shiksha kendra, 2, community centre, preet vihar, …cbse.nic.in/tools for mentoring- pg 1 -...

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

CBSE

Foreword Foreword

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Concept Note on Conceptual Framework of

Continuous and Comprehensive Evaluation (CCE) 1

Concept Note on Monitoring and Mentoring of

Continuous and Comprehensive Evaluation 11

Mentors and Mentoring 15

Monitoring and Mentoring Check List 20

Teacher Interaction Form 24

Classroom Observation Scale* 27

Self Review Form 37

Mentoring Form 60

Monitoring and Mentoring Report 63

Process of Mentoring 65

Monitoring and Mentoring - The Process 66

ContentsContents

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Concept Note on Conceptual Framework of

Continuous and Comprehensive Evaluation (CCE)

Background :

Philosophical Basis :

The Ministry of Human Resource Development (MHRD) and the Central Board of Secondary

Education has introduced a number of steps for reform in the school education sector.

CBSE has announced vide its circular no. 39/20-9-2009 dated 20th September, 2009 that the

Continuous and Comprehensive Evaluation (CCE) would be strengthened and used in all

affiliated schools with effect from October, 2009 in Class IX. The circular further states that the

new grading system would be introduced for classes IX and X from the current academic

session 2009-10. Circular no. 40/29-09-2009 dated 29th September, 2009 provides the details

of the grading system to be applied for the classes mentioned. CBSE began imparting CCE

trainings across the country through workshops in a train-the-trainer format from October 6,

2009 onwards.

The primary purpose of education is the manifestation of perfection already in man and

woman (Swami Vivekananda); purpose of education is all round development of the child /

individual. The Report of the International Commission on Education for 21st Century to

UNESCO referred to four planes of living of human individuals, namely, physical,

intellectual, mental and spiritual. Thus, all round development as the stated purpose of

education implies optimization of hidden potential of every child in the physical, intellectual,

mental and spiritual planes. The CBSE initiative for the first time in the country makes an

effort to translate the lofty goal of all round development into practice.

Globalisation in every sphere of society has important implications for education. We are

witnessing increasing commercialization of education. We need to be vigilant about the

pressures to commodify schools and the application of market-related concepts to schools and

school quality. The increasingly competitive environment into which schools are being drawn

and the aspirations of parents place a tremendous burden of stress and anxiety on children,

including the very young to the detriment of their personal growth and development, and

thus hamper the joy of learning.

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CBSE / HEAD(I&R) / M&M /ACAD / TOOLS

The aims of education simultaneously reflect the current needs and aspirations of a society, its

lasting values and the immediate concerns of a community as well as the broad human ideals.

At any given time and place they can be called the contemporary and contextual articulation of

universal human values.

An understanding of learners, educational aims, the nature of knowledge, and the nature of

the school as a social space can help us arrive at principles to guide classroom practices.

Conceptual development is thus a continuous process of deepening and enriching

connections and acquiring new layers of meaning. Alongside is the development of theories

that children have about the natural and social worlds, including themselves in relation to

others, which provide them with explanations for why things are the way they are, the

relationships between causes and effects, and the bases for decisions and acting. Attitudes,

emotions and values are thus an integral part of cognitive development, and are linked to the

development of language, mental representations, concepts and reasoning.

As children's metacognitive capabilities develop, they become more aware of their own beliefs

and capable of regulating their own learning.

Accordingly, National Curriculum Framework - 2005 (NCF-05) proposing Examination

Reforms stated -

"Indeed, boards should consider, as a long-term measure, making the Class X examination

optional, thus permitting students continuing in the same school (and who do not need a

board certificate) to take an internal school examination instead".

As a sequel to the above, the Position Paper on ̀ Examination Reforms' by NCERT 2006, says,

"Indeed, it is our view that the tenth grade exam be made optional forthwith. Tenth-graders

who intend continuing in the eleventh grade at the same school and do not need the Board

certificate for any immediate purpose, should be free to take a school-conducted exam instead

of the Board exam."

Obviously, the efforts of CBSE to provide a leadership and pioneering role in implementing

CCE is a major breakthrough which attempts to elevate the status of the schools as equal

partners of the Board in assessing the attainment levels of the learner for public consumption

through a separate independent certificate issued by the schools under the directive of the

Board.

The Framework :

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There are several frameworks that can be referred to derive a meaningful working framework

for assessing all round development of the child including scholastic and co-scholastic

domains.

a. The International Commission referred above propagated the concept of Four Pillars

of Learning, namely

Learning to learn - skills of learning - learning styles, attitude to learning;

Learning to do - skills to perform,

Learning to live together - interpersonal skills, tolerance and respect for difference

and divergence,

Learning to be - striving for excellence, learning for self-actualization

b. Multiple intelligence-Framework,

Linguistic - communication

Logico - mathematical - abstract, mechanical reasoning

Musical - vocal, instrumental, musical aptitude

Kinesthetic - sports and games, dance and dramatics, sculpting, making models,

Intra-personal - stress management, management of positive and negative

emotions, joyfulness, optimism, hopefulness,

Inter-personal - relationships, team work, leadership, cooperation,

Environmental - aesthetics, ethics and values, gardening, interior decoration,

Spatial- understanding and organizing of space.

c. Life Skills Framework

Self Awareness,

Empathy,

Critical thinking,

Creative Thinking,

Decision Making,

Problem Solving,

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Effective Communication,

Interpersonal Relationships,

Coping With Stress and Coping with Anger

Dealing With Emotions

d. Attitudes, interests and aptitudes

Education aims at making children capable of becoming responsible, productive and useful

members of society. Knowledge skills and attitudes are built through learning experiences

and opportunities created for learners in school. It is in the classroom that learners can analyse

and evaluate their experiences, learn to doubt, to question to investigate and to think

independently.

