity.

Appreciate the rights of local communities in relation to their

environment, the judicious utilization of resources, as well as the need

for the conservation of the natural environment.

Content

At the secondary stage, the social sciences comprise elements of

history, geography, political science and economics.

The main focus will be on contemporary India and the learner will be

initiated into a deeper understanding of the social and economic

challenges facing the nation.

Effort should be made to relate the content as much as possible to the

children’s everyday lives.

History : The contribution of various sections of/regions to India’s

freedom struggle can be studied, as well as the other aspects of recent

history, in the context of developments in the modern world.

Geography : It should be taught keeping in mind the need to inoculate

in the child a critical appreciation for conservation and environment

concerns.

Political Science : The focus should be on discussing the philosophical

foundations that underlie the value framework of the Indian constitution

i.e. an in depth discusison of equality, liberty, justice, fraternity, dignity,

plurality and freedom from exploitation.

Economics: is introduced to the child at this level and it is important

that the topics discussed should be from the perspective of masses.

For example : the discussion on poverty and unemployment should no

long be undertaken in terms of statistics, but instead derive from an

understanding of the elitist functioning of many economic institutions

and the inequality sustained by economic relations.

Approaches to teaching

Processes of learning should promote the spirit of inquiry and creativity

among both children and teachers.

Development of democratic culture.

Participatory learning.

Clarification of concepts through the lived experience of individuals and

communities.

Open ended approach to teaching.

Use of supplementary material.

Shift away from rote learning to comprehension through the

implementation of projects.

PLANNING OF THE TALK

What is the general perception regarding a textbook.

How a Textbook differ from an ordinary book?

What is the scope of textbook?

Textbook is a controversial issue in Education.

Definition of Textbook and its purpose.

Matters concerning Textbook development.

Significant aspects of a Textbook program.

Textbook development is a team-work.

What is the general perception regarding a Textbook

Textbooks is a Teaching Learning Device used to transmit the

Accumulated and Refined gains of civilization that is called culture to an

issue understudy.

Textbook is Teacher in Print based on predetermined course of study

called syllabus.

Textbook is Treasure House of knowledge fully equipped with instruction

objective.

Through textbook the subject-matter receives a rich dose pedagogy with

all its implications, such as,

Device for practices.

Application

Motivation

Fixation of learning.

How does a Textbook differ from an ordinary Book?

Strictly based on the syllabus.

Combines teaching learning techniques and motives.

Does not consist of individual’s inspirational outpouring except when such

outpourings themselves from the subject matter of the syllabus.

Science of pedagogy is well defined.

Content of the subject is characterized by its selectivity and systematic

organization that suits the intended learners.

Materials presented is culted from various pertinent sources and then

organized for study.

Adopt effective mode of communication skill in accordance of the view

point of the individual subject at the corresponding level.

Textbook is treated as the stored Treasured House of knowledge which is

ever groing or adjusting to the ever changing pattern of the society.

According to text material in modern Education University of ILLIONS,

1958, PP12 Cronbach, Lee J (Ed). The text maker is a Gate Keeper who

lets us have the knowledge he considers of most value.

WHAT IS THE SCOPE OF TEXTBOOKS?

Preparation of dependent supporting materials such as workbooks for

pupils and teacher manual.

Preparation of independent supporting materials such as Atlas, Dictionary,

Encyclopedia.

Some textbook incorporate exercises which may be answered on its body

itself like workbook.

Some textbooks incorporate lively colorful scientific diagrams.

Incorporate pondering questions.

Incorporate examples relating to daily life situations.

Incorporate National Preamble

Incorporate short Biography of the eminent personalities related to the

subject.

Incorporate summary Bibliography, appendix, Hints for solving different

question etc.

According to the report of Education commission, 1964-66, Ministry of

Education, Govt. of India, pp.229 on Education and National Development:

Proliferation of Low-Quality substandard books in most of our school

subjects can be checked by developing the quality text books.

The cost is an overriding consideration in our country unlike the affluent

developed countries. The optimization of the quality within the price

permissiveness is a task to tackle.

In the era of explosion of knowledge their a scope to develop the quality

textbooks and continuously revise them after regular interval of time

inspite of the complete rewriting to fit in with the latest changes. Unless

this is don the gap of backwardness continues to increase.

The Textbook is a Controversial issue in Education

According to UNESCO Document entitled Handbook for the improvement

of textbook 1949, pp.9.

It is claimed that –“the best planned programmes, carried out by the most

able teachers can not achieve maximum effectiveness unless

implemented by first class textbook and teaching materials”.

In the same document it is remarked that-“textbook education is a

derogatory phrase in educational parlance”.

Section of educationists urge to put less and less reliance on a textbook

because it is thought to be protective, prescriptive, static and above all

cramping in effect.

According to Kilpatrick, William H. Remarking the curriculum 1936, pp.92

caution against furnishing student with final orderly statement of our

expert thinking so that simply learns understands for doing “so we shall

very likely prevent him from building and adequate knowledge”.

So, textbook education is contrasted with experimental, experience based

or problem solving education appeared to help in achieving the design

growth of learning.

It is taken to symbolize conservative, authoritarian, essentialist or

traditional outlook to which it can, no doubt degenerate unless properly

guarded against.

The uses of a textbook have both a dark and a bright side. It is therefore,

necessary to keep safe from the danger of straying into the dark one.

WHAT IS THE DEFINITION OF TEXTBOOK?

