Project Graded Learning_APJSS

7/31/2019 Project Graded Learning_APJSS

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GRADED LEARNING IN SCHOOL EDUCATIONPROJECT OVERVIEW

Objective - To enhance child's competence level through Audio-video simulation and laterallearning skills. Empowering school and students through experience and enquiry based learning.

Tools (General) Smart classroom, Analyzer machine, Visualizer, Indigenous, E-packages, Random machine, E-worksheet, Language Lab, Physical Resources, Analogue Table, Flash cards, Mind maps, Abacus,Math lab equipments, Science Park

Ground work An exhaustive exercise had been conducted to identify the areas and level ofstudents competence. The focus is on stressing convergence of technology, pedagogy and contentto enhance learning ability. Entire project is based on 4 Cs curiosity, collaboration, creativityand critical thinking.

General scheme A collaborative process had been chosen to prepare a full proof strategy.

The concept of Blooms taxonomy which is knowledge based having components of recall,recognize, synthesize and analyze the thinking and learning process. The component of HOT(Higher Order Thinking) was also kept in mind for defining proper learning objectives andassessment. For this purpose subject specific rooms have been equipped to developsynchronization between student caliber and available resource.

A challenging task for brilliant/ gifted students is also in practice through multi-grade (One GradeUp) learning opportunity. Here a child attends vertical class (One Up) to feel recognized and attainschallenging aptitude.

This was prepared keeping primary and secondary level in mind. This is a formative assessmentembodied with feedback and feed forward process. The transformation into customize softwarebecomes the part of lesson plan keeping expected learning outcome in focus.

PRIMARY LEVEL

These are formative years for a child in the career of a student. We can take up Classes III to V forthis activity.

Section A1 - Students need counteractive teachingSection A2 - Average1Section A3 - Average2Section A4 - Extra ordinary/ gifted students

Scheme: Students were divided on the basis of exclusive feedback from teachers teaching theclass. There will be flexibility and freedom of interdisciplinary and Trans disciplinary actions for

students and mentors of these sections. Peer group study (Once a week) provide an opportunity tothe child to learn team spirit and coordination.

Following were the criterion of division. (Only for Maths & English for Class V) Inquisitiveness of student Efforts to put the problem across Amount of effort to resolve & find solutions Grasping power and recapitalizing ability Logical (Reasoning) deductions shown by the student in class Creativity exhibition ability

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Application of tools / Theory taught in the class room Expression of ideas Scoring (up to some extent only)

ABOVE MENTIONED AREAS WERE MEASURED THROUGH FEW EXERCISES / WORKSHEETMENTIONED

The whole process and activities are taken up by respectful environment which are interesting ,challenging and engaging the child to realize the positive aspect of his/her personality and caliber.The evaluation will be considering all scholastic, co-scholastic and his/her social behaviour.

Psychological Battery Worksheets (time management skill evaluation) Composition ability (expression) Model making activity Class observation (Spinning the classes) Model tests

Area of Activity: English and Maths (General)As per the instructions, we had initiated the programme for the above-mentioned two subjects:

Strategy: -i) There are no fixed enrollment for the section i.e. A student may be in different capabilitysections for different subjects.ii) There are evaluation on the basis of criteria fixed and a student may be shifted to anothersection. (Horizontally left or right i.e. A1 A2, A3-A4). This will be done on quarterly basis. (i.e. afterevery three months)iii) Teachers who have been allocated these sections may also be inter changed (reallocated)to keep the enthusiasm at high level.iv) There may be some mixed sessions on a particular day (Saturday) to merge and defusethe knowledge amongst them. (This will reduce jealously and rather are helpful in developingrapport with each other). This mixing will be across the sections.v) Teachers are giving regular feedback to parents ( on PTM days) about the progress /change in childs performance.

vi) Project Compete with self has been implemented for these classes.vii) Group mechanism has been developed to see the emergence of leaders in every field(academics / games / co-curricular / volunteer ship / activities).viii) Parents had been apprised about the whole concept of Pedagogy.

a) Activities The focus of all the activities is on reflection , contemplation, retrospection ofthinking process and innovation scalability . This is achieved by creating an environment oftrust at interpersonal level.

Children are empowered for decision making and performing on inquisitiveness forcontinuous improvement.

Students are provided with worksheets as per their sections.

Extra ordinary students are given task based on higher degree of difficulty. Some timesbased on use of internet browsing These students are given an exposure to internet based enquiry and material. Graded assignments for different set of students. Scientific/ Graphical analysis had been implemented to see the pattern of improvement.