A curriculum is what constitutes a total teaching-learning program composed of overall aims,

syllabus, materials, methods and assessment. In short it provides a framework of knowledge

and capabilities, seen as appropriate to a particular level. The syllabus provides a statement of

purpose, means and standards against which one can check the effectiveness of the program

and the progress made by the learners. Evaluation not only measures the progress and

achievement of the learners but also the effectiveness of the teaching materials and methods

used for transaction. Hence evaluation should be viewed as a component of curriculum with

the twin purpose of effective delivery and further improvement in the teaching learning

process.

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

evaluation of students that covers all aspects of students' development.

It is a developmental process of assessment which emphasizes on two fold objectives. These

objectives are continuity in evaluation and assessment of broad based learning and

behaviourial outcomes on the other.

In this scheme the term `continuous' is meant to emphasise that evaluation of identified

aspects of students' `growth and development' is a continuous process rather than an event,

built into the total teaching-learning process and spread over the entire span of academic

session. It means regularity of assessment, frequency of unittesting, diagnosis of learning

gaps, use of corrective measures, retesting and for their self evaluation.

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Place of Evaluation in the Curriculum

What is ̀ Continuous and Comprehensive Evaluation?


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The second term ̀ comprehensive' means that the scheme attempts to cover both the scholastic

and the coscholastic aspects of students' growth and development. Since abilities, attitudes

and aptitudes can manifest themselves in forms other then the written word, the term refers to

application of a variety of tools and techniques (both testing and non-testing) and aims at

assessing a learner's development in areas of learning like :

Knowledge

Understanding/Comprehension

Applying

Analyzing

Evaluating

Creating

The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic

learning. It aims at creating good citizens possessing sound health, appropriate skills and

desirable qualities besides academic excellence. It is hoped that this will equip the learners to

meet the challenges of life with confidence and success.

The objectives of the Scheme are :

To help develop cognitive, psychomotor and affective skills.

To lay emphasis on thought process and de-emphasise memorization

To make evaluation an integral part of teaching-learning process

To use evaluation for improvement of students' achievement and teaching -

learning strategies on the basis of regular diagnosis followed by remedial

instruction

To use evaluation as a quality control devise to maintain desired standard of

performance

To determine social utility, desirability or effectiveness of a programme and take

appropriate decisions about the learner, the process of learning and the learning

environment

To make the process of teaching and learning a learner-centered activity.

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What should be assessed?

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Since education is concerned with the total all-round development of the child, (physical,

socio-emotional, intellectual etc) all aspects of the child's development need to be assessed. At

the moment we do not assess the whole child, but only his or her academic achievement in

specific areas. We assess learners basically on examination results, we do not assess effort,

performance, attitudes to learning, ability to practically apply what is learned in every day

situations, nor do we assess them on how creatively they use techniques or critically evaluate

different theories.

To make the process more comprehensive in nature, it is important that assessment of the

child's learning be done in a whole range of situations and environments both in and out of the

classroom. The assessment process also needs to be part of the way of providing information

and feedback on the extent to which the school and teachers have been successful in realizing

the expected outcomes of education.

In view of getting a complete picture of the child's learning, assessment should focus on the

learning ability to -

learn and acquire desired skills related to different subject areas.

acquire a level of achievement in different subject areas in the requisite measure

develop child's individual skills, interests, attitudes and motivation

understand and lead a healthy and a productive life.

monitor the changes taking place in child's learning, behaviour and progress over

time.

respond to different situations and opportunities both in and out of school.

apply what is learned in a variety of environments, circumstances and situations

work independently, collaboratively and harmoniously.

analyze and evaluate.

be aware of social and environmental issues

participate in social and environmental projects and causes.

retain what is learned over a period of time.


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Schools of the future will need to develop in their learners the ability to take risks, to be

adaptable, to be flexible, to cope with constant change and become lifelong learners. In this

context, learners become dynamic leaders with teachers as enablers.

Before looking at how assessment is to be undertaken teachers need to determine objectives

for achievement at secondary level. They need to look at what Secondary Education should

develop in children not only in cognitive domain but also psychomotor and affective domains.

Along with those attributes mentioned above they need to incorporate different age related

indices and behaviours into the assessment criteria and practices. They also need to determine

what their expectations are from the learner at the end of the secondary stage, and what kind of

profile report is required in relation to different aspects and learning areas, that reflect the

child's rapidly changing, personal development.

