NCF 2005 and Its Implementation in terms of Teaching Learning Process and Evaluation Techniques.

1. NCF 2005 and Its Implementation in terms of Teaching Learning Process and Evaluation Techniques.

2. OVERVIEW • GUIDING PRINCIPLES • WHAT’S NEW? • IMPLEMENTATION STRATEGIES • TECHNIQUES OF EVALUATION

3. NCF 2005 Guiding Principles • Reducing burden on children • Connecting knowledge to life outside the school • Ensuring that learning is shifted away from rote methods • Enriching the curriculum to provide for overall development of children rather than remain textbook centric • Making examinations more flexible, non-threatening and integrated into classroom life • Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country

4. Guiding Principles Contd.. Guiding Principles Contd.. • Connecting knowledge to life outside the school • Children observe life and world around • They question, raise queries • Allow children from marginalized sections of society having knowledge and skills related to work to gain respect

5. Knowledge Life Experiences Unknown Known Abstract Concrete Guiding Principles Contd.. MOVE Connect

6. Sensitize • Sensitize children to their Environment • Need for its protection Sensitivity to Environmental Crises so that survival, growth & development remain possible Awareness of Environmental Degradation, Imbalances, Need for its Nurture & Preservation Integrate All Stages of EDUCATION

7. Harmonious Social Interaction • Build peace • Tone down Stress , Conflict , Intolerance, Violence (Local , National ,Regional, Global) • Appreciation of Beauty & art forms • Creativity in arts literature & other domains of knowledge • Education means and opportunities to enhance child’s creative expression • Aesthetic appreciations

8. Child Centric Approach • Keep the learner in the centre • Pedagogy means giving privacy to children’s experience, voices & active participation • Plan activities keeping child’s psychological developments and interests • Child is a natural learner & knowledge is an outcome of his/her activities • Child’s curiosity, inventiveness and querying • Children actively engage with the world around them exploring, responding & making meaning • Give opportunities to try out, manipulate, make mistakes and correct

9. Classroom / Learning Atmosphere • Children will only learn in an atmosphere where they feel they are valued. • Do not associate Learning with fear, discipline, stress • Let learning be for enjoyment and satisfaction • Homes, communities, languages & cultures are valuable as resources. • Concern for inclusive education

10. ROLE OF THE TEACHER • Planning differentiated activities • Giving enough time to different groups • Catering for all the different needs • Aiming your lesson at the right level • Catering for pupil’s lack of interest or ability

11. WHAT'S NEW ABOUT NCF 2005?

12. CONSTRUCTIVISM Constructivism is an approach to teaching based on research about how people learn. Many researchers say that each individual constructs knowledge rather than receiving it from others. It is also called the ‘5E’ Model- (continued…)

13. The 5Es or even 7Es

14. Excite. . . stimulates the learner's curiosity • Explore . . . to satisfy curiosity. • Explain . . . the concept and define the terms. • Expand . . . discovering new applications. • Extend . . . the concept into other content areas. • Exchange . . . ideas, lesson plans, or experiences. • Examine/Evaluate . . . the student's understanding.

15. SHIFT FROM PRODUCT TO PROCESS “They know enough who know how to learn.” Henry Adams NCF 05 focuses on the methods ,approaches and strategies a learner uses in manipulating a learning task rather than cramming pieces of information (rote memory)

16. MOVING FROM “WHOLE” TO “PART” • The learner gets the big picture, the overview or the complete idea before moving to the details

17. DEVELOPMENT OF “PROCESS SKILLS” “Good teaching is more a giving of right questions than a giving of right answers. “Josef Albers

18. Process Skills 1.Observation (Use senses to learn about something in detail) 2.Description (Use symbols to represent an idea) 3.Description (Use senses to learn about something in detail) 4.Oral /Written /Pictorial Investigation (Seek information about) 5.Prediction (Describe expected outcome based on evidence)

19. Process Skills continued…… 6.Topic Collection of Data (Gather and organize factual information) 7.Interpretation of Data (Explain the meaning or conclusion drawn from facts) 8.Classification (Arrange into groups with attributes in common and label) 9.Segmentation/Blending (Separate or join parts of a whole, place parts in an order) 10.Forming Conclusions

20. NURTURING SOCIAL SKILLS • Man is a part and parcel of his environment. NCF 05 aims at nurturing social sensitivity and concern for the diverse social issues like illiteracy, ethnicity, gender equity ,poverty, changing concepts of family, beliefs to name a few.

21. IMPLEMENTATION INSTRUCTIONAL STRATEGIES We think too much about effective methods of teaching and not enough about effective methods of learning. John Carolus S.J.