According to California administrative code, Title 5, Article 6, Section 53,

Quoted in the list of authorized textbook for schools, 1964-66, Publication

No.426, Textbook section, Division of Instructional service, City schools,

Los Angles U.S.A.), a textbook is defined as :

“a volume intended for use by pupils and meeting in style and organization

the basic requirements of the course for which it is intended”. Some of the

purposes which textbook can normally we expected to serve are :

The textbook seeks to concretize, the syllabus by furnishing a good

outlines of course in the form of a common body of pertinent subject

matter. To an experienced tear the textbook offers guidance in

planning his lesson.

The textbook helps the dissemination of knowledge through its

compactness, communicability, comprehensiveness ad reference

worthiness.

Since the textbook is a widely and intensively used instructional

material, it can be employed as an instrument of change in a planned

and deliberate manner.

Above all, the textbooks, facilities pupils learning and does so in a

variety of ways- individual and collective, independent and directed,

before, during and after the lesson-depending upon their nature and

the manner of their use.

The matters concerning the textbook development are very complex

The complexity of textbook development is pervasive: it covers:

Its preparation

Its production

Its distribution

According to reports of workshops conducted by NCERT, New Delhi MS

University Baroda entitled Major aspects textbook programme :

The program of textbook preparation and production keep in view of:

The total curriculum plan of the school

The syllabus of the course

The syllabi of the preceding and subsequent classes.

The nature of the subject

The method of teaching in vague

The human and material resource of the community

The cultural milieu

The political set up

The educational system

The teachers

The pupils.

It is said that a Textbook is brought out to satisfy a felt need. This

apparent use of need through in singular number represents and

encompassing plurality such as :

The needs of he educational program.

The needs of the educational agency.

The needs of the teacher

The needs of the learner visualized in all their dimensions viz.

Physical

Physiological

Emotional

Cultural

Spiriual

Social

Intellectual

These are matters for very serious considerations for the preparation of

quality textbook.

WHAT ARE THE SIGNIFICANT ASPECTS OF A TEXT BOOK PROGRAMM

Broadly a textbook project in its completeness comprises of the following

six significant aspects:

1. Preparation

2. Production

3. Distribution

4. Use

5. Evaluation

6. Revision

PREPARATION

The preparation of Textbook falls under a series of steps. Beginning with

visualization of the need for it and ending up with the finalization of the

manuscript.

The whole process of preparation of a textbook consists of FOUR broad

steps:

A. Planning

B. Writing (including illustrating)

C. Vetting (including reproduction review and try-out).

D. Editing.

A. Planning of the Textbook

Planning of the textbook consists of the following three steps :

a) arriving at basic decisions about predisposing factors.

b) Selecting the content.

c) Organizing the content

a. Pre-disposing factors.

It consists of steps like:

Total curriculum plan

National goals to be reflected

Available resources

Cost range

Format

Bulk

It is desirable to associate a production specialist, especially the book

does to help to take certain decisions at the initial stage on preparation of

manuscript.

Follow up the basic decision the author will go for the selection of the

corner relevant to a course of study.

This involves :

Going to various sources and picking out what suits the purpose best

which covers the nature and content of illustrations or learning exercise.

After suitable selection of content another important step comes in that is

organization of the content into meaningful units:

These unit may have different levels and may go under various

hierarchical levels, such as parts, sections, chapters etc.

It should be se done that at this stage on outline image of the book that

is its blueprint-should clearly emerge out.

B. Writing of the Textbook

The main tasks of writing textbook comprises :

Preparation of written matter in the form of main textbook.

Preparation and incorporation of teaching learning devices like activities,

key questions, assignments, exercise etc. according to the general

planning of the book.

Preparation of illustrations.

Preparation of other additional material like prefer, glossary, appendices,

bibliography etc.

C. Vetting of the textbook

After the draft is ready, it needs to be closely examined.

Various ways of doing it are:

Examined in a group of knowledgeable persons representing content

experts, pedagogy specialist and working teachers.

Examined in a actual teaching-learning situation involving the group of

experts, working teachers and learners.

D. Editing of the textbook

Textbook editing requires :

A god understanding of the subject concerned. Proper awareness of the

science of pedagogy. A commanding expression.

The editor takes care of :

Readable ness of the book.

Eliminates disparities in style, sequence and even in the organization

of matter.

Illustrations and mechanical details, such as consistency in spellings,

puntualtions, etc. aimed at giving the book the final ship shape.

Production

Along with the preparation of the textbook manuscript, the printing and

publication work is also required to be done meticulously.

The process of taken together is called production of the book.

The production falls into the following seven principal steps:

Production editing of the manuscript

Designing of the book

Preparation of the dummy

Procurement of the paper

Printing

Binding

Pricing

Designing of the book

The book designer of a textbook should pay particular attention to the

following things:

Format or page size to suit the type size and face length of line,

illustrations etc. from stand points of the reader’s age group and

textual matter.

Evenness of text area as also interword and inter-line spacing

throughout the book.

Balance in page lay-out, such as between text and visuals.

Proper indentation of paragraph.

Impressive lay-out of the title page

Width of the marginal to ensure proper ground print effect.

Suitable choice of paper keeping in views cost range durability and

legibility.

Production editing

It involves insertion of print specifications, such as head lines, captions,

sub-captions of the illustration.

Along with marked manuscript a statement of other necessary instruction

to the press should be accompanied.

