KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

संदभ मानुयल व रपोट

REFERENCE MANUAL CUM REPORT

आयोजन थल

के य व ालय ं 3, भवुने रभवुने र संभागVENUE

KENDRIYA VIDYALAYA No 3,

Bhubaneswar REGION

के ीय िव ालय संगठन KENDRIYA VIDYALAYA SANGATHAN

नई िद ली NEW DELHI

3 DAY WORKSHOP ON

Project based learningFOR TGT Science and Social Science

10TH December 2014- 12thDecember 2014

KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

Shri AvinashDikshit

Commissioner, KVS New Delhi

Shri G.K. SrivastavaAdditional Commissioner (Admn) KVS New Delhi

Dr. Dinesh KumarAdditional Commissioner (Acad) KVS New Delhi

Dr. ShachikantJoint Commissioner (Training) KVS New Delhi

Dr. VijayalakshmiJoint Commissioner (Acad) KVS New Delhi

Dr. E. PrabhakarJoint Commissioner (Pers) KVS New Delhi

Shri M. ArumugamJoint Commissioner (Fin.) KVS New Delhi

Shri Uday Narayan KhawareJoint Commissioner (Admn) KVS New Delhi

OUR PATRONS

KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

Acknowledgement

Course DirectorUSHA ASWATH IYER

Deputy Commissioner & Director, ZIET Bhubaneswar

Co-ordinatorMrs. Hajra Shaikh

PGT Chem, ZIET Bhubaneswar

Resource Persons

1. Mr. Sabita Brata Mandal HTGT Science, Kendriya Vidyalaya Fort William

2. Mrs. Chandra Prabha BhatiaTGT Social Sciences, Kendriya Vidyalaya, Ballygunj

KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

From the Resource Person

Mr Sabita Brata Mandal

21st Century challenges the education to adapt. NCF-2005 has provided the guideline to acceptthe challenges. Introduction of CCE by CBSE is a step forward in this direction. The text bookswritten by NCERT have equipped the teachers to handle the new challenges of education. KVSis the role model for all government schools of our country hence it has to come up with newmodels of where the challenges of large class room ,skill development, value development,inclusive class room, collaboration ,self –direction, education for sustainable developmentaccountability are to be addressed. The workshop on PBL is a small initiative towardsimplementation of the spirit of NCF-2005 through CCE accepting all the challenges. In the westthis method of teaching was introduced long back and modified their system accordingly. Indiais full of diversity where we have to work as per our resources and local value pattern. In thisworkshop teachers of six different regions of KVS have imbibed the intricacy of PBL toimplement in the present system. They believed that it is possible to implement the PBL in thepresent system. They believed that democratic, pluralistic and collaborative method of teachingis not going to increase the workload of teachers but help our students to become good humanbeing who think and do selfless work for all. Teachers developed the skills which arefundamental to PBL. The complete workshop had a constructivist approach.

KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

Mrs Chandra Prabha Bhatia

Good teachers have always helped students discover the value and relevance ofnew skills and knowledge ,because children now live in a world of almostunlimited streams of trivial and profound information, of enormous opportunityand difficult choices. Helping students make vital practical ,emotional and socialconnections to skills and content is more important than ever. With this mottoone such Workshop on Project Based Learning was organized at ZIETBhubaneswar where 35 participants from 06 regions participated

Indeed a Pleasant experience at the ZIET . Opportunity to network and share ideas with my peers wasvaluable” We live in a world where knowledge has become ubiquitous. It’s everywhere. The ever-growing list of technologies that populate our world has made it easier than ever for people to consumeinformation that’s important to them. This shift in knowledge access is changing the way societyoperates and, as a result, is forcing us to change the way we deliver education. In the 21st centuryworkplace, success requires more than basic knowledge and skills. In PBL, students not only understandcontent more deeply but also learn how to take responsibility and build confidence, solve problems,work collaboratively, communicate ideas, and be creative innovators.

I wish to place on record my appreciation to the Director, for her untiring effortsin making this course effective and purposeful. It is also heartening to note thatall the participants have keenly taken part in the various activities and I wish tocongratulate them for their sincere participation.

I wish to record my gratitude to KVS (HQ) for having chosen this venue andgiven me an opportunity to contribute towards the qualitative improvement ofthe learners.

Mrs Hajra Shaikh

KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

Mrs Hajra Shaikh

This workshop has been like realizing a dream. I sincerely thank Director Madam forgiving me this opportunity. Generally when the NCSC/ NCERT Circular comes weteachers think of projects, pick up children and guide them through using our ideas. Thescientific methods involved may be addressed to some extent but the child’s thinkingprocess is not completely developed. My team of resource persons has worked hard togive shape to this Philosophy of PBL.

Constructing knowledge through projects for most children usually begins athinking process with an idea, interest, or thought that is encouraged by someoneor something that intrigues a child.

“A project, which we view as a sort of an adventure and research, can startthrough a suggestion from an adult, a child’s idea, or from an event, such as asnowfall or something else unexpected”. Young children are easily motivated intodiscovery by teachers asking open-ended questions that pertain to the child’sown interests. Listening to children is one of the key components that assist theadult while guiding a young child through the process of constructing their ownknowledge. As teachers listen to a child’s interests, it will only help to build strongrelationships so that children feel capable and competent.

It has been a great pleasure working with Mr Sabita Brata Mandal & Mrs ChandraPrabha Bhatia who not only showed clear competence in dealing with content inScience and Social Science but also reached out to the teachers to change theirattitude towards PBL.

THREE- DAY WORKSHOP ON PROJECT- BASED LEARNING

REPORT ON DAY-1 ( 10/12/2014)

The first day of the workshop started with a vibrant and spiritual invocationpresented by Mrs. T S Lakshmi, PGT (Phy ) , ZIET, Bhubaneswar.

After this Ms. Hajra Shaikh, PGT (Chemistry), ZIET, Bhubaneswar and thecoordinator of the workshop introduced the resource persons Mrs. C P Bhatia,TGT (So.Sc), K V Ballygunj and Mr. S. Mondal, TGT(Sc.) K V Fort William.

This was followed by a welcome address extended to the gathering by Mrs. UshaAswath Iyer, Director ZIET, KVS Bhubaneswar. She thoroughly appraised theparticipants about the need and importance of the workshop as well as theexpectations and outcome.

The participants were then asked to introduce themselves. Soon after that all 23participants were divided into five groups .After a warm cup of tea ,theparticipants were instructed to sit in groups in order to start the activities of theday.

The first session began with a brain storming assignment on our knowledge andwonder about the project based learning guided by Mr. S Mondal. He involved allthe participants in constructing their knowledge on project- based learning in theclass room situation.

After the lunch break, all the participants assembled in the venue where MrsShaikh refreshed the minds of the participants by a game on binary numbers withthe help of some flash cards.

This was followed by a very dynamic and useful lesson on constructivismpresented by Mr. S Mondal. After this all were assigned the duty of making theirown lesson plan.

At 5.30 pm the day’s activity came to an end.

03 DAYS WORKSHOP ON PROJECT BASED LEARNING

REPORT

DAY -2

Date: - 11/12/14

Second days work started at 9.00 am with the morning assembly conductedby the participants of group 4& 5 in a pleasant atmosphere.

At 9.15 AM Mrs. Hajra Shaikh, Resource Person initiated a discussion on types ofproject. Later on she explained about the features on different types of projects.At 10.15 am, Mrs. Chandraprabha Bhatia explained the use of ICT in Project basedteaching and learning process. She introduced different techniques in ICT such asblogs, wikis etc. which facilitate teachers to interact with wide variety of teachers.

At 11am Mr. Mondal, Resource Person explained about a model project. Hediscussed structure and plan of a project. At 1.00 pm there was a break for lunch

Post lunch session was started at 2.00 pm. During the session differentgroups presented their projects. Each presentation was followed by thoroughdiscussion for improvement. Mrs. Usha Aswath Iyer, the director of ZIETBhubaneswar, and the course director of the course suggested some activities foreach of the project to make it feasible, practicable and productive. Mr. Modalmoderated the discussion. At 4.00 pm there was a break for tea.

At 4.15 pm Mr. Mondal initiated discussion and explained about resourcesof project and types of project plans. At 5.00 pm the participants were asked towrite students plan for their projects based on model plan supplied to them.

The day’s work ended at 6.00 pm

Presented by

V.Narasimham, K V Steel Plant, Visakhapatnam

03 DAYS WORKSHOP ON PROJECT BASED LEARNING

REPORT

DAY -3

Date:- 12/12/14

The activities of day‘s work started sharp at 9 o` clock with a vibrantmorning assembly organized by the participants of group three.

At the very outset Mr. S. Mondal, Resource Person highlighted theessential elements required for Project Planning. It was followed by thepresentation of projects prepared by different groups based on Student ProjectPlan . This type of presentation of report gave a concrete idea to all theparticipants how to plan in advance before starting a project.

At 11.30 AM Mr. S. Mondal, Resource Person explained about Multi MediaPresentation which is to be prepared by the students themselves after having thebasic objectives. He also highlighted upon the Checklist to be prepared by everychild after the completion of his/ her assignments.

At 12.15 all the group leaders of different groups prepared their reports onstudent’s project plan through Microsoft word with collaboration of the otherparticipants. At 1 PM there was a break for lunch.

After Lunch all the documents related to the work shop were submitted in theform of soft copy by the participants. At 3.50 pm Valedictory was organized.

Prepared by

S.C.Mahapatra,K V Gopalpur M.S

Day/ Date 9.00-9.15 9.15- 10.3010.45-11.00 11.00- 1.00

1.00-2.00 2.00-3.30

3.30-3.45 3.45- 5.30

WED10/12/2014

Introduction,Constructivism &need for PBL

Groupwork,Beginingwith the end inmind,

Group work,crafting thedriving Question

CPB, SBM HS,CPB & SBM HS, CPB & SBM

THURS11/12/2014

Prayer &Report

Types of Projectsand 21st centuryskills

Group work to PlanProject Assessment,

Group work toplan Projects-Map the Project

Group work toPlan Projects-activities

HS/ SBM HS, CPB & SBM HS, CPB & SBM HS, CPB & SBM

FRI12/12/2014

Prayer &Report

Manage theProcess

Presentation ofProjects anddiscussion

Presentation ofProjects anddiscussion

Compilation&VALEDICTORY

HS, CPB & SBM HS, CPB & SBM HS, CPB & SBM

Director

Registration and Inauguration/ group formation

TEA

BREA

K

LUN

CH B

REAK

TEA

BREA

K

KENDRIYA VIDYALAYA SANGATHANZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

Project Based Learning

TIME TABLE

INDEX1. KnowWonder Learn How Chart 12. Introduction

a. What is PBL 1b. Philosophical Basis 1c. Psychological Foundations 2d. NCF 2005 & Project based learning 8e. Constructivism and PBL 12f. 21st century skill 20g. Why do we have to switch over 29h. How PBL is different from Traditional Classroom 30i. What are characteristics of PBL 33j. Types of projects 36

3. Project planning by teachersSteps for teachers before, during and after implementingPBL 46

4. Project design by students 53a. Determining goalsb. Framing the Curriculum Framing Questionsc. Designing an Activityd. Planning an assessmente. Rubric / Checklist for student plan assessment

5. Tools of assessmenta. For Individualb. Groupc. 21st Century Skills

6. Activity Design 58a. Preparation of Time line.

7. Project management 59a. Talking to Principal and other teachersb. Talking to Parentsc. Seeking permission of institutions/ labs wherever we need

data and help.8. Implementation of PBL in system / community9. Some challenges faced by the teacher 6110. Checklist for all types of projects 6211. Interdisciplinary Projects

a. CLASS 8: Natural Phenomenon Science Integrated With DisasterManagement For Social Sciences 63

b. CLASS 8: Crop Production and management (Sc.) & Agriculture( So.Sc)` 68

c. Class 7: Water 73d. Class 6: Air around us (Science) Air (Social Science) 76e. Class 6: Components of Food (Science) Agriculture (SSc) 80

12. Annexures:a. Blooms Taxonomy 87b. Rubrics

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Know Wonder Learn How Chart

Teachers were divided into 5 groups and each group was asked to discuss andanswer the following questions

The Participants wrote the following responses:

1. What do you know about PBL?a. Learning beyond textb. May not be related to the syllabusc. Helps to develop inquisitiveness and investigative mind.d. Encourages out-of –the box thinkinge. Learning from environment.f. A problem is taken which can be solvedg. Teacher is a guideh. Based on Critical Thinkingi. Students use resources which are easily availablej. It should be useful to the community alsok. Projects take a while.l. Projects seem engaging.m. Projects require a lot of work.

n. Students work together during projects.

2. What do you Wonder about PBL?a. Accessibility of resourcesb. Different needs of different studentsc. difficult to collaborate if different classes are involved

What do you knowabout PBL?

What do youwonder about PBL?

What you havelearnt?

How you have learnt?

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d. technological failuree. Difficulty in assessmentf. In KVs students participate in various activities e.g. sports, Sc.

Exhibition, S.Sc. Exhibition and other programs. So it is difficult towork at a stretch.

g. Teachers are assigned many other duties e.g. Escort Duty andothers.

h. In some places availability of resources is a problem.i. What type of students do projects work best for? Most motivated

students?j. How do projects address standards?k. How long do projects take?l. Do projects need to be interdisciplinary?m. How would I begin a project?

K-W-L-H Chart for Project-Based LearningExperienced Project-Based Learning Teacher

Source: Intel® Teach ElementsProject-Based Approaches

1. What do you know about PBL?a) Projects benefit all students.b) Projects are engaging.c) Projects are meaningful.d) Projects address standards.e) Projects incorporate 21st century skills.f) Project work helps students develop self-management skills

2. What do you Wonder about PBL?a) How can I make sure students are learning when they work on projects?b) How do I keep students on task when they are doing so much on their

own?c) How can I assess 21st century skills like collaboration, self-direction, and

higher-order thinking?

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d) How do I teach students the 21st century skills they need to be successfulat projects?

What is project based learning?Sabita Brata Mandal

TGT ScienceKV Fort WillaimKolkatta Region

It is a dynamic teaching method in which students actively acquire knowledgeand skills by working collaboratively for an extended period of time to investigateor respond to a real world complex question, problem or challenge.

