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

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1 15 th National Sahodaya Conference 10 th – 12 th December 2008

2 Empowering Each Learner for the 21st Century Synergy of Virtual Classrooms with real classrooms Impact of Multipolar Learning in Formal Learning Systems Integrating Life Skills in School Environment Inclusivity in Learning Processes Health as a component of Holistic Learning Re-engineering learning towards Learning to Learn Emerging role of Teachers as Socially Conscious Leaders Value Conflict Management in a dynamic society Positive Assessment for Constructivist Learning

3 Empowering Each Learner Learning Framework : Strategies LEARNER CONTEXT ACTION PERFORMANCE/OUTCOME Institutions Schools Community Teachers/Parents Learning System Learning Communities

4 Strategies :Context

5 Global Challenges From delivering content to building capacity. From stand alone institutions to value-added networks. From setting and delivering curriculum to co- creating curriculum. From standard operating procedures to creative adaptations. Strategies :Context

6 Global Challenges

7 MEDIA – PRINT – ELECTRONIC CHALLENGES Values and Violence PhoneChannel PhoneChannel Interactive textbooks Interactive textbooks Tablet PCs Tablet PCs Computerised tutor Computerised tutor

8 Changing Learner Profile



11 21st Century Workforce

12 Changing Employability Skills

13 Changing Employability Skills

14 Jobs in this new millennium require a student to be an effective : Adapted from Tom Friedmans book: The World Is Flat (2006)

15 HOW ? - Transaction Strategies - Experiential Learning - Reflective Model - Effective Technology Enhanced - Learning Environment WHAT ? – Curriculum National ?!!! WHO ? – WHEN ? – WOMB – TO TOMB ! Lifelong Learning WHERE ? – Changing School Buildings Virtual Classrooms Blogging ACTOR S Strategies : Action

16 Parents Principal Teachers as Peers + Friends Learners WHO Educators / Leaders Who ? Leaders Information Leadership A whole school information / philosophy approach / vision Understand the core issues of student learning Interpret educational & administration needs into technological solutions Multiple intelligences integrated Life-Skills Values Enhanced Framework Role Models Self Esteem Identity Crisis Adolescent Issues Refusal Skills Decision Making Negative Peer Pressure Positive Peer Pressure Maximum time spent Major Influence WHO??? ALL STAKEHOLDERS! SCHOOLS Policy / Vision Include all stakeholders (Sts.Trs/Parents PE + LS Curriculum + Beyond CCE Comp. School Health

17 WOMB TO TOMB Life long Learning Both formal and non- formal institutions Schools formal dissolving boundaries Canteens Playground Corridors Labs Non-formal institutions Media Electronic TV Movies Internet Print Newspaper Journals Magazine Peer Learning Friends Homes Siblings Seniors School play Elders Nuclear Parental time Monitoring Interaction Social Network sites Virtual Classrooms Travel Home Annual/ Sports Day WHEN AND WHERE???

18 Active Learning Beyond The Classroom How students spend their time … –Class 15 hours (or less) –Work 21 hours (or more - 30%) –TV 7 hours (33%) –Leisure Reading 3-10 hours (38%) –Organized student activity 3-10 hours (47%) –Informal conversation with other students 10 hours (31%) When ?

19 Active Learning Beyond The Classroom Active Learning Strategies: –Study groups –Journals and diaries –Experiential learning –Student research When ?