Thus assessment is a useful, desirable and an enabling process. To realize this one needs to

keep the following parameters in mind -

The need to :

assess the learner.

use a variety of ways to collect information about the learner's learning and

progress in subjects and

assess the effectiveness of cross curricular learning.

collect information continuously and record the same.

give importance to each learner's way of responding and learning and in time it

takes to do it.

report on an ongoing continuous basis and be sensitive to every learner's responses.

provide feedback that will lead to positive action and help the learner to do better

In the assessment process, one should be careful NOT to :

label learners as slow, poor, intelligent etc.

make comparisons between them.

make negative statements.

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When should assessment be done?

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Closely related to what needs to be assessed is the critical question about the periodicity of a

child's progress. Assessment of the outcomes of learning in holistic education is integral to the

teaching-learning process. Each session on learning should involve three parts: process of

learning, applying what has been learned, and assessment of what has been learned. This is

one way learning and assessment can combine.

In order to have Continuous and Comprehensive Evaluation, both scholastic and co-

scholastic aspects need to be given due recognition. Such a holistic assessment requires

maintaining an ongoing, dynamic and comprehensive profile for each learner that is honest,

encouraging and discreet. While teachers daily reflect, plan and implement remedial

strategies, the child's ability to retain and articulate what has been learned over a period of

time also requires periodic assessment. These assessments can take many forms but all of them

should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly

reviews (depending on the learning area), that do not openly compare one learner with

another and are positive and constructive experiences are generally recommended to promote

and enhance not just learning and retention among children but their soft skills as well.

In order to improve the teaching learning process, Assessment should be both Formative and

Summative in nature.

Formative and Summative Assessment

Formative assessment is a tool used by the teacher to continuously monitor student progress

in a non threatening, supportive environment. It involves regular descriptive feedback, a

chance for the student to reflect on the performance, take advice and improve upon it. If used

effectively it can improve student performance tremendously while raising the self esteem of

the child and reducing the work load of the teacher.

Some of the main features of Formative Assessment are listed below :

is diagnostic and remedial

makes the provision for effective feedback

provides the platform for the active involvement of students in their own learning.

enables teachers to adjust teaching to take account of the results of assessment


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recognizes the profound influence assessment has on the motivation and self-

esteem of students, both of which are crucial influences on learning

recognizes the need for students to be able to assess themselves and understand

how to improve

builds on students' prior knowledge and experience in designing what is taught.

incorporates varied learning styles into deciding how and what to teach.

encourages students to understand the criteria that will be used to judge their work

offers an opportunity to students to improve their work after feedback,

helps students to support their peers, and expect to be supported by them.

Formative assessment is thus carried out during a course of instruction for providing

continuous feedback to both the teachers and the learners for taking decisions regarding

appropriate modifications in the transactional procedures and learning activities.

It involves students' being an essential part of assessment, they must be involved in a range of

activities right from designing criteria to assessing self or peers.

Summative assessment is carried out at the end of a course of learning. It measures or 'sums-

up' how much a student has learned from the course. It is usually a graded test, i.e., it is marked

according to a scale or set of grades.

Assessment that is predominantly of summative nature will not by itself be able to yield a

valid measure of the growth and development of the child. It, at best, certifies the level of

achievement only at a given point of time. The paper pencil tests are basically a one-time mode

of assessment and to exclusively rely on it to decide about the development of a child is not

only unfair but also unscientific. Over emphasis on examination marks focusing on only

scholastic aspects makes children assume that assessment is different from learning, resulting

in the 'learn and forget' syndrome. Besides encouraging unhealthy competition, the

overemphasis on Summative Assessment system also produces enormous stress and anxiety

among the learners. It is this that has led to the emergence of the concept of Continuous and

Comprehensive School-Based Evaluation.

Features of Continuous and Comprehensive Evaluation

The 'continuous' aspect of CCE takes care of the 'continual' and 'periodicity' aspect

of evaluation.

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Continual means assessment of students in the beginning of instructions

(placement evaluation) and assessment during the instructional process (formative

evaluation) done informally using multiple techniques of evaluation.

Periodicity means assessment of performance done frequently at the end of

unit/term (summative)

The 'comprehensive' component of CCE takes care of assessment of all round

development of the child's personality. It includes assessment of Scholastic as well

as Co-Scholastic aspects of the pupil's growth.

Scholastic aspects include curricular areas or subject specific areas, whereas co-

scholastic aspects include Life Skills, Co-Curricular activities, attitudes, and values.

Assessment in scholastic areas is done informally and formally using multiple

techniques of evaluation continually and periodically. The diagnostic evaluation

takes place at the end of unit/term test. The causes of poor performance in some

units are diagnosed using diagnostic tests. These are followed up with appropriate

interventions and retesting.

Assessment in Co-Scholastic areas is done using multiple techniques on the basis of

identified criteria, while assessment in Life Skills is done on the basis of Indicators

of Assessment and checklists.

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Concept Note on Monitoring and Mentoring of

Continuous and Comprehensive Evaluation

Background:

Overall Approach:

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The Ministry of Human Resource Development (MHRD), GOI and the Central Board of

Secondary Education have introduced a number of reforms in the school education sector.

