Central Board of Secondary Education Student - PowerPoint PPT Presentation

Loading...

PPT – Central Board of Secondary Education Student PowerPoint presentation | free to view - id: 637e1d-MWUxM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Central Board of Secondary Education Student

Description:

Title: Aptitudes Author: a Last modified by: dell Created Date: 10/25/2012 3:32:29 AM Document presentation format: On-screen Show (4:3) Other titles – PowerPoint PPT presentation

Number of Views:181
Avg rating:3.0/5.0
Slides: 70
Provided by: A289
Category:

less

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

Title: Central Board of Secondary Education Student


1
Central Board of Secondary Education Students
Global Aptitude Index- 2013 Orientation
Programme
2
  • STUDENT GLOBAL APTITUDE INDEX
  • COVER
    PAGE

3
  • What is Aptitude?
  • A combination of characteristics, whether native
    or acquired, that are indicative of an
    individuals ability to learn or to develop
    proficiency in some particular area if
    appropriate education or training is provided.
  • Source
  • http//www.pearsonassessments.com/pai/ai/research/
    resources/Glossary.htm

4
  • What is Aptitude Testing?
  • Aptitude testing is a student-friendly,
    universally accepted mode of rating capabilities
    for a particular activity. Aptitude tests are
    known to be reliable predictors of future
    scholastic achievement.

5
CBSE SGAI THE TOOL
  • CBSE SGAI has been designed by a group comprising
    of psychiatrists, psychologists, experts in
    Psychometrics and practicing counsellors.
  • CBSE SGAI is designed to explore a childs
    aptitude along with personality and interest.
  • It is a simple Paper and Pencil test, which can
    be easily attempted by a student.
  • It is approximately of one and a half hour
    duration.
  • There are no right or wrong answers, negative
    marking, pass/fail.
  • No syllabus and special preparation is required.
  • It contains simple statements/ Yes or No
    statements (approx. 100).

6
  • CBSE SGAI components of assessment
  • Performance of the student in each subject. (9
    SA1 SA2 12)
  • Time spent on each subject in a day.
  • Getting help through coaching
  • Career aspiration .
  • Performance.
  • Personality consideration.
  • Aptitude in a subject.

7
Scoring and Interpretation
  • The assessment and interpretation of scores is
    done internally by the board under the
    supervision of experts.
  • Weighted scores are aligned with the different
    subject offered by the board at 2 level.
  • Two subject based choices are indicated on the
    basis of weighted score obtained by the
    students.
  • Individual score cards are issued after expert
    analysis.

8
  • CBSE SGAI and its purpose
  • It is an optional assessment that can be taken by
    any class X students to know preference for
    subjects on the basis of assessment.
  • Secondary class coincides with the span of
    adolescence and beginning of career concepts and
    planning. Although, not in the concrete form.
  • The test will help the larger population
    including parents, teachers and students to
    initiate an ongoing dialogue on subject choices
    and climate building through workshops/discussions
    that lead to effective career planning by making
    them informed about subject choices in class XI.
  • However, CBSE SGAI should be taken only as
    indicator or facilitator.
  • Mental preparedness and sincere response are the
    prerequisites for this test. SGAI test scores may
    depend upon childs environmental stimulus and
    motivational level.

9
How SGAI is different from other Aptitude tests
  • Its major focus is on the School students choice
    of subject.
  • It links students interest, aptitude and career
    rather than just providing a career direction.
  • Its a comprehensive structure orientation to aid
    further career mapping in life of a student
    rather than just facilitating career decisions.
  • It has been customized to suit the Indian context
    and variety of student population in CBSE
    affiliated Private, Government and Aided Schools