20 Curriculum Beyond The Curriculum

21 Languages – Communicative Language Teaching English Japanese – VIII – 2008-09 Sanskrit German – VI – 2008-09 French Bahasa Maleyu – X – 2008-09 Mathematics Science Social Science I.T. Enrichment activities Examination Reforms

22 Disaster Management Class - XClass - IXClass - VIII

23 Upper Primary Level (VI-VIII)- Computer basics as part of work experience. Secondary Level ( IX & X)- I I T - Additional Subject Senior Secondary Level (XI & XII)- 3 Electives 1.Computer Science 2.Informatics Practices 3.Multimedia & Web Technology Information Technology based Subjects

24 New Electives at Senior Secondary Level Academics Creative Writing and Translation Studies: 2007 – 08. Reader – Class XI Reader – Class XII FIRST BOARD EXAM - 2009 Contd …

25 Heritage Crafts –XI - 2008-09 –XII - 2009-10 Graphic Design –XI - 2008-09 –XII - 2009-10 Readers NCERT New Electives at Senior Secondary Level

26 VOCATIONAL FINANCIAL MARKET MANAGEMENT (FMM) – 2007-08 Contd… (Contd…) New Electives at Senior Secondary Level

27 03 Vocational + 01 Language + 01 Elective (+ 01 Additional Elective). Joint Certification by CBSE and NSE New Electives at Senior Secondary Level (Contd … )

28 Health Care Sciences Class XI 2009 – 2010 First Board Examination 2011 Joint certification with FICCI

29 Promoting Innovation and Creativity in School System Strengthening school cluster system through Sahodayas. Student support activities through participation in Olympiads, Science exhibition, quizzes, etc. Nurturing creativity in indigenous and modern knowledge in collaboration with National Innovation Foundation. What ??

30 Policy – (School Management) Health & Wellness Clubs Health Education Life Skills AEP Class IX & XI Revised Manuals (in process) Integrated Components (Eco – Clubs – Peace & Value Education) Teachers Manual-I – VIII Teachers Manual - IX Curriculum Plus Classes VI – VIII Revised Teachers Manual for Class VI (2008-09) Classes 1 – 12 Vol I Vol II Vol IIII Vol IV


32 Themes Food and Nutrition Personal And Environmental Hygiene Physical Fitness Being Safe And Responsible Knowing your body Behaviour And Life Skills

33 Health Manuals- An Overview Comprehensive School Health Manuals (C.S.H.M) : Holistic health ( physical, mental, emotional and psychological health). Formal and informal approaches in curriculum pedagogy for health promotion. Emphasis on providing a safe school environment.

34 Detailing Manuals …. Four Manuals: Volume 1 – all stakeholders Volume 2 - Primary Level (Classes I-V)

35 Volume 3 - Upper Primary Level (Classes VI-VIII) Volume 4 - Secondary and Senior Secondary Level (Classes IX- XII). Detailing Manuals ….

36 Themes Covered … Six different themes : Knowing your Body Food and Nutrition Personal and Environmenta l Hygiene

37 Physical Fitness Being Responsible Safe Behaviour and Life Skills. Themes Covered …

38 Work with others Learn from others Ask questions Be open to other points of view Learn to defend your point of view Don t automatically accept fact unless you know it to be true Challenge assumptions What ? Beyond WHY Life Skills?

39 Students Feedback AEP 2007 Information on Adolescent Education is very useful to understand the adolescent issues. Mr. Nupur Jha ( DAV Public School, Sikkam) Adolescent Education is very useful and we don t have previous knowledge on these issues, and we would like to attend this type of programme in future. Mr. Pankaj Kr Giri ( DAV Public School, Sikkam) CBSE - AEP What ?

40 Teachers Feedback On AEP Adolescence Education Programme is important as it helps students in understanding in a better way Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg, Jaipur-302018 During psychological and physical changes, the child s energy should be properly channelised. Mrs. Meenakshi Sharma Effective communication and working towards one s goal help to cope up with stress and emotions. Mr. Suresh Chand What ?

41 Principals Feedback On AEP We are satisfied with this seminar and it is better to give knowledge on AEP Issues. Ms. Suchita (Principal) Such type of programme are really useful. These may help in overall development and help to cope up problemsof life. Such type of programme should be conductedregularly. What ?

