15th National Sahodaya Conference
10th – 12th December 2008
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Positive Assessment for
Constructivist Learning
Value Conflict Management in a
dynamic society
Emerging role of Teachers as
Socially Conscious Leaders
Re-engineering learning towards
‘Learning to Learn’
Health as a component of
Holistic Learning
Inclusivity in Learning Processes
Integrating Life Skills in
School Environment
Impact of Multipolar Learning
in Formal Learning Systems
Synergy of Virtual Classrooms with real classrooms
Empowering Each Learner for the 21st Century
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Empowering Each Learner Learning Framework : Strategies
LEARNER
CONTEXT
ACTION
PERFORMANCE/OUTCOME
InstitutionsSchools
Community
Teachers/Parents
Learning System
Learning Communities
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Strategies :Context
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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
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Global Challenges
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MEDIA – PRINT – ELECTRONIC CHALLENGES
Values and Violence PhoneChannel PhoneChannel
http://www.digitalopportunity.org/article/archive/1072/http://www.digitalopportunity.org/article/archive/1072/
Interactive textbooksInteractive textbookshttp://www.phschool.com/social_studies/http://www.phschool.com/social_studies/
Tablet PCsTablet PCshttp://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/http://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/HPPost4561.aspxHPPost4561.aspx
Computerised tutorComputerised tutor http://in.youtube.com/watch?v=lxUzKoIt5aM http://www.boloji.com/mahabharata/index.htm www.culturalindia.net/indian-folktales/panchatantra-tales/index.html http://www.harappa.com/gandhi.htmlwww.schoolofeducators.com
Changing Learner Profile
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21st Century Workforce21st Century Workforce
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Changing Employability Changing Employability SkillsSkills
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Changing Employability Skills
▪
▪www.schoolofeducators.com
Jobs in this new millennium require a student to be an
effective :
Adapted from Tom Friedman’s book: The World Is Flat (2006)www.schoolofeducators.com
HOW ? - Transaction Strategies - Experiential Learning - Reflective Model - Effective Technology Enhanced - Learning Environment
WHAT ? – Curriculum National ?!!!
WHO ? –
WHEN ? – WOMB – TO TOMB ! Lifelong Learning
WHERE ? – Changing School Buildings Virtual Classrooms Blogging
ACTORS
ACTORS
Strategies : Action
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Parents
Principal
Teachers as
Peers
+
Friends
Learners
WHO
Educ
ator
s
/
Lead
ers
Who ? LeadersInformation Leadership•A whole school information / philosophy approach / vision
•Understand the core issues of student learning
•Interpret educational & administration needs into technological solutions
•Multiple intelligences integrated
•Life-Skills•Values Enhanced Framework
Role
Models
Self
Este
em
Iden
tity
Crisis
Adolescent Issues
Refusal SkillsDecision Making
Negative Peer Pressure
Positive Peer Pressure
Maximum time spent
Major Influence
WHO??? WHO???ALL
STAKEH
OLD
ERS
!
SCHOOLS Policy / Vision•Include all stakeholders (Sts.Trs/Parents PE + LS•Curriculum + Beyond • CCE • Comp. School Health
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WOMB TO TOMBLife long Learning
Both formal and non-formal institutions
Schools formal
dissolving boundaries
Cante
ens
Pla
ygro
und
Corr
idors
Labs
Non-form
al in
stitu
tions
Media El
ectr
onic
•TV
•Mov
ies
•Int
erne
t
•New
spap
er
•Jou
rnal
s
•Mag
azin
e
Peer Learn
ing
•Frien
ds
•Hom
es
•Sib
lings
•Senio
rs
•Sch
ool
•pla
y
Elders
Nuclear
Parental time
Monitoring
Interaction
Social Network sites
Virtual
Classrooms
Travel
Home
Annual/
Sport
s
Day
WHEN AND WHERE???
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Active Learning Beyond The Classroom
• How students spend their time…– Class 15 hours (or less)
– Work 21 hours (or more - 30%)
– TV 7 hours (33%)
– Leisure Reading 3-10 hours (38%)
– Organized student activity
3-10 hours (47%)
– Informal conversation with other students10 hours (31%)
When ?
