IL & FS Layout 14-3-12 1 print - ilfsets.com · IL&FS Education present the second edition of ... development of a child, ... Enrich The Learning Environment With Hardware, Software

Focussed on our mission of spreading the empowering light of Education nationwide and in the deepest corners of the country, we at IL&FS Education present the second edition of our bi-monthly K-Class newsletter. A pioneer in the education space with over a decade of experience in offering comprehensive learning solutions for teachers and students, we at IL&FS Education exist to enhance the learning and teaching experience in schools while honing educational practitioners to become smart and practical thinkers. This newsletter has been founded on the same philosophy pillars, to aid us in realising our larger dream of enhancing student learning outcomes.

This newsletter edition is centred on implementing The Constructivist Approach in your classrooms as laid down by the NCF 2005, enabling you to inculcate and improve learning amongst your students. Also our zest to implement Continuous and Comprehensive Evaluation system in schools reflects in this edition too. IL&FS Education has par tnered with CBSE to conduct CCE Teacher Training programmes in CBSE Schools and here we present glimpses of the same. That's not all this edition carries. Read through the pages to discover many learning resources for teachers that you can actually use in your classrooms. Do remember to write to us at [email protected] to help us make the newsletter more focussed on YOU.

Co-editorsNinad VengurlekarNational K-Class Head

Making Learning A Meaningful Process

Lead Story

School Speak

IETS Milestones

K-Class Moments On Reel

An Innovative Learning Idea You Can Use

Reinventing the Paradigm of Teaching with Constructivism

Nand Kumar, State General Secretary, TN Nursery, Primary and

Matriculation Schools Association, on the Benefits of K-Class

CBSE Partners with IL&FS Education to Conduct

the CCE Program in CBSE Schools

IL&FS Education Implements English Language Enhancement

Programme for Students in Andhra Pradesh Gurukulams

IL&FS Education Partners With Social Welfare Department,

Odisha and UNICEF to Implement Life Skills Programme for Students

IL&FS Education at the AINACS Meeting at Kochi

Top 3 Websites To Boost Classroom Learning

www.ilfsets.com | www.facebook.com/ilfseducation twitter.com/ilfseducation | www.

January-February 2012

HIGHLIGHTS

Neena PaulNational Academic Head

Lead Story

As a child, I was often labelled by my

teachers as unfocused, too fidgety

and uninterested in studies. They

complained to my parents that I

talked too much with other kids,

asked too many questions not

necessarily connected to the subject

being taught, and dismissed textbook

learning as unimportant. But don't

most children fall broadly in the

same situation bracket- curious, keen

on learning and applying gathered

knowledge but not interested in

cramming textbook information (not

necessarily knowledge) being

disseminated by the teachers? Also,

aren't they always intent on social

interaction with their peers? Also, aren't they always intent on

social interaction with their peers?

Curriculum overload on children,

however, isn't the only problem.

Noted scientist and educationist,

Professor Yash Pal, who played a

significant role in leading education

reforms in India and was a core

member of the team that formulated

The National Curriculum Framework

(NCF) 2005, produced by NCERT,

highlights the issues well in the NCF

document. He says, “We have

bartered away understanding for

memory-based, short-term

information accumulation. This must

be reversed, particularly now that the

mass of what could be memorized

has begun to explode. We need to

give our children some taste of

understanding, following which they

would be able to learn and create

their own versions of knowledge as

they go out to meet the world of bits,

images and transactions of life.”To address this deep structural issue,

the National Curriculum Framework

2005 was put in place that

elaborates on the insights of

'Learning without Burden'.

The NCF -2005 is based on the

concept of constructivism, which

emphasises that learners do not

acquire knowledge passively but

construct it actively, connecting new

ideas to existing ones on the basis of

experience. It states that the

curriculum must enable students to

find their voices, nurture their

curiosity to do things, to ask

questions and to pursue

investigations, integrating their

experiences with school knowledge

rather than their ability to produce

textual knowledge.

l Connecting knowledge to life

outside and providing wide range

experiences for overall

development of a child, mentoring

them to become engaged citizens

in constantly changing local,

regional, and global realities.

l Shifting from rote learning to

constructing knowledge, aiding

children sustain their chances in

the world of work.

l Bringing flexibility in the

examination system to truly

measure their learning and

understanding capabilities.

Assumably, if the students are active,

they are constructing knowledge.

What, however, remains ambiguous

is how knowledge construction can

be applied to the course content and

what tools and tricks could teachers

A Framework For Knowledge

Construction

The NCF Aims

use to help students construct

knowledge. Here are 5 ways to help you use

constructivist approaches in your

classrooms to inculcate and

improve learning amongst your

students

Educationists of international repute

like John Dewey, Maria Montessori,

and Friedrich Froebel have advocated

play way method, especially at the

Primary Level. Most of the subjects

like language, mathematics, and

science can be taught through this

method. According to Lev Vygotsky, a

social constructivist, “Play mediates

the learning of children, and, through

play, children develop abstract

thought. Mediate means that, in play,

children reach beyond their real

selves as they take on the roles of

the characters they choose to be,

and take action appropriate to the

behavioural rules that govern

those roles.”