42 Parents Feedback On AEP This programme should not be implemented through schools rather teacher should trained the parent and parents will trained their adolescence. Mrs. Jaya Srivastava (Varanasi) In my opinion information parents should be given full information from schools, so, that parents can guide at home properly. Mr. Ram Chand Narayan Pandey(Varanasi) Sex education is not necessary in our culture and tradition, parent should teach adolescence. Dr. O. P. Chaudhary (Varanasi ) This programme is beneficial for parents if parents gets proper knowledge, they can guide their children at home. Dr. D. N. Ojha (Varanasi) What ?

43 Status of AEP - 2008 Programmes held under AEP in Sep-Nov 2008 NTT Programme 15 Advocacy Programme 15

44 Science Exhibition –Innovativeness –Creativity –Last 5 years –Regional Level –National Springdales School, Delhi –Best 20 exhibits - Jawahar Lal Nehru Children Science Exhibition

45 Enrichment Activities Heritage India Quiz National Informatics Olympiad Group Mathematics Olympiad National Innovation Programme (with IIM, Ahmedabad)

46 Sahodaya - Concept School Clusters Spirit of Caring and Sharing –Information and resources Encourages Community of Practices 250 Sahodayas networking 4500 schools

47 Losing an edge, Japanese envy Indian Schools JAPAN – Growing Craze for Indian Education think of India as world s ascendant education superpower Bookstores are filled with titles like Extreme Indian Arithmetic Drills and The Unknown Secrets of the Indians. Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.

48 The New York Times …. Japanese praise Indian Education. Envy Indian Learners: –learning more at an earlier age. –an emphasis on memorization. –focus on the basics, particularly in math and science.

49 Training And Empowerment In-service Teacher Training programme through Sahodayas. Empowerment of Heads of Institutions in collaboration with top business schools and also with NUEPA. Theme based regional and national level Sahodaya conferences. How ?

50 Dimensions of effective technology enhanced learning environments: l Task-Oriented l Challenging l Collaborative l Constructionist l Conversational l Responsive l Reflective l Formative How ?

51 Task-Oriented The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic. AcademicAuthentic How?

52 Collaborative Web-based tools for group work and collaboration can prepare students for team work in 21st Century work environments. Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts. UnsupportedIntegral How?

53 Constructivist original knowledge representations Faculty should engage students in creating original knowledge representations that can be shared, critiqued, and revised. Craft Students in fields ranging from Creative Writing to Heritage Craft are producing portfolios. ReplicationOrigination How?

54 Conversational Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation. e- learning forums. New knowledge and insight are being constructed in conversation spaces such as GDs and e- learning forums. One-wayMulti-faceted How?

55 Reflective Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned. electronic journals Teacher preparation : Teachers are keeping electronic journals to reflect upon the children they teach, and their roles as advocates for children. ShallowDeep How?

56 Anticipate Act Observe Organise Ideas for the future How ? Reflection Continuous process of reconstruction of experience Reflection Looking Ahead (Interplay) Looking Back

57 Learning To Learn ? How can you calculate the return on your education investment in schooling ? What will you be doing five years after you leave school RECOMMENDATIONS: –Learn to learn and learn to like it. –Study whatever subject you like, but recognize that you can broaden your skill base considerable by choosing elective courses wisely. –Develop life skills that will enable you to provide value to a variety of organizations. How ?

58 1. Personal awareness Self-concept, identity, realistic self-esteem, self-direction, autonomy 3. Task awareness Understanding, using, constructing, communication skills in context 2. Process awareness: learning Monitoring, reflection, cooperation, critical self-assessment Experiential learning Teacher s professional awareness Professional autonomy, communicative action, commitment to learning Culture of learning institution and society Quality of learning environment, culture of learning community, collaboration between participants Experience Reflect Apply Conceptualize How ?

