exocorriges.com · Web viewCOMPUTER MASTI Trainer Manual Acknowledgement We are thankful to all those who have directly or indirectly contributed towards creating this trainer manual

COMPUTER MASTITrainer Manual

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Acknowledgement

We are thankful to all those who have directly or indirectly contributed towards creating this trainer manual on Computer Masti. A special thanks to our mentors and reviewers; Professor Sahana Murthy (IIT, Bombay) and Professor Sridhar Iyer (IIT, Bombay) for their guidance. We would also like to thank the writers of this guide and creators of Computer Masti for their contribution.

Authors of this guide

Chandrani Dasgupta

Neha Bhatia

Mahima Mehta

Monish Sonpal

Creators of Computer Masti

Editors Design

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Sridhar Iyer

Malati Baru

Sameer Sahashrabudhe

Swati Revandkar

Authors

Farida Umrani-Khan

Usha Vishwanathan

Vijayalakshmi Chitta

Illustrations

Kaumudi Sahasrabudhe

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Document history

Creation

Computer Masti is a collaborative product from InOpen Technologies and IIT, Bombay. InOpen has been providing Computer Masti learning solutions since academic year of 2009. The implementation of Computer Masti in any school is complimented with a teacher's training on Computer Masti and Open Source. The experience and learning from the successful implementation of Computer Masti and teacher's training in 2009 served as the basis for creating this “Trainer Manual”

This task of writing the training guide was undertaken with the goal of

1. providing support for schools implementing Computer Masti (concept based education in computers) for imparting better computer education to students.

2. raising the standard of computer education in schools through regular training of computer teachers.

3. initiating the use of Open Source technology at school level by providing basic knowledge for users to migrate from proprietary to open source technology

Review

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Preface

What is this manual ?

This is the training manual for the Computer Masti training programme designed for knowledge enhancement and skill building of the participating teachers on the following topics

Computer Masti Philosophy

Teaching Computer Masti

Computer Masti Applications

FOSS and Operating System

Internet Searches

Who can use this manual?

This document is designed for Computer Masti trainers who will be conducting the training for computer teachers of Computer Masti programme in urban English Medium school. This document is to guide the trainer on how every session in the training needs to be conducted.

For whom is the training meant for?

This training is basically meant for computer teachers from English medium schools in urban area

However, the course may also be useful for

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Teachers of various subjects in English medium schools in urban area

Parents from urban area

Structure of the document.

The manual has been divided into five categories with each category having one or more modules. Every module is further subdivided into units and every unit is a set of related topics to be covered for the training.

Each module has the following parts-

Name of the Module

Module level learning objectives which specifies what the trainees will be able to do after attending the training session on this module

Module Table of Content in a tabular format which gives the units in which the module has been divided, the learning objectives for the unit and the topics to be covered in every unit.

Module literature.

Units- Every unit specifies the following

◦ Unit number and name

◦ Materials required for the unit

◦ Time in which the training of this unit is to be covered

◦ Matrix for application of methodology for facilitation of learning the content in a tabular from which gives a detailed instruction about each and every step for conducting the training session and also categorises each step in accordance to the methodology. Each steps is numbered but not sequenced. The trainers have to follow the steps in the order in which they are numbered.

Here is a detailed description of the structure of every module,

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Module X.Y : Title of the module

Module level learning Objective

At t he end of the module, the trainee should be able to:

Define...

Write..

This section gives the learning objective for the module.

Module Table of Contents

Unit No Unit Name Unit Learning Objectives Unit Sub-topics

X.Y.1 This column gives the title of the unit.

This column gives the Learning objectives for the unit.

This column has the sub-topics for this unit such that the learning on these sub-topics will cover the learning objective for the units.

X.Y.2

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Unit X.Y.1: Unit Name

This gives the unit number and title.

Total Minutes

This specifies the amount of time to be given to this unit while training.