22. 1.Questioning • Questions are a key element in each of the building blocks of constructivism. Categories of questions are guiding, anticipated, clarifying and integrating.

23. 2.GROUP/COLLABORATIVE ACTIVITIES ORGANISING PAIR/SMALL/LARGE GROUP ACTIVITIES FOR DIFFERENT PHASES OF LEARNING AND SETTING LEARNING TASKS FOR EACH

24. 3.Analogies - • Students compare a topic or unit of study to an inanimate object such as comparing something known to the unknown or some inanimate object to the topic.

25. 4. Collage - • Students cut out or draw pictures to represent a specific topic. To evaluate the level of understanding, students write an explanation or discuss in small groups the significance of the pictures and why they are representative of the topic. This technique encourages students to make connections, to create a visual representation and to then explain or exhibit their understanding.

26. 5. Project-Based Learning instructional strategy that challenges students to discover answers to their questions through real-world investigation. These are in-depth learning opportunities that motivate students and integrate many curriculum objectives.

27. 6. Debate • Debates are oral and sometimes written, exchange of opinions--usually to analyze, clarify, or reach conclusions about issues, questions, or problems.

28. 7. Oral Presentations • Students are allowed to verbally share their knowledge. Some students may choose to do an oral presentation using multimedia ,samples, displays etc.

29. 8. Graphic Organizers • Graphic organizers, also known as mind maps, are instructional tools used to illustrate prior knowledge.

30. 9. Simulation The use of role playing for: • Complex processes • Social processes • Hypothetical processes or situations

31. 10. SA/A/D/SD • Students formulate their own views and opinions . Given an issue students are asked to consider the topic and determine whether they strongly agree (SA),agree (A),disagree (d),or strongly disagree (SD) with the statement. They are then asked to move to the appropriate station in the classroom identified with one of the options. A class discussion follows as students are given the opportunity to outline and defend their positions, refute the arguments of others as well as re-evaluate their own ideas.

32. EVALUATION TECHNIQUES "We should be measuring what kids can do with knowledge, not how many right answers they can give to questions."Seymour Papert

33. GUIDELINES • Well- planned • Relevant and based on the curriculum • Capable of meeting student needs • Non-threatening • Not evaluate rote memory • Evaluate process skills rather than the product • Guide and promote learning goals

34. TOOLS AND TECHNIQUES • Assessment should becontinuous and ongoing where the child knows that he is being evaluated but without the threat and stress of a formal examination system.

35. Anecdotal Records • Anecdotal records are a form of ongoing assessment of observations of student(s) in the classroom. These jot-notes provide the teacher with information as to how the student is processing information, collaborating with students as well as general observations on learning styles, attitudes and behaviour. These records are a valuable form on ongoing assessment

36. A sample • Name: _____________________________ • Date of assessment: ___________________ • Observation period: ___________________ • Comments:_________________________________________________________________________________________________________________________________________________________________________________________________________________

37. Exit Cards • An easy 5 minute activity to check student knowledge before, during and after a lesson orcomplete unit of study. Students respond to 3 questions posed by the teacher. Teachers can quickly read the responses and plan necessary instruction.

38. Portfolios • A portfolio is a representative collection of an individual student's work. A student portfolio is generally composed of best work to date and a few "works in progress" that demonstrate the process. Students show their knowledge, skills and abilities in a variety of different ways that are not dependent upon traditional media such as exams and essays.

39. Closing Circle - A quick way to circle around a classroom and ask each student/group to share one thing they now know about a topic or a connection that they made that will help them to remember or how this new knowledge can be applied in real life.

40. Self-assessment • Assessment in which a learner reflects on their own learning and evaluates specific criteria in order to assess their learning. Teachers may provide checklists, rubrics or provide open-ended questions to guide the student in their self-assessment.

41. Peer Assessment Assessment in which one learner, groups of learners or the whole class gives written or verbal feedback to another learner. Peers can use checklists, rubrics or give a written response to peer work.

42. EVALUATION TOOLS RUBRICS CHECK LISTS RATING SCALES

43. RubricsA rubric is "a road map, telling students and teachers where to begin, where they're going, and how to get there." Dr. Kay Burke.

44. Rubrics are scoring guides or sets of expectations used to assess student level of understanding and allow students to know the expectations and what they need to do in order to be learning at a higher level.

45. CLOSING NOTE "Assessment is today's means of modifying tomorrow's instruction."Carol Ann Tomlinson The same guidelines may be kept in mind while framing a test paper for UT,CT or SEE. It is not difficult to infer that evaluation and instruction are in continuum towards the achievement of learning goals.