Philosophical BaseThe Philosophical basis of PBL is John Dewey’s work in experiential educationwhich began in 1896 during his tenure with the University of Chicago where hefounded the Laboratory school. In 1906 he joined Columbia University and hepublished his works on philosophy that included Democracy and Education(1916) and Experience and Education (1938). He told that strict authoritarianapproach of traditional education was overly concerned with deliveringpreordained knowledge and not focused enough on students’ actual learningexperiences. He stressed on experience based learning. He sides neither withtraditional education, nor with progressive education but with the understandingof how humans have the experiences they do, and how this understanding isnecessary when designing effective education. According to Dewey neither ofthese educations consists of a rigid regimentation ignoring the capacities andinterests of the learner. Progressive education allows excessive individualismand spontaneity which Dewey says is a deceptive index of freedom. (Experienceand Education, 1938). The fundamental of Dewey’s philosophy is that experiencearises from the interaction of two principles: continuity and interaction. This isthe starting point of PBL.

Psychological Foundations- Constructivism

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Constructivism is an approach in education that claims humans are better able tounderstand the information they have constructed by themselves. According toconstructivist theories learning is a social advancement that involves language,real world situations and interaction and collaboration among learners. Thelearners are considered to be the central in the learning process. Learning isaffected by our prejudices, experiences, that time we live, and both physical andmental maturity. When motivated, the learners exercises his will, determinationand action to gather selective information and convert it, formulate hypotheses,test these suppositions via applications, interactions or experiences and to drawverifiable conclusions. Constructivism transforms today’s classrooms into aknowledge - construction site where information is absorbed and knowledge isbuilt by the learners.

Piaget

Jean Piaget ( 1896 – 1980 )explains the learningprocess by schemes ( theorganization of informationon how things work ),assimilation ( the placing ofnew information intoschemes),andaccommodation(transforming existingschemes or creating newones ). The motivation forlearning is pre disposition ofthe learner to adapt to hisenvironment hence to institute equilibrium between schemes and theenvironment. Continuous interaction among existing schemes, assimilation,accommodation and equilibrium create new learning. Piaget explores foursequential stages of psychological development of young learner and believesteachers should be cognizant of these stages. During sensory experiences and

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motor stage ( before the age of 2 ) sensory experiences and motor activitiesdominate. Intelligence is intuitive in nature and knowledge it is acquired throughmental representation during preoperational stage ( from age 2 to age 7 ). At theconcrete operational stage ( from age 7 to age 11 ), intelligence is logical,conserved and dependent on concrete references. The Formal operational stage( after 11 years of age ) is the stage when abstract thinking starts and the learnerstarts thinking about probabilities, associations and analogies.

Piaget developmental theory of learning and constructivism are based ondiscovery. According to his constructive theory, in order to provide an ideallearning environment, children should be allowed to construct that is meaningfulfor them.

Vygotsky’s constructivism

Lev Vygotsky (1896-1934) known for his theory of social constructivism, believesthat learning and development is a collaborative activity and that children arecognitively developed in the context of socialization and education. Theperceptual, attention and memory capacities of children are transformed by vitalcognitive tools provided by culture such as history, social context, traditions,language and religion. For learning to occur, the child first makes contact withthe social environment on an interpersonal level and then internalizes hisexperiences. The earlier notions and new experiences influence the child. Whothen constructs new ideas, {Vygotsky’s (1978, p.56)} example of being able topoint a finger displays how this behaviour, which begins with simple motion,becomes a meaningful movement when others react to the gesture.

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Vygotsky’s constructivism is known as social constructivism because of thesignificance of culture and social context. For Vygotsky, the zone of proximaldevelopment...... the distance between the actual development of child asdetermined by the independent problem solving, and the level of potentialdevelopment as determined through problem solving under adult guidance or incollaboration with more peers (Vygotsky: 1978)” suggests that cognitivedevelopment is limited to a certain range at a particular age. However, with thehelp of social interaction, such as assistance from a mentor, students cancomprehend concepts and schemes that they cannot know on their own.Curriculum specialists and lesson plan builders can use the zone of proximaldevelopment as a guiding reference.

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Both Piaget and Vygotsky appreciated the essence of building constructs andinternalizing the knowledge given, rather than accepting the information aspresented throughrote-memory.Constructivist learningenvironmentspromote the learnerto gather, filter,analyze, and reflecton the informationprovided and tocomment on thisknowledge so that itwill result inindividualizedcomprehension and private learning.

This type of group learning will reduce the dissemination of false data, prejudice,and atrocities among diverse groups and help build a moral, scientific,information society in the new millennium. Be it developmental or social assuggested by Piaget and Vygotsky respectively, learning is the central activity forhumans in search for understanding the causes and effects of naturalphenomena, the progress of social events, and the meaning of life. By using suchlearning approaches we can better introduce ourchildren to the world that God has created for us, andlead them to think about the miracles that are allaround us.

Inquiry Based Learning - begins with gathering informationand data. Through this inquiry process students constructtheir understanding on a need or want to know.

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Inquiry involves seeking appropriate resolutions or questions or issues using inquiry skills.While inquiry are often used in projects, inquiry based learning does not always involveprojects.

Problem Based Learning

Problem based learning is anotherconstructivist approach to learning. It is aninstructional strategy used to engage studentsin authentic real world tasks.

A specific and complex problem is presentedby the teacher and using the inquiry methodstudent develops a solution to the problem.Although Problem BL & Project BL are similar,problem based learning may not involve allthe components of a project.

Benefits

Increased motivation. Academic Gain Improved Higher Order Thinking Increased Collaboration Growth in Self Direction

Elementary class students learn about health, nutritionand consumerism by creating a new restaurant that offers healthy and appealing food. Theydevelop their own advertising campaign for the restaurant by developing commercials.

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Project Based Learning is a constructivist approach to learning. Students work on openended projects or problems. Learning is student centered with the teacher as a facilitator.Students usually work in co- operative groups for extended periods of time seeking multiplesources of information and creating authentic product.

LearningIn

Action!Students do not learn from what you do,

But from what you have them do.With project-based learning, students work individually and in groups. They are constructors ofknowledge. Children become collaborators building understanding.While projects may involve problem solving, they are not always focused on a problem. Whileprojects may be enquiry based, they do not always incorporate inquiry skills.

NCF and Project Based Learning• Learning without burden-

• Connecting knowledge to life outside the school

• Ensuring that learning shits away from rote methods

• Activity based learning—Learning By Doing

Remember

ProjectBL

InquiryBLProblemBL

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• gifted students almost 100% prefer to 'do-their-own-thing" rather than a teacher-driven activity or unit,

• Child learns better when learning is interactive.

• Students can write their own histories of an important place, event or person.They can examine documents, letters, diaries, photographs, maps and folk songsto get closer to people and events of the past

NEED for PROJECT ACTIVITIES

• To make learning interesting ,motivating and participatory in nature

• It enhances students understanding of different concepts, principles, andgeneralization inherent in the subject

• Introduces alternative mode of teaching in classroom

• supports students in learning and practicing skills in problem solving,communication, and self-management

It also

• Exposes students to outer world and beyond textbook

• Learning becomes contextual, relevant, updated and child centered

• Recognize students' inherent drive to learn, their capability to do important work,and their need to be taken seriously by putting them at the center of the learningprocess.

It enriches learning process

• The project work is central rather than peripheral to the curriculum.

• Highlight provocative issues or questions that lead students to in-depthexploration of authentic and important topics.

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• Require the use of essential tools and skills, including technology, for learning, self-management, and project management. and more important teachers incorporatetechnology effectively into their court

NATURE OF PROJECTS

• Project with purpose

• To create a situation where a child is inspired to work independently and sincerely

• It should be original simple time –bound informative

• A blend of more than one area and develop aesthetic sensibility and skills

• Projects based on activities that boost child's creative and critical – thinking skills

• Curriculum Integrated project (This workshop aims at this type)

• Based on Experiential Learning

• Stimulate child individually & nurture imagination

• Project-Before and after Reinforcement of the lesson

Project Activities can be in The following form

• scripts and their evolution to today's alphabets in the different languages

• Drawing of the Manuscripts

• Authors and their Life sketches

• Themes and samples of Music, and art in each period

• Monuments—stories and legends associated with it

• CASE STUDIES- Family histories

• Field –Trips to Historical places and religious places

• Panel Discussion on given topic

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• Paper Reading on topic

• Debate and open forum

• Accounts of Travelers

• Online Interactive stories

• Creative Drama-Role play on the life of Great Men

• Picture reading and comparison

• Oral narratives, memories, diaries

• MAP INTERPRETATIONS

• Compare and Contrast

• Time Line Presentation

• Exhibitions allowed by discussions

• Interview members of the society

• Class Journal and wall magazine

Few PROJECT ACTIVITIES WHICH WOULD ENHANCE THE LEARNING ENRICHMENT

INDIAN HISTORY PART-3

LESSON—11REBELS AND THE RAJ-REVOLT Of1857

• Panel Discussion on the failure of Revolt and its implication

• ‘Role of women in the Revolt’---Paper Reading

• Role-Play-Life of Mangal Pandey

• Extra information on Tribal Heroes

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LESSON-12COLONIAL CITIES URBANISATION, PLANNING

LET’S EXPLORE—

• The city we live in—Map of the city with important historical places

• A visit to historical places like Porbander, surat, chauri-chaura ect.

MAHATMA GANDHI AND THE NATIONALIST MOVEMENT

• Powerful speeches of Gandhi and Sub hash Chandra Bose

• Visit to a museum of your town/city and identify the objects associated withGandhi an era

• Our National symbols evolution and significance associated with movement

National movement

• Drawing a Time Line of important congress Sessions

• A Group work-a magazine-For developing an attitude of appreciation or having arich cultural heritage , students would be asked to contribute from different partsof India

• Comparative study about the life and work of Mahatma Gandhi

By

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Mrs Chandra Prabha BhatiaTGT Social Science

KV Ballygunj

Constructivism and PBLThe Learners Own World of Knowledge

What do you see in the following picture ?

Some people 'see':

A geographical location. The side of a cow. A bearded man. Apparently, what each person 'sees' Depends more on what is already stored in that person's brain. That is people construct his/her own image.

Each of us views the world in ways like no other person does

'I am apart of all of whom I have met' (Tennyson)

What is Constructivism?• A view of learning based on the belief that knowledge isn't a thing that

can simply be given by the teacher at the front of the room to students

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in their desks.

• Students learn by fitting new information together with what they already know

• Learners are the builders and creators of meaning and knowledge

• Knowledge is constructed by learners through an active, mental process of development

IS THIS KNOWLEDGE CONSTRUCTION?

• Students use details in a story to infer the reasons why a character committed crime

• Students write a paper describibg the crime a character committed

KNOWLEDGE CONSTRUCTION

Activities require students to generate ideas and understanding that are new tothem students can do this through—

1. INTERPRETATION

2. ANALYSIS

3. SYNTHESIS

4. EVALUATION

STUDENTS NEED TO APPLY THE KNOWLEDGE THEY CONSTRUCTED IN ADIFFERENT CONTEXT HELPING THEM TO DEEPEN THEIRUNDERSTANDING.

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Types of constructivism• INDIVIDUAL CONSTRUCTIVISM

• SOCIAL CONSTRUCTIVISM

Our many thanks go out to…Jean Piaget, 1896-1980

HIS BELIEFS

• Piaget believed learning occurs by an active construction ofmeaning, rather than by receiving it passively.

• He states," when we, as learners, encounter an experience or

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situation that conflicts with our current way of thinking, a state of imbalance iscreated”

• We must alter our thinking to restore equilibrium or balance

• To do this, we must associate it with what we already know

• The developing child must build cognitive structures through the use of …..

• Mental maps

• Concept maps

CONSTRUCTIVISM: A MODEL FOR LEARNING

What does this mean for a classroom teacher?o Constructivist learning environment is one-to-one initiatives.

o According to this theory, the manner in which students acquire and processinformation is fundamental to their learning. Individuals "construct" meaning from

the world around them.

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Concept maps help us begin with information we are familiar with and branch out to build newideas

Why do we have to switch over to PBL ?

What it looks like• It is a flexible classroom environment engaging students in active learning.• The role of teacher is to create active environment.• The teacher is no longer the "sage on stage" but is "guide on the side."• Students learn content by building it themselves.• The teacher provides stimulation and asks questions.• Students are encouraged to come to their own conclusions.

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Students remember 90% of what they say and do, butremember only 20% of what teachers say.

• So let students seek information, form opinions, make decisions, and applyconcepts to new situations.

• Active involvement and critical thinking is the key to constructivism.

FIVE PRINCIPLES OF CONSTRUCTIVISM1. Create problems which has

value to students2. Structure learning around primary

concepts3. Seek and value student’s points of

views4. Adapt curriculum to address student’s

suppositions5. Assess learning in the context of

teaching

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This image cannot currently be displayed.

This image cannot currently be displayed.

Difference between traditional and constructive classTraditional

• Emphasizes basic skills.• Strict adherence to fixed curriculum• Materials are primarily textbooks and

workbooks.• Learning is based on repetition.

Constructive• Emphasizes big concepts• Pursuit of student questions and interests is valued.• Include primary sources and manipulative materials.

• Students are not blank slates.• They come with already formulated knowledge, ideas,

and understandings.• This previous knowledge is the raw material for the new knowledge they

create.• The teacher coaches, moderates

and suggests, but keeps room forexperiment.

Learning activities require the students'full participation.

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To beconstructive ask the following:

• Am I asking for students' understanding before giving myown answers?

• Are there opportunities for dialogue about the concept?• Am I asking open-ended questions?• Am I allowing sufficient time after asking questions?• Am I allowing enough time for students to work with the

concept(s)?• Am I providing chances to students for use their natural

curiosity?

CONCLUSION

Constructivism is a mind set, helpingteachers to create lesson plans based onstudent learning to create problemsolvers. Instructors must be constantlystudent centered, focusing on whichstrategies are best to teach this particulargroup of students.

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Using 21st Century Tools to Teach21st Century Skills

21st Century Skills are…Life savers Allowing us to rediscover or recharge our PASSION

about teaching!

In the ocean of assessments, paperwork, and day today routines…GREAT teachers must possess thevision to see above the crest of turmoil andmediocrity to see what is possible.

Implementing 21st Century Skills into your lessonswill revitalize YOUR interest and your students’ interests!

Having “Passion for Teaching”

is really more about what

YOU get out of teaching.

What does it involve?