59 How ? Action Learning~ Dr. Reg Revans (Cambridge) There can be no learning without action. Effort, practice and implementation needed Promote local action and learning Organizational implications Supports creative integration of thinking & doing, theory & practice, academic & practitioner. Knowledge is transferable Action learning empowers the learner

60 ` Promotes best practice Strengths Characteristics Action Learning Emphasis on learning by doing Conducted in teams Addresses social/organizational issues Participants placed into problem-solving roles Team decisions are required Formalized into presentations reflect on personal empowerment strategies that worked/did not work Relevance to students Teaches complex problem solving Develop skilled leaders and develop teams Produces tangible outcomes: empowering

61 The Action Learning Formula: Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and Insightful Questioning (Q)

62 Learning To Learn ? Is teaching more than the conveying knowledge? ? Can teachers teach anybody anything? ? What is the difference between knowledge and knowing? Recommendations –Learning is not passive. –Learn what the problems are. –Recognize that learning is your problem (opportunity). How ?

63 Learning To Learn (Article by Smith) ? Is it okay to make mistakes? ? Is competence really being able to solve problems w/o hesitation? ? What reactions do you expect if you tell a teacher (a friend) that you do not understand something? Recommendations: –Learn to ask questions. If you have a question, you can be certain that many others have the same question. –True competence does not mean not making errors. It means well thought out judgment and decisions based on available information and experience. How ?

64 paani geela geela kyon? gol kyon hai zameen? silk mein hai narmi kyon? aag mein garmi kyon? do aur do paanch kyun nahin? ped ho gaye kam kyon? teen hai ye mausam kyon? chaand do kyon nahin? duniya mein hai jung kyon? behta laal rang kyon? sarhadein hai kyon har kahin? socha hai … ye tumne kya kabhi? socha hai … ki hai ye kya sabhi? socha hai … socha nahin toh socho abhi behti kyon hai har nadee? hoti kya hai roshni? barf girti hai kyon? dost kyon hai rooth te? taare kyon hai toot te? badalon mein bijli hai kyon ? Lyrics of a Popular Film Song sanaata sunaee nahin deta aur hawaein dikhayee nahin deteen socha hai … kya kabhi … hota hai ye kyon? Aasman hai neela kyon? paani geela geela kyon? gol kyon hai zameen? silk mein hai narmi kyon? aag mein garmi kyon? do aur do paanch kyun nahin? ped ho gaye kam kyon? teen hai ye mausam kyon? chaand do kyon nahin? duniya mein hai jung kyon? behta laal rang kyon? sarhadein hai kyon har kahin?

65 Focus on Inquiry Skills Power of Demonstration Learning by Doing - Class VI Science is Doing - Class VII (available on CBSE website : ) At the Upper Primary Level Paradigm shift in Science Teaching

66 Formative Learning environments can be designed to allow students to develop prototype solutions over time rather than to find one right answer that someone else has defined. Fixed Assessment Developmental Performance / Outcome – Ref.

67 Formative Example ongoing efforts evaluate authentic tasks to encourage lifelong learning Faculty should engage their students in ongoing efforts to evaluate and refine their work related to authentic tasks to encourage lifelong learning. Performance / Outcome

68 ViolenceViolences NPE – 1986, POA – 1992 NCF - 2005 PURPOSE Improve teaching learning Develop learning abilities through activities rather then exams CCE FEATURES Covers all aspects Continuous – Continual Comprehensive Personal Scholastic Curricular + Co-scholastic Social LS TechniquesObservationOralTools Observatio n schedule Oral questions Diagnostic test TechniquesOralWrittenTools Oral questions Question paper Assignmentproject Diagnostic test TechniquesOralWrittenPractical Tools Oral questions Question paper AssignmentProject Diagnostic test Activity/experiment TechniquesWrittenPractical Viva voce Tools Question paper AssignmentProject Practical (activity / experiment) Oral questions TechniquesWrittenPractical Viva voce Tools Question paper AssignmentProject Practical (activity / experiment) Oral questions Portfolio Classes I & II Classes III,IV & V Classes VI to VIII Classes IX & X Classes XI & XII 5-point grading A* Outstanding 90-100 A Excellent 75-89 B Very Good 56-74 C Good 35-55 D Scope for improvement Below 35 Classes I - V Classes VI – XII 7-point grading A* 90 and above A* 90 and above A 80 to 89 A 80 to 89 B* 70 to 79 B* 70 to 79 B 60 to 69 B 60 to 69 C 45 to 59 C 45 to 59 D 33 to 44 D 33 to 44 E Below 33 percent E Below 33 percent