For example, a child pretending to be

a doctor will play with a stethoscope,

pretend to check a make-believe

patient, and follow the conduct

expected from a doctor. Enacting in

make believe, children internalise

social norms and expectations and

strive to follow them. You can use this

opportunity to explain to the child the

responsibilities of a doctor and teach

him basics of health care such as

providing elementary first aid.

According to constructivist approach

to learning, teachers and students

together contribute to the process of

knowledge construction through their

interaction in the classroom, hence

jointly contributing to students

learning. In peer tutoring one student

1. Allow Students To Play Their Way

To Learning

2. Encourage Peer Tutoring

teaches another. In cross-age peer

tutoring, one of the students is older.

Cross-age peer tutoring usually works

better than same age peer-tutoring. Research has proven that peer

tutoring often benefits both the tutor

and the tutee. A study conducted by

education psychologists D. Fuchs,

L.S. Fuchs, Mathes & Simmons

(1997) evaluated the effectiveness of

a peer tutoring programme across 12

American schools for 3 learner types:

low-achieving students with

disabilities, low-achieving students

without disabilities and average-

achieving students. The training of

peer tutors revolved around helping

students read aloud, review

information read, state main ideas,

predict and check story outcomes,

and similar tasks. Irrespective of the

type of learners, students in the peer

tutoring classrooms showed greater

progress than their counterparts who

did not receive peer tutoring.

Therefore, whenever some other

activity of the school demands your

time, instead of asking students to

finish their homework in class, use

the time to practice peer-tutoring.

Mixing two classes or students from

the same age-group but with different

strengths could provide astounding

results.

NCF acknowledges that Educational

Technology and ICT are significant

tools to achieve constructivist

learning in the new generation Indian

classrooms and encourages you to

share discoveries and initiate

discussions that will require students

to do their own internet research. You

could continually use the internet to

introduce students to new language

games and puzzles, to make your

classroom interact with a classroom

in another country or state, to

encourage students collaborate on

doing project work, play learning

games with international students

online and the like.

Do not limit the use of 'technology' in

the classrooms to just internet and

computers, but utilize a whole range

of hardware, software and digital

tools (that may or may not require

computers to work) to promote

learning. 'Concept Mapping' is one

such digital tool that helps to not only

3. Promote The Use Of Computers

And Internet To Support Learning

4. Enrich The Learning Environment

With Hardware, Software And

Digital Tools

January - February 2012 Issue21

Reinventing The Paradigm Of Teaching With Constructivism


Lead Story

As a child, I was often labelled by my

teachers as unfocused, too fidgety

and uninterested in studies. They

complained to my parents that I

talked too much with other kids,

asked too many questions not

necessarily connected to the subject

being taught, and dismissed textbook

learning as unimportant. But don't

most children fall broadly in the

same situation bracket- curious, keen

on learning and applying gathered

knowledge but not interested in

cramming textbook information (not

necessarily knowledge) being

disseminated by the teachers? Also,

aren't they always intent on social

interaction with their peers? Also, aren't they always intent on

social interaction with their peers?

Curriculum overload on children,

however, isn't the only problem.

Noted scientist and educationist,

Professor Yash Pal, who played a

significant role in leading education

reforms in India and was a core

member of the team that formulated

The National Curriculum Framework

(NCF) 2005, produced by NCERT,

highlights the issues well in the NCF

document. He says, “We have

bartered away understanding for

memory-based, short-term

information accumulation. This must

be reversed, particularly now that the

mass of what could be memorized

has begun to explode. We need to

give our children some taste of

understanding, following which they

would be able to learn and create

their own versions of knowledge as

they go out to meet the world of bits,

images and transactions of life.”To address this deep structural issue,

the National Curriculum Framework

2005 was put in place that

elaborates on the insights of

'Learning without Burden'.

The NCF -2005 is based on the

concept of constructivism, which

emphasises that learners do not

acquire knowledge passively but

construct it actively, connecting new

ideas to existing ones on the basis of

experience. It states that the

curriculum must enable students to

find their voices, nurture their

curiosity to do things, to ask

questions and to pursue

investigations, integrating their

experiences with school knowledge

rather than their ability to produce

textual knowledge.

l Connecting knowledge to life

outside and providing wide range

experiences for overall

development of a child, mentoring

them to become engaged citizens

in constantly changing local,

regional, and global realities.

l Shifting from rote learning to

constructing knowledge, aiding

children sustain their chances in

the world of work.

l Bringing flexibility in the

examination system to truly

measure their learning and

understanding capabilities.

Assumably, if the students are active,

they are constructing knowledge.