10
Information for schools participating in CBSE
SGAI 2013
  • All schools which have registered with CBSE for
    SGAI 2013 will receive Question Booklets by 10th
    January 2013 (latest).
  • The Question Booklets should be stored safely
    till the date of Assessment i.e. 20th January,
    2013.
  • SGAI will be conducted in the respective schools
    as per the guidelines provided by CBSE via
    e-mail, prior to the date.
  • The schools will have to send the copies for
    assessment along with attendance sheet, along
    with the list of absentees latest by 07th
    February, 2013 to,
  • Rama Sharma,
  • PRO Project in charge,
  • Central Board of Secondary Education,
  • Shiksha Kendra, 2, Community Centre,Preet Vihar,
    Delhi-92

11
  • Questions children often ask.
  • What am I going to do in life?
  • How can I
    achieve my goal?
  • How do I choose my career?
  • Which career will make me happy, I
    dont know?
  • If I dont make it do I have any other option?
    Where? When?
  • Are my subjects
    appropriate?

12
  • ANSWER TO FOLLOWING QUESTIONS WOULD
    INVOLVE...........

13
Understanding oneself
  • Discovering Ones APTITUDE
  • Identifying Ones INTEREST
  • Developing Ones LIFE SKILLS
  • Recognizing Ones PERSONALITY

14
  • Career planning is a choice, not a discovery
  • It is the bridge between our aspirations and the
    reality of our future

15
Providing Career Guidance
16
Why Career Guidance ?
  • Faulty planning or no planning by the students.
  • Follow the crowd.
  • Choose under influence of others.
  • Parents force their decision .
  • Get tempted by current trends.
  • Influenced by media.
  • Select a career in dejection.
  • Jump into any career.
  • Are totally away from realities.
  • Lack or avoid Counseling facilities.
  • Live in Fantasy World.
  • Lack Motivation.
  • Fail to Discover their Lives

17
Choosing a career is a big decision
  • Planning for the future is not something you do
    once.
  • It's an ongoing process.
  • Career planning has three steps that the child
    will go through and repeat throughout his or her
    working life.
  • The Career planning encourages individuals to
    explore and gather information which enables them
    to synthesize, gain competencies, make decisions,
    set goals and take actions.

18
Influences in career decision making
  • Individual variables Self concept, Health,
    Values, Gender, Interests, Skills, Age, Beliefs,
    Aptitudes, Physical attributes, World of work,
    Knowledge.
  • Social variables Political scenario, Educational
    institutions, Geographical location, Employment
    market, Workplace Globalization cultural trends
  • Environmental variables Family, Peers, Community
    groups, Media Socio-economic status
  • Other Time perspective (past, present and future)
    Change over time.

19
Factors Affecting Career Choices
  • Interests
  • Skills
  • Aptitudes
  • People skills
  • Experience
  • Family traditions
  • Personality
  • Life goals and work values

20
Developing Career Maturity Indicates..
  • Students need help understanding the importance
    of narrowing career interests as a basis for
    secondary career planning.
  • Class 10 students should ideally have identified
    one or more career interests AFTER an objective
    evaluation of their likes and dislikes, aptitudes
    and market projections.
  • By the end of 12th grade, students should have
    ideally engaged in activities related to these
    choices and developed a post high school plan.

21
  • Developing career maturity does NOT mean making
    a decisions at age 18 about the one best career
    for oneself.
  • Its a good idea to have several careers in mind
    rather than just one .
  • Approximately 60 of students change their major
    at some point during their college career.
  • It also pays to develop a wide variety of general
    skills, particularly those related to
    communication.

22
Steps to Career Planning
  • Self introspection involves evaluating ones
    interest, abilities ,skills and values .To
    identify what you are expecting from a career as
    well as the attitude one is preparing for the
    world of work.
  • Career exploration allows one to search careers
    to determine those which require the skills and
    interest one has and what one wants out of
    work.
  • Matching ones interests, abilities and skills
    with the demands of the occupation one is
    considering.