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Active Learning Beyond The Classroom
• Active Learning Strategies:
– Study groups
– Journals and diaries
– Experiential learning
– Student research
When ?
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•Curriculum
•Beyond The Curriculum
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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
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Disaster Management
Class - X
Class - IX
Class - VIII
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• Upper Primary Level (VI-VIII) - Computer basics as part of work
experience.
• Secondary Level ( IX & X) - I I T - Additional Subject
• Senior Secondary Level (XI & XII) - 3 Electives
1. Computer Science2. Informatics Practices3. Multimedia & Web Technology
Information Technology based
Subjects
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New Electives at Senior Secondary Level
Academics
•Creative Writing and Translation Studies: 2007– 08.
Reader – Class XI
Reader – Class XII
FIRST BOARD EXAM- 2009
Contd…www.schoolofeducators.com
•Heritage Crafts– XI - 2008-09– XII - 2009-10
•Graphic Design– XI - 2008-09– XII - 2009-10
Readers NCERTReaders NCERT
Readers NCERTReaders NCERT
New Electives at Senior Secondary Level
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VOCATIONAL
• FINANCIAL MARKET MANAGEMENT (FMM) – 2007-08
Contd…Contd…
(Contd…)(Contd…)
New Electives at Senior Secondary Level
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• 03 Vocational + 01 Language + 01 Elective (+ 01 Additional Elective) .
• Joint
Certification by CBSE and NSE
New Electives at Senior Secondary Level (Contd(Contd……))
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Health Care Sciences
•Class XI 2009 – 2010
•First Board Examination 2011
Joint certification with FICCI
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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 ??
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Policy – (School Management)
Health & Wellness Clubs
Health Education Life SkillsAEP
Class IX & XIRevised
Manuals (in process)
Integrated Components(Eco – Clubs – Peace & Value Education)
Teachers’ Manual - I – VIII
Teachers’ Manual - IX
Curriculum Plus
Classes VI – VIIIRevised Teachers’ Manual
for Class VI (2008-09)
Classes 1 – 12Vol IVol II
Vol IIIIVol IV
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COMPREHENSIVE SCHOOL HEALTH
PROGRAMME IN
CBSE SCHOOLS
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Themes
Food and Nutrition
Personal And Environmental
Hygiene
Physical Fitness
Being Safe AndResponsible
Knowing your body
Behaviour And Life Skills
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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.
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Detailing Manuals….
Four Manuals:
Volume 1 – all stakeholders
Volume 2 - Primary Level (Classes I-V)
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Volume 3 - Upper Primary Level (Classes VI-VIII)
Volume 4 - Secondary and Senior Secondary Level (Classes IX-XII).
Detailing Manuals….
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Themes Covered…• Six different
themes : Knowing your
BodyFood and
NutritionPersonal and
Environmental Hygiene
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Physical Fitness
Being Responsible
SafeBehaviour and Life Skills.
Themes Covered…
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• 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?
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Students Feedback AEP 2007 • Information on Adolescent
Education is very useful to understand the adolescent issues.
Mr. Nupur Jha ( DAV Public School, Sikkam)
• Adolescent Education is very useful and we don’t have previous knowledge on these issues, and we would like to attend this type of programme in future.
Mr. Pankaj Kr Giri ( DAV Public School, Sikkam)
CBSE - AEPWhat ?
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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 ?
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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 ?
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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 ?
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Status of AEP - 2008
Programmes held under AEP in Sep-Nov 2008
NTT Programme
15
Advocacy Programme
15
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Science Exhibition
– Innovativeness
– Creativity
– Last 5 years
– Regional Level
– National Springdales School, Delhi
– Best 20 exhibits
-Jawahar Lal Nehru Children Science Exhibition
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Enrichment Activities
Heritage India Quiz National Informatics
Olympiad Group Mathematics
Olympiad National Innovation
Programme
(with IIM, Ahmedabad)
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Sahodaya - Concept
• School Clusters
• Spirit of ‘Caring and Sharing’– Information and
resources
• Encourages Community of Practices
• 250 Sahodayas networking 4500 schools
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Losing an edge, Japanese envy Indian Schools
• JAPAN – Growing Craze for Indian Educationthink of India as world’s ascendant education superpower
• Bookstores are filled with titles like “Extreme Indian Arithmetic Drills” and “The Unknown Secrets of the Indians.” Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.
