3Empowering Each Learner Learning Framework : Strategies Learning SystemCONTEXTPERFORMANCE/OUTCOMELEARNERACTIONInstitutionsSchoolsCommunityTeachers/ParentsLearning Communities
4Strategies :Context Global Challenges Emerging Technologies and ChallengesInformation HighwaysChanging Learner ProfileChanging Work ForceChanging Employability SkillsShifting Social DynamicsInclusion
5Strategies :Context Global Challenges From delivering content to building capacity.From stand alone institutions to value-added networks.From setting and delivering curriculum to co-creating curriculum.From standard operating procedures to creative adaptations.
1121st Century Workforce High School Students Economically Disadvantaged WomenSingle ParentsInternational StudentsVeteransImmigrantsHistorically UnderrepresentedAdult LearnersCollege StudentsSenior CitizensReturning Professionals
13Changing Employability Skills Lifelong Learning – NecessityLife SkillsDealing with 21st Century shiftsViolence and TerrorChanging skill sets.▪▪
14Jobs in this new millennium require a student to be an effective : CollaboratorSynthesizerAdapted from Tom Friedman’s book: The World Is Flat (2006)LeveragerModel builderAdapterLocalizer/PersonalizerCollaborator (working with one or more other people to achieve something)Leverager (power to get things done)Adapter (someone who is able to adjust to change or to suit different conditions)Explainer (to give an account of something with enough clarity and detail to be understood by somebody else)Synthesizer (somebody who combines different ideas, influences, or objects into a new whole)Model builder (someone who generates new ideas for solving complex problems)Localizer/Personalizer (someone who can empathize with others and understand the subtleties of human interaction in order to solve a problem)Explainer14
16Facilitators Managers Researchers Co-creators Lifelong Learners WHOWHO???WHO???SCHOOLSPolicy / VisionInclude all stakeholders (Sts.Trs/Parents PE + LSCurriculum + Beyond • CCE • Comp. School HealthSTAKEHOLDERS!ALLNuclearAggressiveWorkingEducators / LeadersAmbitiousTimeWho ? LeadersInformation LeadershipA whole school information / philosophy approach / visionUnderstand the core issues of student learningInterpret educational & administration needs into technological solutionsMultiple intelligences integratedLife-SkillsValues Enhanced FrameworkMajor InfluenceQualityMaximum time spentPositive Peer PressureParentsNegative Peer PressurePeers+FriendsPrincipalLearnersDecision MakingTeachers asRefusal SkillsAdolescent IssuesCollaboratorsFacilitatorsManagersIdentity CrisisRole ModelsSelf EsteemCo-creatorsResearchersEducatorsLifelong Learners
17dissolving boundaries WHENANDWHERE???WOMB TO TOMBLife longLearningEldersElectronicTVMoviesInternetNon-formal institutionsHomeNuclearMediaPrintNewspaperJournalsMagazineParental timeSchoolsformaldissolving boundariesMonitoringFriendsHomesSiblingsAnnual/ Sports DayLabsCorridorsPlaygroundCanteensSeniorsSchoolplayTravelClassroomsVirtualPeer LearningSocial Network sitesInteractionBoth formal and non-formal institutions
18Active Learning Beyond The Classroom When ?Active Learning Beyond The ClassroomHow students spend their time…Class hours (or less)Work hours (or more - 30%)TV hours (33%)Leisure Reading hours (38%)Organized student activity 3-10 hours (47%)Informal conversation with other students hours (31%)
19Active Learning Beyond The Classroom When ?Active Learning Beyond The ClassroomActive Learning Strategies:Study groupsJournals and diariesExperiential learningStudent research
21CBSE AS A PACE SETTER Languages – Communicative Language Teaching ○ English ○ Japanese – VIII –○ Sanskrit ○ German – VI –○ French ○ Bahasa Maleyu – X –MathematicsScienceSocial ScienceI.T.Enrichment activitiesExamination Reforms
22Disaster Management Class - VIII Class - IX Class - X
23Information Technology based Subjects Upper Primary Level (VI-VIII) - Computer basics as part of work experience.Secondary Level ( IX & X) - I I T - Additional SubjectSenior Secondary Level (XI & XII) - 3 ElectivesComputer ScienceInformatics PracticesMultimedia & Web Technology
24New Electives at Senior Secondary Level AcademicsCreative Writing and Translation Studies: 2007– 08.Reader – Class XIReader – Class XIIFIRST BOARD EXAM- 2009Contd…
27New Electives at Senior Secondary Level (Contd…)03 Vocational + 01 Language +01 Elective(+ 01 Additional Elective) .Joint Certification by CBSE and NSE
28Health Care Sciences Class XI 2009 – 2010 First Board Examination 2011 Joint certification with FICCI
29Promoting Innovation and Creativity in School System What ??Promoting Innovation and Creativity in School SystemStrengthening 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.