1. Emphasize core subjects

2. Emphasize learning skills

3. Use 21st Century tools to develop learning skills (computers, internet,other technology)

4. Teach and learn in a 21st Century context(relevance to students’ life, authentic learning experiences, bringworld into classroom, go out into the world)

5. Teach and learn 21st Century content

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6. Use 21st Century assessment that measures 21st Century skills(classroom assessments and standardized tests)

7. Life and Career Skills

8. Flexibility and Adaptability

9. Initiative and Self-Direction

10.Social and Cross-Cultural Skills

11.Productivity and Accountability

12.Leadership and Responsibility

Framework for 21st Century Learning

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Core Subjects and 21st Century Themes

• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy

Life and Career Ski lls

• Learning and Innovation Skills• Information, Media and Technology Skills

Learning and Innovation Skills

• Creativity and Innovation Skills (ISTE 1)

• Critical Thinking and Problem Solving Skills(ISTE 4)

• Communication and Collaboration Skills(ISTE 2)

Information, Media & Technology Skills

• Information Literacy (ISTE 3)

• Media Literacy

• ICT Literacy (Information, Communications, and Technology)

• ISTE 5 - Digital Citizenship

• ISTE 6 - Technology operations and concepts

Possibilities for incorporating 21st Century Skills . .• Project based learning

• School-wide projects where students explore passions

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• Internships

• Student driven action research projects

• Authentic service learning

• Creative alignment of educators

• Other . . . .

Digital Story Telling

Push your student’s creativity, writing, sequencing, and articulating amessage with digital story telling. (Windows Movie Maker and iMovie workgreat too.)

http://www.readwritethink.org/materials/storymap/

http://digitalstorytelling.coe.uh.edu/movie_social_studies_02.html

Online Video Hosts

YouTube. Okay, so it’s blocked in many schools, but it is

a location for students to publish their videos.

TeacherTube. Many schools are allowing this site.Teacher and student created videos are available.

Ustream. Want to air a live broadcast to the world? (Yourpen pals in Argentina want to see the cool experiment youare doing in Eau Claire.) It’s possible with Ustream. All you

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need is a video camera.

http://www.youtube.com/

http://www.teachertube.com/

http://www.ustream.tv/

Blogs Use as a newsletter to

communicate with familiesor as a forum forparent/student/teacherdiscussion on topics coveredin class

Students can use blogs totalk with the world aboutbooks they have read,comment on issues, requestfeedback, use to differentiate by having them respond to leveledquestions etc.

http://www.youtube.com/watch?v=NN2I1pWXjXI

Blogs in Plain English http://edublogs.org/

Wikis• Collaborative writing is easy with a wiki. Create, edit,

modify, link, and organize all via the web.

http://www.youtube.com/watch?v=-dnL00TdmLY

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http://www.teachersfirst.com/content/wiki/wikiideas1.cfm

http://gowest.wikispaces.com/

http://pbwiki.com/

Evaluate websites—is the information… Current? Biased? Based on Facts?

Podcasts

Promote public speaking by creating podcasts.

Use Audacity, a free, cross-platform sound editor tocreate and edit sounds.

Attach a podcast to your blog and ask for feedback.That’s real world!

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Web Quests Inquiry, problem solving, critical thinking are all promoted in high

quality web quests.

What is a Web quest? A web quest is an assignment which asks students touse the World Wide Web to learn about and/or synthesize their knowledge aspecific topic

http://its.guilford.k12.nc.us/webquests/forest/forest.htm

http://its.guilford.k12.nc.us/webquests/plantquest/index.htm

http://ses.hermiston.k12.or.us/reeve_powetrywebquest

http://newman.needham.k12.ma.us/learningmaps/webquests/new_math_poetry/main.htm

http://webquest.org/index.php

http://bestwebquests.com/default.asp

Maps A picture is worth a 1,000 words. Explore the world with online map

resources.

Google Maps Street View -- research a career, find a placeto live, use it to plan a vacation, to map out a character’stravels in a novel, to get the “big picture” when studying

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a state, a country, see the places mentioned in the news!

http://maps.google.com/help/maps/streetview/index_.html

• Google Earth -- use this to have your students go on that vacation theyplanned for their family. They can see the sights along the roads theytravel.

Problem Solving/ Critical Thinking Lessons orActivities

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Projects/projects.html

http://www.learnnc.org/lessons/

http://www2.scholastic.com/browse/learn.jsp

http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/form_wildcats.htm

http://www.readwritethink.org/lessons/index.asp?grade=0&strand=0&engagement=0

http://nlvm.usu.edu/en/nav/vLibrary.html

http://mathforum.org/paths/measurement/e.measlessons.html

http://teacher.scholastic.com/maven/

Expand your PowerPoint repertoire …• As a Web quest• Inquiry based activity• Problem solving

• Intervention• Enrichment

• Real world examples for definitions of key terms

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http://www.pppst.com/index.html

Why do we have to switch over?In the traditional system, teacher throws information andstudent engulf those informs and vomit it in the examinationhall. With the penetration of computer and internet totalsocio-cultural scenario is changed. Information is everchanging. Students can get information from many sources.Future citizens are to be prepared with knowledge and skillby which they can solve the ever changing nature ofproblem of the world. Previously, projects were there intechnical institutes or management institutes or universities.Slowly with time, it came down to the school level so that thechildren can adjust with the job market where there is arequirement of huge technical manpower. Technologychanges, hence people have to learn many things whichpreviously they did not know.How this model does transform a more traditionalclassroom?

A professional development presentation developed by Intelteach to the future (2003) describes a classroom where theteacher is using the project based learning modeleffectively. In such a setting

There is a problem with no predetermined answer There is an atmosphere that tolerates error and

change Students make decisions with a framework Students design the process for reaching a solution Students have a chance to reflect on the activities

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Assessment takes place continuously A final product results and is evaluated for quality

For students accustomed to a more traditional schoolexperience, this means a transformation form followingorders to carrying out self-directed learning activities frommemorizing and repeating to discovering, integrating andpresenting from listening and reacting to communicatingand taking responsibility from knowledge of facts, terms andcontent to understanding processes from theory toapplicator of theory from being teacher dependent to beingempowered (Intel 2003)

Specific challenges for teachers.

Recognizing situation that make for good projects Structuring problems as learning opportunities Collaborating with colleagues to develop

interdisciplinary projects Managing the learning process Integrating technologies where appropriate Developing authentic assessment.

Different methods of Teaching1. Lecture2. Reading information3.Audio visualpresentation

4. Demonstration5. Observation6. Field trips

7. Round Robin[Share information in small group]8. Brain storming9. Mental lmagery[creation of picture before reading]

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10. Syntheses11. Small group discussion12. Experimenting 13. Graphic organizer14. Problem solving Activities15. Buzz Sessions16. Performance17. IndependentPractice18. Role playing19. Modelling

20. Simulations21. Projects22. Cooperativelearning23. Case study

How is Project Based Learning different?1) Students are active, a project engages their hearts and

minds and provides real world relevance for learning.2) Students retain it longer and can apply in new situation.3) In the 21st century work place success requires more than

basic knowledge and skill. In PBL students not onlyunderstand content more deeply but also learn how to takeresponsibility and build confidence, solving problems, workcollaboratively communicate ideas and be creativeinnovators.

4) PBL provides an effective way to address such standards.The common core and other PRESENT DAY STANDARDemphasize

real world application of knowledge and skills And the development of 21st century competencies

such as critical thinking, communication in a variety ofmedia, creativity and collaboration.

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• Modern technology which students use so much in lives – is aperfect fit with PBL. With technology teachers and studentscan connect with experts, partners and audience around theworld and use IC tools to find resources and information createproducts and collaborate more effectively.5) PBL allows teachers to work more closely, actively

engaging students doing high quality meaningful work andin many cases rediscover the joy of learning alongside theirstudents. Current models of PBL are not like some pastexamples of doing projects in which student learningoutcomes were not clear.

CONVENTIONAL methods Vs PROJECTS

Teacher’s decision making,assessment test, collaborativestudent work, student centred, longterm investigation, school basedactivities.

CONVENTIONAL PROJECT BASED

Teacher centred – student centred

Teachers directed – self directed

Listen, memorize repeat – discovery, apply, present

Independence – collaboration

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Teacher decision making – students &teachers

decision making

Knowledge of facts terms

and contents – 21st century skill

Direct instructions – varied instructional

strategies

Short isolated lessons with

pre determined answers – long terminvestigation

Standard based – standard based

Assessment tests – on going assessments

School based activities – real world connections

Quizzes and tests – reflection

Students develops expertise on the different mosquitoby investigating habitat observing mosquito anddifferent types of diseases caused by them in theirlocality. They share their experience with the people oftheir locality in the form of posters and brochures.

Characteristics of PBL7 Essentials for Project based learning

Need to know- Entry event

Driving question- open ended, result in various of answers

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Student voice and choice- teachers need to give a rubric butstudents decide how they are going to demonstrate their learning

21st century skills- students will be working in groups, usingtechnology, and presenting their projects to an audience.

Inquiry and Innovation- let students think on their own, let themexplore the driving question so they find meaning in what they aredoing.

Feedback and Revisions- share rubrics with students, give time forgroups to work with each other, and set up checkpoints sostudents can stay focused and organized

A Publicly Presented Product- groups should present their projectto audience members, students should feel proud to present theirfindings

Question

What is a good driving question?

- Engaging for students

- Open-ended

- Aligned with learning goals

Introduce this question in an exciting way to grab the student’s attention!

A DRIVING QUESTION IS...

FOR STUDENTS FOR TEACHERS

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• Guides Project work• Creates Interest and/or the Feeling of

Change• Reminds Them "Why we're doing this

today?"

• Guides Planning & Reframes ContentStandards or Big Ideas

• Captures & Communicates the Purposeof the Project

• Initiates and Focuses Inquiry

Examples of a Driving Question1. Does it matter what food we eat? Or How can we create a campaign to convince kids to

eat healthier foods?

2. How do we as architects design an outdoor classroom for our school?

Plan Plan which content standards will be addressed while answering the driving question

throughout the core subjects.

PBL is intended to teach significant content not necessarily from the beginning, but asthey are working on the project.

Schedule Teachers need to design a timeline for the project components.

Teachers need to give students checkpoints through out the 6 weeks.

1st PBL is due September 25th. ( Sep. 27th is the last day of the 6 weeks)

Every 6 weeks there will be a new PBL during 1st semester.

Monitor Facilitate the process (Atleast 2 checkpoints) .

Mentor the process.

Provide rubrics and instruction for what they should be doing for each content

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Give opportunities to take the students to the labs ( 3 open periods a day) and opencomputer lab by the library ( after the new wing is open)

Assessing Give students opportunities to use technology.

Encourage groups to use technology to present their PBL ( powerpoints, glogster, prezi,windows movie makers, and etc)

Know authentic assessment will require more time and effort from the teacher.

Evaluate Take time to reflect, individually and as a group.

Groups come with one complete project that has components of each core subject.

What do teachers need to do? As a grade level, come up with an essential question that supports the SEs for each core

subject.

Create a parent letter which explains what the project is about with checkpoints and duedates.

Create rubrics so students have clear expectations.

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Types of projectsBy

Mrs Hajra ShaikhPGT Chemistry

ZIET BBSR

Projects can be broadly classified as

I. Investigatory or Investigative Projects:

An investigative science fair project is the most common type. Itinvolves using the scientific method to create a hypothesis and anexperiment to test those hypotheses. For example, posing thequestion “Do plants grow better when fertilizer is used?” and thenexperimenting to come up with an answer.

Overview of Scientific InvestigationIt must be accepted that a scientific investigation operates on certaincore tenets. A science experiment must have a purpose, such asfurthering knowledge, solving a problem, or answering a question.Science must follow a logical progression of steps. It must bereplicable, not only by the original scientist, but by all other scientistswho care to repeat the experiment. Science must be shared.The scientific method asks and answers specific scientific questions bymaking observations and doing experiments. Even though we show thescientific method as a series of steps, keep in mind that newinformation or thinking might cause a scientist to back up and repeatsteps at any point during the process.Step 1: Ask a question. Questions are the foundation of all science.Most good questions come from observation of the world around us. A

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desire to understand phenomena or consequences or function leads toquestions.Encourage the student to produce journal questions, even if thestudent does not understand how the question could be answered orhow the question fits into the scheme of the student’s ideas. Thequestions will help to form a purpose for the project.Step 2: Do background research. The background research may beobtained from a variety of sources. Some examples of reliable sourcesfor background research might be: the Internet, the library, anencyclopedia, magazines, journals, newspapers, interviews withexperts, or other media.Step 3: A hypothesis is an educated guess, based on observation.Usually, a hypothesis can be supported or refuted throughexperimentation or more observation. A hypothesis can be disproven,but not proven to be correct or true.For example: If you see no difference in the cleaning ability of variousdish-washing detergents, you might hypothesize that the cleaningeffectiveness is not affected by which detergent you use. You can seethat this hypothesis can be disproved if a food stain is removed by onedetergent and not another. On the other hand, you cannot prove thehypothesis. Even if you never see a difference in the cleanliness of youreating utensils after trying a thousand detergents, there might be onethat you haven’t tried which could be different.Step 4: Design and perform an experiment. This step varies basedupon the type of exit project students are doing.Obviously, they cannot design an experiment if they are doingsecondary research. In a field investigation, there is noexperimentation, but students can outline a plan for data collectionmethods. In a design project, students need to show a method oftesting or collecting data from the existing design and show how it canbe applied to their design. The experimental steps should be listedmethodically and with great care and rigor, so as to ensurereproducibility.

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Step 5: Collect and record data. In a design project, it is not alwayspossible to collect data. Here the student would describe how data“might be” collected and tested and should provide a realistichypothetical set of data to work within for the rest of the project. In asecondary research project, students must ensure that all datacollected correspond chronologically and that all data are incorresponding units (aids and more information on collecting andrecording data are in the Appendices of this Guide).Step 6: Create graphs and analyze the data. Students should designcharts, tables, graphs, and other representations of observations inconventional and creative ways to help them address their researchquestion or hypothesis. Most students in the eighth grade are familiarwith bar graphs and pie charts; however, further support might berequired. For the analysis, the students explain their results andinterpret graphs and charts. Encourage the students to explain WHYthey got the results they did.Step 7: Form a conclusion. Here the students restate their hypothesisand explain whether their hypothesis was supported or unsupportedby the results of their investigation. Students should include anexplanation of why it was supported or not supported.Step 8: Reflect on the entire experiment. The students offerconjecture as to what may have been possible sources of error in theirproject. If they could repeat the project again, what they would dodifferently to improve the project? If the project raised new questions(next steps) for the students (which a good project should), what newquestions arose?