23
The Career Planning Process
Plans provide a structured way for students to
gather, analyze, synthesize and organize self,
educational and occupational information. Norm
Gysbers, 2004
24
Academic Potential
  • It is an assessment of ones academic worth. The
    high and the lows, consistencies and incidental
    spurts or plunges give one an insight of one
    chances for success in an academically demanding
    stream/subject.
  • Personality
  • It is a concept by which we understand and view
    ourselves. Though it is normally explained as
    external appearance and behavior ,it is made up
    of the characteristic patterns of thoughts,
    feelings and behaviors that make a person unique.
  • Interests
  • Interest is defined as one's passion to
    different streams or occupations, and helps to
    decide how to choose streams and evaluate
    opportunities.

25
Components for Career Decision-making
  • KNOWELDGE ABOUT ONESELF
  • KNOWLEDGE ABOUT WORLD OF WORK
  • HELPING HAND FOR CAREER GUIDANCE

26
KNOWLEDGE ABOUT ONESELF
  • The one of the most important step in choosing
    career is to be armed with an understanding of
    ones strengths and weaknesses and an awareness
    of what you truly value.

27
(No Transcript)
28
WORLD OF WORK
  • Keeps me busy and helps fill in the time
  • Lets me try out new ideas.
  • Gives me opportunity to use my abilities, skills
    and knowledge.
  • Allows me to meet many people
  • Gives me power to influence over others
  • Provides an opportunity to make friends
  • Lets me control time
  • Lets me help people
  • Lets me be creative
  • Allows me to be known and liked by people.
  • Provides money
  • Provides physical activity for me
  • Lets me make decision for myself
  • Gives me feeling of achievement
  • Gives me feeling of security

29
Sources available to Students
  • Career Fairs
  • Talk to alumni/current students
  • Visit! Visit! Visit!
  • College fairs/open houses
  • Seek information from
  • Family
  • Friends
  • Counselor/teachers
  • Internet
  • Career resource library at school
  • Job Shadowing

30
Strategies for Exploring the World of
Work 1.Informational Interviewing
  • One of the best sources for gathering
    information about whats happening in an
    occupation or an industry is to talk to people
    working in the field. This process is called
    Informational Interviewing.
  • 2. Occupational Family Tree
  • Families play a major role in shaping their
    childrens educational and career decisions. An
    Occupational family Tree helps explore family
    values, traditions and expectations

31
3.Network
  • Checking with people to know about career
    information.
  • Networking can lead to meeting someone who may be
    able to answer your questions about a specific
    career or company.
  • It is an effective way to learn about the type of
    training necessary for a particular position,
    what it took to get into the field, and the
    positive and negative aspects of the work.
  • More and more professionals are active on online
    networks such as LinkedIn.com and Doostang.com.
    Some professionals even use Facebook to get in
    touch with others in their fieldas well as
    research potential candidates.

32
Implementation of a Career Guidance Programme
  1. Consultation
  2. Classroom Instruction
  3. Assessment
  4. Career Information
  5. Counseling
  6. Placement
  7. Referral
  8. Outreach
  9. Follow-up
  10. Work Experience

33
Career Development Process In Schools
  • Building Connections for Students Between
    Academic Skills and the Future
  • Introducing Students to "Real Life" Jobs.
  • Helping Students to see themselves as Part of
    Future Job Force.
  • Labor Market Trends
  • Current Recession
  • Training Requirements
  • Aging Workforce
  • Job vs. Career Security

34
LIFE SKILLS
  • Life skills have been defined by WHO as
    abilities for adaptive and positive behavior
    that enable individuals to deal effectively with
    the demands and challenges of everyday life.
  • They represent the psycho-social skills that
    determine valued behavior and include reflective
    skills such as problem-solving and critical
    thinking, to personal skills such as
    self-awareness, and to interpersonal skills.
  • Practicing life skills leads to qualities such as
    self esteem, sociability and tolerance, to
    action competencies to take action and generate
    change, and to capabilities to have the freedom
    to decide what to do and who to be.
  • Selecting a career is also crucial challenge for
    children and parents.