30Policy – (School Management) School Health & Wellness ProgrammePolicy – (School Management)Health & Wellness ClubsHealth EducationLife SkillsAEP Class IX & XI Revised Manuals (in process)Curriculum Plus Classes VI – VIII Revised Teachers’ Manual for Class VI ( )Classes 1 – 12 Vol I Vol II Vol IIII Vol IVIntegrated Components (Eco – Clubs – Peace & Value Education) Teachers’ Manual - I – VIII Teachers’ Manual IX
31COMPREHENSIVE SCHOOL HEALTH PROGRAMME IN CBSE SCHOOLS
32Personal And Environmental Hygiene ThemesKnowingyour bodyBehaviourAnd Life SkillsFood andNutritionBeing Safe AndResponsibleTo be effective, coordinated school health programs must be directed toward the needs of students, responsive to the needs of families, and reflective of the values of the local community. All eight components must be linked to each other and supportive of each other.Often, schools with effective coordinated school health programs develop a committee of representatives from each component area. The committee meets to develop school health priorities and programs to address student needs. Many school districts employ a coordinator who works to optimize the connections between the eight separate component areas to prevent duplication and to seek additional resources.Personal And Environmental HygienePhysicalFitness
33Health 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.
34Detailing Manuals…. Four Manuals: Volume 1 – all stakeholders Volume 2 - Primary Level (Classes I-V)
36Themes Covered… Six different themes : Knowing your Body Food and NutritionPersonal and Environmental Hygiene
37Themes Covered… Physical Fitness Being Responsible Safe Behaviour and Life Skills.
38WHY Life Skills? What ? Beyond Work with others Learn from others Ask questionsBe open to other points of viewLearn to defend your point of viewDon’t automatically accept fact unless you know it to be trueChallenge assumptions
39CBSE - AEP Students Feedback AEP 2007 What ? 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)
40Teachers Feedback On AEP What ?Teachers Feedback On AEPAdolescence 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, JaipurDuring psychological and physical changes, the child’s energy should be properly channelised Mrs. Meenakshi SharmaEffective communication and working towards one’s goal help to cope up with stress and emotions.Mr. Suresh Chand
41Principals Feedback On AEP What ?Principals Feedback On AEPWe 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. Thesemay help in overall development and help to cope up problemsoflife. Such type of programme should be conductedregularly.
42Parents Feedback On AEP What ?Parents Feedback On AEPThis 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)
43Status of AEP - 2008 Programmes held under AEP in Sep-Nov 2008 NTT Programme15Advocacy Programme
46Sahodaya - Concept School Clusters Spirit of ‘Caring and Sharing’ Information and resourcesEncourages Community of Practices250 Sahodayas networking 4500 schools
47Losing an edge, Japanese envy Indian Schools JAPAN – Growing Craze for Indian Educationthink of India as world’s ascendant education superpowerBookstores 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.
48The 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.
49Training And Empowerment How ?Training And EmpowermentIn-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.
50Dimensions of effective technology enhanced learning environments: How ?Dimensions of effective technology enhanced learning environments:Task-OrientedChallengingCollaborativeConstructionistConversationalResponsiveReflectiveFormative
51Task-Oriented How? Academic Authentic The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.
52Collaborative How? Unsupported Integral Web-based tools for group work and collaboration can prepare studentsfor team work in21st Centurywork 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.
53Constructivist How? Replication Origination Faculty should engage students in creating original knowledge representations that can be shared, critiqued, and revised.Students in fields ranging from Creative Writing to Heritage Craft are producing portfolios.
54Conversational How? One-way Multi-faceted Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation.New knowledge and insight are being constructed in conversation spaces such as GDs and e-learning forums.
55Reflective How? Shallow Deep Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned.Teacher preparation : Teachers are keeping electronic journals to reflect upon the children they teach, and their roles as advocates for children.
56Organise Ideas for the future How ? ReflectionContinuous process of reconstruction of experienceAnticipate↓ActObserveOrganise Ideas for the futureReflectionLooking Ahead (Interplay)Looking Back
57How ?Learning To LearnHow can you calculate the return on your education investment in schoolingWhat will you be doing five years after you leave schoolRECOMMENDATIONS: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.