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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.
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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 ?
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Dimensions of effective technology enhanced learning environments:
Task-OrientedTask-Oriented
ChallengingChallenging
CollaborativeCollaborative
ConstructionisConstructionistt
ConversationaConversationall
ResponsiveResponsive
ReflectiveReflective
FormativeFormative
How ?
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Task-Oriented
The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.
AcademiAcademicc
AuthenticAuthentic
How?
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Collaborative
Web-based tools for group work and collaboration can prepare students for team work in21st Century
work environments.
Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts.
Unsupported
Integral
How?
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Constructivist
Faculty should engage students in creating original knowledge original knowledge representations representations that can be shared, critiqued, and revised.
Students in fields ranging from Creative Writing to Heritage CraftCraft are producing portfolios.
Replication
Origination
How?
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Conversational
Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation.
New knowledge and insight are being constructed in conversation spaces such as GDs and e-e-learning forums.learning forums.
One-way Multi-faceted
How?
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Reflective
Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned.
Teacher preparation : Teachers are keeping electronic journalselectronic journals to reflect upon the children they teach, and their roles as advocates for children.
Shallow Deep
How?
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Anticipate↓
Act↓
Observe↓
Organise Ideas for the future
How ? Reflection
Continuous process of reconstruction of experience
Reflection
Looking Ahead
(Interplay)Looking Back
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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 ?
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1. Personal awarenessSelf-concept, identity,realistic self-esteem,
self-direction, autonomy
3. Task awarenessUnderstanding,
using, constructing, communication skills in context
2. Process awareness:
learningMonitoring, reflection,cooperation, critical
self-assessment
Experientiallearning
Teacher’s professional awareness
Professional autonomy, communicative action,commitment to learning
Culture of learning institution and society
Quality of learning environment, culture of learning community, collaboration between
participants
Experience
ReflectApply
Conceptualize
How ?
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How ? Action Learning~Dr. Reg Revans (Cambridge)
• There can be no learning without action.
• Effort, practice and implementation needed
• Promote local action and learning
• Organizational implications
• Supports creative integration of thinking & doing, theory & practice, academic & practitioner.
• Knowledge is transferable
• Action learning empowers the learnerwww.schoolofeducators.com
`
• Promotes “best practice”
StrengthsC
hara
cteri
stic
s
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
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The Action Learning Formula:
Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and
Insightful Questioning (Q)
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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 ?
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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 ?
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•paani geela geela kyon?gol kyon hai zameen?•silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?•ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?•duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?•socha hai… ye tumne kya kabhi?socha hai… ki hai ye kya sabhi?socha hai… socha nahin toh socho abhi•behti kyon hai har nadee?hoti kya hai roshni?barf girti hai kyon?•dost kyon hai rooth te?taare kyon hai toot te?badalon mein bijli hai kyon ?
Lyrics of a Popular Film Song•sanaata sunaee nahin deta
aur hawaein dikhayee nahin deteensocha hai… kya kabhi… hota hai ye kyon?•Aasman hai neela kyon?paani geela geela kyon?gol kyon hai zameen?•silk mein hai narmi kyon?aag mein garmi kyon?do aur do paanch kyun nahin?•ped ho gaye kam kyon?teen hai ye mausam kyon?chaand do kyon nahin?•duniya mein hai jung kyon?behta laal rang kyon?sarhadein hai kyon har kahin?
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• Focus on Inquiry Skills• Power of Demonstration• ‘Learning by Doing’
- Class VI• ‘Science is Doing’
- Class VII
(available on CBSE website : )
At the Upper Primary LevelParadigm shift in Science
Teaching
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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.
