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Title: 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
  • WHATS 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
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
    childs creative expression
  • Aesthetic appreciations

8
Child Centric Approach
  • Keep the learner in the centre
  • Pedagogy means giving privacy to childrens
    experience, voices active participation
  • Plan activities keeping childs psychological
    developments and interests
  • Child is a natural learner knowledge is an
    outcome of his/her activities
  • Childs 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 pupils 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
  1. Excite . . . stimulates the learner's curiosity
  2. Explore . . . to satisfy curiosity.
  3. Explain . . . the concept and define the terms.
  4. Expand . . . discovering new applications.
  5. Extend . . . the concept into other content
    areas.
  6. Exchange . . . ideas, lesson plans, or
    experiences.
  7. 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 be continuous 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 or
    complete 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
Rubrics A 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.
46
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