What, however, remains ambiguous

is how knowledge construction can

be applied to the course content and

what tools and tricks could teachers

A Framework For Knowledge

Construction

The NCF Aims

use to help students construct

knowledge. Here are 5 ways to help you use

constructivist approaches in your

classrooms to inculcate and

improve learning amongst your

students

Educationists of international repute

like John Dewey, Maria Montessori,

and Friedrich Froebel have advocated

play way method, especially at the

Primary Level. Most of the subjects

like language, mathematics, and

science can be taught through this

method. According to Lev Vygotsky, a

social constructivist, “Play mediates

the learning of children, and, through

play, children develop abstract

thought. Mediate means that, in play,

children reach beyond their real

selves as they take on the roles of

the characters they choose to be,

and take action appropriate to the

behavioural rules that govern

those roles.”

For example, a child pretending to be

a doctor will play with a stethoscope,

pretend to check a make-believe

patient, and follow the conduct

expected from a doctor. Enacting in

make believe, children internalise

social norms and expectations and

strive to follow them. You can use this

opportunity to explain to the child the

responsibilities of a doctor and teach

him basics of health care such as

providing elementary first aid.

According to constructivist approach

to learning, teachers and students

together contribute to the process of

knowledge construction through their

interaction in the classroom, hence

jointly contributing to students

learning. In peer tutoring one student

1. Allow Students To Play Their Way

To Learning

2. Encourage Peer Tutoring

teaches another. In cross-age peer

tutoring, one of the students is older.

Cross-age peer tutoring usually works

better than same age peer-tutoring. Research has proven that peer

tutoring often benefits both the tutor

and the tutee. A study conducted by

education psychologists D. Fuchs,

L.S. Fuchs, Mathes & Simmons

(1997) evaluated the effectiveness of

a peer tutoring programme across 12

American schools for 3 learner types:

low-achieving students with

disabilities, low-achieving students

without disabilities and average-

achieving students. The training of

peer tutors revolved around helping

students read aloud, review

information read, state main ideas,

predict and check story outcomes,

and similar tasks. Irrespective of the

type of learners, students in the peer

tutoring classrooms showed greater

progress than their counterparts who

did not receive peer tutoring.

Therefore, whenever some other

activity of the school demands your

time, instead of asking students to

finish their homework in class, use

the time to practice peer-tutoring.

Mixing two classes or students from

the same age-group but with different

strengths could provide astounding

results.

NCF acknowledges that Educational

Technology and ICT are significant

tools to achieve constructivist

learning in the new generation Indian

classrooms and encourages you to

share discoveries and initiate

discussions that will require students

to do their own internet research. You

could continually use the internet to

introduce students to new language

games and puzzles, to make your

classroom interact with a classroom

in another country or state, to

encourage students collaborate on

doing project work, play learning

games with international students

online and the like.

Do not limit the use of 'technology' in

the classrooms to just internet and

computers, but utilize a whole range

of hardware, software and digital

tools (that may or may not require

computers to work) to promote

learning. 'Concept Mapping' is one

such digital tool that helps to not only

3. Promote The Use Of Computers

And Internet To Support Learning

4. Enrich The Learning Environment

With Hardware, Software And

Digital Tools

January - February 2012 Issue21

Reinventing The Paradigm Of Teaching With Constructivism


easily mastered by the children.

Jean Piaget, a Swiss Psychologist and

propounder of Cognitive

Constructivism, opines that in the

developmental process of a child

there is a stage of wrong notions, and

these incorrect notions of the child

indicate that now the child is able to

understand and learn the right

concept. Instead of expecting your

students to be correct all the time,

accept the wrong answers, and help

them understand why it is not the

best notion and what could serve to

be a better answer, thus eliminating

the gaps in knowledge. For this to

happen, opportunities to make

mistakes and correct oneself are

essential.

For example, if a child is not allowed

to speak incorrect English in the

classroom, the fear is likely to keep

her quiet. Allow her to speak as much

as she can, gently point out her

mistakes and help her arrive at the

best way to express an idea. Follow

up with ideas on how to apply the

same vocabulary to express other

ideas, and what more specific

vocabulary words they can use. This

challenges students to extend their

thinking.

However, amongst all these tools, the

most important factor in the

constructivist classroom remains YOU

the “facilitator” of the learning

process. Serving as a resource rather

than an expert, you must construct a

learning atmosphere where students

formulate their own constructs by

thinking critically, instead of vomiting

textbook information as is. When

students are able to achieve this,

5. Don't Judge The Students For The

Wrong Answers

your role as a teacher, in its true

sense is fulfilled.REFERENCES

1. Fuchs, D., Fuchs, L. S., Mathes, P.

G. & Simmons, D. C. (1997) Peer-

assisted learning strategies:

making classrooms more

responsive to diversity. American

Educational Research Journal 34,

176-206.

2. Miller, J. K. Constructivism: A New

Paradigm. www.nwlink.com/~

donclark/hrd/history/history.html

3. NCERT (2005) National

Curriculum Framework for School

Education 2005. New Delhi:

NCERT.

4. Novak, J. D. & A. J. Cañas (2006),

The Theory Underlying Concept

Maps and How to Construct

Them, Technical Report IHMC

CmapTools 2006-01, Florida

Institute for Human and Machine

Cognition". Retrieved October 23,

2007 from

*The writer is the online editor

for the country's leading

women's website.

www.cmap.ihmc.us/Publications/

ResearchPapers/TheoryUnderlyin

gConceptMaps.pdf.