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Formative Example Faculty should engage their students in ongoing effortsongoing efforts to evaluateevaluate and refine their work related to authentic tasks authentic tasks to encourage to encourage lifelong learninglifelong learning.
Performance / Outcome
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ViolencesNPE – 1986, POA – 1992
NCF - 2005PURPOSE
•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
TechniquesTechniquesObservationObservationOralOral
ToolsToolsObservatioObservation schedulen scheduleOral Oral questionsquestionsDiagnostic Diagnostic testtest
TechniquesTechniquesOralOralWrittenWritten
ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentprojectprojectDiagnostic testDiagnostic test
TechniquesTechniquesOralOralWrittenWrittenPracticalPractical
ToolsToolsOral questionsOral questionsQuestion paperQuestion paperAssignmentAssignmentProjectProjectDiagnostic testDiagnostic testActivity/experimentActivity/experiment
TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce
ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical Practical (activity / (activity / experiment)experiment)Oral questionsOral questions
TechniquesTechniquesWrittenWrittenPracticalPracticalViva voceViva voce
ToolsToolsQuestion paperQuestion paperAssignmentAssignmentProjectProjectPractical (activity / experiment)Practical (activity / experiment)Oral questionsOral questionsPortfolioPortfolio
Classes I & IIClasses I & II
Classes III,IV & VClasses III,IV & V
Classes VI to VIIIClasses VI to VIIIClasses IX & XClasses IX & X
Classes XI & XIIClasses XI & XII
5-point gradingA* Outstanding 90-100
A Excellent 75-89
B Very Good 56-74
C Good 35-55
D Scope for
improvement Below 35
Classes I - V
Classes VI – XII
7-point grading
A* 90 and aboveA* 90 and above A 80 to 89A 80 to 89
B* 70 to 79B* 70 to 79 B 60 to 69 B 60 to 69 C 45 to 59C 45 to 59 D 33 to 44D 33 to 44 E Below 33 percentE Below 33 percent
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Social Science XGeography 22History 22
Eco
P.Sc
Internal Evaluation
Project work 06
School Based 20
Formative & Summative
10Assignment CW & HW 04
AssignmentsX-4 diff. assignments1 assignment – D.M.
Mode - 5 points Rating A-5 B-4 C-3 D-2 E-1
Avg. out of 4
IX not carried over
Project W-61 project – DM9-15 pagesHand writtenCIR – 18/2006 20/2008
Assessment of PW▪Content – 2 ▪Presentation – 1▪Process – 1 ▪Viva - 2
Science XTheory 60VSA 1 x 9 09SA-I 2 x 9 18SA-II 3 x 6 18LA 5 x 3 15
XIIVSA 1 x 10 10
LAQ 6 x 7 42SAQ 4 x 12 48
X
SA-II 3 x 10 30
VSA 1 x 10 10SA-I 2 x 5 10
LA 6 x 5 30
02 - VIVA
03 - Record Work15 - Skills
20 20MCQ ½ x 10MCQ 1 x 10
Practical - 40Q
MAP6 Items
2-History4-GeographyTotal 29 Qs.
Formative and summative Class – IX Final scores reduce 10% Class – X Average UTs any 2-10%
4 – Maps2 – Maps 18 18T h e o r y - 80
Mathematics
DM ProjectAssignmentsCirculars Nos
15-200820-2008
31-2008
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CHANGED HOTS SLIDES
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Examination Reforms•Based on NCF 2005
•Restructured Qs Papers•Moving Content – Application
•Higher Order Thinking Questions•Integrated School based Internal
AssessmentX - •Math •Science •Social Science
Support material
•SQP’s (Print website)
•Marking Schemes
•Performance Analysis
De-stressing •No school bag
•No Home Work (upto class II)
•Focus on Soft Skills - Art, Music, Dance & Craft
•Alternative of HW
•( I-V)
Concessions – Visually Challenged•Seating Arrangement•Amanuensis•Enlarged print in Math & Sc. & Tech•Can offer Music, Home Sc. even if not available in school
Concessions – ‘Differently Abled’
• Studying 3rd lang. upto
class–VIII–exemption
•Can use an amanuensis•Ground floor seating•Alternative as visuals
•15 min. Reading time
•9 point scale•Spot Evaluation
•0.1% merit•CCE
•Addition time-3hrs-60mins
-2 ½ hrs -50mins- 2hrs -40mins-1 ½ -30mins
Amendment after GB, June•Persons with Disabilities – New nomenclature
•Use of computer/typewriter (outside Delhi also )
•Fee to amanuensis
•PD – visit to centre allow a week in advance
•Helper/scribe from host school for practical
Sports attendance for CBSE/SGFI – 60% instead of 75%
Support ServicesTele-counseling
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Training Programme for Principals will be conducted by IIM, Bangalore at its campus.