CBSE has announced vide its Circular No. 39/20-09-2009 dated 20th September, 2009 that the

Continuous and Comprehensive Evaluation (CCE) would be strengthened and used in all

affiliated schools with effect from October, 2009 in Class IX. The circular further states that the

new grading system would be introduced for classes IX and X from the current academic

session 2009-10. Circular no. 40/29-09-2009 dated 29th September, 2009 provides the details of

the grading system to be applied for the classes at secondary level. CBSE has started imparting

CCE training across the country through workshops in a train-the-trainer format from

October 6, 2009 onwards

The creation of an assessment paradigm that is diagnostic in nature, provides essential

feedback about each student and helps in the all-round growth is the focus of the Continuous

and Comprehensive Evaluation system. Although not a new concept, it requires changes in

the ways in which schools have been assessing their students and there are many on-the-

ground issues that can come in the way of its effective and efficient implementation.

While every school has its own unique environment, focus and resource availability, a

collective experience with different schools would help us understand the possible issues a

school could face. These inputs would be critical in ensuring that there is sufficient sharing,

guidance and intervention that can be carried out to make CCE successful in schools.

The overall approach for this exercise, therefore, is based on two major objectives:

One, that the implementation of CCE has to be in letter and spirit, not just a

procedure fulfilled on paper.

Two, it involves working very closely with the actual resource base that can make

CCE a worthwhile initiative - i.e., the teachers and school leaders. This involves

understanding them, their views and their constraints (and find ways to overcome

them)

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Furthermore, in accordance with the recommendations of National Curriculum Framework

(2005) and National Knowledge Commission (2008), it is felt that this is also an opportunity for

schools to revamp the internal school assessments, especially in the area of quality leading to

enhanced learning.

"… current processes of evaluation, which measure and assess a very limited range of

faculties, are highly inadequate and do not provide a complete picture of an individual's

abilities or progress towards fulfilling the aims of education."

"The types of questions that are set for assessment need to go beyond what is given in the

book.."

(NCF 2005: Chapter 3, pages 72-74)

"… there is a need to move away from rote-learning to understanding concepts, developing

good comprehension and communication skills and the need to access knowledge

independently. This also requires substantial changes in the examination system, especially at

Board level but also earlier."

(National Knowledge Commission: Chapter on School Education)

One of the main aims of M & M programme is to build capacity within the schools to

implement CCE effectively. This will be done through 'Train the Monitor-Mentor framework'.

Monitors and Mentors will work as Peer assessors. Each Monitor is a Principal who will be

assigned six to ten schools in the neighborhood. The Monitor will visit a school and document

observations through checklists, Interaction with Teacher Form, Classroom Observation

Scale, Self Review Form and Mentoring Form on CCE. They will then mentor the school if

required. A report will need to be submitted online.

Capacity Building:


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The following is the process to be followed by the Monitor-Mentor

Pre-visit - Contact the School Principal

(to fix a week in which you might visit)

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Carry CBSE letter which identifies you as Monitor & Mentor

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Carry Tools : Checklists, Classroom Observation Scale,

Interaction with Teacher Form & Self Review Form on CCE

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Verify evidence regarding Self Review Form on CCE

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Record feedback on Mentoring Form

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Share Areas that Need Mentoring with Principal and Teachers

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Provide support through sharing of material

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Submit Report to CBSE online


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Guidelines on Observation:

1. For observation you may take another head of the department (whose subject expertise

is other than your own) to the venue.

2. You need to observe at least one class in each subject in each Term (Classes IX and X to

begin with).

3. You may visit once or twice in each term.

4. Ensure that the Self Review Form (SRF-CCE) has been received by you before you v i s i t

and verify evidence during the visit.

5. The token honorarium for each school for an entire year will be Rs.1000/- (Rupees One

thousand only). This claim along with a Report at the end of each term may be submitted

online in the format available under CCE corner.


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Mentors and Mentoring

Mentors and Mentoring

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The Mentor's Role

To Mentor means to make easier; to guide others through a process, an experience, or a

conversation. The Mentor attempts to create a safe environment in which the participants feel

comfortable and are able to share their thoughts openly. The environment should be

conducive to sharing and learning.

The tools developed for M&M attempt :

To familiarise the Mentors with the process of Monitoring and Mentoring

To provide an insight into the various techniques to carry out effective Monitoring

and Mentoring

A Mentor is a person who is:

Able to communicate a sense of self-confidence, informality, enthusiasm,

responsiveness and creativity.

Willing to be challenged. This requires giving up something whether it is long held

values, beliefs or actions.

Willing to take risks, which require entering unfamiliar territory, doing things we

are unaccustomed to for the sake of change and growth. Risk taking requires

courage.

Responsible for his/her own actions and beliefs (and for the roles, functions and

behaviors that are necessary to develop a collaborative and challenging learning

encounter).

Possess personality characteristics and interpretational skills that make others view

him/her as caring, trustworthy and encouraging.

Is positive and pleasing in giving feedback.

The role of the Mentor is different from that of an instructor or expert. A Mentor seeks to

promote an atmosphere of trust, support and encouragement for the group and intervenes

only when ineffective group behavior is evident and impacting negatively on group

outcomes. Ideally, the Mentor becomes one of the learners in the group, creating two-way

communication and learning processes within the group.