Preparation of the dummy

The dummy represents an attempt to visualize the design of the book in

concrete.

It helps in casting off that is in the estimation of the bulk of the book.

The final dummy is prepared with paged galley proof.

It is very necessary where the task involves varying page designs and

incorporation of illustrations, such as in case of Geography and Science

books.

Procurement of the paper

Paper is the base material of the book. The final choice of the paper will

primarily be guided by the consideration of:

Availability

Cost

Longevity

Printing

Decision about the process of printing should be taken at the stage of

designing the book.

Whatever the process, print should be

Regular

Sharp

Even

Printing includes proof-reading which has been carefully done both at the

galley-and page-proof levels with proper care on typographical errors.

Binding

Binding includes processes like:

Folding

Stitching

Putting cover page

Binding method depend on the:

Bulk

Cost

Use

Use of the book

Binding is important from view point of :

Usability

Durability

Storability

Pricing

The cost of production of the textbook decides the pricing of the book

keeping in view of the purchasing ability of the lower income group.

Distribution

After the textbook is produced, it should be distributed in such a way that

it reaches every learner at the proper time.

To ensure such distribution a suitable administrative-cum-business

machinery has to be set up especially in view of the nationalization of

textbooks.

Use

The teacher may not be aware of the potential of a particular book.

The textbook may provide guidance through:

Note for teachers

Teachers manual or handbook

Curriculum guide.

Evaluation

After use the textbook it should be evaluated by a Non-controversial body.

The evaluation process is strengthened by collecting the responses of the

planned questionnaires from :

Students of both rural and urban areas

Teachers

Parents

Teacher trainers

Revision

Howsoever perfect a textbook may be, it can not continue to be so for long

time.

So a text book should have to be revised from time to time.

Textbook Development is a Team Work

A textbook is a creative and unique composition.

It is hard to organise a number of persons in a creative literacy work.

It is no doubt difficult but not impossible.

So the members of textbook development teams should need a well

coordinated planning, execution and mutual understanding to achieve a

Quality Textbook.

CURRICULUM COMPONENTS AND DESIGN

Curriculum is the total plan that arranges curricular parts/component

Components/Elements arranged in a Curriculum design are

Aims/Goals/objectives

Subject matter/content

Method and organisation of content/learning experience

Appraisal /Evaluation

Four elements seek to answer four questions

What is to be done?

What subject matter is to be used?

What methods and what organization are to be employed?

How are the results to be appraised?

- Each of these elements related to others.

- Design regarding any of them deponent on decision made on others.

- Inter-relatedness of components

Component –I

Purpose-global-to prepare children for primary school (purpose of pre-

primary education).

Golas/Aims-Flexible, less global and more specific.

Facilitate self actualization

Effect cognitive Development

Develop communication skill.

Objectives-outcome-orientation, cognitive, affective psychomotor

Level-National, Regional, local, institutional.

Guidelines for formulating objectives

Matching – objectives to match with goals.

Worth – Attaining the objectives will have value for the student at

present and in future.

Clarity – Students understand the outcomes.

Appropriateness-Students need.

Logical grouping – Organizational coherence.

Revision- Objectives to respond to periodical change.

Component-2

Selection and structuring of content.

Facts-concepts/ideas- generalization.

Criteria for selection of content.

Self-sufficiency – to be attained in the most economical manner.

Significance-meaningful experience for the learner.

Validity-Meets the demand of Goal/objective.

Interest-Student’s interest-Maturity, previous knowledge.

Utility-Use/application of the content.

Learnability-Intellectual ability, within the range of students,

experience.

Feasibility – In terms of cost, time, resources available.

Component-3

Method of organization

Scope-what is covered in terms of breadth and depth?

Continuity of Learning

Repetition of curriculum components.

Sequence-vertical progress form one level to another.

Integration- Relationship between the learning’s in various areas of the

curriculum (horizontal relationship among disciplinary/subjects).

Principles of sequencing

Simple to complex learning

Pre-requisite learning

Whole to part learning

Chronological learning

Articulation - Inerrelatedenss of various

aspects of curriculum.

Vertical - Curriculum-syllabus Text book-

topic from one grade to another.

Horizontal - Interrelation between social

study and language of a

particular class.

Balance

Child centred vs subject centred.

Need of the individual vs. Need of the society.

Common Education vs specialized education.

Breadth and depth of curriculum content.

Traditional vs. innovative content.

Varying learning style of different students.

Different teaching methods and educational experience.

Work and play.

Community and school.

Centres of Curriculum Organization

Subject centred design

Broad field design

Learner centred design

Core-design

Component-4

Evaluation

A process of finding the value for the programme in terms of process

and product.

Objective-based

Desired process and expected outcome.

Comprehensive-covers various kinds of objective.

Continuous-Assessment during the programme.

Student evaluation

Curriculum evaluation

Curriculum Design

Arrangement of the elements of a curriculum so as to make it a

substantive entity.

Main Phases of Curriculum Development

1. Predevelopment: analysis of background variables including aims,

resources and existing curriculum.

2. Trials and ‘formative’ evaluation of classroom interactions and a wide

range of outcomes.

3. Documentation of information that helps others decide whether the

programme is suitable for their particular situation.

4. Monitoring under field conditions to allow continuing adaptation and

improvement in the specific context.

Curriculum Evaluation

Definition

Curriculum evaluation is the process of delineating, obtaining and

providing information useful for making decisions and judgements about

curricula.