II. Research Projects:A research project is basically a science report. It involves collecting informationabout a specific topic and presenting what you have discovered or learned. It’stypically best to start with a question. For example: “How does El Nino affectweather patterns?”

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Types of Research ProjectsStudents will receive detailed instruction and support from their science teacherto complete one of the following types of research projects:

Controlled Investigation (Primary Research)Students manipulate the variable being studied.Students will: Identify a problem Collect background information Make an hypothesis Determine the materials used Design the procedure, including identifying which factor will be varied and

what is to be controlled Ensure that the tools being used are appropriate for the investigation Determine how, when and where measurements will be taken Collect data and represent the data in multiple ways (charts, graphs,

diagrams) Replicate the procedure at least three times Analyze the data collected Form a conclusion based on the data collected and the stated hypothesis Be prepared to ask new questions based on the results of the investigation

Examples of Controlled Investigation are:Plan and implement an experiment to: Determine the effect of various coatings/ factors on the corrosion of a

metal. Determine the effect of energy, such as light or heat, on the growth of

aquatic or land plants. Mimic the effects of acid rain on the environment. Students can explore

how liquids of varying pH affect the growth of plants. Determine the effect of soil samples from various areas of their

neighborhood on plant growth. Field Investigation (Primary Research)

There are different types of field investigations; these include, but are not limitedto, organism behavioral studies, field transects and geological field studies.Students will study the natural or man-made environments or the behavior ofany organism such as animals, plants or others. Students will gain practical

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experience and knowledge through firsthand observations. For all organismbehavioral studies, the student is a non-intrusive observer in the environment(i.e., does not interfere in any way with the organism or the environment).Students will answer a question by making and recording observations.Students will:

Identify a problem Collect background information Make an hypothesis Design a schedule of observations to be made Identify the data that will be collected Identify the method for the collection of data. Construct an ethogram (for organism behavior), a transect chart or other

appropriate data table Observe and record the data Collate and represent the data in multiple ways (charts, graphs, diagrams) Analyze the data collected Form a conclusion based on the data collected and the stated hypothesis

Examples of Field Investigation are: Identify variables that affect tree growth in the neighborhood around the

school and correlate the variables with observable tree characteristics. Observe and record, and then compare and contrast, the behaviors of a

male and female animal. Test different water sources (such as tap water, bottled water and

rainwater) for contamination. Observe and record the location of an area within a fish tank or a habitat

of an animal. Form a hypothesis, based upon this collected data, as to whythat animal might frequent that area of the habitat as opposed to anotherarea.

Design Investigation (Primary Research)

Students use their understanding of scientific principles to design and construct aproduct that meets an identified need.Students will:

Identify a need Obtain, from a variety of sources, information about that needs

(background research).

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Determine the criteria for success (testing, relevant parameters) Propose several possible designs for products that might meet that need,

taking into consideration constraints such as cost, time, trade-offs, andmaterials needed

Create an optimal design (for example, small scale model or a schematic)and explain why it is optimal

Develop detailed plans for ways that the selected design could be tested Test the design and gather data In the case of projects in which it is not possible to test the design, develop

a plan to evaluate the design overtime to see if it does meet the identifiedneed and then create a realistic hypothetical data set that could be used toanalyze the effectiveness of that design

Analyze the data collected and revisit the design and revise if necessaryExamples of Design Investigation are:

Design and construct a hydroponic greenhouse for growing vegetableswithout soil.

Design and construct a plant growth chamber, based upon modifyingexisting greenhouse/growth environments.

Design a pet toy and hypothesize on its frequency of use, based uponobservations of an animal with an existing pet toy. Remember even herewe do not experiment on vertebrates.

Design and create a school-wide recycling program which will include thedata collection of the amount of recyclable and non-recyclable waste.

Secondary Research InvestigationStudents will use data obtained by others to answer a question. Data sets arenumerical data that have been generated by previous research. The questionsshould address “How has X been affecting Y over Z years?”Students will:

Identify a problem Collect background information Make an hypothesis Design a research plan that identifies the data that are to be collected and

the sources of those data Obtain the data

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Make sure that the data sets are comparable in terms of units, contents,years or other factors

Reorganize the data that are being used into tables and graphs Analyze the data based on the question being asked and the hypothesis

stated Form a conclusion based on the data collected and the stated hypothesis Identify further questions

Examples of Secondary Research Investigation are: Determine long term trends and patterns from weather data. Determine trends in hurricane occurrences from records of hurricanes. Determine the trends of earthquake magnitudes and frequencies from

earthquake records. How has the rise in tolls affected the air quality index in Bangalore city/

Vishakhapatnam?

III. Demonstration Projects:

A demonstration project is what many people typically think of when they thinkof the science fair. This type of project shows a scientific principle by recreatingan experiment. Often, the demonstration will involve manipulating differentvariable to see what happens with change. One example of a very good visualdemonstration is the Borax Snowflake.

IV. Models:

A model science fair project involves building a model to demonstrate a principleor concept. Ideally, what your child builds will be unique, but there are old-school go-to projects like the baking soda volcano, or the newer version,the Mentos and Diet Coke volcano.

V. Collections:

This type of project can either be very interesting or very dull. A collectionscience project is just that, a collection of like items. A collection of leaves can bevery pretty, but not very informative. It’s important that your child’s collectionpresents an overview or insight into a topic. For example, looking at differentleaves from different neighborhoods and noting differences in appearance or

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growth based on the sunlight, pollution, etc., in each neighborhood has somescientific investigation involved.

VI. Feasibility studies

As the name implies, a feasibility study is an analysis of the viability of an idea.The feasibility study focuses on helping answer the essential question of“should we proceed with the proposed project idea?” All activities of the studyare directed toward helping answer this question.

Feasibility studies can be used in many ways but primarily focus on proposedbusiness ventures. Farmers and others with a business idea should conduct afeasibility study to determine the viability of their idea before proceeding withthe development of a business. Determining early that a business idea will notwork saves time, money and heartache later.

Example: Creating an artificial aquifer in hard rocks is a feasibility study whichcan be taken up by the government to harvest rain water from areas receivingtorrential rains.

VII. Prognosis studies

Prognosis (Greek- literally fore-knowing, foreseeing) is a medical term forpredicting the likely outcome of one's current standing. When applied to largestatistical populations, prognostic estimates can be very accurate: for examplethe statement "80% of white tigers were still born/ die during the first few daysof birth.” However, it is much harder to translate this into a prognosis for anindividual Tiger. Additional information is needed to determine whether a tigerwill survive.

Prognosis refers to a prediction of the manner of development of something.This term in the medical field refers to the manner in which a certain diseaseadvances considering all its stages if any. It may be used to determine treatmentto be given. Prediction of the probable course and outcome of a statementunder investigation—like White tigers is an endangered species. It leads to aforecast or prediction. A prognosis is useful if it answers the following questions

Is this evidence about prognosis valid? Is this valid evidence about prognosis important?

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Can we apply this valid, important evidence about prognosis to our stakeholders?

Steps involved In writing a Project ReportWhile drafting the project report you should attend to the following aspects:

TITLE with project statement

Introduction of the Project ( may include historical back ground also)

Aim of the project/Objectives with respect to

Knowledge component

Skills component

Attitudinal aspect

(In case of research type project state hypothesis after stating variables)

Subject (Topic) &Standard (Class) Sequence of Activities Planned Assessment Approach–Rubrics List of Culminating Product/ Project Findings Resources& References

Project Relevant Pictures

What is a scientific project

A Scientific Project is a systematic study of a problem carried out tofind a rational solution to the problem. A scientific study involvesdefinition of the problem, making hypothesis, observation, collectionof data through survey and/or experimentation, analysis of data,drawing of conclusion(s) and proposing solution of the problem.

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Project Planning By TeachersPresented By:

Mr Sabita Brata MandalTGT Science,

Kendriya Vidyalaya Fort William,Kolkatta Region

1. Read the text book of the particular chapter. Active reading is essentialfor both teachers and students .They can use brain map , concept map,venn diagram T-chart ,flow chart cluster map casual map(to show causeand effect relationship) etc. for active reading i.e. to organize ideas whilereading text book and brainstorming session.

2. Note down the concepts which are there in the chapter.

3. Frame the questions such that the concepts in the text are covered ie(Curriculum-Framing Questions)

DetermineGoals

developcurriculum

framingquestion

Planassessment

DesignActivities

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Example- Class VI

Science

Chapter- Garbage in Garbage Out

STEP I

Begin with the end in mindEssential Question: The EQ is

a. a thought provoking,b. engaging question thatc. crosses multiple curricular areas and/or multiple units in a single

curricular area.

How can I contribute to making a better tomorrow?

Craft the driving questionUnit Questions: The UQs

a. are open ended,b. engaging,c. clearly aligned with objectives, andd. Require students to use higher-order thinking to develop conceptual

understanding related to a single unit or project.

How can our community manage garbage better?How can composting today benefit the future?

How can we manage non biodegradable waste?

These questions are conceptualized on the basis of the projects or unitsand objectives.

Content Questions: The CQs focus on

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a. key concepts to build factual knowledge in support of theunit questions.

b. They have narrow and defined answers.

What happens to different types of garbage produced in our society?How we can manage the biodegradable waste?How we can manage plastics?How we can reduce, recycle, reuse, and recover garbage?

Under every unit questions many content questions will be answeredthrough the project covering all the information.

OBJECTIVES OF THE LESSON

Objectives are most important part of any lesson plan. In the project basedlearning the teacher has to think what are the objectives and skills hewants to fulfill for this particular lesson. The teacher has to refer to theaction verbs of Bloom’s taxonomy and book on objectives by NCERT. Whilepreparing objectives the 21st century skills should be given dueimportance. We have to remember if we include more subjects and skillssuch as collaboration, information literacy, accountability and criticalthinking our workload will be reduced. We have to give due importance tolife and career skills, learning and innovation skill , information and mediaskills. Following is the list of objectives of the chapter Garbage in garbageout of class six science.

Can recall scientific terms such as landfills vermi-composting, composting,decomposition

Can find out the relationship between composting and vermi-composting

Can classify different types of garbage

Can explain the harmful effect of plastics and fertilizers

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Can prepare charts and graphs

Can measure different wastes

Can draw inference and conclusion

Can judge adequacy of data

Can analyze unknown situation

Can collect information

Can collect specimen

Can Relate with scientific phenomenon

Can listen

Can prepare concept map

Can make decision

STEP IISTART THINKING ABOUT PROJECT FROM COMMUNITY

Students are unaware of waste, they don’t go for reuse, recycle andreduce, how we can recover the food for plants These may be someway of thinking.

Plan the assessmentAssessment is an important pillar of any lesson planning.One of important challenge of PBL is incorporating assessment inthe method. Assessment is not the superficial attachment to PBL but

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a part and parcel of the teaching method which makes it moremeaningful method than other method. The assessment helps toknow the baseline of the students which directs to gauze the needsof the students. Assessment helps to monitor the progress of theproject as well as the students. It helps to encourage thecollaboration among the students and self direction. It alsodemonstrates the understanding of the students of the content,concept, commitment and character. The assessment iscomprehensively planned so it includes the 21st century skills whichare generally not included in our day to day teaching learningprocess. It reduces our workload of assessment of co-scholasticskills. Assessment is not imposed on the students but they decidethe criteria of assessment hence they cooperate and participate inthe process of assessment.

STEP III

PLANNING OF ASSESSMENT

Before project Know-Wonder Learn-How chart

Anecdotal Notes

Project Plan Checklist

During project Log book

Meta-cognition

Collaboration

Group conference

Product rubric

After Project Product rubric

Reflections

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Some ideas

Rubrics-A description of student’s work or process with the levels ofeach criterion.INTEL,2014), Rubrics are also given in annexures

Scoring guide- A description of the criteria for assessing studentwork or processes with levels of achievement for each criterion withpoints attached to facilitate grading.

Individual grades in group projects – Assigning grades to individualstudents to a group work is a challenging work of the PBL. Somestrategies can be taken up to solve this problem.

a) Divide the project into distinct tasks and grade .Students will beassessed only for their tasks.

b) Give students individual grades on work and activities duringprojects but give all the group members same grade on the finalproduct.

c) The final grade of the project is composed of two parts . Allstudents receive the same score on the final product and studentsreceive individual score.

Map the Project

ACTIVITY PLANNING

SOME ACTIVITIES WHICH WE MAY TAKE.

Service learning

Role play

Construction and Design

Problem solving

Tele collaboration

Web quest

Investigation

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Power point presentation

Poster

Field trip

Peer teaching & group collaboration

Debates

While thinking about the activities think of very interestingname.CLASS VI, SUB –SCIENCE, CHAPTER-Garbage in garbage out.

All the concepts of the chapter can be completed through thesethree projects

1.DIRT DETECTIVE-Investigatory Project.

2.BEST FROM WASTE- Model making

3.OUR DREAM KOLKATA GREEN - Problem Solving

Project Plan by Students

Students will be asked to submit project plan under the followingheads.

a. Essential question

b. Unit Summary

c. Group members their class and section

d. Their guide teacher-

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e. Their issue-

f. The __ questions we will answer

i. ----

ii. ---

g. Tasks we need to complete through this project

h. Materials or Resources we need for this Project

i. Timeline of our project is

j. This project will be assessed by rubric etc. by us and our

teacher

k. We will show our understanding of the concept of recycle by

preparing paper messy etc.

l. Members responsible-

m. Tasks we need to complete in this project

n. Materials or Resources we need

o. We will complete the project by

p. Product will be assessed by rubric.

q. Strategies for differently abled students to accommodate in

project based learning

a) Grouping students of higher ability with differently abled students.While forming cohesive groups we should consider three pointsi) Relationship(interaction and interdependence of members)

ii) Common goal (task group and socio-emotional group)

iii) Social structure(equal and appropriate roles and functions

by assumed by the members of the groups)

iv) Pluralistic and democratic leadership

b. Stages of group development-Schutz(1958) , Johnson and Johnson(1984) proposed the following model of group development .

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Stage 1-Forming –Resolving concerns about acceptance andresponsibilities.

Stage 2-Storming-Resolving concerns about shared influence

Stage3-Norming-Resolving concerns about how works gets done.

Stage-4-Performing-Resoving concerns about freedom, control and selfregulation.

PBL provides platform for the development of group.

b) Sociometric technique can be used for group formation.c) Motivation a general concern of teachers- PBL is an approach to

learning that argues that intrinsic motivation is marshalled,generated, and sustained in a learning environment thatrecognises the importance of interrelationships among learningtasks, learner disposition and teachers.

