Title: NCF 2005 and Its Implementation in terms of Teaching Learning Process and Evaluation Techniques.
1NCF 2005 and Its Implementation in terms of
Teaching Learning Process and Evaluation
Techniques.
2OVERVIEW
- GUIDING PRINCIPLES
- WHATS NEW?
- IMPLEMENTATION STRATEGIES
- TECHNIQUES OF
- EVALUATION
3NCF 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
4Guiding 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
5Guiding Principles Contd..
MOVE
Connect
6Sensitize
- 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
7Harmonious 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
8Child 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
9Classroom / 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
10ROLE 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
11WHAT'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.
21IMPLEMENTATION INSTRUCTIONAL STRATEGIES
We think too much about effective methods of
teaching and not enough about effective methods
of learning. John Carolus S.J.
221. Questioning
- Questions are a key element in each of the
building blocks of constructivism. Categories of
questions are guiding, anticipated, clarifying
and integrating.
232.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.
254. 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.
265. 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.
276. Debate
- Debates are oral and sometimes written, exchange
of opinions--usually to analyze, clarify, or
reach conclusions about issues, questions, or
problems.
287. Oral Presentations
- Students are allowed to verbally share their
knowledge. Some students may choose to do an oral
presentation using multimedia ,samples, displays
etc.
298. Graphic Organizers
- Graphic organizers, also known as mind maps, are
instructional tools used to illustrate prior
knowledge.
309. Simulation
- The use of role playing for
- Complex processes
- Social processes
- Hypothetical processes or situations
3110. 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.
32EVALUATION 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
36A 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.
42EVALUATION TOOLS
RUBRICS CHECK LISTS RATING SCALES
43Rubrics 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.
45CLOSING 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.
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