69 Social Science X Geography 22 History 22 Eco P.Sc Internal Evaluation Project work 06 School Based 20 Formative & Summative 10 Assignment CW & HW 04 Assignments X-4 diff. assignments 1 assignment – D.M. Mode - 5 points Rating A-5 B-4 C-3 D-2 E-1 Avg. out of 4 IX not carried over Project W-6 1 project – DM 9-15 pages Hand written CIR – 18/2006 20/2008 Assessment of PW Content – 2 Presentation – 1 Process – 1 Viva - 2 Science X Theory 60 VSA1 x 909 SA-I2 x 918 SA-II3 x 618 LA5 x 315 XII VSA 1 x 10 10 LAQ 6 x 7 42 SAQ 4 x 12 48 X SA-II 3 x 10 30 VSA 1 x 10 10 SA-I 2 x 5 10 LA 6 x 5 30 02 - VIVA 03 - Record Work 15 - Skills 20 MCQ ½ x 10 MCQ 1 x 10 Practical - 40 Q MAP 6 Items 2-History 4-Geography Total 29 Qs. Formative and summative Class – IX Final scores reduce 10% Class – X Average UTs any 2-10% 4 – Maps 2 – Maps 18 T h e o r y - 80 Mathematics DM Project Assignments Circulars Nos 15-2008 20-2008 31-2008



72 Examination Reforms Based on NCF 2005 Restructured Qs Papers Moving Content – Application Higher Order Thinking Questions Integrated School based Internal Assessment X - Math Science Social Science Support material SQPs (Print website) Marking Schemes Performance Analysis De-stressing No school bag No Home Work (upto class II) Focus on Soft Skills - Art, Music, Dance & Craft Alternative of HW ( I-V) Concessions – Visually Challenged Seating Arrangement Amanuensis Enlarged print in Math & Sc. & Tech Can offer Music, Home Sc. even if not available in school Concessions – Differently Abled Studying 3 rd lang. upto class–VIII–exemption Can use an amanuensis Ground floor seating Alternative as visuals 15 min. Reading time 9 point scale Spot Evaluation 0.1% merit CCE Addition time -3hrs-60mins -2 ½ hrs -50mins - 2hrs -40mins -1 ½ -30mins Amendment after GB, June Persons with Disabilities – New nomenclature Use of computer/typewriter (outside Delhi also ) Fee to amanuensis PD – visit to centre allow a week in advance Helper/scribe from host school for practical Sports attendance for CBSE/SGFI – 60% instead of 75% Support Services Tele-counseling

73 Training Programme for Principals will be conducted by IIM, Bangalore at its campus. –Programme 1:Dec. 15 - Dec. 19. 2008 –Programme 2:Jan. 12 - Jan. 16 - 2009 –Programme 3:Jan. 27 - Jan. 31 – 2009 –Programme 4:Feb. 16 - Feb. 20 - 2009 On-line Registration Form – –NUEPA:Jan. 05 - Jan. 09 - 2009 Contd… Future Initiatives Empowerment Programmes

74 Explore CBSE Website

75 Explore CBSE Website Interaction with CM SQP Support Material –Olympiads Subject Pages Higher Order Thinking Skills

76 Status of Interact with Chairman Total questions received so far (last two weeks)

77 Future Projection Frequently Asked Questions (FAQs) related to: Social Studies(DM,Projects) SecondaryMaths Academic Sr. SecondaryEconomics(text book) Biology B io-technology Secondary Examination Sr. Secondary Status Affiliation Online Mode

78 -Vision- Strengthening Position of CBSE in Overseas. Developing Curricula Internationally Competitive. Bring Global Dynamics in School Education. Provide leadership in School Education for other Countries. Offer affordable Cost effective International Curriculum worldwide.