– Programme 1 : Dec. 15 - Dec. 19. 2008– Programme 2 : Jan. 12 - Jan. 16 - 2009 – Programme 3 : Jan. 27 - Jan. 31 – 2009– Programme 4 : Feb. 16 - Feb. 20 - 2009
On-line Registration Form – www.cbse.nic.in
– NUEPA : Jan. 05 - Jan. 09 - 2009
Contd…
Future InitiativesEmpowerment Programmes
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Explore CBSE Website
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Explore CBSE Website
• Interaction with CM• SQP• Support Material
– Olympiads
• Subject Pages• Higher Order Thinking
Skills
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583
175
329
1372
48
0
200
400
600
800
1000
1200
1400
1600
Acad. Admin. Aff. Exam RO
Category
No
. of Q
ues
tion
s re
ceiv
edStatus of ‘Interact with Chairman’Total questions received so far (last
two weeks)
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Future Projection• Frequently Asked Questions (FAQs) related to:
Social
Studies(DM,Projects)
Secondary Maths
Academic Sr. Secondary Economics(text book)
Biology
Bio-technology
Secondary
Examination Sr. Secondary
Status
Affiliation Online Modewww.schoolofeducators.com
-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.
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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
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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.
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Launch of National Urban Eco-Sanitation and Green School Initiatives – 30th Jan, 2009
• 100% sanitation during 11th 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)
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Proposed Grading System for Classes IX and X
12/4/2008 82
Rational & Efficacy of Proposed systemAbsolute 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
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Proposed Grading System For Classes IX and X
12/4/2008 83
• Candidates are divided into 4 major GroupsGroup % Marks Class Distribution of
Candidates
Grade A 75and Above Distinction 3 Grades in the ratio 3:2:1
Grade B 60 – 74 I Division 1 Grade for all candidates
Grade C 33-59 II/III Division
3 Grades in the ratio 1:2:3
Grade F 32 and Below Failure 2 Grades in 0-19 and 20-32 range of marks
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Based on 5 Years average (2004-2008) – Grades and % of Marks
84
Grade Grade Value
Qualitative Value
Languages Other than Languages
% Marks % of Cand % Marks % of Cand
A1 9 Outstanding 90 – 100 4.70 94 – 100 5.04
A2 8 Excellent 82 – 89 9.39 86 – 93 10.08
A3 7 Exceptional 75 – 81 14.09 75 – 85 15.12
B4 6 Very Good 60 – 74 26.54 60 – 74 21.27
C5 5 Good 47 – 59 19.39 46 – 59 19.79
C6 4 Marginal 36 – 46 12.93 36 – 45 13.19
C7 3 Average 33 – 35 6.46 33 – 35 6.60
F1 2 Poor 20 – 32 3.95 20 – 32 4.85
F2 1 Unsatisfactory 00 – 19 2.54 00 – 19 4.08www.schoolofeducators.com
‘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
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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
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Solar electric system powered– Computer lab– Internet connected
satellite disk in South Africa
Thomas L. FriedmanHOT, FLAT and
CROWDED
Ideas for the Future
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Localization and Globalization
balance
HumanizationOne natural
resource we still have human ingenuity
Ideas for the Future
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We have exactly enough time –
starting now.
Dana Meadows (Environmentalist)
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