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Characteristics of an Effective Mentor

Being non judgmental

Being flexible

Being honest

Being firm and fair

Fostering trust

Being sensitive

Observing

Communicating effectively

Participating

Being supportive

The Mentors can create a SAFE environment by:

Listening actively

Focusing equally on process and content

Setting expectations but not forcing participation

Being non judgmental

Being empathetic and sensitive to the participants' view

Being positive and caring.

The following are some of the skills that a Mentor should keep in mind. Each skill is an

important part of the overall Mentoring process -

1. Active Listening - Eye contact, mannerisms, etc should all reflect that the Mentor is

listening and paying attention to the speaker.

2. Focus on Feelings - Example, "How did that experience make you feel?" It is important

for the Mentor to explore the feelings of the groups with respect to the various group

proceedings.

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Basic Skills of Mentoring


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3. Give Recognition - Use names, say thank you, etc. The Mentor should make the

members comfortable and acknowledge their contributions to the group processes and

content.

4. Paraphrase - Clarify or summarize a person's statement. This helps in understanding the

point of the speaker and taking the discussion forward.

5. Review - Review all that has been said by the group during the course of the

conversation.

6. Focus on Similarities and Differences in the Group - The Mentor should point out the

similarities and the differences in the thoughts, feelings and actions of the various

participants.

7. Involve Everyone - The Mentor should encourage the shy members to speak as well and

to take part.

8. Transfer Leadership - Periodically allow the participants to facilitate their own

discussions and come to their own conclusions.


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Conversational Aids to Provide Effective Feedback : (To the Mentee School through

Mentoring Report.

State your assumptions and describe "Here's what I think, and here's how I

the data that has led to them. got there."

Explain your assumptions "I assumed that…."

Make your reasoning explicit "I came to that conclusion because…"

Explain the content of your point "In my point of view….they

of view: Who will be affected by will be affected like…"

what you propose, how they will be

affected, and why.

Give examples of what you "To get a clear picture of what

propose even if they are I am talking about, imagine that

hypothetical or metaphorical. you are the student who will be

affected."

As you speak try to picture the "I understand your perspective…"

other people's perspective on

what you are saying.

Encourage others to explore "What do you think about what I just

your models, your assumptions said?" or "Do you see any flaws in my

and your data. reasoning?" or "What can you add?"

Reveal where you are least clear in "Here's one aspect which you

your thinking, rather than making might help me thinking through…"

you vulnerable. It diffuses the

force of those who are opposed to

you and invites improvement.

Even when advocating, listen, "Do you see it differently?"

stay open and encourage others

to provide different views.

What to do What to say

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Ground Rules for and Mentors

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Punctuality and time management.

Do not interrupt the Principal/teacher if they would like to make a point.

Ask questions one at a time.

You can ask questions by writing them down on paper and putting them in the

question box placed in the room.

Non-judgmental approach- do not laugh at any person.

Respect each other's feelings, opinions and experiences.

Respect the teacher and always seek permission before entering any class.

During class observation it is best to quietly observe and not raise doubts there and

then.

Maintain confidentiality at all times.

Under no circumstances should you or any member of the team be critical of the

teacher in front of the student.


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HANDOUT 3-AHANDOUT 3-A

Monitoring and Mentoring Check List

Name of the Monitor / Mentor ………….…………………………………...

Code No. ………….…………………………………...

Complete address: ………….…………………………………...

………………….……………………………

………………….……………………………

….……………………………………………

Ph. No. ………………………………………..………

Mobile No. .....…….………….……….. …………………

Email: ………………….……………………………

Name and address of the school mentored ….……………………………………………

Code No. ………….…………………………………...


………………….……………………………

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Dear Monitor & Mentor,

This is a general checklist for observing the classroom interaction of any subject. This checklist

will help you to get an overview of any class that you observe. The detailed classroom

observation may be done through the Classroom Observation Scale.

1. Classroom Atmosphere / Ambience : Yes No Remarks

(a) Clean and tidy qq-------------------------------------------

(b) Bright and colourful qq-------------------------------------------

(c) Friendly furniture qq-------------------------------------------

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(d) Joyful and happy qq-------------------------------------------

(e) Interactive qq-------------------------------------------

(f) Quiet qq-------------------------------------------

(g) Noisy qq-------------------------------------------

(h) Tense and threatening qq-------------------------------------------

(i) Non threatening and caring qq-------------------------------------------

2. Teacher Talk Yes No Remarks

(a) Too Much qq-------------------------------------------

(b) Average qq-------------------------------------------

(c) Low qq-------------------------------------------

3. Teaching Aids Yes No Remarks

(a) Listening / Audio qq-------------------------------------------

(b) Visual Clippings/PPTs qq-------------------------------------------

(c) Stories / Anecdotes qq-------------------------------------------

(d) Images / Symbols qq-------------------------------------------

(e) Maps / Graphics qq-------------------------------------------

(f) Hands On qq-------------------------------------------

(g) Authentic World qq-------------------------------------------

(h) Current / Topical qq-------------------------------------------

4. Communication Skills

a) Verbal : Yes No Remarks

(a) Monolingual qq-------------------------------------------

(b) Bilingual qq-------------------------------------------

(c) Language - succinct qq-------------------------------------------


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b) Non Verbal (Body language) Yes No Remarks