58Experiential learning Culture of learning institution and society How ?1. Personal awarenessSelf-concept, identity, realistic self-esteem, self-direction, autonomy3. Task awarenessUnderstanding, using, constructing, communication skills in contextExperience2. Process awareness: learningMonitoring, reflection,cooperation, critical self-assessmentExperiential learningApplyReflectConceptualizeTeacher’s professional awarenessProfessional autonomy, communicative action, commitment to learningCulture of learning institution and societyQuality of learning environment, culture of learning community, collaboration between participants
59How ? Action Learning~ Dr. Reg Revans (Cambridge) There can be no learning without action.Effort, practice and implementation neededPromote local action and learningOrganizational implicationsSupports creative integration of thinking & doing, theory & practice, academic & practitioner.Knowledge is transferableAction learning empowers the learner59
60Action Learning Strengths Characteristics • Relevance to students `Strengths• Relevance to students• Teaches complex problem solving• Develop skilled leaders and develop teams• Produces tangible outcomes: empowering• Promotes “best practice”Action LearningCharacteristics• Emphasis on learning by doing• Conducted in teams• Addresses social/organizational issues• Participants placed into problem-solving roles• Team decisions are required• Formalized into presentationsreflect on personal empowermentstrategies that worked/did not work
61The Action Learning Formula: Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and Insightful Questioning (Q)
62How ? Learning To Learn Is teaching more than the conveying knowledge? Can teachers teach anybody anything?What is the difference between knowledge and knowing?RecommendationsLearning is not passive.Learn what the problems are.Recognize that learning is your problem (opportunity).
63Learning To Learn (Article by Smith) How ?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.
64Lyrics 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?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 abhibehti 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 ?
65At the Upper Primary Level Paradigm shift in Science Teaching Focus on Inquiry SkillsPower of Demonstration‘Learning by Doing’- Class VI‘Science is Doing’- Class VII(available on CBSE website : )
66Performance / Outcome – Ref. FormativeFixed AssessmentDevelopmentalLearning 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.
67Formative Example Performance / Outcome Faculty should engage their students in ongoing efforts to evaluate and refine their work related to authentic tasks to encourage lifelong learning.
68Violences Classes I & II Classes XI & XII Tools Oral questions TechniquesObservationOralToolsObservation scheduleOral questionsDiagnostic testClasses III,IV & VClasses XI & XIITechniquesOralWrittenToolsOral questionsQuestion paperAssignmentprojectDiagnostic testToolsQuestion paperAssignmentProjectPractical (activity / experiment)Oral questionsPortfolioFEATURESCovers all aspectsContinuous – ContinualComprehensive PersonalScholastic Curricular + Co-scholastic SocialLSClasses I - VClasses VI – XII7-point gradingA* 90 and aboveA to 89B* 70 to 79B 60 to 69C 45 to 59D 33 to 44E Below 33 percentCCE5-point gradingA* OutstandingA ExcellentB Very GoodC GoodD Scope forimprovement Below 35TechniquesWrittenPracticalViva voceNPE – 1986, POA – 1992NCFPURPOSEImprove teaching learningDevelop learning abilities through activities rather then examsClasses VI to VIIIClasses IX & XTechniquesWrittenPracticalViva voceToolsQuestion paperAssignmentProjectPractical (activity / experiment)Oral questionsToolsOral questionsQuestion paperAssignmentProjectDiagnostic testActivity/experimentTechniquesOralWrittenPractical
69Social Science X History 22 Geography 22 2 – Maps 4 – Maps EcoP.Sc4 – Maps1818T h e o r y - 80Science XTheory 60VSA 1 x 9 09Internal EvaluationSA-I 2 x 9 18AssignmentsX-4 diff. assignments1 assignment – D.M.SA-II 3 x 6 18LA 5 x 3 15School Based 20XIIVSA 1 xMode - 5 points RatingA-5B-4C-3D-2E-1SAQ 4 xAvg. out of 4IX not carried overFormative & Summative 10LAQ 6 xMathematicsLA xSA-II 3 xAssignment CW & HW 04SA-I 2 xProject W-61 project – DM9-15 pagesHand writtenCIR – 18/200620/2008VSA 1 x02 - VIVAXProject work 0603 - Record WorkMCQ 1 x 10Formative andsummativeClass – IXFinal scores reduce 10%Class – XAverage UTs any 2-10%15 - SkillsMCQ ½ x 10Assessment of PW▪Content – 2▪Presentation – 1▪Process – 1▪Viva - 22020Practical - 40DM ProjectQMAPAssignments6 ItemsCirculars Nos2-History4-GeographyTotal 29 Qs.