Mapping Sentence of curriculum evaluation

Evaluation is the

provision of

information at

the

Pre-development

Development

Dissemination

Installed

programme

Stage of

curriculum

Development

Concerning Aims

Contexts

Materials

Transactions

Outcomes

From the point of

view

Eliciting

processes

yielding

outcomes

meeting

standards

avoiding

problems

On the basis of Measurement

description

observation

judgement

Summarised in a Qualitative

Quantitative

For the sake of

making

Decisions about

Modifying

selecting

elements of

qualifying the

use of accepting

or rejecting

The programme

Criteria for a programme Evaluation

Consistency with objectives

Comprehensiveness

Sufficient Diagnostic value

Validity

Unity of Evaluative Judgement

Continuity

A Comprehensive Evaluation Programme

A comprehensive evacuation programme requires answering the following

questions :

What are the objectives which underlie the curriculum programme?

(Formulation and clarification of objectives).

Under What conditions or in which situations will students have an

opportunity to demonstrate the behaviour? (Selection and construction

of the appropriate devices for getting evidence).

By what criteria would one appraise students achievement of an

objective? (Application of evaluative criteria)

What factors determine the attainment of educational objectives and

how can one determine these factors? (Information on the background

of students and the nature of instructions in the light of which to

interpret the evidence)

What implications do the findings have for curriculum teaching or

guidance of students? (Translation of evaluation findings into

improvement of the curriculum and instruction).

CONSTRUCTIVIST LEARNING ENVIRONMENT

By Dr. H.K. Senapaty

What is constructivism?

Contructivism is basically a theory- based on observation and

scientific study – about how people learn. It says that people learn. It says

that people construct their own understanding and reflecting on those

experiences.

Constructivism is a student-centred approach that places responsibility

on students to take charge of their learning experiences. Teachers

create activities and assignments that foster the creation of knowledge.

Students are challenged to produce reality based products such as

portfolios and papers. The construtivist educational philosophy

operates on four major assumptions.

Four Major Assumptions

Knowledge depends on past constructions. We know the world through

our mental framework and we transform and interpret new information

through this framework.

Constructions come through systems of assimilation and

accommodation into our existing mental framework. If information is

incongruent with that framework, it can not be assimilated. But we can

develop a higher-level of cognition to accommodate this new

information and zones of new development.

Learning is an organic process of invention, not mechanical.

Knowledge is more than facts or information. Learners must be able to

hypothesize, predict, manipulate, and construct knowledge.

Meaningful learning occurs through reflection and scaffolding of new

knowledge upon existing framework of knowledge. Cognitive

developmental abilities play a key role in all four premises and the

ability and evolution of each students ability to learn and assimilate

knowledge.

In the classroom

The constructivist view of learning can point towards a number of different

teaching practices. In the most general sense, it usually means

encouraging students to use active techniques to create more knowledge

and then to reflect on and talk about what they are doing and how their

understanding is changing.

Our past experience about learning

(i) Learning as response strengthening

(ii) Learning as knowledge acquisition

(iii) Learning as knowledge construction

Learning as response strengthening

According to the first view, learning occurs when learner strengthens or

weakens an association between a stimulus and a response.

This first view developed in the first half of 20 th century.

The role of learner is to passively receive towards and punishments.

The instructional designer role is to create environments where the

leaner repeatedly is cued to give a simple response, which is

immediately followed by a feedback.

Learning as knowledge acquisition

Learning occurs when a learner places new information in long-term

memory.

This view developed in 1950s, 1960s and 1970s and was based largely

on the study of human learning in artificial laboratory settings.

The role of the learner is to passively acquire information, and the

teacher’s job is to present information, such as in textbooks and

lectures.

According to this view, information is a commodity that can be

transmitted directly from teacher to learner.

The instructional designer’s role is to create environments in which the

learner is exposed to large amount of information through textbooks,

lectures and computer based multimedia programmes.

Learning as knowledge construction

Learning occurs when a leaner actively constructs a knowledge

representation in working memory.

This view emerged in 1980s and 1990s and was based on largely on

the study of human learning in increasingly realistic settings.

According to this view, the learner is a sense maker, whereas the

teacher is a cognitive guide who provides guidance and modeling on

authentic academic tasks.

The instructional designer’s role is to reate environments in which the

learner interacts meaningfully with academic material, including

fostering the learner’s processes of selecting organizing and

integrating information.

How construtivism is different from traditional ideas about teaching and learning?

Traditional classroom Constructivist classroom

Curriculum begins with the

parts of the whole.

Curriculum emphasizes big

concepts, beginning with the

whole and expanding to

include the parts.

Emphasizes basic skills strict

adherence to fixed curriculum

is highly valued.

Pursuit of student questions

and interests is valued.

Materials are primarily

textbooks and workbooks.

Materials include primary

sources of material and

manipulative materials.

Learning is based on

repetition.

Learning is interactive,

building on what the student

already knows.

Teacher’s role is directive,

rooted in authority.

Teacher’s role is interactive,

rooted in negotiation

Assessment is through testing,

correct answers.

Assessment includes student

works, observations and

points of view, as well as

tests. Process is as important

as product.

Knowledge is seen as inert Knowledge is seen as

dynamic, ever changing with

our experiences.

Student work primarily alone. Students work primarily in

groups.

What the constructivist teacher has to do in his classroom?