Intrinsic motivation

In general classroom many students fail to participate in groupactivity due to poor goal setting, improper task distributionetc.PBL is the best method of motivating.

Learners

Teacherstasks

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d) We can write their daily tasks and can take follow up.e) We can provide the template of research project.f) We can provide resources with lower readability or even

tell the websites.

PBL –WORKING WITH THE STUDENTSIntroduce the projects considering the social problem and howthey are important to solve this problem and what will happen ifthey allow persisting the problem. Students will ask manyquestions. Teacher will answer those questions and if the teacherdoes not know the answer he /she will tell the source of theinformation. They will be asked to read the text book. They will beasked to see the different problems related to garbage.

Teacher will inform all about the project such as parents,principal, teachers and other members of society who areinvolved with the projects.

Teacher will help in group formation and election of groupleader.

Know Want to know L H chart will be prepared by all the groups.This is the baseline.

Students will discuss the CFQ and select the questions forinvestigation. Students will maintain their log book on thediscussion.

Gauze the needs of the students.

Final the name of the project and the group assigned to theproject.

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Students will write the objectives and hypotheses of project asper need.

Students discussion on execution of project and prepare the planmaterial and support materials required.

Submission of the project plan, distribution of duties amongstudents and timeline.

Intimation and permission collection for the resources for theproject.

Preparing the assessment tool by the students.

Fixing the review dates for the project.

Launching Wiki or Bulletin board for the Project to track thedevelopment of the project.

Presentation by students on:

How they are thinking on the project. How group members are contributing in the project Other group members ask questions.

Review meeting and problems faced by them.

Review meeting on final presentation and celebration.

Final presentation of the project in class and celebration and holddiscussion on essential and unit questions. Reflect on thesuccessive area of improvement.

Assessment

Assessment Planning

Assessment Plans

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Estimated Time: 30 minutes

1. Create an assessment timeline for your project.

2. Fill in the table below to complete the assessment plan for your project.

Assessment Purpose Process of Assessment

Manage the process

Think of the resources required for the project. Help the students to write objectives of the project and flow chart for

its preparation. Provide demostration where ever it is required. Instruct in collaborative and self management skills from time to time. Instruct how to evaluate websites and filter information. Teacher will review reflections and create lessons when ever required.

Assessment Timeline

Before projectwork begins Students work on

complete tasks projects

After project iscompleted

work

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Preparation of time line is essential for managing the project. Studentswill decide the different deadline for different stages.

Help to think about rubric and checklist. As students are preparing therubric or checklist they have full freedom to change the criteria andscoring guide.

Teach how to maintain the log book. Help them to learn meta cognition from your modelling. Technology should be used in a way which greatly increases to achieve

the learning goals. Teacher should be very careful using technologybecause it may divide the group into sub-group which ultimately fails toachieve the goals. Wiki can be replaced by many other things.

Teacher can use prompts at different stages. Prompts may be gesturalprompts, physical prompts or least to most prompts.Reflection prompts-

a. The most difficult part of the project----b. This piece of work was my favourite because----

Starter promptsa. This piece shows how well I work with others____b. This piece shows how I met my goals because_______.

Proper planning reduces the misuse of paper and other resources. Teacher and students should prepare the implementation plan which

should define their role clearly in different stages of the project i.e.before the project, during the project, and after the project. This helpsto move through the project meticulously.

What we can do with students with poor language skill- We can usebilingual materials. We can use short simple sentences for directions.Other group members can help them to understand the content.Repetition of the same thing can also help the students.

Keep everyone organised – During review meeting ensure all areworking. If any form of intervention is required teacher should provide.The ultimate thing teachers can do is group change along with rolechange.

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Management of the project by the teacher-Teacher has tocommunicate about the project to different stake holders so that allcan positively contribute to the project. Teacher has to ensure timelineis followed and transition from one stage to other stage takes placesmoothly. Teacher has to guide about the different resources and alsoconsider of safety aspect. The availability and cost effectiveness of theresources are very important aspects.

Guided Learning- Questioning is the base of project based learningbecause it connects information and builds knowledge. Teacher has tospeak about the project in such a way that motivates and engagestudent’s curiosity and interest. Whenever we start we should knowthe student’s knowledge and understanding. Teacher should promptthe observation and description this will bring the speed in the process.Teacher should encourage reflection and meta cognition. It can bedone in the group or in the log book. To make the children good thinkerwe have to give due importance prior knowledge. We have taught themthe technique to organize their prior knowledge. We have to considerthe learner’s opinions, beliefs and ideas. Misconceptions are to beanticipated by the teacher and it should be duly clarified.

Some Challenges:

1. Individual accountability in the experiment and Role playa. Observation by the teacherb. Observation by the peer group (leader)c. Log book

2. Strategies for students with learning disabilitiesa. special attentionb. attaching the student to a child with helping attitudec. Daily outline for the student

3. Strategies for student with English Language Problema. Modelling of active listeningb. Motivate the student to read the news paper/magazines and story

books and to listen to English News.

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4. What are the Technologies that are going to help in meeting the goals?a. Internetb. Video/ Photo

5. How do we keep everyone organised during the projecta. By taking class on Self managementb. Placing responsibility on the leader.

Project Characteristics ChecklistProject: Solar Cooker

Adult and Student Roles Notes

Students are at the centerof the learning process.

Students brainstorm ideas, pose questions, selectsolar cooker designs, experiment with different de-signs, and contribute ideas throughout the project.Students assess themselves relative to their learninggoals

The teacher is the facilitatorof students’ learningexperiences.

I support the students throughout the solar cookerproject, acting as a guide as they make decisions,solve problems, and work together.

Students work with peers,experts, and othercommunity members.

Guest speakers visit throughout the project and stu-dents also visit a solar panel manufacturing plant.

Students take on the role ofexperts Students take on the roles of experts.

Project Structure

The project focuses onspecific learning objectivesaligned to standards.

Learning Objectives: Apply scientific knowledge of heat transfer and

solar energy Develop a rational for solar energy use Collect, organize, display, and interpret data Compare the use of fossil fuels with solar energyStandards Convection, conduction, radiation Natural energy Collect, organize, display, interpret data

The project is driven byimportant curriculum-framing questions.

EQ: How can we find new solutions to old problems?UQ: Should solar energy be considered an alternativeenergy to fossil fuels?How can we “plug into the sun”?

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21st century skills areintegral to project work.

Collaboration, self-direction, thinking skills,information literacy

The project involvesongoing and multiple typesof assessment to inform thestudents and teacher.

Peer conferences, self-reflection, teacher notes, peerassessment, rubric

Varied instructionalstrategies support andengage all learners.

Small group, whole group mini lessons, experiments,data collection, design challenges

The Learning Experience

The project involvesconnected tasks andactivities that take placeover a period of time.

4-week project

The project has real-worldconnections.

Studied issues related to cooking and naturalresources in developing countries

Students demonstrateknowledge and skillsthrough published,presented, or displayedproducts or performances.

Solar cookers, presentations, newsletters, wikis

Technology supports andenhances student learning.

Wikis, research, Web sites, Web conferencing, email

WORK SHOP ON INTEGRATED PROJECT BASED LEARNING

STUDENT PROJECT PLAN

GROUP MEMBERS:1.MR AK DEY2.MR R T PRASAD3.MR. I CHAUDHARY4.MRS U D BARUAH

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TOPIC: NATURAL PHENOMENON

CLASS 8: SCIENCE INTEGRETED WITH DISASTER MANAGEMENT FOR SOCIALSCIENCES

Essential Question:

How Can We Contribute To Managing Disasters?

Unit Questions:

Identify The Natural Phenomenon In The Surroundings Which May Become Disasters?

How Can We Prepare Ourselves To Protect Our Lives When Such Natural Phenomenon When

They Become Disasters ?

What Should Be Our Role When Such Disasters Happen?

Disasters Can Be Predicted-Give Examples To Support This Statement.

Content Questions:

Name Some Natural Phenomenon Which Can Become Disasters.

Briefly Explain The Causes Of Earthquakes.

What Precautions Should Be Taken Before, During And After An Earthquake?

How Does Lightning Occur?

Why Do We See Lightning Before We Hear The Thunder?

How Can You Protect Yourself During The Occurrence Of Lightning?

Differentiate Between Seismograph And Richter Scale?

Objectives:

Becomes Aware Of Various Natural Phenomenon

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Recalls Terms Like: Natural Phenomenon, Hazard, Seismograph, Cyclone, Earthquake,Lightning, Richter Scale, Disaster Contingency, Ndrf.

Acquires Skills To Observe And And Face Natural Disasters.

Can Correlate Disastersoccuring Around The Globe.

Can Collect Data About Earthquakes/Cyclones.

Gain Knowledge About Ndrf.

Can Mark And Label The Seismic Zones On Map Of India.

Student Project Plan

Essential Question:

How Can We Contribute To Managing Disasters?

In This Inter disciplinary Project Students Will Learn About The Natural Phenomenon In The

Surroundings Which Can Become Disasters.

How Can We Prepare Ourselves To Protect Our Lives When Such Natural Phenomenon

Become Disasters.

What Can Be Our Role When Such Disasters Happen?

Can Predict Disasters By Trying To Collect Information On Bio-Indicators.

This Is Being Dealt With The Following Three Endeavours By Forming Ourselves Into Three

Groups.

The Following Is About The Project Entitled:

‘Disaster Doctors’

1. We Will Write A Research Paper On The Ways To Predict Occurrence Of NaturalDisasters.A. Group Members: Sanjay, David, Anjana, Mark

B. Our Issue: How Can We Predict Disasters, Become Aware Of How We Can PrepareFor Disasters And What Role We Can Play When We Face Such A Disaster

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C. The Four Questions We Will Answer Are:- Which Disasters Affect The Area Around Cuttack?- How We Can Predict Them?- What Preparations/Precautions Can Be Taken?- What Role We Can Play During Such A Disaster?

D. Tasks We Need To Complete The Projects Are:- Study The Text Book- Frame Questions- Take Necessary Permissions- Collect Data- Interview Local People- Perform A Street Play- Prepare A Disaster Contingency Plan For Cuttack Area

E. Materials /Resources-Library Resources-Textbooks-Stationaries-Internet Access-Data From Various Organisations-Support From NDRF

F. We Will Complete The Project In: One Month

This Will Be Assessed By

A.Research Rubrics

And

Presentation Rubrics

Example Of A Research Rubric:

Team Work (5) Originality OfWork(10)

Data Analysis(10) MaintenanceOf LogBook(10)

Presentation(5)

Our Team Worked All Our Work We Analysed The All Activities Presents Logically,

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In Harmony EachMemberContributingEffectively AndFruitfully

Was Done FromScratch And WasCompletelyOriginal

Data Gathered InProper MethodUsing SuitableGraphs AndDiagrams

Are RecordedLogically

Effectively And CanCorrelate As Well AsImprovise And CanAnswer QuestionsConvincingly. Has GoodLanguage Skills

Our TeamMembers WorkedTogether But WeDisagreed At TimesYet Each MemberContributedEffectively AndFruitfully

Some Of OurWork Was TakenDirectly FromWebsitesWithout FurthurProcessing

We Analysed TheData Gathered InProper MethodBut Our GraphsAnd DiagramsWere NotSuitable

Most ActivitiesAre RecordedLogically

Presents Logically,Effectively And CanCorrelate As Well AsImprovise And CanAnswer QuestionsConvincingly ButLanguage Is Not UsedEffectively

Our Team CouldHardly Get TheCooperation Of AllMembers

Most Of OurWork Was TakenDirectly FromWebsites AndOther SourcesWithout FurtherProcessing

We Did NotAnalyse The DataProperly And OurConclusion WasIrrelevant ToData

All ActivitiesAre RecordedButHaphazardly

Presentation Is NotEffective Even ThoughLogical

No CooperationWas ThereAmongst OurGroup

All The WorkDone WasCopied AndPlagiarised

We Did NotAnalyse The DataAt All AndReachedConclusionWithout AnyCorrelation WithThe Data

Activities AreNot RecordedProperly

Presentation Is NotLogical And Effective

Time Line

Date Tasks1/1/15 Study The Text Book4/1/15 Frame Questions5/1/15 Take Necessary Permissions6/1/15-15/1/15 Collect Data16/1/15-23/1/15 Interview Local People24/1/15-26/1/15 Prepare A Disaster Contingency Plan

For Cuttack Area28/1/15 Perform A Street Play29/1/15 Project Completion30/1/15 Celebration

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GROUP 1

Group members –

Gouri Roy ChowdhuryFlorenceS.C.MahapatraN.ChaudhariManoj Kumar

Project for Class VIIILesson - 1. Crop Production and management (Sc.)

2. Agriculture ( So.Sc)

Essential Question - How can we ensure to feed the hungry mouths in India?

Unit Questions -

1. Why are different crops grown in different seasons in India?

2. How are the different agricultural practices carried out in India?

3. 'Revolution in Agriculture' - Is it a reality or a dream in India?

Activity for Unit Question 1

Topic - Why are different crops grown in different seasons in India?

Name of the activity - Variety is Good.

Our Issue: - Variety in seasonal fruits found in India, e.g. Mango, Jackfruit, Orange

Objectives - i) To understand the effect of climate on agriculture.

ii) To recall technical terms.

iii) To do peer learning

iv) To use ICT in classroom

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Five questions to answer –

1. Name the factors which influence the growth of agriculture?2. Name the major crops grown in India.3. What is Horticulture?4. How can we increase the growth of per hectare production?5. How can Agro-based industry be developed depending on horticulture in

India

Task we need to complete -

A.1.Collection of data from local market.

2. Gathering information from parents, grandparents regarding the seasonalfruits ( How much and how easily they were available earlier, What are thedifferences they notice now, Do they taste same or better or worse? etc,)

3.Search websites for information ( where are they grown? how are theycultivated? how is the marketing done? etc.)

B.Maintainance of log book.

Presentation - Power Point Presentation.

Time - 4 weeks.

This will be assessed by using the PPT rubric.

Activity for Unit Question 2

2. How are the different agricultural practices carried out in India?

Our Issue - Traditional methods and modern methods of Agriculture

Name of the activity – Traditional vs Modern

Objectives - i) To understand why do we still carry out traditional and modernmethods of agriculture.

ii) To recall technical terms.

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iii) To do peer learning

iv) To use ICT in classroom

v) How to carry out survey work

Questions to be answered-

1. Distinguish between traditional farmers and modern farmers.2. Which crops are grown by traditional farmers?3. Which crops are grown by modern farmers?4. Why is Tea known as Plantation crop?