(a) Non threatening qq-------------------------------------------

(b) Positive qq-------------------------------------------

(c) Friendly qq-------------------------------------------

(d) Appropriate qq-------------------------------------------

5. Content and its presentation Yes No Remarks

(a) Relevant and planned qq-------------------------------------------

(b) Sharing of learning outcomes qq-------------------------------------------

(c) Interesting and invigorating qq-------------------------------------------

(d) In Constructivist mode qq-------------------------------------------

(e) Average qq-------------------------------------------

(f) Mundane qq-------------------------------------------

6. Concept clarification by the teacher Yes No Remarks

(a) Illustrative and interesting qq-------------------------------------------

(b) Clear and concise qq-------------------------------------------

(c) Confused qq-------------------------------------------

(d) Doubtful qq-------------------------------------------

7. Questioning Technique Yes No Remarks

(a) Clear and unambiguous qq-------------------------------------------

(b) Generic and broad qq-------------------------------------------

(c) Specific and relevant qq-------------------------------------------

(d) Provides scope for lateral Thinkingqq-------------------------------------------

(e) Open - ended qq-------------------------------------------


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8. Mode of Assessment and Recapitulation

Questioning Yes No. Remarks

(a) Focused Questions qq-------------------------------------------

(b) Oral qq-------------------------------------------

(c) Written qq-------------------------------------------

(d) Diverse Mental processes qq-------------------------------------------

(e) Assignments and activities qq-------------------------------------------

(i) Creative qq-------------------------------------------

(ii) Individual assignments qq-------------------------------------------

(iii) Group assignments qq-------------------------------------------

(iv) Visual qq-------------------------------------------

(v) Fun activities qq-------------------------------------------

9. Student talk / response Yes No Remarks

(a) Freedom to question qq-------------------------------------------

(b) Active participation qq-------------------------------------------

(c) Eliciting responses qq-------------------------------------------

Name of the Monitor / Mentor …………………………………

Signature ……………………………………

Mobile No. …………………………………

Seal of the school ………………………………

E-mail Id. ………………………………………


24

HANDOUT 3-BHANDOUT 3-B

Teacher Interaction Form

Dear Monitor & Mentor,

After you have supervised the class, you may use the following questions for an informal talk

with the teacher. The informal talk will help you to identify the areas of mentoring in

subsequent sessions


Code No. ………….…………………………………...


………….…………………………………...

………….…………………………………...

Ph. No. ………….…………………………………...

Mobile No. ………….…………………………………...

Email: ………….…………………………………....

Name and address of the school mentored ………….…………………………………...

Code No. ………….…………………………………...


………….…………………………………...

(a) Did the lesson go as per your Lesson Plan?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(b) Were the objectives realized satisfactorily?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

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(c) Was the lesson warm up / Motivation / Raising of interest / linking with previous

knowledge done well and according to your expectations?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(a) Were you happy with the level of Interaction with your class?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(b) Was the pace of delivery of the lesson comfortable?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(c) Were you able to administer Teaching Aids / Support material for effective

transaction? Do you think you could have added more?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(d) Did the students receive assignments / follow up exercises joyfully?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(e) Were you able to integrate needs of ̀ inclusive' children?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(i) Were there any surprises / extensions or need felt for Team Teaching?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(j) Was the challenge of inter disciplinary approach enjoyable?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…


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(k) Were there moments of `discontinuity' that impacted your personal learning and

helped to evolve an advanced learning process.

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…

(l) Did the recapitulation / summarization activity go according to your expectation?

…………………………………………………………………………………………..…

…………………………………………………………………………………………..…


Signature ……………………………………

Mobile No. …………………………………


E-mail Id. ………………………………………


HANDOUT 3-CHANDOUT 3-C

27

Classroom Observation Scale*

Sl No. Item 0 1 2 3 4


Code No. ………….…………………………………...


………….…………………………………...

………….…………………………………...

Ph. No. ………….…………………………………...

Mobile No. ………….…………………………………...

Email: ………….…………………………………....

Name and address of the school mentored ………….…………………………………...

Code No. ………….…………………………………...


………….…………………………………...

Instructions : Study the indicators of assessment given in Appendix-I related to 0, 1, 2, 3, & 4

for each of the item prior to rating a classroom you are observing. Please put a (3) against all

the numbers indicated against each item in each column. All items must be rated.