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Specifics English

A) counteractive sections Reading, writing and speaking skills are to be honed through audiovisual / role play / spinning-yarn/ rhyming/ scripting / assertions / creative expression had been putin order

B) Accelerated section Advanced grammar is being used to accelerate their learning skills throughsymposium/ instantaneous talk / imaginary situation / video conferencing / round table conference /debates / e-composition / research work

Specific Maths

A) Counteractive Sections repetition of fundamental / Vedic method shortcuts / continuouspractice / use of abacus / mind maths / rigorous practice / figure based learning has beendeveloped. They have been introduced to the word Linux.

B) Accelerated section More challenging tasks are being given through project preparation /open software research / pair teaching / quizzing / use of advanced vedic maths / reasoning

exercises / calculation ability enhancement has been taken up.

Working point of view

a) Exposure to counteractive section must be given to make them feel an Achiever. We maygive them opportunity to help as volunteer in Programmes.b) Counteractive section students may be given an opportunity to be a part of successfulteams (During mixed sessions).c) Achievers must be given exposure to Inter-School activities / Display of their expressions /Round Table Conferences / Debates / Poem Recitation etc.d) Achievers must also be given a situation where they behave like an ordinary team member( and not as a leader).e) Regular counselling for the students who sink on the achievement graph.

Time Table Adjustment

Class V & XI are having parallel periods of the subjects chosen for graded learning. Students are moving to respective classrooms according to their classification of grades. E-period / Zero period will be utilized for extra coaching for the two extreme sections. There are provisions for the extra coaching class to help A,(Counteractive) Section. Compulsory booster class periods (Twice a Week) for extreme/ average sections.

Evaluation And Monitoring (Based on regular assessment)

Provision of scheduled and non-scheduled Unit tests. Non scheduled tests are arranged according to the competence level of sections (i.e.degree of difficulty for the extreme sections are as per their level).

Only scheduled test are considered for their promotion and report card entry. Formative assessment activities are also different for their section (more challengingactivities for accelerated learning section). Extra topics/contents are taught to accelerated learning section (intensive learning) andthey have given a task to research through internet and e-library on certain topics. In case of movement from advanced / accelerated section to general section. Students arekept on caution for next quarter. In case of brilliant performance student is shifted to accelerated section but with caution.

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Proper monitoring is executed through scientific analysis of their performance based onvarious statistical tools. Monitoring and analysis is being done on the basis of different type of topics/ skill anddegree of difficulty. There is provision for supplementary teaching for the advanced section on the basis ofperformance appraisal of students on certain topics and skills.

AUDITING AND BRAIN STORMING

There is a provision of 360o feedback from all stock holders about the content, functioningand interdisciplinary transformation of process and activity.

The project is being audited by a team of experts from Central Office and required changes aremade after a brain storming session on following criterion:

A) Degree of effectiveness of projectB) Smooth functioning of processes of pedagogyC) Verification of analytical tools and resultsD) Use of technological advancement and updated equipmentsE) Coordination of the team

FLOW DIAGRAM OF STRATEGY

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English

Counteracti

ve Section

Basic

Grammar

Reading(Normal Level)

Knowledge(Vocabulary)

Writing

Composition

PracticalMatter

CreativeMatter

Speaking(Based onlistening)

Scripting Assertions

Role Play

SpinningYarn

Elocution

Rhyming

Language Lab will bevery useful


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English

Accelerated

Section

AdvanceGrammar

Reading(Advance)

Writing

Creative

ScheduledImaginarySituations

Speaking

Debate

Anchoring

Formatted

Instantaneous(Prompt)

Symposium

InterrogationSkill

Presentation

Skill

Competition

Round table conference

Video conferencing

Picture composition

Group discussions


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maths

Counteractive

Section

Repetition offundamentals

Calculation

TableDecimals

More Practice

SkillsVedic Methods

(Shortcuts)

Mugging upAlgebraic &GeometricalConcepts

Average Task

maths

Accelerated

Section

Exposure

Skills

Mental Maths

Use ofadvancedVedic Maths

Abacus

QuickCalculationAbility

Quizzing Reasoning

Internet basedOriginal

Thinking

More ChallengingTask

Project PreparationPeer HelpPeer TeachingOlympiads / NTSEExpert Faculty


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GRADED LEARNING IN SCHOOL EDUCATION

Conceptual paper for Pre-Primary

Objective - To enhance child's competence level through Audio-video simulation and lateral

learning skills

Tools (General) Smart classroom, Analyzer machine, Visualizer, Indigenous E-packages, Random machine, E-worksheet, Language Lab, Physical Resources, Analogue Table, Flash cards, Mind maps, Abacus,Maths labs equipments, Science Park

PREFACE:

1. We live in a world (time) when the ability to absorb information rapidly and to think logically

and creatively are the key skills a child must be exposed to, in early years.