3

organize learners' knowledge into a

conceptual framework, but also

makes this thinking and knowledge

construction process visible to the

teacher. Such concept maps created

by the students serve as a powerful

tool to assess a student's

understanding of a topic, and are

much more authentic than multiple

choice tests as it presents both valid

and invalid ideas held by students.

Unlike the ones made on the

blackboard or in the notebooks that

lack flexibility and longevity, concept

maps created using software tools

could also be very valuable for

curriculum planning and mapping by

teachers, where all the resources

that you plan to use for a session

could be stored in one composite

digital artefact. Such a concept map

presents in a highly concise manner

the key concepts to be taught and

can be reused time and again.

There are several free software tools

that you can use in your classrooms

for concept-mapping or mind

mapping. CmapTools is a free tool

designed by the Institute for Human

and Machine Cognition that brings

together the strengths of concept-

mapping with the power of Internet.

CmapTools provides a variety of

features that makes it possible for

teachers to use concept maps for a

variety of tasks that students perform

in a constructivist setting. It also

allows for review comments to be

made by peers and teachers on

concept maps or during map

construction in the form of 'Post-its'.

'Mindmapping' software such as

Freemind, Mindomo, Bubbl.us, and

Mindmeister are also freely

downloadable from the Internet and

several of them allow 'collaborative

mind mapping.' Most of all, they are

all very easy-to-use tools and can be

4

School Speak

Nand Kumar, State General

Secretary, TN Nursery,

Primary and Matriculation

Schools Association, on the

benefits of K-Class

“K-Class Has Brought Into Our

Classrooms More And Varied

Content, Ensuring

Remarkable 360 Degree

Learning.”

“K-Class stands for

Knowledge Class and it truly

delivers what it stands for.”

classrooms. Also, the vast bank of

interactive worksheets and practice

sheets in each learning unit assists

the teachers and students assess

their knowledge at the end of each

class.”

“The good thing about this program

is that it saves costs due to the

portability feature and can be used

across the entire school.”

“It has allowed us to address the

challenges of technology

obsolescence and undue hardware

interest payments. In a nutshell, K-

Class has brought into our

classrooms more and varied content,

ensuring 360 degree learning.

Additionally, the support of the K-

Class Call Centre that is available to

us during the school hours has

helped our teachers and resource

persons tide over problems faced in

the K-Class Program. The support

along with this efficient and cost-

effective technology tool has brought

a learning revolution into our

classrooms.”

As Spoken To M Vidhya Laksmi

“We have been using this interactive

learning solution in our school for a

while now and it has helped us teach,

learn, understand and perform better

through an ingenious combination of

technology and curriculum mapped

content. K-Class provides an efficient

teaching-learning platform that

responds to the needs of students

and teachers in the most cost-

effective ways. It focuses on the

traditional methodologies of learning

delivered through futuristic

technologies but with a clear focus

on learning outcomes. Because of

this approach, the K-Class program

has worked as an extension of the

teachers in our classrooms.”

“The K-Class Content Bank is a

wonderful mix of digital content

that allows teachers to teach using

different techniques and helps

children learn in many ways.”

“This content bank has around 1800

original multimedia lessons,

animation, audio, video and graphics

that address core concepts in various

subjects. This feature rich content

especially makes Science and Maths

far more approachable and easy to

learn for students. Around 1500

science videos of 2-3 minutes each

that are mapped to global science

curriculum are particularly helpful as

they explain deep concepts of

science in a simple manner. More

than 400 exploriments, simulation-

based interactive learning units for

enhancing conceptual understanding

in Science and Maths, encourage the

learners to actively participate in the

learning process, instead of being

passive recipients. Hence, it aids the

teachers in following the

constructivist approach in the

January - February 2012 Issue


easily mastered by the children.

Jean Piaget, a Swiss Psychologist and

propounder of Cognitive

Constructivism, opines that in the

developmental process of a child

there is a stage of wrong notions, and

these incorrect notions of the child

indicate that now the child is able to

understand and learn the right

concept. Instead of expecting your

students to be correct all the time,

accept the wrong answers, and help

them understand why it is not the

best notion and what could serve to

be a better answer, thus eliminating

the gaps in knowledge. For this to

happen, opportunities to make

mistakes and correct oneself are

essential.

For example, if a child is not allowed

to speak incorrect English in the

classroom, the fear is likely to keep

her quiet. Allow her to speak as much

as she can, gently point out her

mistakes and help her arrive at the

best way to express an idea. Follow

up with ideas on how to apply the

same vocabulary to express other

ideas, and what more specific

vocabulary words they can use. This

challenges students to extend their

thinking.