1. The specific aims of the lesson are clear to the

teachers 0 1 2 3 4

2. The content being transacted is appropriate to

the level of students 0 1 2 3 4

3. Teaching techniques are appropriate to the

lesson being taught 0 1 2 3 4

4. The warm-up activity or introduction was

effective 0 1 2 3 4

*Adapted from Dr. Mukhopadhyay's Classroom Teaching Competence Scale (CTCS)

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28

Sl No. Item 0 1 2 3 4

5. The content is broken into small learning

chunks to enable learning of learners 0 1 2 3 4

6. Learning of concepts and principles is ensured

through verbal, visual and experiential modes

(MI) 0 1 2 3 4

7. Sequencing of lesson is logical and follows

a plan 0 1 2 3 4

8. Active participation by learners

(Learner Talk time) 0 1 2 3 4

9. Teachers' questions are open-ended and

appropriate 0 1 2 3 4

10. Learners are free to ask questions or

raise doubts 0 1 2 3 4

11. Positive re-enforcement is evident 0 1 2 3 4

12. Communication is effective and clear 0 1 2 3 4

13. Blackboard work and teaching aids as teachers'

input is effective 0 1 2 3 4

14. Student interest has been sustained through

the lesson 0 1 2 3 4

15. Assessment of learners' learning in relation to

aim is appropriate 0 1 2 3 4

16. Various modes of formative assessment have

been used 0 1 2 3 4

17. Pair work / Group work have been used 0 1 2 3 4

18. Project work and Activity / Experimentation

have been explored 0 1 2 3 4

19. Re-capitulation of main points at the end of

the lesson was appropriate 0 1 2 3 4

20. Planning of the lesson is evident 0 1 2 3 4

21. Confidence of teacher is evident 0 1 2 3 4


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Indicators of Assessment for Classroom Observation

I. Objectives/theme/learning outcomes clear to the students

0. The objectives/themes of the lesson were not at all stated in the classroom.

1. Objectives/themes were not mentioned clearly. (Just mentioning the title of the

topic is not enough).

2. Objectives/themes were mentioned but not highlighted (say, in behavioural

terms).

3. Objectives/themes were explicitly stated. These were explained clearly to learners.

4. The objectives/themes of the lesson were highlighted repeatedly.

II. Content appropriate to the stated/unstated objectives

0. The content was presented at a level higher than the mental level of learners.

1. Random selection of content. Relevance with objectives not established.

2. Content had its own logic but not completely in correspondence with objectives.

3. Content had one-to-one correspondence with objectives. Teacher deliberately

related content to aims.

4. The content was presented with excellent correlation with the specific objectives of

the lesson.

III. Teaching and transaction techniques appropriate to the content

0. Teaching techniques were totally inappropriate to the lesson.

1. Techniques adopted were inappropriate.

2. Techniques adopted were suitable but not effectively employed.

3. The selection of the technique was very well suited to the content and the

transaction was meaningful and successful.

4. The teaching techniques were highly appropriate to the lesson being taught Varied

techniques were used.


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IV. Introduction effective - caught students' attention

0. There was no introduction or warm up activity. The teaching started abruptly.

1. Commencement of content teaching was direct. No introduction, not even a

statement like - we will discuss " ……." today.

2. Tried to make an introduction, but succeeded partially, couldn't catch the attention

of majority of learners.

3. Introduction made the students eager to learn. Almost all were set to listen. Linked

to previous knowledge.

4. Introduction was interesting related to the real world and prior knowledge.

V. Content broken into small bits

0. The teacher did not have any idea of breaking the lesson into small steps.

1. The teacher simply delivered whatever s/he knew, as a total package.

2. Content was broken in to small steps but no feedback was taken.

3. Teacher taught the content in small steps. S/he took feedback to ascertain learning.

4. All different small steps were correlated and recapitulated as a summary in the end.

VI. Concept and principles of learning ensured through verbalised or concrete examples

0. No care and attention was given to principles of learning.

1. Understanding of concepts and principles was taken for granted. Examples/

demonstrations /Av aids were not used.

2. Examples were used on many occasions but not always appropriately.

3. Appropriate examples/demonstrations were used for the concept/principles.

Multiple intelligence theory was kept in mind.

4. The concept and principles of learning were taken care of and Multiple intelligence

was extensively used in the classroom deliberation too.


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31

VII. Sequencing logical

0. No sequence of content delivery was followed at all.

1. Content was in bits and pieces without any logic.

2. Logic was evident in many cases. There were missing links as well.

3. Logic was evident in presentation of content and sequencing of ideas was clear.

4. Excellent logical sequence of the lesson plan was followed.

VIII.Learners' active participation in learning

0. Learners were not allowed to participate or ask questions in the classroom.

1. Learners, had absolutely no work to do except listening, if they felt like doing so.

2. At times learners had work - taking notes and also answering questions, solving

problems. But for half the time, they were feeling bored.

3. Learners were kept alert. They answered questions and participated in discussions,

solved problems, sketched figures etc. and also took notes.

4. Learners were motivated and encouraged to participate in classroom deliberations.

They were involved in various activities through pair/group work.

IX. Teacher questions appropriate

0. No questions were asked at all.

1. Questions were asked very rarely. 'Do you understand?' 'Do you follow?' are not

treated as questions.

2. Teacher did ask questions, only some of them were purposeful. Only a few learners

were involved in answering the questions.

3. Questioning made the lesson alive. A large number of questions were asked to

amajority of the learners. Teacher did not discourage learners giving incorrect or

partially correct answers. Teacher used remedial measures where learners could

not answer.

4. Very thought provoking questions were asked for ensuring in depth

understanding. Questions were open ended and asked in a non threatening and

friendly manner.


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32

X. Students were free to raise doubts/ask questions

0. Learners were not at all allowed to ask questions.

1. Learners were discouraged from asking questions and getting doubts cleared.

2. Some of the learners' questions were ignored while some others were properly

tackled.