He may :

pompt students to formulate their own questions (inquiry).

allow multiple interpretations and expressions of learning (multiple

intelligence).

Encourage group work and the use of peers as resources

(collaborative learning).

In a constructivist classroom, learning is

Constructive

Active

Reflective

Collaborative

Inquiry based

Evolving

History of Constructivism

The concept of constructivism has roots in classical antiquity, going

back to Socreates’s’.

Jean Plaget and John Dewey developed heoreis of childhood

development and education, what we now call Progressive education

that led to the evolution of constructivism.

Lev Vygostsky, Jerome Bruner, and David Ansubel.

Some critical perspectives of constructivism

It’s elitist

Critics say the collaborative aspects of constructivist classrooms tend

to produce a “tyranny of the majority”, in which a few students voices

or interpretations dominate the group’s conclusions.

Critics say that constructivists, by rejecting evaluation through testing

and other external criteria, have made themselves unaccountable for

their student’s progress.

Benefits of constructivism

Children learn more, and enjoy learning more when they are actively

involved, rather than passive listeners.

Education works best when it concentrates on thinking and

understanding, rather than on rote memorization. Constructivism

concentrates on learning how to think and understand.

Constructivist learning is transferable in constructivist classrooms,

students crate organizing principles that they can take with them to

other learning settings.

Constructivism gives students ownership of what they learn, since

learning is based on students questions and exploitations. Engaging

the creative instincts develops students abilities to express knowledge

through a variety of ways. The students are also more likely to rein and

transfer the new knowledge to real life.

By grounding learning activities in an authentic, real-world context,

constructivism stimulates and engages students. Students in

constructivist classrooms learn to question things and to apply their

natural curiosity to the world.

Constructivism promotes social and communication skills by creating a

classroom environment that emphasizes collaboration and exchange of

ideas.

The constructivist learning : A paradigm shift

Constructivist learning depends on the activation of several cognitive

processes in the learner during learning, including selecting relevant

information, organizing incoming information, and integrating incoming

information with existing knowledge. This is called as the SOI model.

SOI Model

Instructional message working memory long-term memory

Pictures Images Visual mental model

Selecting Organising

Prior knowledge

Words Sounds Verbal Material model

Selecting Organizing

The constructivist revolution

If offers a new vision of the learner as an active sense-maker and

suggests new methods of instruction. It facilitates presentation of

materials in a constructivist way and engage students in an active

explorative learning. This new approach allows the learners to have more

control over their own learning to think analytically and critically, and to

work collaboratively. This constructivist approach is an effort at

educational reform made easier by technology.

Interpretation Construction (ICON) Design Model

Observation : Students make observations of authentic artifacts

anchored in authentic situations.

Interpretation Construction : Students construct interpretations of

observations and construct arguments for the validity of their

interpretations.

Contextualization: Students access background and contextual

materials of various sorts to aid interpretation and argumentation.

Cognitive Apprenticeship : Students serve as apprentices to

teachers to master observation, interpretation and contextualization.

Collaboration : Students collaborate in observation, interpretation

and contextualization.

Multiple Interpretations: Students gain cognitive flexibility by being

exposed to multiple interpretations.

Multiple Manifestations : Students gain transferability by seeing

multiple manifestations of the same interpretations.

EXAMPLE FROM SCIENCE

Students study astronomy and science in general by using

observations of telescopic plates and a computer simulation of the sky

to construct and test interpretations of astronomical phenomena.

Students examine and make measurements on photographic plates

from observatory telescopes and compute simulations of the sky

(Observation), then elate these analyses to reference materials

(Contextualization) containing what is know about astronomical objects

(i.e. stars, planets, etc.).

The teacher initially talks through how he would analyze and interpret

examples of such astronomical data (cognitive apprenticeship) then the

students from groups to work on some data (collaboration), while the

teacher coaches and advises them as they proceed.

The students develop their own hypotheses and test them against the

astronomical data (interpretation construction). Students defend their

hypotheses using their analyses and reference materials both within

and between the groups, and such argumentation together with

background readings exposes them to various was to interpret the data

(Multiple Interpretation).

As they proceed through the course, the students see how basic

principles of astronomy, physics and chemistry can be use dot make

sense of different sets of astronomical data (Multiple Manifestations).

Example from History

Presents the students with a graphic simulation of an archaeological

site, then the students study the history of the site through simulated

digging up of artifacts, making various measurements of the artifacts in

a simulated laboratory (Observation), and relating the objects to what

is already known using a wide variety of reference materials

(contextualization).

The students work cooperatively in groups (collaboration), while the

teacher models how to deal with such a site then fades her

involvement while coaching and supporting the students in their own

study efforts (cognitive apprenticeship).

The students develop ownership of their work by developing their own

interoperations of the history of the site and mustering various kinds of

evidence for their conclusions (Interpretation construction). By arguing

with the other students and studying related interpretations in the

historical literature, they get a sense of other perspectives (Multiple

Interpretations).

By going through the process a number of times bringing each

contextual background to bear on a number of different artifacts, the

students learn and understand the many ways that the general

principles behind what they are doing become manifest (Multiple

Manifestations).

Example form English

Students study Shakespearean drama and English literature in general

by using the text of the play and two or more videos of performances of

the play. Students can read a portion of Macbeth (e.g., a scene) and

then immediately jump to see one or two performances of what they

have read (observation).

The students can also use this indexing system to jump to

commentaries on the same portion of the play (contextualization).