Task we need to complete -

A. Survey work-

1. Data collection on different implements, things( fertiliser or manure) etc. usedin the near by area by the farmers,

2. Interpretation and analysing the data

3. Drawing graphs, drawing of tools.

4. Writing of Report.

B. Maintainance of log book.

Presentation in the classroom by reading report. It will be followed by discussion.

Resource used - Newspaper, magazine, local farmers.

Time - 4 weeks

Activity for Unit Question-3

'Revolution in Agriculture' - Is it a reality or a dream in India?

Name of the activity -

Project Annapurna

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Our Issue - Green Revolution / White Revolution/ Blue Revolution

Objectives - i) To understand how modernisation has brought vast changes inagricultural production.

ii) To recall technical terms.

iii) To do peer learning

iv) To use ICT in classroom

v) To understand the difference between subsistence farming andcommercial farming.

Questions to be answered –

1. What is Green Revolution?2. What is White Revolution?3. What steps have been taken by the Govt. of India to modernize

agriculture?

Task we need to complete -

1. Gathering information from various sources. eg. if White Revolution then a)collect data from website of AMUL.

b) Note down the name of the producers of all the milk products etc.

c) Ask the shop owners of the locality the milk products they use.etc.

d) Maintenance of log book.

Presentation - Making a Bulletin Board.

Resources used- websites, local shop owners, newspaper, magazine etc.

Time - 4 weeks

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Assessment will be done as per rubric for bulletin board.

Criteria Excellent (4) V.Good (3) Good (2) Fair (1)Criticalthinking

Identifies allthe issues andalso identifiesthe problemassociated

Identifiesmost of theissues butcannotforeseeproblems

Identifies afew issues.

Identifies onlyone issues.

Content Allinformation isgiven iscorrect andrelevant.

Oneinformation isincorrect andirrelevant.

Twoinformation isincorrect andnot relevant.

Content isvague.

Arrangement High estheticsense.Excellentlydesigned.exceptionallyattractive interms oflayout,and neatnessand is eyecatching.

Very welldesigned.veryattractive interms oflayout,and neatnessand is eyecatching.

well designed.attractive interms oflayout,and neatnessand looksgood.

less attractive,lacksneatness.

Project on:-Water Pollution

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Class VI

WATER (both in Science and Social Science)

Unit Summary:-

In this interdisciplinary project, students learn about the causes of waterpollution and how to reduce it.

a) Group members:-i) Ms. Aditi Choudhuryii) Mr. Manoj Kumariii) Mrs. I. Tirkeyiv) Ms. Ranjita Dasv) Sanjay Kumar Tailorb) Our Water Issue: - Water Pollution

c) The five questions we will answer-

i) What are the sources of potable water in their locality?ii) How are these water sources getting polluted?iii) What problems are faced by local people due to water pollution?iv) How can we create awareness among the local people in controlling waterpollution?v) What measures can be taken by people and the government for reducingwater pollution?

d) Task we need to do complete this project.

i) Survey of local areaii) Identify the sources and causes of water pollutioniii) Brain storming session by group members to highlight the problems andsuggest solution through ROLE PLAY.iv)Seeking permission from school authority and local administration.v) Scripting of role playvi) Nukkad Natak (Street Play)

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e) Materials or resources we will need

Placards, Posters, Slogans (Paper, colours, newspaper cuttings)

f) We will complete this project in

28 Days

g) This will be assessed using the: Role Play rubric

RUBRICS : ROLE PLAY

Criteria forAssessment

Excellent(4) Very good(3) Good(2) Fair(1)

Highlighting theObjectives

All the objectivesHighlighted&solutions mostadequately&effectivelypresented

Most of theobjectivesHighlighted&solutionsmostadequately&effectivelypresented

Some of theobjectivesHighlighted&solutions noteffectivelypresented

Few of theobjectivesHighlighted&solutionpresented

PRESENTATION Creative SkillExcellently andeffectivelyportrayedthrough effectivescript anddramatization

Creative Skilleffectivelyportrayedthrough scriptanddramatization

Creative Skillmoderatelyportrayedthrough scriptanddramatization

Creative Skill notportrayed throughscript anddramatization

Creative Skill Highly aesthetic,could relate tosituation andcaptivateattention ofaudience

Aestheticallydramatize,could captureaudienceattention

Moderatelyeffectivedramatization,could holdattention forshort duration

dramatization notvery effective couldnot attractaudience attention

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TIME-LINE

February- Role Play on water pollution

Date Students Teacher1st Feb. Introduces curriculum

framing questions(CFQs), project scenario

Introduction of project(gauge the needs the

local issues), resources2nd Feb. Group selection Helps class to identify

group leaders bystoichiometry, project

selected3rd Feb to 10th Feb survey of local area

facing problems of waterpollution

Teacher guidance inpreparing questionnaire

13th Feb. brain storming (peerreview)

monitoring

14th to 16th Feb. seeking permission forrole play at nukkad fromparents, school and local

authorities

monitoring

17th to 20th Feb. Script writing Assessment21st to 25th Feb Practice for role play monitoring

27th Feb Presentation Assessment

Class VI

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Chapter - Air Around Us- Science- (Class Vi)

Air – Social Science - (Class Vi)

Essential Questions-

What Is Essential For Life?

Unit Summary-

We are All Surrounded by a Thick Layer of Air, That Is Called atmosphere. MovingAir Is Called Wind. Air Is A Mixture Of Many Gases. Major Components Of Air IsNitrogen (78%), Oxygen (21%), Carbon Dioxide(0.003%) And Dust ,Smoke AndOther Gases Are Variable.

A.)Group Members-

1. Mrs.Indrani Laskar2. Mr.Abuzar Niyazi3. Mrs.Nootan Barla4. Mr.Gopal Kalra5. Mr.V.Narasimham

B.)Our Issue-“Air-The Unseen Truth”Under Above Heading Following Study Will Be Done.

I.To Check The Presence Of Air

Ii.To Show That Air Supports Burning.

Iii.To Show That Air Get Polluted By Pollutants.

C) The Five Questions-

I. What Is Atmosphere?

Ii.Which Component Of Air Supports Burning?

Iii.Which Componenets Of Air Supports Burning?

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Iv.How Is Oxygen Available For Aquatic Organisms?

V.How Is Air Important For Us?

D)Task We Need To Complete The Project-

I.Making Firki

2.Making Kite

3.Making Weather Cock

E)Materials Or Resources Required-

Colourful Papers, Candles, Scissor, Beaker, Thread, Pin, Bamboo Canes

F)We Will Complete This Project By____02 Days.

2.We Choose To Create A Firki.

A.)Group Member-

1.

2.

B.)Task We Need To Do Complete To Make A Firki-

By Cutting Paper In Required Shape And With The Help Of A Pin , We Fix It In AStick.

C) Material Required-

Paper, Gum,Pin,Stick

D)We Will Complete This Project By_______03 Days

3.We Will Write A Editorial On The Topic Of “Air Pollution”.

A.)Task I Need To Do To Complete The Project-

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. Identification Of Places Where Air Pollution Take Place.

.Finding Probable Reasons For Air Pollution.

B.)Materials And Resources Required-

Field, Plants, Pots, Pen, Paper

C.)I Will Complete The Project By______10 Days.

4.We Will Decide On A Question . We Would Like To Answer Related To TheScience Of Air.

A.) Group Member-

1. Mr. Narsimham

2.Mrs. Indrani

B.)Our Question- Is Air Essential For Burning?

C.)Task We Need To Complete This Project-

We Will Conduct An Activity To Demonstrate That Air Supports Burning.

D.)Materials Required-

Candle ,Match Box,Beaker,Water,Glassjar

5.We Will Participate In A Simulation Concerning “Air Pollution”.

A.) Group Members-

1. Mrs.Indrani Laskar2. Mr.Abuzar Niyazi3. Mrs.Nootan Barla4. Mr.Gopal Kalra

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5. Mr.V.Narasimham

B.)Our Group Will Take On The Role Of- People Living In A Polluted Air And TheyWill Show The Causes And Health Hazard Of Air Pollution Through A Role Play.

C.)Task We Need To Do To Complete This Project-

Collecting Information from Neighboring Industry/Factory/Stone Cutting Plant

.Collecting Information From Habitants Of The Nearby Locality About TheirVehicles, Maintenance And Timely Servicing Of Vehicle, Fuel Consumption In AMonth.

D.)Material And The Resource Required-

Factories/Industries, People of Locality

E.)We Will Be Ready To Present To Present To The City Council____10 Days

Group Members Signature

1. Mrs.Indrani Laskar2. Mr.Abuzar Niyazi3. Mrs.Nootan Barla4. Mr.Gopal Kalra5. Mr.V.Narasimham

Check List And Rubrics For Assessment An Experiment

Group 1 Group 2 Group 3 Group 4 Group 5ObjectivesRelevance To TheTopicCost Effectiveness

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Presentation

Conclusion

Rubrics-

1.Objectives- 4 MarksI.Suitable To The Topic -Ii.Most Of The Objectives Are Suitable Except A FewIii.Some Are SuitableIv.A Few Are Suitable2.Relevance Of The Topics -03 MarksI Most Relevant

Ii.Relevant To Some Extent

Iii.Least Relevant

3. Cost Effectiveness- 04 Marks

I.Most Of The Materials Are Of Low Cost

Ii.Some Of Them Are Expensive And Other Are Of Low Cost

Iii.Most Of Them Are Costly.

Iv Highly Expensive And Not In The Reach Of Average Of The Child

4.Presentation- 03 Marks

I.Most Effective

Ii.Satisfactory

Iii.Need Improvement.

Check List Of Oral Presentation-

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S.No. Group 1 Group2 Group 3 Group 41. Relevant To The

Topic2. Expression And

Modulation3. Use Of Suitable

Language, DirectionAnd Grammar

4. Organisation AndStructure OfPresentation

5. Body Language AndGestures

PROJECT BASED LEARNING

Class – VI

Lesson-1-Agriculture (s.st.) 2-Components of food (sc.)

Group Members-

Mr. G. Nandi (sc.) KV Salt Lake No-1 Kolkata Region

Mr. A. Sahu (s.st) KV Dinjan Tinsukia Region

Mr. M. Kumar (s.st) KV Goalpara Guwahati Region

Ms. A. Kujur (Sc.) KV Ranchi Ranchi Region

Essential Question- How can food shortage be managed?

Unit questions-

1-What are different components of food and their uses ?

2- How do you produce food in better way?

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3- How can sustainable agricultural practiced be carried?

Content questions-

1- What are the sources of carbohydrate?2- Collect some food and classify them according to their variety?3- Write some plant and animals sources of protein.4- Explain the impact of pesticide and high dose of chemical fertilizers in

agriculture?5- Elaborate the terms like kharif, Rabi and zaid corps?6- Explain how surplus food is channelized the deficit areas and why it

should be?7- Prepare a chart showing mountain area agriculture.Objectives-1- Can recall the scientific terms related to food and agriculture

(carbohydrate, nutrition, protein, firm activity, non-firm activity, kharif,rabi etc.)

2- Can identify the different nutrients and their sources?3- Know about food deficiency disease like Marasmus, Night blindness etc.4- Knows the evil impact of pesticides.5- Can draw pictures of different type of agricultural practices?6- Can built constructive knowledge on sustainable agricultural practices7- Can collect specimens and can classify them?8- Can collect information?9- Can analyses unknown situations10- Can prepare charts, model of agriculture practices and malnutrition

diseases.11- Can explain effects of food shortage and suggest some remedies to

control it.12- Can imbibe in him/her to use food judiciously and avoid wastage.

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Project name – “CULTURAL AGRICULTURE”

Question-1 (Activity: - ExperimentalReport)

1- Students will collects or enlist different foods.2- They will classify them as carbohydrate rich, protein rich etc. and

prepare bulletin board showing the different diseases among to theirdeficiencies.

3- Lab test of food item and enlisting contents.4- Material- Food samples.

5- Completions Period- One week.…………………………………………………………………………………………………..

Question-2

Activity:- Editorial on wiki1- As this is an open end question students will go for group discussion

on citin ways to produce food more qualitatively and quantitatively.2- Case study

Materials Required:-

1- Internet2- Paper and writing material3- Picture of Agricultural practices and trends4- Videos on sustained agriculture

……………………………………………………………………………………………..

Question-3

Activity Designed:- Experiment Report

1- Students will prepare a report through experimentation on sustainableagricultural practices.

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2- Collect food sample and soil sample and test them through lab (either ownor govt labs )

3- Based on the obtained data analyze the chemical and unwanted contentsto know how sustained our firming is and how healthy food is?

4- Survey orchids and garden areas5- Field trips to see contour farming and other practices6- Group discussion on the theme

Materials1- Food and soil sample2- Own lab of govt lab3- Resource persons like teachers

Time: - 15 Days…………………………………………………………………………………………………..

Question -4Activities Planned: - Bulletin board1- Open end question discussion2- The students will be indulged in question answer discussion and

suggestion s will be invited based on the subject. The collectedinformation will be filtered and synchronized and presented on thebulletin boards.Material:-1- Internet2- Paper and writing materials

3- Pictures related to the topic

CHECK LIST

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PROJECT ASSESSMENT RUBRICS

ProjectEvaluation Rubric

Developing(10) Proficient(15) Advanced(20)

RealWorld

Students do nottransfer learningand/or skilldevelopment tothe community,workplace orhome.

Students do notcomplete tasks,acquireinformation, andpolish skills usedin the work place,community orhome.

Students transferlearning and/or skilldevelopment to thecommunity,workplace or home.

Students completetasks, acquireinformation, andpolish skills used inthe work place,community or home.

Students useinformationand/or skills tocompleteprojectunrelated toschoolrequirements.

Students useinformationand/or skills toget a position ina business ororganization.

OutsideWorld

Students do nocommunicatewith adultsoutside theclassroom toreceiveinformation,guidance and/ortraining.

Students do notaccess multiple

Studentscommunicate withadults outside theclassroom to receiveinformation,guidance and/ortraining.

Students accessmultiple sources(books, Internet,people, government,

Studentscomplete workfor or providematerials usedin business orcommunity.

Students effectpositive changein operation oftheir school orcommunity.

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sources (books,Internet, people,government,businesses, etc.)of information.

businesses, etc.) ofinformation.

Students effectpositive changein the opinionsor knowledge oftheir school orcommunity.

