National Curriculum Framework (NCF) - 2005 - PowerPoint PPT Presentation

Loading...

PPT – National Curriculum Framework (NCF) - 2005 PowerPoint presentation | free to download - id: 4b6a33-MDMzZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

National Curriculum Framework (NCF) - 2005

Description:

(a) the school system is characterized by an inflexibility that makes it resistant to change; (b) learning has become an isolated activity, which does not encourage ... – PowerPoint PPT presentation

Number of Views:1323
Avg rating:3.0/5.0
Slides: 15
Provided by: com147
Learn more at: http://www.kvdamoh.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: National Curriculum Framework (NCF) - 2005


1
National Curriculum Framework (NCF) - 2005
2
NEED OF NCF
  • (a) the school system is characterized by an
    inflexibility that makes it resistant to change
  • (b) learning has become an isolated activity,
    which does not encourage children to link
    knowledge with their lives in any organic or
    vital way
  • (c) schools promote a regime of thought that
    discourages creative thinking and insights
  • (d) what is presented and transmitted in the name
    of learning in schools bypasses vital dimensions
    of the human capacity to create new knowledge
  • (e) the future of the child has taken centre
    stage to the near exclusion of the child's"
    present, which is detrimental to the well-being
    of the child as well as the society and the
    nation.

3
Process Science Language
Observation Contextualization Cognitive apprenticeship Collaboration Interpretation construction Multiple interpretations Multiple Manifestations Situation Learners read a text on mammals and view a video on the life of mammals in different locales. Such events or activities consist of mammals moving in groups on land or in water, grazing, attacking a prey, giving birth, flocking together at the time of danger and related events. Learners make note of the key events or behaviour or activities of mammals. They relate their analysis to the text. Teacher illustrates how he/she would analyses and interpret such information using the example of mammals. Learners form groups to work on the task while the teacher suggests/guides them as they proceed. Learners analyze and generate evidence to verify their hypothesis related to mammals living on land or water, etc. They provide explanations and defend their ideas or hypotheses using their analyses and text both within and between groups. Evidence and arguments along with the text expose them to various ways of finding answers or interpreting data. By going back and forth through the process and relating each contextual background on various events and the behaviour of mammals, the learners notice that the general principles embedded in what they are doing become manifested. Situation Learners read the story Kabuliwallah. Later, they are given background material with illustrations of certain scenes of the story and brief descriptions. A fewlearners enact one or two scenes depicted in the illustrations. Learners watch the scenes enacted. They relate the story of the text with the illustrations of the background material. Using a scene enacted the teacher models how to integrate reading the story and the illustrations of the background material. Learners work in groups to generate interpretations while the teacher suggests/guides them as they proceed. They analyze and generate their Own interpretations of the story. Comparing the interpretations within and between groups gives the learners the idea that people can have different reactions to the story, Kabuliwallah . Using the text, background illustrations and their own reflections, the learners see how the same characters and themes can be manifested in several ways.
4
Childrens voices and experiences do not find
expression in the classroom. Often the only voice
heard is that of the teacher. When children
speak, they are usually only answering the
teachers questions or repeating the teachers
words.
  • Common sources of physical discomfort
  • Long walks to school.
  • Heavy school bags.
  • Lack of basic infrastructure, including support
    books for reading and writing.
  • Badly designed furniture that gives children
    inadequate back support and cramps their legs and
    knees.
  • time tables that do not give young children
    enough
  • breaks to stretch, move and play, and that
    deprive older children of play/sports time, and
    encourage girls to opt out.
  • Especially for girls, the absence of toilets and
    sanitary requirements.
  • Corporal punishmentbeating, awkward physical
    postures.

5
Organizing experiences
  • Observing something happen, say, the process of
    seed germination, in a real situation or
    observing different stages of milk collection,
    processing and packaging different kinds of
    products in a dairy farm.
  • Participating in an exercise involving body and
    mind such as planning a role play around a theme
    and presenting it.
  • Talking about and reflecting on something the
    child has experience of (e.g. dialogue on
    gender-differentiated practices in the family and
    society or participating in a mental game of
    numbers).
  • Making something, say, a system of gear wheels or
    trying out an experiment to lift a load using a
    system of pulleys.
  • After the experience, teachers could organize a
    discussion, an exercise involving, writing,
    drawing and display. She could identify along
    with the children questions to be thought about
    and answered.