Using portions of the play, the teacher models how to integrate reading

the play, watching the performances and reading the commentaries

(cognitive apprenticeship) and the students work together in groups

(collaboration) to develop their own interpretations of the play and how

it should be performed (Interpretation construction).

Comparing their interpretations of the play with the other students both

within the same group and then in different groups gives the students a

sense of the many different reactions that people can have to a play

like Macbeth (Multiple interpretations).

The multimedia indexing system also facilitates the students jumping

around in the text and vieos to see how the same entities (e.g.

characters, themes, etc.) can be manifested in many different ways in

the text and performances (Multiple Manifestations).

Instructional Issues in Mathematics of the Secondary Level

Dr P. DasFormer Reader in Edn.RIE, Bhubaneswar.

Overview

There is no difference of opinion on the need for teaching of Mathematics

as a part of general education. After independence the Secondary

Education Commission (1952-53), the Education Commission (1964-66),

curriculum for ten years school-A framework (1975), the National Policy

on Education (NPE-1986, 1992), A National Curriculum for Elementary

and Secondary Education. A Framework (1988-NCERT), National

Curriculum for school Education (NCFSE-2000, NCERT) and National

Curriculum Framework (2005, NCERT) have not only emphasised the

importance of mathematics as a core subject fill the end of general school

education but also strongly recommended specific changes of

mathematics curriculum to meet the emerging technological needs of the

society. Following the above recommendations various steps are being

taken bot at national as well as state levels for qualitative improvement of

mathematics realised our goals due to various issues related to

instructional objectives, content of the curriculum methods of instruction

and evaluation of students learning.

Objectives

After completing the module you should be able to :

Understand the objectives of teaching mathematics at the secondary

level.

Understand the guidelines for curriculum construction,

Identify appropriate methods of instruction; and

Plan for suitable evaluation strategies for students learning in

mathematics.

Objectives of teaching Mathematics

NCF (2005) has clearly stated that (a) Mathematisation (ability to

think logically, formulate and handle abstractions) rather than ‘knowledge’

of mathematics (formal and mechanical procedures) is the main goal of

teaching mathematics. (b) The teaching of mathematics should enhance

children’s ability to think and reason, to visualize and handle abstractions,

to formulate and solve problems. Access to quality mathematics education

is the right of every child. Following the recommendations NCF (2005) the

Central and Board of Secondary Education (CBSE) have specified the

following broad objectives of teaching mathematics of secondary stage in

its secondary school curriculum (2006). To help the learners to

- Consolidate the mathematical knowledge and skills acquired at the

upper primary stage;

- Acquire knowledge and understanding of the terms, symbol concepts,

principles, processes etc,

- Develop mastery of basic algebraic skills,

- Develop drawing skills.

- Apply mathematical knowledge and skills to solve real life problems of

developing objectives to analyze, to see interrelations involved to think

and reason,

- Develop the ability to articulate logically,

- Develop awareness of the need for national unit, national integration,

elimination of sex biases,

- Develop necessary skills to work with modern technological devices

such as calculators computers etc;

- Develop interest in mathematics as a problem solving tool in various

fields for its beautiful structures and pattern etc;

- Develop reverence and respect towards great Mathematicians,

particularly Indian mathematics for their contributions to the field of

Mathematics.

Bihar Curriculum Framework (BCF 2006) was also developed in the *

of NCF (20050 and stated following new goals for students in

Mathematics.

- Learning to value Mathematics

- Becoming confident to one’s own ability

- Becoming a mathematical problem solver

- Learning to communicate mathematics

- Learning to reason Mathematics.

In the light of the above, you may formulate more specifically the

objectives of teaching mathematics of secondary level for your state.

Guidelines for the curriculum construction

The NCF (2005) suggested specific guidelines for curriculum

construction. These are :

- Connecting knowledge to the outside school;

- Ensuring the learning is shifted away from role models.

- Enriching curriculum to provide for overall development of children

rather remain textbook centric;

- Making examination more flexible and integrated into classroom life &

- Nurturing an over riding identity informed by caring concerns within the

democratic policy of the country.

Following the guidelines of NCF (2005) and objectives of teaching

mathematics, the CBSE has developed course structure in Mathematics

as follows :

Class-IX (one paper, Time : 3 hours, Full Marks 1 hours)

Unit Marks No. of periods

Number system 06 10

Algebra 24 42

Commercial Mathematics

16 22

Geometry 24 60

Trigonometry 08 16

Mensuration 10 15

Statistics 12 15

Total 100 180

Class-X (One paper, Time : 3 hours, Full Marks : 100)

Unit Marks No. of periods

Algebra 26 55

Commercial Mathematics

12 15

Geometry 22 55

Trigonometry 10 20

Mensuration 10 15

Statistics 12 15

Co-ordinate geometry 08 12

Total 100 180

You may look at the CBSE format and its detail syllabus which is already

in fore and compare if with your. Existing state syllabus in mathematics

and suitably develop the consent of curriculum. It is further noted by the

NCF (2005) that the curriculum should provide challenges to the talented

minority.