Engagement

Students do notexpressexcitement overproject and keylearning.

Students arepassive recipientsof information.

Students do notprovide input onassessment.

Students do notprovideacademicallyrelevantinformation topeers.

Students expressexcitement overproject and keylearning.

Students are notpassive recipients ofinformation.

Students provideinput onassessment.

Students provideacademicallyrelevant informationto peers.

Studentsactively engagein the sharing ofinformationwith peers andteachers.

Students assistin the creationof assessments.

Students createteachingmaterials.

Standard-based

Students do notdemonstrateknowledge of theskill and contentstandardsexpressed inproject goals.

Studentsdemonstrateknowledge of theskill and contentstandards expressedin project goals.

Studentsdemonstrateknowledge ofthe skill andcontentstandardsexpressed inproject goals byimprovingscores ondistrict, state ornational exams.

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OpenEnded

Students do notunderstand thatthey can andshould learn moreabout their topiceven after projectis completed.

Students do nottake multiplepathways tounderstanding/comprehension.

Students understandthat they can andshould learn moreabout their topiceven after project iscompleted.

Students takemultiple pathwaystounderstanding/comprehension.

Studentscontinue theirresearch aftercompletion ofproject.

Studentsprovidemultipleviewpoints,models or ideasthat expressunderstandingof project’sgoals.

ANNEXURE

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Major categories in the Cognitive Domain of the taxonomy of Educational Objective (Bloom 1956)Descriptions of the major categories in the Cognitive Domain Examples of General Instructional Objectives and Clarifying Verbs for

the Cognitive Domain of the Taxonomy

Illustrative General Instructional Objectives Illustrative Verbs for Statingspecific Learning outcomes.

1. Knowledge: Knowledge is defined as the remembering ofpreviously learned material. This may involve the recall of a widerange of material, from specific facts to complete theories, but allthat is required is the bringing to mind of the appropriateinformation. Knowledge represents the lowest level of learningoutcomes in the cognitive domain.

2. Comprehension: Comprehension is defined as the ability tograsp the meaning of material. This may be shown by translatingmaterial from one from to another (words of numbers), byinterpreting material (explaining or summarizing), and byestimating future trends (predicting consequences or effects).These learning outcomes go one step beyond the simpleremembering of material, & represent the lowest level ofunderstanding.

3. Application: Application refers to the ability to use learnedmaterials in new and concrete situations. This may include theapplication of such things as rules, methods, concepts, principles,laws and theories. Learning outcomes in this area require a higherlevel of understanding than those under comprehension.

4. Analysis: Analysis refers to the ability to break down materialinto its component parts so that its organizational structure may beunderstood. This may include the identification of the parts,analysis of the relationships between parts, and recognition of theorganizational principles involved. Learning outcomes hererepresent a higher intellectual level than comprehension andapplication because they require an understanding of both thecontent and the structural form of the material.

5. Synthesis: Synthesis reefers to the ability to put, parts togetherto form a new whole. This may involve the production of a unique

1. knows common termsknows specific factsknows methods and proceduresKnows basic concepts.Knows principals

2. Understand facts & principles.Interpret verbal material Interprets charts andTranslates verbal material to mathematical formula.Estimates consequences implied in data justifymethods and procedures.

3. Applies principles to new situations. Appliestheories to practical situation. Solve mathematicalproblems. Construct charts and graphs.Demonstrates correct usage of a procedure.

4. Recognizes unstated assumptions. Recognizeslogical fallacies are reasoning. Distinguishesbetween facts and inferred. Evaluates the relevancyof data. Analyses the organizational structure of awork (art, music, writing)

5. Write a well-organized theme. Gives a well-organized speed. Writes a creative short story (or

Defines, describes, and identifies,labels, lists matches, names,outlines, reproduces, selects, states.

Converts, defends, distinguishes,estimates, explains, extends,generalizes, gives examples, infers,paraphrases, predicts, rewrites,summarizes.

Changes, computes, demonstrates,discovers, manipulates, modifies,operates, predicts, prepares,produces, related, shows, solves,uses.

Breaks down, diagrams,differentiates, discriminates,distinguishes, identifies, illustrates,infers, outlines, points out, relates,selects separates, sub-divides.

Categories, combines, compiles,composes, creates, devises, designs,

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communication (theme or speech), a plan of operations (researchproposal), or a set of abstract relations (scheme for classifyinginformation). Learning outcomes in this area stress creativebehaviours, with major emphasis on the formulation of newpatterns or structures.

6. Evaluation: Evaluation is concerned with the ability to judgethe value of material (statement, novel, poem, research report) fora given purpose. The judgements are to be based on definitecriteria. These may be internal criteria (organization) or externalcriteria (relevant to the purpose) and the student may determinethe criteria or be given them. Learning outcomes in this area arehighest in the cognitive hierarchy because they contain elementsof all of the other categories, plus value judgements based onclearly defined criteria.

poem)Proposes a plan for an experiment.Integrates learning from different areas into a planfor solving a problem formulates a new scheme forclassifying object. (or events or ideas)

6. Judges the consistency of written material.Judges the adequacy with which conclusions aresupported by data. Judges the value of a work (art,music, and writing) by use of internal criteriajudges the value of a work (art, music, and writing)by use of external standards.

explains, generates, modifies,organizes, plans, rearranges,reconstructs, relates, reorganizes,revises, rewrites, summarizes, tells,writes.

Appraise compares, concludes,contrasts, criticizes, describes,discriminates, explains, justifies,interprets, relates, summarizes,supports.

Major categories in the Affective Domain of the taxonomy of Educational Objective (Krathwohl 1964)Descriptions of the major categories in the Affective Domain Examples of General Instructional Objectives and Clarifying Verbs for

the Affective Domain of the Taxonomy

Illustrative General Instructional Objectives Illustrative Verbs for Statingspecific Learning outcomes.

1. Receiving : receiving refers to the students’ willingness toattend to particular phenomena or stimuli ( classroom activitiestextbook, music, etc.). From a teaching standpoint, it is concernedwith getting, holding and directing, the student’s attention,learning outcomes in this area range from the simple awarenessthat a thing exists to selective attention on the part of the learner.Receiving represents the lowest of learning outcomes in theeffective domain.

2. Responding: Responding refers to active participation on thepart of the students. At this level he not only attends to a particularphenomenon but also reacts to it in some way. Learning outcomesin this area may emphasize acquiescence in responding (readsassigned material), willingness to respond (voluntarily readsbeyond assignment), or satisfaction in responding (reads for

1. listens attentively, shows awareness of theimportance of learning, shows sensitivity to socialproblems,Accepts differences of race and culture,Attends closely to the classroom activities

2. Completes assigned homework, obeys schoolrules, participate in class discussion. CompletesLaboratory work, volunteers for special task, showsinterest and enjoys helping others.

1. Asks, chooses, describes,follows, gives, holds, identifies,locates, names, points to, selects,sits, erect, replies, uses.

2. Answers, assists, complies,conforms, discusses, greets, helps,labels, performs practices, presents,reads, recites, reports, selects, tells,writes.

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pleasure or enjoyment). The higher levels of this category includethose instructional objectives that are commonly classified underinterest; that is those that stress the seeking out and enjoyment ofparticular activities

3. Valuing: Valuing is concerned with the worth or value astudent attaches to a particular object, phenomenon, or behaviour.This ranges in degree from the more simple acceptance of a value(desires to improve group skills) to the more complex level ofcommitment (assumes responsibility for the effective functioningof the group). Valuing is based on the internalization of a set ofspecified values, but clues to these values are expressed in thestudents over behaviour. Learning outcomes in this area areconcerned with behaviour that is consistent and stable enough tomake the values clearly identifiable. Instructional objectives thatare commonly classified under attitudes and appreciation wouldfall into this category.

4. Organisation: organisation is concerned with bringingtogether different values, resolving conflicts between them andbeginning the building of an internally consistent value system.Thus the emphasis is on comparing, relating, and synthesizingvalues. Learning outcomes may be concerned with theconceptualization of a value (recognises the responsibility of eachindividual for improving human relations) or with the organisationof a value system (develops a vocational plan that satisfied hisneed for both economic security and social service). Instructionalobjectives relating to the development of a philosophy of lifewould fall into this category.

5. Characterization by a value or value complex: At this levelof the affective domain, the individual has a value system that hascontrolled his behaviour for a sufficiently long time for him tohave developed a characteristic life style. Thus the behaviour ispervasive, consistent and predictable. Learning outcomes at thislevel cover a broad range of activities but the major emphasis ison the fact that behaviour is typical or characteristic of the student.Instructional objectives that are concerned with the student’sgeneral patterns of adjustment (Personal, social, emotional) wouldbe appropriate here.

3. Demonstrates belief in subject the democraticprocess, appreciates good literature (art or music),appreciates the role of science (or other subjects) ineveryday life, shows concern for the welfare ofothers, demonstrates problem-solving attitude,demonstrates commitments to social improvements.

4. Recognises the need for balance betweenfreedom and responsibility in a democracy,Recognises the role of systematic planning insolving problem, accepts responsibility for ownbehaviour, understands and accepts own strengthsand limitations, formulates a life plan in harmonywith his abilities interests and beliefs.

5. Displays safety consciousness, Demonstratesself-reliance in working independently, practicescooperation in group activities, uses objectiveapproach in problem solving, demonstrates industryand self-discipline, maintains good health habits.

3.Completes, describes,differentiates, explains, follows,forms, initiates, invites, joins,justifies, proposes, reads, reports,selects, shares, studies, works

4. Adheres, alters, arranges,combines, compares, completes,defends, explains, generalizes,identifies, integrates, modifies,orders, organizes, prepares, relates,synthesizes.

5. Acts, discriminates, displays,influences, listens, modifies,performs, practices, process,qualifies, questions, revises, serves,solves, uses, verifies.

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A Classification of Educational Objectives in the Psychomotor Domain (Simpson, 1972).Descriptions of the major categories in the Psychomotor Domain Examples of General Instructional Objectives and Clarifying Verbs for

the Psychomotor Domain

Illustrative General Instructional Objectives Illustrative Verbs for Stating specificLearning outcomes.

1. Perception: the first level is concerned with the use of the senseorgans to obtain cues that guide motor activity. This categoryranges from sensory stimulation (awareness of a stimulus),through one selection (selecting task-relevant cues), to translating(relating cue perception to action in a performance).

2. Set: Set refers to readiness to take a particular type of action.This category includes mental set (mental readiness to act) andemotional set (willingness to act). Perception of cues serves as animportant prerequisite for this level.

3. Guided Response: Guided response is concerned with the earlystages in learning a complex skill. It includes imitation (repeatingan act demonstrated by the instructor) and trial and error (using amultiple-response approach to identify an appropriate response).Adequacy of performance is judged by an instructor or by asuitable set of criteria.

4. Mechanism: Mechanism is concerned with performance actswhere the learned responses have become habitual and themovements can be performed with some confidence andproficiency. Learning outcomes at this level are concerned withperformance skills of various types, but the movement patterns areless complex than at the next higher level.

1. Recognizes malfunction by sound of machine.Relates taste of food to need for seasoning relatesmusic to a particular dance step.

2. Knows sequence of steps in varnishing wood.Demonstrates proper bodily stance for batting aball. Shows desire to type efficiently.

3. Perform a golf swing as demonstrated, Appliesfirst aid bandage as demonstrated, Determinesbest sequence for preparing meal.

4. Writes smoothly and legibly. Sets up laboratoryequipment. Operates a slide projector.Demonstrates a simple dance step.

1. Chooses, describes, identifies,isolates, detects, differentiates,distinguishes, relates, selects, andseparates.

2. Begins, displays, explains, moves,proceeds, reacts, responds, shows,starts, volunteers.

3. Assembles, builds, calibrates,constructs, dismantles, displays,dissects, fastens, fixes, grinds, heat,manipulates, measure, mends, mixes,organizes, sketches.

4. (Same list as for guided response).

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5. Complex Overt Response: Complex overt Response isconcerned with the skilful performance of motor acts that involvecomplex movement patterns. Proficiency is indicated by a quick,smooth, accurate performance, requiring a minimum of energy.This category includes resolutions of uncertainty (performswithout hesitation) and automatic performance (movements aremade with ease and good music control).

Learning outcomes at this level include highly coordinated motoractivities.

6. Adaptation: Adaptation is concerned with skills that are sowell developed that the individual can modify movement patternsto fit special requirement or to meet a problem situation.

7. Origination: Origination refers to the creating of newmovement patterns to fit a particular situation or specific problem.Learning outcomes at this level emphasize creativity based uponhighly developed skills.

5. Operates a power saw skilfully. Demonstratescorrect form in swimming. Demonstrates skill indriving an automobile. Performs skilfully on theViolin. Repairs electronic equipment quickly andaccurately.

6. Adjusts tennis play to counteract opponent’sstyle

Modifies swimming strokes to fit the roughness ofthe water.

7. Creates a dance step

creates a musical composition

Designs a new dress style.

5. (Same list as for guided response).

6. Adapts, alters, changes,rearranges, reorganises, revises, andvaries.

7. Arranges, combines, composes,constructs, creates, designs,originates.

1)

2)

EVALUATION Quantitative Description AND/OR Qualitative description PLUS Value Judgement

(Measurement) (Non Measurement)

EVALUATION IN EDUCATION Quantitative Description of Pupils’ achievement + Qualitative description of Pupils’ ability+ Value Judgement about ability and achievement

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3) 5)

6

6)

4) 1234

Determines

Possession of Prerequisite skills

Learning Process

Causes of persistent learning difficulties

Placement

Formative

Diagnostic

SummativeEnd of the course achievement

Cog

Psymo

Aff

EvaluationProcedure

Learning Objectives

LearningExperiences

Perception

Set

Guided Response

Mechanism

Complex Overt Response

Adaptation

Origination

Receiving

Responding

Valuing

Organisation

Characterisation by avalue or value complex

Cognitive Domain Bloomet al (1956)

TAXONOMY OF EDUCATIONAL OBJECTIVES

Affective Domain Krathwohlet al (1964)

Psychomotor Domain Simpson et al(1972)

RevisedKnowledge remembering

Comprehension Understanding

Application Applying

Analysis Analysing

Synthesis Evaluating

Evaluation Creating)

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1)

2) 3)

Open Closed

PersonalityMeasures

Personal Interview Questionnaire Attitude Scale InterestInventory

Anacdotal record SRC/CRC Rating Scale

InterpretivePictorial

Aptitude Special Aptitude

Scholastic

ExtendedResponse

RestrictedResponse

Achievement

Written

Essay Objective Context Dependent

Practical Viva Voce/Oral

Selection Type Supply Type

EVALUATION TECHNIQUES

EVALUATION TECHNIQUES

EVALUATION TECHNIQUES

Self ReportObservational Peer Appraisal

Non-Scholastic

SociometricScale

Matchingtype

PersonalityInventory

ProblemCheck List

Role Playing

TAT, Ink blot test

CreativeConstructive

Completion Type

True/False

AlternativeResponse type

Clay modellingArtistic work etc.