3. Learners asked a large number of questions and these were handled in a friendly

and encouraging manner. (Teacher answered the questions himself or got the

answers from other Learners.)

4. Learners were encouraged to ask more and more questions. At times, they were

prompted to ask questions.

XI. Positive reinforcement evident

0. The idea of reinforcement was totally ignored.

1. The Class was a one way affair. No question of reinforcement (appreciation, praise

or even rebuke) was used.

2. Either correct or incorrect responses were reinforced and only half of the learners'

participation (response or question) was reinforced.

3. All responses got reinforced irrespective of the correctness of response.

4. Excellent positive reinforcement was ensured. Incorrect responses were also

handled collectively.

XII. Communication was effective

0. Ineffective and incorrect language.

1. Expression poor and incomprehensible - lot of distracting mannerisms.

2. Learners understand the teacher partly - Teacher sometimes checks whether the

learners understand.

3. Clear expression - frequent checking up as to whether students understand positive

body language.

4. Very effective, unambiguous and clear language and expression, positive body

language.


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33

XIII. Effective teaching

0. No use of black board or teaching aids at all.

1. Board not used even when lesson needed it - handwriting not legible, no layout on

the board, no teaching aids.

2. Handwriting legible even for backbenchers - but sketch work poor or vice versa.

Board layout not satisfactory though legible, No Teaching Aids.

3. Handwriting legible for all - sketch work good - layout good - Uses appropriate

teaching aids.

4. Blackboard work highly organised, systematic and legible, variety of audio visual

aids / activities used.

XIV. Students' interest sustained

0. No care or attention given to ensure learners interest in the lesson.

1. Learners talked amongst themselves. Dozed, created disturbance, yawned, looked

outside. Learners appeared to be getting bored for a considerable time.

2. Learners showed signs of getting bored for sometime.

3. Students were attentive, carefully listening, asking questions for minor

doubts/clarifications, taking notes. From the very beginning teacher used

appropriate techniques for promoting interest whenever it dropped.

4. Every care was taken to motivate interest of students in the lesson.

XV. Assessment of learning

0. No attention was given to ascertain learning assessment.

1. No efforts made to assess attainment. The infrequent efforts made had very little to

do with the stated, unstated objectives.

2. Assessment made through oral questioning of a few learners at intermediate and

final stages. Learners not sampled for such assessment. Tried to evaluate points

other than key points.


CBSE

34

3. At intermediate stages and/or asking a few questions of learners selected almost a t

random helped in assessment (purposeful means helping assessment of learning

only).

4. Excellent care was taken to ensure student learning through feedback collected

from various modes of assessment used in the same class.

XVI. Various modes of formative assessment have been used.

0. Directions from CBSE on formative assessment not being followed at all.

1. Only paper pen test being used for formative assessment.

2. Some more assessment tools used for formative assessment but records not being

mentioned properly.

3. Formative assessment tools being used systematically but records not being

maintained properly.

4. Variety of formative assessment tools being used and records being maintained

systematically.

XVII. Pair work/group work used.

0. Only individual work is being promoted and encouraged.

1. Group work is done rarely.

2. Group work is done occasionally but not enough encouragement is given to

promote it further.

3. Group work is encouraged but no proper instruction are given for individual

contribution.

4. A number of activities are carried out through guided individual within groups.

Desired Peer interaction is encouraged.


CBSE

35

XVIII. Project work and research based activities

0. Project work/Activity has never been done or discussed with the class. Only

motive teaching takes place in the school.

1. Project work done only very rarely / No activities / experiment.

2. Project work / Activities done on some occasions but not very systematically

maintained.

3. The quality of project work / Activity chosen is good.

4. Project work and research based activities done regularly and encouraged. The

output of project work by learners is good.

XIX. Proper link-up of main points at the end of the lesson

0. No summarizing or overall linkup of main point.

1. Just finished when time was over.

2. Some key points taught earlier were mentioned at the end of the lesson. But neither

was there any link nor was it recorded on the chalkboard.

3. Main points were recorded on the chalkboard/main points were dictated to be

noted down. Collected summary by asking questions; link between the consecutive

points also made out.

4. The lesson was summarized at the and with excellent link up all main points

covered.

XX. Planning of the lesson evident

0. No planning or scheduling of the lesson.

1. No time scheduling - went astray many times - was just waiting for the lesson to

finish or rushed towards the end.

2. Sometimes there appeared to be planned approach, sometimes not.

3. Kept up time. Planned and systematic approach evident - pace of progress was

same throughout.

4. Highly planned and systematic approach.


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36

XXI. Teachers' confidence evident

0. Teacher was confused and nervous.

1. Got confused himself - parried doubts and questions. Created confusion amongst

learners also.

2. Confusion was evident at times.

3. No content errors committed. Confident. Explained the points in different ways.

Prepared for any question.

4. Teacher was confident, clear and systematic in approach. Took questions and

cleared doubts.


Signature ……………………………………

Mobile No. …………………………………

E-mail Id. …………………………………



shiksha kendra, 2, community centre, preet vihar, …cbse.nic.in/tools for mentoring- pg 1 -...

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