Methods of Teaching Mathematics

In order to achieve the objectives of teaching mathematics it is

essential to involve our students in different kinds of actives for concept

building and problem solving. The office of activities may be based on

different stages of Piaget’s intellectual development model:

a) Sensory motor stage (0-2 years of age)

b) Pre-operational stage (2-7 years of age)

c) Concrete operational stage (7-11 years of age)

The CBSE has also stressed that the teaching of Mathematics

should be imparted through activities which may involve the use of

concrete materials, models, pattern, charts pictures, toilers quizs, puzzles,

projects and experiments. Following the recommendations of NCFSE

(2000) and NCF (2005) CBSE has published three documents entitled : (i)

Mathematics Laboratory in schools towards joyful learning (ii) Guidelines

for mathematics laboratory in schools for class IX and (iii) Guidelines for

Mathematics Laboratory in schools for curriculum workers and teachers

for designing activity oriented learned are strategies in Mathematics.

Moreover there are some hardspots in Mathematics which need to

carefully identified and veridical instruction should be designed for them.

Similarly needs of talented children may be addressed by providing

enrichment programmes.

Evaluation for students learning

NCF (2005) has recommended flexibility in evaluation of students

learning which may go beyond paper pencil test. Oral testing project work

evaluation should be encourage. These innovations would have the added

advantage of shifting the focus of examinations for testing such as

interpretation analysis and problem solving skills. It is well documented,

that much of the higher failure and dropout rates in rural schools can be

attributed to poor performance in two subjects-Mathematics and English.

Therefore the evaluation should be continuous diagnostic, flexible and

improvement oriented. Recently CBSE (2006) has worked out the scheme

of evaluation for class X. The following weightages have been assigned to

Board’s theory examination and school based internal assessment for

class X examination. The scheme will be effective form March 2007

examination onwards.

Theory examination- 80 Marks

Internal assessment- 20 marks

Internal assessment of 20 marks based on school based examination will

have the following break up :

Year end assessment of the activities – 10 Marks

Assessment of the project work – 05 Marks

Continuous assessment – 05 Marks

BCF (2006) has also recommended that at secondary level assessment

may be based on more on written tests and project works. Continuous

evaluation is also stressed as an integral part of teaching learning process

making full use of models of self-assessment, pier group evaluation and

assessment of group work.

You may look at the above guidelines of NCF/2005, CBSE (2006)

and BCF (2006) and guidelines evaluation and scheme of in Mathematics

for class IX and X.

REGIONAL INSTITUTE OF EDUCATION, BHUBANESWAR-751022

Training Programme on Development of Secondary School Curriculum for KRPs of West Bengal From 21.01.08 to 25.01.08

Venue – ET Cell

Date/Time 9.30 a.m. to 11 a.m. 11-11.15 a.m.

11.15 am-1 pm 1 pm to 2 pm

2 pm to 3.15 pm3.16

21.01.08 9-10 am (Registration)10-11 am (Inauguration) T

E

A

B

R

E

A

K

Conceptualization of Curriculum/ Syllabus (SM Pany)

L

U

N

C

H

B

R

E

A

K

Determinants of curriculum at secondary (SM Pany)

22.01.08 NCF-05 (Salient features of cum, aims of education) (L. Behera)

NCF-05 (Learning and Knowledge, Cosntructivism) (HK Senapathy)

NCF-05 (School and classroom environment) (S. Singh) (L. Paikaray)

23.01.08 Curricular issues in non-scholastic subject-art, peace, health and physical education (SG Rao)/ J. Mohapatra

Process of writing textbook (SK Das)

Evaluation of cum/textbook and renewal of textbook (G.C. Nanda) (L. Paikray)

24.01.08 Curricular issues in Languages/ SS/Math/Science Plenary Session SMP/SS/PD/RPD/ L.Pay/A.KA

Continue SMP/SS/PD/RPD LP/AKA

Preparation of model cum for secondary level by participants with help of resource persons Group work SMP/SS/PD/RPD LP/AKA

25.01.08 Finalisation of model cum SMP/SS/PD/RPD / LP/AKA

Presentation of model cum SMP/SS/PD/ RPD

Action plan for cum development RM/GCN

RESOURCE PERSONS TEAM

A. External Resource Persons

1. Prof. S.M. Pany

Retd. Principal, RNIASE, Cuttack.

2. Dr. G.C. Nanda

Additional Director (Training)

OPEPA, Bhubaneswar.

3. Mr. L. Paikray

Lecturer in Education

Gadibrahima College,

Delanga, Puri.

4. Dr. P. Dash

Retd., Reader in Education

RIE, Bhubaneswar.

5. Mr. S. Singh

Lecturer in Geography

RIE, Bhubaneswar.

6. Mr. A.K. Acharya

Lecturer,

Tara Sankar Bandyopadhyay B.Ed. Institution

West Bengal.

7. Dr. R.P. Devi

Reader in Education

RNIHSE, Cuttack.

Evaluation of Training Programme on Development of Secondary School Curriculum for KRPs of West Bengal

Instructions : The purpose of this evaluation is to obtain feedback of the participants regarding different aspects of the training programme. Kindly feel free to supply information on the supplied questionnaire. Your responses will be kept confidential.

A. PERSONAL INFORMATION

1. Name _______________________2. Age (in years)_____________

3. Sex : Male /Female (Put a tick mark).

4. Full Postal Address ______________________________________

_______________________________________________________

_______________________________________________________

5. Educational Qualification : ________________________________

6. Teaching Experience (in year):

B. CONTENT OF THE PROGRAMME

1. The content of the programme is relevant for developing secondary school curriculum.

Yes/No

2. The resource persons are competent/ effective in transacting different sessions.

Yes/No

3. The materials provided are appropriate. Yes/No4. The duration of the programme is adequate. Yes/No5. This programme would help us in developing school

curriculum in our state. Yes/No

6. The transaction approaches followed in different sessions need improvement.

Yes/No

7. The overall quality of the programme is ________ [Effective, Average, Ineffective]

Yes/No

8. Please indicate four strong points and four weak points of the programme. [Please write in the back size of this page].