2. This programme will help parents guide their children as per their requirement by using

multiple intelligence techniques.

3. There are different strategies and tools to hone the skills of students of different calibre.

4. Of course gifted children in each subject must be given exposure to accelerated learning in

the field of their interest.

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MathematicalLogical

Slow Learner

Creative ThinkingArtistic bent

Counteractive Teaching

Slow Learner

Accelerated

Extraordinary

Learning

Goal

Mediocre

ProperAttention


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PROCESS

Classification

A General

B Lateral

General classification of grades may be based on following tools

a) Psychological battery test conducted in the presence of parent (subject wise)

b) Marks obtained by students in the class test ( subject wise)

c) Competence Preference matrix

The child may be asked his preferences and after evaluating his / her competence level gradesmay be decided.

d) Childs / Parents ambitions (but for a limited time period only)

B - (Lateral)

The basis of classification under this head is generally used during formative years. The childpossesses the following attributes with different magnitude.

Preferred Learning Style

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Different groups can be identified at preprimary level and befitting set of activities may be used

to hone a childs best abilities. This will prepare on the basis of their competence ground to

group the students in higher classes as per need and similarly, learning techniques may be

identified for different set of students as mentioned below

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The lateral classification may be executed on the basis of following objects.

In higher classes (with in the section)

1. Maths skills Calculation

Reasoning

Innovation

Remembering

2. Languages Skills Writing

Presenting (Speaking)

Creativity (reasoning)

Memorizing

3. Social Studies Skills Inquisitiveness

Memory (Recap.)

Social Aptitude

Comprehension

4. Science Skills Enquiry (Reasoning)

Innovation

Remembering (Mugging)

Scientific aptitude interest

5. Fine Arts/ Dance/ Interest

Music Skills Gifted (Talent)

Aptitude

Just Hobby

Lateral classification is advisable within the graded section (in case of large number of students).

This may be done by practice at Class I level (i.e. transition stage). This practice will help the

educator to identify the main factor behind the childs scores.

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INITIATION OF PROGRAMME FIRST STAGE

--- Initially we may make 3 groups

a) Extraordinary (One section) - Needs accelerated

Learning Methods /Skills

b) Average & Above average (2 sections) - Composite approachc) Counteractive section (One section) - Counteractive teaching

Extra support

This classification will be subject wise and these grades will be revised after three months(cumulative grades on the basis of continuous comprehensive evaluation).

There will be two different methods of teaching learning process.

(1) The teachers (For A & D section) will have to provide in-depth knowledge of subject and alarger repertoire of instructional strategies.

The teachers will have to learn few accelerated learning (Teaching) instruments (eg. VedicMaths Shortcuts)

(2) The teacher teaching B & C section (Composite section) must be able to design open-ended, divergent learning / teaching strategies accessible to students functioning atdifferent levels (i.e. Homogenous / heterogeneous groups) and they must designcooperative group tasks by identifying their competence level within the section.

We will have to arrange few visiting faculties for Class X to XII to incorporate higherlevel of thinking skill among A section students.

A full time coordinator is to be appointed to access ,classify and monitor theprocess.

Initially we may exercise this system for Maths and languages only.

Parallel periods in one class.

REINFORCE

This is the point where we take everything we have done in the previous steps and begin convertingthis information into long term memory. This is accomplished through applying the 7 intelligenceprinciples, through varied and creative repetition, and by conducting regular reviews of materialthroughout the learning process.

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Note: The teacher must exercise anecdotal report, positive group mechanism,social skills as well as independent learning skills by making hetro/homogenousgroups within the section.


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ENQUIRE

This process involves the act of measuring the effectiveness and efficiency of learning. This can bemeasured in 4 ways.

Firstly, through Immediate Reviews where we take in feedback on a continuous basis throughoutthe learning process.

Secondly, through Lesson Reviews where we review the effectiveness of the previous steps whenlearning new material.

Thirdly, we can apply Formal Reviews where we utilize tests and other grading methods to testknowledge of these principles.

And finally, conduct a System Review by over-viewing the entire learning process and looking atways it can be managed more effectively and improved in the future.

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Documents

Project Graded Learning_APJSS