79 New Initiatives Formulation of Policy for optimum Enrollment of Students in Affiliated Schools. Policy for restricting enrollment in Schools Violating rules. Outsourcing work of Affiliation Branch. Creation of a Committee for further International Presence of CBSE

80 Academics– Pilot Project with Australian Counsel for Educational Research (ACER) for Data analysis alongwith Training Workshops for Evaluators. –Class XII, English & Economics Pilot Project on School Mapping –locating CBSE Affiliated School on Public Mapping System –development of an in-house GSM Gateway Solution to provide alert based on-line facility to all stakeholders. In-house Training Centre at Academic Unit for Capacity Building and dissemination of knowledge.

81 Launch of National Urban Eco- Sanitation and Green School Initiatives – 30th Jan, 2009 100% sanitation during 11 th Five Year Plan Awareness – Behavioural change Green School – Reduce, Reuse, Recycle – Rain water harvesting Pilot Project – 100 Schools (25 KVs + 25 Govt. sch + 50 PVT Sch)

82 Proposed Grading System for Classes IX and X 12/4/200882 Rational & Efficacy of Proposed system Absolute Grade System and applicable for all Subjects Easy to Understand as the broad cut-off marks are pre-determined Based on historic concept of Class and Division Comparability between Schools and Boards Comparability among different kinds of Schools Easily Implementable in large as well as small population Graphical Representation in major Subjects is nearer to Bell Shape (Normal Curve) In line with the Grading System adopted by the Board in Classes upto V and VI-VIII

83 Proposed Grading System For Classes IX and X 12/4/200883 Candidates are divided into 4 major Groups Group% MarksClassDistribution of Candidates Grade A75and AboveDistinction3 Grades in the ratio 3:2:1 Grade B60 – 74I Division1 Grade for all candidates Grade C33-59II/III Division 3 Grades in the ratio 1:2:3 Grade F32 and BelowFailure2 Grades in 0-19 and 20- 32 range of marks

84 Based on 5 Years average (2004-2008) – Grades and % of Marks 84 GradeGrade Value Qualitative Value LanguagesOther than Languages % Marks% of Cand% Marks% of Cand A19Outstanding90 – 1004.7094 – 1005.04 A28Excellent82 – 899.3986 – 9310.08 A37Exceptional75 – 8114.0975 – 8515.12 B46Very Good60 – 7426.5460 – 7421.27 C55Good47 – 5919.3946 – 5919.79 C64Marginal36 – 4612.9336 – 4513.19 C73Average33 – 356.4633 – 356.60 F12Poor20 – 323.9520 – 324.85 F21Unsatisfactory00 – 192.5400 – 194.08

85 Schooling in India has been a struggle, both before and since Independence But what has now changed is the growing awareness about education and a demand for it that cuts across income groups. Nandan Nilekani Imagining India Ideas for the Future

86 India s involvement with good education practices will move conclusively than any other reform, determine India s economic future … Our response will made all the difference between the world s largest … Illiterates.. or … a country with a large pool of talented human capital that can fire up the country to new levels of growth. Our opportunity to choose between the two is her, now and, transient. Nandan Nilekani Imagining India Ideas for the Future

87 Solar electric system powered –Computer lab –Internet connected satellite disk in South Africa Thomas L. Friedman HOT, FLAT and CROWDED Ideas for the Future

88 Localization and Globalization balance Humanization One natural resource we still have human ingenuity Ideas for the Future


90 We have exactly enough time – starting now. Dana Meadows (Environmentalist)

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