However, amongst all these tools, the

most important factor in the

constructivist classroom remains YOU

the “facilitator” of the learning

process. Serving as a resource rather

than an expert, you must construct a

learning atmosphere where students

formulate their own constructs by

thinking critically, instead of vomiting

textbook information as is. When

students are able to achieve this,

5. Don't Judge The Students For The

Wrong Answers

your role as a teacher, in its true

sense is fulfilled.REFERENCES

1. Fuchs, D., Fuchs, L. S., Mathes, P.

G. & Simmons, D. C. (1997) Peer-

assisted learning strategies:

making classrooms more

responsive to diversity. American

Educational Research Journal 34,

176-206.

2. Miller, J. K. Constructivism: A New

Paradigm. www.nwlink.com/~

donclark/hrd/history/history.html

3. NCERT (2005) National

Curriculum Framework for School

Education 2005. New Delhi:

NCERT.

4. Novak, J. D. & A. J. Cañas (2006),

The Theory Underlying Concept

Maps and How to Construct

Them, Technical Report IHMC

CmapTools 2006-01, Florida

Institute for Human and Machine

Cognition". Retrieved October 23,

2007 from

*The writer is the online editor

for the country's leading

women's website.

www.cmap.ihmc.us/Publications/

ResearchPapers/TheoryUnderlyin

gConceptMaps.pdf.

3

organize learners' knowledge into a

conceptual framework, but also

makes this thinking and knowledge

construction process visible to the

teacher. Such concept maps created

by the students serve as a powerful

tool to assess a student's

understanding of a topic, and are

much more authentic than multiple

choice tests as it presents both valid

and invalid ideas held by students.

Unlike the ones made on the

blackboard or in the notebooks that

lack flexibility and longevity, concept

maps created using software tools

could also be very valuable for

curriculum planning and mapping by

teachers, where all the resources

that you plan to use for a session

could be stored in one composite

digital artefact. Such a concept map

presents in a highly concise manner

the key concepts to be taught and

can be reused time and again.

There are several free software tools

that you can use in your classrooms

for concept-mapping or mind

mapping. CmapTools is a free tool

designed by the Institute for Human

and Machine Cognition that brings

together the strengths of concept-

mapping with the power of Internet.

CmapTools provides a variety of

features that makes it possible for

teachers to use concept maps for a

variety of tasks that students perform

in a constructivist setting. It also

allows for review comments to be

made by peers and teachers on

concept maps or during map

construction in the form of 'Post-its'.

'Mindmapping' software such as

Freemind, Mindomo, Bubbl.us, and

Mindmeister are also freely

downloadable from the Internet and

several of them allow 'collaborative

mind mapping.' Most of all, they are

all very easy-to-use tools and can be

4

School Speak

Nand Kumar, State General

Secretary, TN Nursery,

Primary and Matriculation

Schools Association, on the

benefits of K-Class

“K-Class Has Brought Into Our

Classrooms More And Varied

Content, Ensuring

Remarkable 360 Degree

Learning.”

“K-Class stands for

Knowledge Class and it truly

delivers what it stands for.”

classrooms. Also, the vast bank of

interactive worksheets and practice

sheets in each learning unit assists

the teachers and students assess

their knowledge at the end of each

class.”

“The good thing about this program

is that it saves costs due to the

portability feature and can be used

across the entire school.”

“It has allowed us to address the

challenges of technology

obsolescence and undue hardware

interest payments. In a nutshell, K-

Class has brought into our

classrooms more and varied content,

ensuring 360 degree learning.

Additionally, the support of the K-

Class Call Centre that is available to

us during the school hours has

helped our teachers and resource

persons tide over problems faced in

the K-Class Program. The support

along with this efficient and cost-

effective technology tool has brought

a learning revolution into our

classrooms.”

As Spoken To M Vidhya Laksmi

“We have been using this interactive

learning solution in our school for a

while now and it has helped us teach,

learn, understand and perform better

through an ingenious combination of

technology and curriculum mapped

content. K-Class provides an efficient

teaching-learning platform that

responds to the needs of students

and teachers in the most cost-

effective ways. It focuses on the

traditional methodologies of learning

delivered through futuristic

technologies but with a clear focus

on learning outcomes. Because of

this approach, the K-Class program

has worked as an extension of the

teachers in our classrooms.”

“The K-Class Content Bank is a

wonderful mix of digital content

that allows teachers to teach using

different techniques and helps

children learn in many ways.”

“This content bank has around 1800

original multimedia lessons,

animation, audio, video and graphics

that address core concepts in various

subjects. This feature rich content

especially makes Science and Maths

far more approachable and easy to

learn for students. Around 1500

science videos of 2-3 minutes each

that are mapped to global science

curriculum are particularly helpful as

they explain deep concepts of

science in a simple manner. More

than 400 exploriments, simulation-

based interactive learning units for

enhancing conceptual understanding

in Science and Maths, encourage the

learners to actively participate in the

learning process, instead of being

passive recipients. Hence, it aids the

teachers in following the

constructivist approach in the



IETS Milestones

We concentrate our energies

on eradicating darkness of

ignorance and illiteracy by

taking education and

empowerment to the remotest

corers of the country. The

accomplishments that fall in

our kitty on our way only

encourage us to move forward

more passionately. Here are

the achievements we are

currently celebrating.