Training programme on development of secondary school curriculum for

KRP’s of West Bengal 21.01.08 to 25.01.08

We the participants of the above said programme has *** the copy of NCF-2005 from the co-ordinator Dr.

R.K. Mohalik free.

Sl.No. Name & Phone No./E-mail Address of School Signature 1. Sarathi Tamang

Mob.9474389448St. Philomends School, Kalimpong, Dist. Darjeeling.

2. Dipka DashMob-9732639426

Chhatri Vivekandna Vidyabhawan,Po-Chhatri, Dist-Purba Medinipore, State-West Bengal.

3. Habibur RahamanM-9434951400School Ph.No.03482-273250

Guddhia High School (H.S)Vill/P.O.-GudhiaDist-MurshidabadPin-742101, West Bengal.

4. Sajal Kanti BiswalMob.9474577761

Balarmpur High School (H.S.)Balarampur ColonyBerhampur, Murshidabad-742191,West Bengal.

5. Parthasarathi DayMobile-09474423852Teacher of Bengali Language

Palla K.P.C. High School,Palla, 24, PGS(N), N.B.Ph.(03215) 260319

6. Lakshman SahuMob-09434401075

Halna High School (H.S)P.O.-Habra,Dist-N-24 Pgs.

7. Ajay Kumar SinghMob-990378767 (M)(033)-2637-850 (Phone)

Sneopur Ambika Hindi High School (H.S.)37-38, Umacharan Bose Lane, Sheopur, Howarh-711102.Phone- (033)-2638-0396.

8. Parbati Ranjan KarMob-943452517303242-289526

Tilumi Kmpanaya High School (10+2)Tilumi, Bankura (W.B)Phone-03241-277402

9. Subrata Kumar GhoshMob.No.9434672316

Banpas Sikshniketan (H.S.M.P.)

Head Master Villl & P.O.-Banpas, P.S-Bhatar, Dist-Burdwan, Pincode-713127Phone No.03452-263212

10. Gautam SarkarMob.9831542123

H.M. Shyam Sundar Children High School, P.O.-Bhadreswan, Hooghly

11. Toyad Baran DattaSchool-0332555-6068Mob-9830924061

Shambazar A.V. School,88, Shyambazar Street,Kolkata-700005

12. Saumyader Bikas ChatopahdyaMob-9831432879

Maharaja Cossimbazar Polytechnic Institute03, Nandalal Bose Lane, Baghabazar, Kolkata-03.

13. Lili Prasad Nath03242-262308

Vill-Nathedanga Hills,Po-Brachandihar,Dist-Baukura.

14. Raghunath PramanikMob-9434456760

North Krishna PallyPo & Dist-Malda,West Bengal.

15. Shiv Sundar Payal03472-250124

Talpura Road,Kashinagar, Noida (WB)

16. Sibesh Chakrabarty03523-250706 (R)09434120706 (M)

C/o-Lt. Samaresh Chakrabatry,Po-Raigang, Rabindrapalli,Utar Dink pur, Pin-733134,West Bengal.

17. Gopal de94342477510353-2522336

40-Dinabandhu Mitra Sarai Subhapally, SILIGURI.

18. S.K. Monirla Islam0947484997

Bagnam (Near Circus Maidan) Howrah. Pin-711303.

19. Pranab Kishore SarkarMob-0947484997

Bangi BiswarpurPo-BiDist-D/DikajpurPin-733101.

20. Paritosh Paik09836003784/033-24339477

Vill-Shibpur, P.O.-Tajpur,P.S.-MathurpurDist-24 Pgs(S), W.B.Pin-743354.Pirtala High School.

21. Kakali Halder Vill-Sarisha, P.S.-

09433222044 Diamond Habbour, Dist-South, 24 Pgs, W.B. Kishorepur Girls, Jr. High School.

22. Rita Bhattacharya09434413122

Pundibari GDL Balika Vidyalaya (H.S.),P.S.-Pundibasi,Dist-Coch Behar (W.B).

23. M.Z. NadeemMob-943374088(M)

Islamia High School (HS)44, Beninputeau Rd. Kol-14.

24. Kansik Dasgupta H.M. Kharagpur, P.N. Roy Vidyaniketan, Po-Rakhajungle, Kharagpur.

25. Md. Mozammad Hoqu A.T.-Mollapur High School,Po-Mollabpur, Birbhum.

26. Suresh Panior Golar S. VidyapithP.O.-Golar, Keshpur,Paschim Medinipur.

27. Jachchi Dananda Mukherjee Moutaoh M.S. High School (H.S)Post-Moutosh, Dist-Pusulia (W.B.)

28. Surjit Bhattaharya Kanyapur High School (H.S), P.O.-Kanyapur, burdwon, Ansarol West Bengal.

29. Muktimay Sinha Chakdeipa High School,Vill-Po-Chakdeipa, Haldia, Purba MedinipurWest Bengal.

30. Manotosh Sarkar Bishnupur High SchoolP.O.-Purba Bishnupur, Dist-Noida.