6
  • She could connect the experience with textbook
    knowledge and other references and deepen the
    experience.
  • Such experiences and post - experience activities
    would be valuable at any level of schooling. Only
    the nature and complexity of the experience would
    need to change over the years. Language is key to
    organizing experiences. Hence, there should be a
    proper coordination between the kind of
    experience and the level of language development

7
Library
  • One period a week to be devoted to library
    reading.
  • During this time, children sit and read silently
    in the library. They return the books borrowed
    the previous week and borrow new ones.
  • If there is no library room, the teacher can
    bring out books appropriate to the age group and
    allow children to choose from the set. It is
    important to let the child choose rather than
    having the teacher distribute the books.

8
  • Library books can be brought into the language
    class.
  • For class projects, children can be asked to look
    up a reference in the library.
  • Children can be asked to write about the book
    they have read that week during the language
    class.
  • Children can be asked to share a story they have
    read with the other children in class.
  • The school library should be kept open during
    vacations.

9
  • The concept of time on task is an essential
    reckoner for taking stock of the total time that
    children spend actively on earning.
  • This would include time spent on listening,
    reading, writing, doing activities, discussing,
    etc. It would not include waiting for ones turn,
    copying from the board or revising.
  • Particularly in multigrade classes, planning and
    designing of learning activities for children
    need to ensure that childrens time on task is
    maximized.
  • Total study time that is expected from students
    in both face-to-face and self - study or homework
    needs to be accounted for while planning the
    syllabus or course of study for students,
    especially as they go into higher grades.

10
  • Total homework time Primary No homework up to
    Class II and two hours a week from Class III.
  • Middle school One hour a day (about five to six
    hours a week).
  • Secondary and Higher Secondary Two hours a day
    (about 10 to 12 hours a week). Teachers need to
    work together to plan and rationalize the amount
    of homework that they give children.

11
CHILDREN'S RIGHTS
  • Inclusive education is about embracing all.
  • Disability is a social responsibility accept it.
  • No selection procedures to be adopted for denying
    admission to learners with disabilities.
  • Children don't fail, they only indicate failure
    of the school.
  • Accept difference celebrate diversity.
  • Inclusion is not confined to the disabled. It
    also means non-exclusion.
  • Learn human rights conquer human wrongs.
  • Handicap is a social construct, deconstruct
  • handicap.
  • Make provisions not restrictions adjust
  • to the needs of the child.

12
  • Remove physical, social and attitudinal
  • barriers.
  • Partnership is our strength such as school
    community school teachers
  • teachers teachers teachers children
  • children children teachers parents
    school
  • systems and outside systems.
  • All good practices of teaching are practices of
    inclusion.
  • Learning together is beneficial for every child.
  • Support services are essential services.
  • If you want to teach, learn from the child.
  • Identify strengths not limitations.
  • Inculcatemutual respect and inter-dependence.

13
Teachers need to be prepared to
  • v care for children, and should love to be with
    them.
  • v understand children within social, cultural and
  • political contexts.
  • v be receptive and be constantly learning.
  • v view learning as a search for meaning out of
  • personal experience, and knowledge generation as
  • A continuously evolving process of reflective
    learning.
  • v view knowledge not as an external reality
    embedded
  • in textbooks, but as constructed in the shared
  • Context of teaching-learning and personal
    experience.
  • v own responsibility towards society, and work to
  • build a better world.
  • v appreciate the potential of productive work and
  • hands-on experience as a pedagogic medium both
  • inside and outside the classroom.
  • v analyze the curricular framework, policy
    implications and texts.

14
  • MAJOR SHIFTS
  • From To
  • Teacher centric, stable designs
    Learner centric, flexible process
  • Teacher direction and decisions
    Learner autonomy
  • Teacher guidance and monitoring
    Facilitates, supports and
    encourages learning
  • Passive reception in learning
    Active participation in learning
  • Learning within the four walls of
    Learning in the wider social context the
    class room
  • Knowledge as "given" and fixed
    Knowledge as it evolves and is created
  • Disciplinary focus
    Multidisciplinary, educational focus
  • Linear exposure Multiple and
    divergent exposure
  • Appraisal, short, few Multifarious,
    continuous
About PowerShow.com