CBSE Partners With IL&FS

Education To Conduct CCE Program

In CBSE Schools

The Central Board of Secondary

Education (CBSE) has mandated

IL&FS Education to conduct

Continuous and Comprehensive

Evaluation (CCE) training for school

teachers teaching in schools

affiliated to the CBSE board across

all regions in India. Teacher

educators of IL&FS Education have

been trained by CBSE to impart the

CCE module to over 2000 teachers in

the pilot phase period October 2011-

February 2012.

The objective of the CCE Training

programme is to facilitate the

migration of CBSE schools to school

based assessment that covers all

aspects of student's development.

CCE emphasizes two fold objectives:

continuity in evaluation and

assessment of broad based learning.

The programme empowers schools

and teachers to conduct school

based assessments and to integrate

formative assessment in classrooms.

The training gives an insight to

teachers to use a variety of tools

(oral, projects, and presentations)

and helps them understand the

nuances of a comprehensive

evaluation based on a blend of

formative and summative

assessments. It also provides for

peer and self-assessment and covers

both scholastic and co-scholastic

aspects.

5

IL&FS Education Implements

English Language Enhancement

Programme For Students In Andhra

Pradesh Gurukulams

The state of Andhra Pradesh has 41

mini Gurukulam schools spread

across 23 districts. These are

residential schools for tribal children

from classes 1-5.

IL&FS Education is implementing the

English KITS Programme in all of

these 41 mini Gurukulam schools.

The programme focusses on

developing English speaking,

listening, reading and writing skills of

the students. Teachers use flash

cards, posters, audio tapes,

activities, reading materials and

workbooks to enhance the English

skills of the students. The six month

project began with a pre-test that was

conducted for all the students. A

post-test will be done at the end of

the program to measure the impact

of the programme.

IL&FS Education Partners With

Social Welfare Department, Odisha

And UNICEF To Implement Life

Skills Programme For Students

Government of Odisha and UNICEF

have partnered with IL&FS Education

to launch a Life Skills Program in the

districts of Koraput and Malkangiri,

Odisha, which will impact 7200

students across 90 Ashramshala

schools. 270 head-masters and

teachers were trained in the delivery

of IL&FS Education life skills

programme 'Anchor'. Anchor

enhances life skills of students in

their formative stages. These skills

strengthen their ability to confront

various problems, develop

confidence, and counter stresses

that they are likely to face, hence

preparing them for the challenges

and opportunities of adult life.

All India Association of Catholic

Schools (AINACS), a non-

governmental association

representing catholic schools in India

founded in the year 1953, had

organized an all India meet for the

year 2011 at the Renewal Centre

Kochi. Held from 23rd Oct 2011 to

IL&FS Education at the AINACS

meeting at Kochi

26th Oct 2011, the meeting was

presided by Fr. Antony K J, National

General Secretary, AINACS. Prof. K V

Thomas (MP, Minister of Agriculture

and Consumer Affairs, Food and

Public Distribution in the Central

Ministry) was the Chief Guest for the

function. The principals of various schools

across the country participated in the

meet. The event was marked by a

total of 350 participants representing

various schools. We at IL&FS

Education had put up a stall during

this meet displaying all the

educational products and services

offered to the schools. We also

organised a lucky draw for

participants who visited our stall and

distributed prizes for the winners.

6 January - February 2012 Issue


IETS Milestones

We concentrate our energies

on eradicating darkness of

ignorance and illiteracy by

taking education and

empowerment to the remotest

corers of the country. The

accomplishments that fall in

our kitty on our way only

encourage us to move forward

more passionately. Here are

the achievements we are

currently celebrating.

CBSE Partners With IL&FS

Education To Conduct CCE Program

In CBSE Schools

The Central Board of Secondary

Education (CBSE) has mandated

IL&FS Education to conduct

Continuous and Comprehensive

Evaluation (CCE) training for school

teachers teaching in schools

affiliated to the CBSE board across

all regions in India. Teacher

educators of IL&FS Education have

been trained by CBSE to impart the

CCE module to over 2000 teachers in

the pilot phase period October 2011-

February 2012.

The objective of the CCE Training

programme is to facilitate the

migration of CBSE schools to school

based assessment that covers all

aspects of student's development.

CCE emphasizes two fold objectives:

continuity in evaluation and

assessment of broad based learning.

The programme empowers schools

and teachers to conduct school

based assessments and to integrate

formative assessment in classrooms.

The training gives an insight to

teachers to use a variety of tools

(oral, projects, and presentations)

and helps them understand the

nuances of a comprehensive

evaluation based on a blend of

formative and summative

assessments. It also provides for

peer and self-assessment and covers

both scholastic and co-scholastic

aspects.

5

IL&FS Education Implements

English Language Enhancement

Programme For Students In Andhra

Pradesh Gurukulams

The state of Andhra Pradesh has 41

mini Gurukulam schools spread

across 23 districts. These are

residential schools for tribal children

from classes 1-5.

IL&FS Education is implementing the

English KITS Programme in all of

these 41 mini Gurukulam schools.