TestsSpeed/Power

Criterion referenced /Non referenced

Mastery/ Survey

Individual/ Group

Teachermade informal/standardised

(Oral) Verbal/ Non-verbal

Single Score/Multi score

Guess whotechnique

Check List

SocialDistance Scale

Structured Unstructured

Association Completion

ProjectiveTechniques

Multiplechoice type

Short Answer type

Sentence completion

dramatization

Yes/No Right/Wrong

Recap tulatory

Sub Competency

Competency

Concept/Area

Monthly

Unit

Terminal

Semester andhalf YearAnnual

Periodicity

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Action Verbs for stating specific learning objectives in the Cognitive,Affective and Psychomotor domains

Cognition1) Knowledge Defines, describes, and identifies, labels, lists matches, names,

outlines, reproduces, selects, states2) Comprehension Converts, defends, distinguishes, estimates, explains, extends,

generalizes, gives examples, infers, paraphrases, predicts,rewrites, summarizes.

3) Application Changes, computes, demonstrates, discovers, manipulates,modifies, operates, predicts, prepares, produces, related,shows, solves, uses.

4) Analysis Breaks down, diagrams, differentiates, discriminates,distinguishes, identifies, illustrates, infers, outlines, points out,relates, selects, separates, sub-divides.

5) Synthesis Categories, combines, compiles, composes, creates, devises,designs, explains, generates, modifies, organizes, plans,rearranges, reconstructs, relates, reorganizes, revises,rewrites, summarizes, tells, writes.

6) Evaluation Appraises, compares, concludes, contrasts, criticizes,describes, discriminates, explains, justifies, interprets, relates,summarizes, supports.

Attitude (Affective) Describes, Identifying, selects, discusses, practices,differentiates, follows, justifies, shares, combines, generalises,integrates, organises, processes, Explains

Skill (Psychomotor) Draws, demonstrates, constructs, assembles, dissects, isolates,separates, selects, shows, alters, reorganises, combines,designs, builds, calibrates, displays, manipulates,

Action Verbs for stating specific learning objectives in the Cognitive domain(Revised)

1) Remembering Recalling information- listing, describing, retrieving, naming,finding, stating,

2) Understanding Explaining ideas or concepts- interpreting, summarising,paraphrasing, explaining,

3) Applying Using information in another familiar situation – implementing,carrying out, using, executing

4) Analysing Breaking information into parts to explore understanding andrelationships- comparing, organising, deconstructing, interrogating,finding

5) Evaluating Justifying a decision or course of action-checking, hypothesising,critiquing, experimenting, judging

6) Creating Generating new ideas, products or ways of viewing things-designing, constructing, planning, producing, inventing

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CATEGORY↓Marks→ 10 08 06Comprehension Student is able to

Accurately answer almostall questions posed bylisteners about the topic.

Student is able toAccurately answer mostquestions posed bylistener about the topic.

Student is able toAccurately answer a fewquestions posed bylisteners about the topic.

Listening to otherView points

Always listens to, views ofOthers.

Usually listens to, viewsOf others.

Sometimes listens to,Views of others.

Stays on topic Stays on topic all (100%)Of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some(89%-75%)of the time.

Enthusiasm Facial expressions andBody language generatesa strong interest andenthusiasm.

Facial expressions andBody languagesometimes generate astrong interest andenthusiasm.

Facial expressions andBody languag eare usedto try to generateenthusiasm, but seemin effective

Generating Rubrics (may be given as handouts/ word presentation)

Note: The range of marks wrt different criteria will be kept b/w 6-10 only, since theactivities offered are to be of varied nature, hence it could be safely assumed that theperformance of learners will vary from V.GOOD, EXCELLENT& OUTSTANDING only.

1. Interactions with Peers

2.Communication during presentationsCATEGORY↓Marks→ 10 08 06

Effectively articulatesthoughts and ideasutilizing oralcommunication skills

Articulates thoughts andideas clearly, accurately,and effectively

Articulates thoughts andideas clearly andaccurately but not mucheffectively

Begins to articulatethoughts and ideas, butclarity and accuracy areinconsistent.

Effectively utilizesmultiple media andtechnology

Demonstratescompetence insimultaneously usingselected media andtechnological aids

Confident in usingselected media andtechnological aids

Not much confident inusing selected media andtechnological aids

Effectively communicateIn diverse environments

Effectively identifies theMultiple targetaudiences (age, background, etc.) andunderstands theirunique communicationneeds.

Identifies the multipleTarget audiences (age,back ground ,etc.) butdoes not adapts to theirunique communicationneeds.

Cannot handle multipleTarget audiencessimultaneously

Enthusiasm Facial expressions andBody languagegenerate a stronginterest andenthusiasm.

Facial expressions andBody languagesometimes generatea strong interest andenthusiasm.

Facial expressions andBody language are usedto try to generateenthusiasm, but seemineffective

3. Collaboration in group activitiesCATEGORY↓Marks→ 10 08 06

Quality of work Provides work of theHighest quality

Provides work of theHighest quality

Provides work thatOccasionally needs tobe checked/redone

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Contribution Routinely providesuseful ideas whenparticipating in thegroup activities.

Usually provides usefulideas when participatingin the group activities

Sometimesprovides usefulideas whenparticipating in thegroup activitiesLeadership A definite leader who

contributes a lot ofeffort.

A strong group memberwho tries hard!

A satisfactory groupmember who does whatis required.

Preparedness Brings needed materialsTo class and is alwaysready to work.

Almost always bringsNeeded materials toclass and is ready towork.

Almost always bringsNeeded materials butsometimes needs tosettle down and get towork

4. DebateCATEGORY↓Marks→ 10 08 06

Information All informationPresented in the debateWas clear, accurate andthorough.

Most informationPresented in the debateWas clear, accurate andthorough.

Most informationPresented in the debateWas clear and accurate,but was not usuallythorough.

Respect for otherparticipant

All statements, bodylanguage, andresponses wererespectful land werein appropriatelanguage.

Statements andresponses wererespectful and usedappropriate language,but once or twicebody language wasnot.

Most statements andresponses wererespectful and inappropriate language,but there was onesarcastic remark.

Use of facts/ statistics Every major point wasWell supported withseveral relevant facts,statistics and/orexamples.

Every major point wasAdequatelysupported withrelevant facts,statistics and/orexamples.

Every major point wasSupported with facts,statistics and/orexamples, but therelevance of some wasquestionable.

5.InterviewsCATEGORY↓Marks→ 10 08 06

Settinguptheinterview The student introducedhimself, explained whyhe wanted to interviewthe person, and askedpermission to set up atime for an interview.

The student introducedHimself and askedpermission to set up atime for the interview,But needed a reminder toexplain why he wanted todo the interview.

The student neededassistancein all aspectsof setting up theinterview.

Note taking The interviewer tookOccasional notesduring the interview,but usually maintainedfocus on the personrather than the notes.Notes were added toimmediately after theinterview so facts werenot lost.

The interviewer tookOccasional notes duringthe interview,but usuallymaintained focus on theperson rather than thenotes. No additionalnotes were taken.

Theinterviewertooknonotesduringoraftertheinterview.

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Report writing The report is wellOrganized and containsaccurate quotationsand facts taken fromthe interview.

The report is wellOrganized and containsaccurate facts taken fromthe interview.

The report is lacking factsAnd quotations fromthe interview OR thequotes and facts arenot accuratelyreported.

6. Placards / posters making

CATEGORY↓Marks→ 10 08 06Writing- Organisation Each section in the

Brochure has a clearbeginning, middle, andend.

MOST sections oftheBrochure have aclear beginning,middle and end.

Less than half of theSections of thebrochure have a clearbeginning,middleandend.Graphics/ Pictures Graphics go well with

The text and there isa good mix of textand graphics.

Graphics go well with thetext,but there are toofew and the brochureseems" text-heavy".

Graphics do not go withThe accompanying textor appear to be randomlychosen.

Contacts accuracy All facts in theBrochure are accurate.

89-80%of the facts in theBrochure are accurate.

Fewer than 80% of theFacts in the brochureare accurate.

Requiredelements The poster includes allrequired elements aswell as additionalinformation.

All required elementsare included on theposter.

Several requiredelements were missing.

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7.Rubric: Public/StudentAwarenessCampaign

CATEGORY↓Marks→ 10 08 06Brainstorming-problems

Students identify moreThan 4reasonable,insightful barriers/problems that need tochange.

Students identify at least 3reasonable, insightfulbarriers/ problems thatneed to change.

Students identify fewerThan 3reasonable,insightful barriers/problems that need tochange.

Brainstorming-solutions

Students identify moreThan 4 reasonable,insightful possiblesolutions/ strategiesto encourage change.

Students identify at least 3reasonable, insightfulpossible solutions/strategies toencourage change.

Students identify fewerThan 3 reasonable,insightful possiblesolutions/ strategiesto encourage change.

Research Students include 4or More high-qualityExamples or pieces ofdata to support theircampaign.

Students include at least 2high-quality examples orpieces of data to supporttheircampaign.

Students include fewerThan 2 high-qualityExamples or pieces of datato support their campaign.

8.Rubric :MultimediaPresentations

CATEGORY↓Marks→ 10 08 06Presentation Well-rehearsed with

Smooth delivery thatHolds audienceattention.

Delivery not smooth, butAble to maintain interestOf the audience mostof the time.

Deliverynotsmoothandaudienceattentionoftenlost.

Sources Source informationCollected for allgraphics, facts andquotes &documentedin desired format.

Source informationCollected for graphics,facts and quotes, but notdocumented in desiredformat.

Very little or no sourceInformation wascollected.

Attractiveness Makes excellent use offont, color, graphics,effects, etc. to enhancethe presentation.

Makes use of font, color,graphics, effects, etc. butoccasionally these detractfrom the presentationcontent.

Use of font, color,graphics, effects etc. butthese often distract fromthe presentationcontent.

Content Covers topic in-depthWith details andexamples. Subjectknowledge is excellent.

Includes essentialInformation about thetopic but there are 1-2factual errors.

Content is minimal ORThere are severalfactual errors.

CATEGORY↓Marks→ 10 08 06

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Plan Plan is neat with clearMeasurements andLabeling for allcomponents.

Plan provides clearMeasurements and

Labeling for mostcomponents.

Plan does not showMeasurements clearly &Is inadequately labeled.

Construction material Appropriate materialsWere selected andcreatively modified inways that made themeven better.

Appropriate materialsWere selected andthere was an attempt atcreative modification tomake them even better.

Appropriate materialsWere selected.

Information quality Accurate informationtaken from severalsources in a systematicmanner.

Accurate informationtaken from a couple ofsources but notsystematically.

Information taken fromonly one source and/or information notaccurate.

Knowledge gained Student can answer allThe questions about theExhibit accurately.

Student can answer mostOf the questions about theExhibit accurately.

Student cannot answerAll the questions aboutThe exhibit accurately.

10.Rubric:SelfDirection

CATEGORY↓Marks→ 10 08 06Focusonthetask Consistently stays

Focused on thetask and whatneeds to bedone. Very self-directed.

Focuses on the task andWhat needs to bedone most of the time.

Focuses on the task andWhat needs to bedone some of thetime.

Time-management Routinely uses timeWell through out theproject to ensure thingsget done on time..

Usually uses time wellThrough out the projectto ensure things get doneon time.

Does not use time wellThroughout the projectto ensure things get doneontime..

Qualityof Work Provides work of theHighest quality.

Provides high qualitywork.

Provides work thatOccasionally needs tobe checked/ redone

RespectforPeers Respectful towardsthe outlook of peers &shows appropriateBody language.

Respectful towards theoutlook of peers, butonce or twice bodylanguagewasnotappropriate

Gives sarcastic remarks

11.Rubric :Drawing /Painting

CATEGORY↓Marks→ 10 08 06

100

Title Title is informative,Centered ,andlargerthanothertext.

Title is informative andcentered.

The title is incomplete andinappropriate.

General formatting Unlined paper is used.The drawing is largeenough to be clear.Student name, class,and date are in thelower left corner.

Unlined paper is used.The drawing is a littletoo large or a little toosmall.Student name,class, and date are inthe lower left corner.

Lined paper is used and theDrawing is much too smallor much too large.

Drawing-general Color is used carefully toEnhance the drawing.Overall, the quality ofthe drawing is excellent.

Color is not usedcarefully. Overall, thequality of the drawing isfair.

Overall, the quality of theDrawing is not fair.

Knowledge gained Student can answer allThequestions about thedrawing/paintingaccurately.

Student can answerMost of the questionsabout the drawing/painting accurately.

Student cannot answer allThe questions aboutthe drawing/ paintingaccurately.

12.Rubric :Report/Articlewriting

CATEGORY↓Marks→ 10 08 06Organisation Information is very

Organized with well-constructed

Information is organized,But paragraphs are notwell-constructed.

The information appearsTo be disorganized.

Amountofinformation All topics are addressedAnd all the issuesdescribed with at least2 sentences about each.

All topics are addressed,And most issuesdescribed with 1 sentenceabout each.

One or more topics wereNot addressed.

Qualityof information Information clearlyRelates to the maintopic. It includes severalsupporting detailsand/or examples.

Information clearlyRelates to the maintopic. No details and/orexamples are given.

Information has little orNothing to do withthe main topic.

Internetused Usuallyable to useSuggested internet linksto find information andnavigates within thesesites easily withoutassistance.

Occasionally able to useSuggested internet linksto find information andnavigates within thesesites easily withoutassistance.

Needs assistance orSupervision to usesuggested internet linksand/or to navigate withinthese sites.

These rubrics are taken from CBSE guidelines on CCE

Discussion on these lines will be done.

A Few moments Captured

Welcoming ALL Our Participants areenthusiastic

Conveying thePhilosophy of PBL

Constructing Knowledge We work in groups Involved in discussion

Role of a teacher- A Magician working in group We add colour to ourwork

We are assertive We are open fordiscussions

We share ourunderstanding