35
Life Skills for Career Development
  • Patient and convincing listening ability-
    Communication Skill.
  • Comprehending ability Critical Thinking.
  • Patience Interpersonal Skill.
  • Knowing others Empathy.
  • Integrity Interpersonal Skill.
  • Emotional Maturity coping with emotion.
  • Convincing presentation- Communication Skill.
  • Specific Knowledge assessment Self awareness.
  • Critical Thinking.
  • Areas in which guidance is to be provided
    Decision Making.
  • Career Awareness
  • Self-Awareness
  • Appreciation and Attitudes
  • Economic Awareness
  • Skill Awareness and Beginning Competence
  • Employability Skills
  • Educational Awareness

36
TO REMEMBER
PERSONAL TRAITS/ PERSONALITY
SELF ESTEEM
WHO AM I?
WHAT I WANT TO DO?
EMPATHY
POTENTIAL/ CAPABILITIES
KNOWLEDGE/ ACADEMICS
WHERE I WANT TO GO?
COMMUNICATION PATTERN
37
CAREER BY CHOICE AND NOT BY CHANCE
  • What am I really going to do? Can I really get
    there? How? Am I sure of the route? What are the
    risks? If I don't make it do I have any other
    option? Where? When? Are my subjects appropriate?
  • Most students come face to face with such
    questions at some time or another. Why not then
    begin the process of career decision making in a
    rational manner to eliminate any chances for
    regret
  • Activities Manual Page 2

38
  • The process of career planning stretches through
    the secondary and senior secondary years at
    school.
  • It essentially requires an adequate
    understanding of oneself in terms of ACADEMIC
    POTENTIALS, ATTRIBUTES, TALENTS, INTERESTS,
    PERSONALITY, VALUES, EXPECTATIONS AND RESOURCES.
  • Activities Manual Page 2 - 3

39
  • When planned routes to a career are chalked out
    during school years, keeping in mind all
    attributes, preparation to enter a course and
    career are adequately motivated and effective.
  • This motivation stirs the young through
    preparation, study, competition and
    self-confidence.
  • Activities Manual Page 2 - 3

40
  • Good career planning envisages a match between
    requirements for a job, aptitude, interest,
    personality and expectations.
  • Awareness of true motivation, aspiration,
    strengths, dislikes, limitations and weaknesses
    are essential.
  • This awareness must be as specific as possible.
    It must be backed by actual achievements and
    behaviour if required, supplemented by objective
    test results.
  • Activities Manual Page 2 - 3

41
  • WHAT COULD GO WRONG ?

42
  • Some People Perpetually Complaining About Work
  • Essentially because they take up jobs without
    taking themselves into consideration i.e. without
    assessing their aptitudes, interests and
    personality
  • They may take up courses and career for only some
    superfluous reasons, e.g. under their friends
    influence, or to suit their parents desires or
    take the easiest available opportunity.
  • When the reasons are not at all related to self
    knowledge and personal needs, choices tend to be
    distorted.
  • Activities Manual Page 3- 4

43
A CAREER BASKET SHOULD INCLUDE...
  • ACADEMIC POTENTIALS
  • EXPLORING WHO AM I
  • UNDERSTANDING ONESELF
  • PERSONALITY
  • THE WORLD OF WORK

Analysing what you haven't got as well as what
you have is a necessary ingredient of a career.

- Orison Swett Marden Activities Manual
Page 3 - 4
44
  • CAREER ACTION PLAN
  • A career action plan is a blueprint for success.
    The foundation on which one can build ones
    vision- a picture of the success one hopes for.
    To identify ones aptitudes and skills, one need
    to know the major areas of interest.
  • This helps to develop a personal career plan, so
    that one can map the route to ones career goal.
  • Activities Manual Page 10

45
EFFECTIVE CAREER PLANNING
  • It involves an understanding of the following-
  • The importance of a career plan
  • The various factors affecting a career choice
  • Activities Manual Page 12 - 13

46
  • Activities are simple and regular things which
    happen to us yet we plan them carefully and well
    in advance.
  • So planning is essential for everything in life,
    from cooking for the day to planning a festival
    or any event in life, significant or
    insignificant. So, you have to plan all the
    activities. Like wise when one starts thinking
    about one's career .One needs to
  • Plan seriously about it. Career selection is a
    very important even in one's life which requires
    a great deal of thinking and
  • Planning. Please emphasise on the fact that
    decision should be made after a lot of thinking
    and careful planning.
  • Activities Manual Page 12 - 18