The programme focusses on

developing English speaking,

listening, reading and writing skills of

the students. Teachers use flash

cards, posters, audio tapes,

activities, reading materials and

workbooks to enhance the English

skills of the students. The six month

project began with a pre-test that was

conducted for all the students. A

post-test will be done at the end of

the program to measure the impact

of the programme.

IL&FS Education Partners With

Social Welfare Department, Odisha

And UNICEF To Implement Life

Skills Programme For Students

Government of Odisha and UNICEF

have partnered with IL&FS Education

to launch a Life Skills Program in the

districts of Koraput and Malkangiri,

Odisha, which will impact 7200

students across 90 Ashramshala

schools. 270 head-masters and

teachers were trained in the delivery

of IL&FS Education life skills

programme 'Anchor'. Anchor

enhances life skills of students in

their formative stages. These skills

strengthen their ability to confront

various problems, develop

confidence, and counter stresses

that they are likely to face, hence

preparing them for the challenges

and opportunities of adult life.

All India Association of Catholic

Schools (AINACS), a non-

governmental association

representing catholic schools in India

founded in the year 1953, had

organized an all India meet for the

year 2011 at the Renewal Centre

Kochi. Held from 23rd Oct 2011 to

IL&FS Education at the AINACS

meeting at Kochi

26th Oct 2011, the meeting was

presided by Fr. Antony K J, National

General Secretary, AINACS. Prof. K V

Thomas (MP, Minister of Agriculture

and Consumer Affairs, Food and

Public Distribution in the Central

Ministry) was the Chief Guest for the

function. The principals of various schools

across the country participated in the

meet. The event was marked by a

total of 350 participants representing

various schools. We at IL&FS

Education had put up a stall during

this meet displaying all the

educational products and services

offered to the schools. We also

organised a lucky draw for

participants who visited our stall and

distributed prizes for the winners.

6 January - February 2012 Issue


K-Class moments on reelGlimpses Of Continuous and Comprehensive Evaluation System (CCE) Teacher Training Sessions Conducted Across India By IL&FS Education

7

CCE teacher training session at Trichy, Tamil Nadu

Teachers at the CCE workshop at Bal Bharati School, Ratnagiri, Maharashtra

CCE training camp in Delhi

CCE training session at Bellary, Karnataka


8

CCE expert interacting with

participants in Panchkula

during the CCE training

CCE trainner engrosses

participants in a group activity


Teachers participating in an

activity at the CCE teacher training

Session at Trichy, Tamil Nadu

Teachers working on the blue

print at the CCE training

session in Purulia, West Bengal


A presentation by teachers

during the CCE session at

Ashram Public School,

Kakinada, Andhra Pradesh

A group working on creating an

activity using one of the tools at

a CCE session at Swaminarayan

Vidyapith and St. Anns, Gujarat

K-Class moments on reelGlimpses Of Continuous and Comprehensive Evaluation System (CCE) Teacher Training Sessions Conducted Across India By IL&FS Education

7

CCE teacher training session at Trichy, Tamil Nadu

Teachers at the CCE workshop at Bal Bharati School, Ratnagiri, Maharashtra

CCE training camp in Delhi

CCE training session at Bellary, Karnataka


8

CCE expert interacting with

participants in Panchkula


CCE trainner engrosses

participants in a group activity


Teachers participating in an

activity at the CCE teacher training

Session at Trichy, Tamil Nadu

Teachers working on the blue

print at the CCE training

session in Purulia, West Bengal


A presentation by teachers

during the CCE session at

Ashram Public School,

Kakinada, Andhra Pradesh

A group working on creating an

activity using one of the tools at

a CCE session at Swaminarayan

Vidyapith and St. Anns, Gujarat


science comics that explain

science concepts to your students

in a fun way. Aimed at 3rd through

8th graders, the site covers topics

such as combustion, fossils, nano

sciences, forces, basic physics,

robots, water treatment, and

much more!

Take It To Your Classroom

Set up two computers in your

classroom and connect to

Wonderville to create an in-class

experiment station. Or in a

computer lab, get all students to

complete a particular experiment

together in groups of threes or

fours. Use the free printable

activities to enhance your current

science curriculum. Children

always like application more than

cramming theory so experiment

based learning is something they

will lap up instantly. Worth the

experiment!

9

Looking for teacher learning

resources that could help you

improve classroom participation,

learning among your students and

subsequent results? Websites

created to help teachers support

academic learning, some of which

even show video clips chosen to

match the primary and secondary

National Curriculum, can work as

your best bet. Here's our pick of 3

websites that should find a way

into your classrooms now…

1. Wonderville

Experiment, Interact, Play With

Science

A virtual science lab where your

students can explore science in a

fun, interactive environment,

Wonderville offers easy to use

and rather interesting science

games, interactive and printable

activities, science works videos,

and even colourfully designed

www.wonderville.ca

Top 3 Websites To Boost

Classroom Learning

virtual trip to the zoo, to

familiarize kids with animals.