72Concessions – Visually Challenged Support ServicesSupport materialSQP’s (Print website)Marking SchemesPerformance AnalysisTele-counselingExamination ReformsBased on NCF 2005Restructured Qs PapersMoving Content – ApplicationHigher Order Thinking QuestionsIntegrated School based Internal AssessmentX - •Math •Science •Social ScienceConcessions – Visually ChallengedSeating ArrangementAmanuensisEnlarged print in Math & Sc. & TechCan offer Music, Home Sc. even if not available in schoolDe-stressingNo school bagNo Home Work (upto class II)Focus on Soft Skills- Art, Music, Dance & CraftAlternative ofHW( I-V)Amendment after GB, JunePersons with Disabilities – New nomenclatureUse of computer/typewriter (outside Delhi also )Fee to amanuensisPD – visit to centre allow a week in advanceHelper/scribe from host school for practicalSports attendance for CBSE/SGFI – 60% instead of 75%15 min. Reading time9 point scaleSpot Evaluation0.1% meritCCEAddition time3hrs-60mins2 ½ hrs -50mins2hrs -40mins1 ½ -30minsConcessions – ‘Differently Abled’Studying 3rd lang. uptoclass–VIII–exemptionCan use an amanuensisGround floor seatingAlternative as visuals
73Future Initiatives Empowerment Programmes Training Programme for Principals will be conducted by IIM, Bangalore at its campus.Programme 1 : Dec DecProgramme 2 : Jan JanProgramme 3 : Jan Jan. 31 – 2009Programme 4 : Feb FebOn-line Registration Form –NUEPA : Jan JanContd…
75Explore CBSE Website Interaction with CM SQP Support Material OlympiadsSubject PagesHigher Order Thinking Skills
76Status of ‘Interact with Chairman’ Total questions received so far (last two weeks)
77Future Projection Frequently Asked Questions (FAQs) related to: Social Studies(DM,Projects)Secondary MathsAcademic Sr. Secondary Economics(text book)BiologyBio-technologySecondaryExamination Sr. SecondaryStatusAffiliation 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.
79New InitiativesFormulation 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
80Academics–Pilot Project with Australian Counsel for Educational Research (ACER) for Data analysis alongwith Training Workshops for Evaluators.Class XII , English & EconomicsPilot Project on School Mappinglocating CBSE Affiliated School on Public Mapping Systemdevelopment 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.
81Launch of National Urban Eco-Sanitation and Green School Initiatives – 30th Jan, 2009 100% sanitation during 11th Five Year PlanAwareness – Behavioural changeGreen School – Reduce, Reuse, Recycle – Rain water harvestingPilot Project – 100 Schools(25 KVs + 25 Govt. sch + 50 PVT Sch)
82Proposed Grading System for Classes IX and X Rational & Efficacy of Proposed systemAbsolute Grade System and applicable for all SubjectsEasy to Understand as the broad cut-off marks are pre-determinedBased on historic concept of Class and DivisionComparability between Schools and BoardsComparability among different kinds of SchoolsEasily Implementable in large as well as small populationGraphical 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-VIII12/4/200882
83Proposed Grading System For Classes IX and X Candidates are divided into 4 major GroupsGroup% MarksClassDistribution of CandidatesGrade A75and AboveDistinction3 Grades in the ratio 3:2:1Grade B60 – 74I Division1 Grade for all candidatesGrade C33-59II/III Division3 Grades in the ratio 1:2:3Grade F32 and BelowFailure2 Grades in 0-19 and range of marks12/4/200883
84Based on 5 Years average (2004-2008) – Grades and % of Marks Grade ValueQualitative ValueLanguagesOther than Languages% Marks% of CandA19Outstanding90 – 1004.7094 – 1005.04A28Excellent82 – 899.3986 – 9310.08A37Exceptional75 – 8114.0975 – 8515.12B46Very Good60 – 7426.5421.27C55Good47 – 5919.3946 – 5919.79C64Marginal36 – 4612.9336 – 4513.19C73Average33 – 356.466.60F12Poor20 – 323.954.85F21Unsatisfactory00 – 192.544.0884
85Ideas for the Future Nandan Nilekani ‘Imagining India’ ‘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’
86Ideas for the FutureIndia’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’
87Ideas for the Future Solar electric system powered Computer lab Internet connected satellite disk in South AfricaThomas L. FriedmanHOT, FLAT and CROWDED
88Ideas for the Future Localization and Globalization balance HumanizationOne natural resource we still have human ingenuity