47
Key Messages Some students do not begin to explore real career possibilities until after high school. Some students do not seriously consider many alternative choices in career selection. If career planning were done in an efficient manner, students would at the very least be following a career plan of informed decision-making, rather than one of happenstance. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influential in the choice process. Strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions.  
48
CAREER DECISION-MAKING
  • Selection of a suitable career needs Meticulous
    care, Thought and Proper Planning, Keeping in
    mind one's goals, and Expectations from that
    career.
  • Before deciding on the choice of a career, one
    should have a clear notion of ones INTEREST,
    APTITUDE, AMBITION, SCOPE AND QUALIFICATIONS.
  • Activities Manual Page 19

49
  • To find a career to which you are adapted by
    nature, and then to work hard at it, is about as
    near to a formula for success and happiness as
    the world provides.
  • Activities Manual Page 19 - 21

50
Activities to Enhance Decision Making Skills
  • Decision Making is when one has choice and must
    choose the best one or when one is trying to make
    up his/her mind on what one wants and what is
    best.
  • Activities Manual Page 23 - 25

51
There are Many Ways to Solve a Problem
  • Think about the options/choices and the good
    and bad consequences that may follow as a result
    of each.
  • It is important to be able to think of as many
    options as possible-even if they may not be very
    practical.
  • Making the right choice is what is important!
  • It is important to analyze the information
    before taking a decision.
  • Environmental factors such as Peer Pressure
    often influence our decision.
  • It is important to evaluate the consequences
    for each of the options and only then take the
    decision.
  • If there is a problem in obtaining right
    information regarding a decision, you should take
    the help of a trusted adult.
  • Activities Manual Page 23 - 25

52
Activity 2 How to make well informed decisions
  • Activities Manual Page 23 - 25

53
Key Messages   It is important to analyze the information before taking a decision. It is important to evaluate the consequences for each of the options and only then take the decision. If there is a problem in obtaining right information regarding a decision, you should take help of a trusted adult. Decision-making is strongly influenced by our self-esteem. With a positive self-esteem on is able to think independently and make wise decisions. Factors which influence our decision making process are peers, family, society, culture, education, attitudes, traditions, experiences, knowledge, religion, government and social conflicts.
54
PARENTAL CONCERNS
  • Why there is a difference between career choices
    of parents and adolescents? How parents can
    communicate effectively with adolescents on their
    career concerns?
  • Activity to track parental concerns
  • Difference between career choices of parents and
    adolescents.
  • Case study analysis, Group Discussion.
  • Effective Communication skills for parents.

55
Parent Concerns for their Children
  • Happy
  • Healthy
  • Safe
  • Successful
  • Self Supporting

56
Key Message   Talk to the adolescents about their likes/dislikes. Dont reject, allow them to express themselves. Through indirect questioning find out what he/she actually knows about the Career-path, Qualifications required, Salary, Prospective employers, etc. Encourage him/her to meet people in that field and genuinely support him/her in that process. Parents should also get information about the Careers. Open Dialogue between parents children about careers would help your child. Parents and child, together need to explore available options.
57
Career Plan Definition
A comprehensive, formalized written plan (that
learners use alone and with the help of others)
that relates learning to career goals. The plan
is based on both formal and informal assessments
and should include areas in which a learner needs
to increase knowledge and skills in order to
reach documented goals.
58
  • How Parents can help
  • Accept children as individuals and recognize
    that they are entitled to make their choice.
  • Accept that their choice can be different from
    yours
  • Help them to analyze their strengths and
    weaknesses
  • Genuinely help them to explore the different
    career options
  • Be an empathetic patient listener. Practice
    active listening.
  • Look for more information on the career option
    chosen by them to make your self comfortable with
    his/her choice.