3. Imbee

The Social Network For Kids

Are your students already on

social networks? Introduce them

instead to school networking in

the form of Imbee! Imbee allows

teachers to take their classroom

onto a virtual platform, while

www.imbee.com

10

letting kids enjoy online

interaction and collaboration in a

safe, controlled environment. Take It To Your Classroom

Use Imbee to establish class

blogs. You can use the space to

publish a few student blogs daily,

pushing them gently to think,

ideate and write. A sense of

audience will motivate them to

perform at their best and

comments from fellow students

will encourage them to improve.

Don't limit the space to online

interaction alone. Get students to

help edit each-other's work,

encouraging them to collaborate

on projects online. You can also

work closely with parents to

introduce your students to the

concept of social responsibility

online while elevating classroom

learning. Visit imbee.com/teacher

for lesson plans and a teacher

tour.

2. Kids Know It

Free Children's Learning

Network

This site is a great collection of

high quality educational

interactive activities, movies,

music, games, articles, text

books, learning programs, and

worksheets that allows kids,

especially in the primary classes,

to explore a number of subjects,

from human biology to vocabulary

to history.


A must-use for primary classes.

What makes it an absolute gem of

a discovery for the teachers is its

database of free and

downloadable educational music.

These are songs in MP3 format

that can help kids reinforce what

they learn in a super fun way. Play

them in the class to explain

concepts. You must also use the

site's animal database as a great

www.kidsknowit.com




science comics that explain

science concepts to your students

in a fun way. Aimed at 3rd through

8th graders, the site covers topics

such as combustion, fossils, nano

sciences, forces, basic physics,

robots, water treatment, and

much more!


Set up two computers in your

classroom and connect to

Wonderville to create an in-class

experiment station. Or in a

computer lab, get all students to

complete a particular experiment

together in groups of threes or

fours. Use the free printable

activities to enhance your current

science curriculum. Children

always like application more than

cramming theory so experiment

based learning is something they

will lap up instantly. Worth the

experiment!

9

Looking for teacher learning

resources that could help you

improve classroom participation,

learning among your students and

subsequent results? Websites

created to help teachers support

academic learning, some of which

even show video clips chosen to

match the primary and secondary

National Curriculum, can work as

your best bet. Here's our pick of 3

websites that should find a way

into your classrooms now…

1. Wonderville

Experiment, Interact, Play With

Science

A virtual science lab where your

students can explore science in a

fun, interactive environment,

Wonderville offers easy to use

and rather interesting science

games, interactive and printable

activities, science works videos,

and even colourfully designed

www.wonderville.ca

Top 3 Websites To Boost

Classroom Learning

virtual trip to the zoo, to

familiarize kids with animals.

3. Imbee

The Social Network For Kids

Are your students already on

social networks? Introduce them

instead to school networking in

the form of Imbee! Imbee allows

teachers to take their classroom

onto a virtual platform, while

www.imbee.com

10

letting kids enjoy online

interaction and collaboration in a

safe, controlled environment. Take It To Your Classroom

Use Imbee to establish class

blogs. You can use the space to

publish a few student blogs daily,

pushing them gently to think,

ideate and write. A sense of

audience will motivate them to

perform at their best and

comments from fellow students

will encourage them to improve.

Don't limit the space to online

interaction alone. Get students to

help edit each-other's work,

encouraging them to collaborate

on projects online. You can also

work closely with parents to

introduce your students to the

concept of social responsibility

online while elevating classroom

learning. Visit imbee.com/teacher

for lesson plans and a teacher

tour.

2. Kids Know It

Free Children's Learning

Network

This site is a great collection of

high quality educational

interactive activities, movies,

music, games, articles, text

books, learning programs, and

worksheets that allows kids,

especially in the primary classes,

to explore a number of subjects,

from human biology to vocabulary

to history.


A must-use for primary classes.

What makes it an absolute gem of

a discovery for the teachers is its

database of free and

downloadable educational music.

These are songs in MP3 format

that can help kids reinforce what

they learn in a super fun way. Play

them in the class to explain

concepts. You must also use the

site's animal database as a great

www.kidsknowit.com



IL&FS Education Presents K-Class

IL&FS Financial Centre, C-Quadrant,

3rd Floor, Bandra Kurla Complex Bandra

East, Mumbai - 400 051.

Tel : (022) 6694-7575

Fax : (022) 6694-7700

K-Class stands for Knowledge

Class. An ingenious combination

of technology and curriculum

mapped content, the K-Class

program has been designed as

an interactive learning solution

for schools. The key components

of the K-Class Program include

§ The K-Class state-of-the-art

technology, and

§ The K-Class Content Bank, a

repository of digital content

and learning tools

The K-Class state-of-the-art

technology is cost-effective for

schools and very versatile. On the

other hand, the K-Class Content

Bank has been developed on the

premise that children learn in

many ways and teachers teach

using different techniques,

ensuring that it serves as an

extension to the teacher in a

classroom.

IL & FS Layout 14-3-12 1 print - ilfsets.com · IL&FS Education present the second edition of ... development of a child, ... Enrich The Learning Environment With Hardware, Software

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