59
Activity - Teacher as an Effective Career
Counselors
  • Certain skills/traits that could be helpful in
    teachers for effective guidance could be
  • 1. Listening ability.
  • 2. Comprehending ability.
  • 3. Patience.
  • 4. Empathy.
  • 5. Emotional Maturity.
  • 6. Specific Knowledge assessment of areas in
    which guidance is to be provided.
  • Activities Manual Page 21

60
A Final Note on Career Planning
  • Remember, the conversation that you have with a
    student may impact their future economic
    potential.
  • -Trish Hatch, 2007
  • .

61
  • a) Listen
  • Ask everyone to listen to and respect each
    person's point of view before responding. It is
    important not only to
  • understand what a person is trying to say, but
    also to allow her/him an opportunity to express
    herself/himself.
  • Recognize that there are many views on one topic.
    No one view or opinion is correct. The whole
    purpose of discussion is to share
    ideas/information it is not about one person
    gaining points or winning a discussion.
  • b) Ask open-ended questions
  • This is a good way to start and continue a
    discussion. Open-ended questions start with. How,
    why and what
  • (How does this affect us? Why is it an issue?
    What can we do to change this situation?)
  • c. Non-verbal facilitation skills
  • Activities Manual Page 21 - 22

62
  • Make eye contact with everyone in the group.
    Focus your attention on all the adolescent's,
    don't favor some over other.
  • Move around the room as you speak in a slow,
    calm way.
  • React to what they say by nodding, smiling and
    generally showing you are listening.
  • D Verbal Facilitation Skills
  • Formulate your questions to encourage open
    discussion.
  • Use open-ended questions such as What do you
    think about? Why?, How.?
  • After one of the students makes a statement,
    ask the others if they agree/ disagree.
  • Encourage the students to talk. They should
    talk more than you and other adult trainers
  • Activities Manual Page 36 - 38

63
  • Encourage the students to answer each other's
    questions. In that way, everyone can learn to
    listen and to show respect for each other.
  • Ask the students to paraphrase or repeat
    something in their own words to check if they
    understand it.
  • Frequently paraphrase important points made
    by the students to reinforce them.
  • Regularly summarize the discussion. Ask the
    students if they disagree with anything and help
    them to draw conclusions.
  • Share personal experiences to reinforce the
    student's views or opinions
  • Activities Manual Page 36 - 38

64
  • EXPERIMENTAL LEARNING
  • Involves adolescents in activities that help
    them reflect on and analyze their experiences.
  • Motivates adolescents to change old behaviors
    and adopt new behaviors.
  • Promotes participation in the learning process,
    and Is based on relationships of respect between
    the facilitator and participants.
  • Activities Manual Page 39 - 40

65
  • SETTING UP A CAREER CORNER
  • A place where children and teacher's
    confidentiality could be maintained.
  • Staff Availability.
  • Budget.
  • Materials information related books.
  • Equipment computer to browse through websites
    for information
  • Activities Manual Page 39 - 40

66
The Career Understanding
  • Most people consider their career to be a series
    of progressive and related jobs or occupations,
    but a career is what we do to make a life, not
    just earn a living.

  • -LeeAnn Bernier-Clarke, MEd, NCC, NCCC

67
GENERAL INSTRUCTIONS FOR Teachers or School
counselors
  • They should provide mental preparedness in
    students, this would include
  • Making student understand the importance of test
  • Synthesizing them towards the fact that there are
    no right or wrong answers
  • Should encourage sincere and honest answers
  • Test should be conducted in a relaxed atmosphere
  • Test results should be used to facilitate further
    decision-making
  • The school Name and Complete address to be in
    capitals along with the students name.
  • Information about the performance- to be
    submitted by the school

68
  • Talents are common, everyone has them - but
    rare is the courage to follow our talents where
    they lead.

  • -Anon

69
Think not of yourself as the architect of your
career but as the sculptor. Expect to have to do
a lot of hard hammering and chiselling and
scraping and polishing.
-B.C. Forbes
About PowerShow.com