Materials Required

Here, necessary materials required for the training are specified. For eg., the materials could

Laptop/PC with necessary application installed

Templates and handouts specifying certain instructions for any activity, if any

Objects for interactive games and activities designed for the unit

Matrix for application of methodology for facilitation of learning of content

Topic

No

Activities to be performed/Questions to be asked by the trainer during the session to facilitate

Additional guidelines for trainers

Learning by Pratyaksha

Learning by Anumana

Learning by Agama

1 Topic: Abc..

Here are instructions so as to facilitate the learning in this topic by Pratyaksa/direct experience.

It can be by playing games, or by showing tools and letting them use the same.

Only where learning by Pratyaksha is not possible, instructions are mentioned to promote learning through reasoning

It can be by asking them questions or providing statements to logically link from what they know to what they need to

Wherever the previous two ways are not possible or the learner misses certain aspects of the topic through previous two ways, instructions are mentioned to provide the necessary knowledge directly.

Here are additional guidelines for the trainer.

The trainer is asked to take notes on how the session has been conducted, what were the doubts raised and whether there was any confusion, etc.

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Topic

No



learn It will help in improvement of the training document.

Training needs to be conducted such that the trainee learns through pratyaksha as much as possible. Where pratyaksha is not possible, the writer must design ways (through questioning and reasoning) such that the learing happens by logical reasoning. And finally where both of the above is not possible, provide the right knowledge directly.

For any particular topic, detailed instruction about each and every step is mentioned for conducting the training session and also categorises each step in accordance to the methodology (in three columns of Pratyaksha, Anumana, Agama). Each steps is numbered but not sequenced. The trainers have to follow the steps in the order in which they are numbered.

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How to use the document?

To begin using the document for training purpose, the trainer has to understand the structure of the whole document (described in the Structure of the document of the preface). The trainer should understand the learners objectives and how the module has been structured in order to meet those objectives. Once the learning objectives are clear, the trainer must read the Trainer's Manual atleast once before the training and this should be done in parallel to the 'Teacher's Guide' which has the literature for the topics. The teacher's guide is designed for the teachers participating in the training to refer for content on the topics.

Before any session of the training, the trainer has to read the 'Teacher's Guide' for the topics to be covered in the session to keep before reading the 'Matrix for application of methodology for facilitation of learning of content' for conducting the training. Within the matrix too, there are references to certain link or worksheets or activities; all these are compiled in Teacher's Guide. The trainer has to cross check the Teacher's Guide wherever specified. The trainer must also go through the 'Additional guidelines for trainers' to be aware of where notes need to be taken on the training for improvement in future trainings. This column also specifies alternate teaching learning strategies that the trainer may use for the training.

To conduct the session, the trainer has to follow the numbered steps in sequence across the columns categorised as 'Pratyaksha', 'Anumana' and 'Agama'. This categorisation specifies the mode in which the learning is intended based on Patanjali's Yoga Sutra.

Other points to keep in mind.

Wherever mentioned in the matrix “ as mentioned in the content of the module in teachers guide”- use the content of the teachers guide for points to state or discuss.

Go through the manual before beginning the session.

Ensure that the literature for the session is throughly

Carry the Trainer's Manual and Teachers's Guide everyday for the training session.

Refer to the Teachers's Guide where ever stated in the Training Module.

Check the hyperlinks and weblinks before beginning the session to ensure all the links are functioning properly.

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Keep all the materials required ready.

Keep a tag on the time, so that the session begins and ends as per the plan.

Use voice modulation while interacting with the participants where ever necessary.

Group formation

In case of group activity ensure that all the members are taking active part in the activity given.

Trainer should take into account all the queries and solve them. If the trainer is not sure of the answer, he/she should reply the next day.

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Learning objectives for the training

By the end of the training, participating teachers should be able to:

Apply Computer Masti philosophy in the teaching/learning process

Facilitate Computer Masti learning in classroom

Use Computer Masti applications and teach the same to children

Differentiate between open source and close source technology; their advantages and disadvantages

Explain certain basic concepts in in open source relevant to Computer Masti

Install customized Computer Masti (Ubuntu) Operation System (OS) in PC

Use Internet and search engines for data mining of relevant information

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Learning Facilitation Methodology

In Computer Masti, we do not believe in teaching children. Children have an innate capacity to learn on their own. They are not required to be taught. Teacher, as we understand, is one who acts as a bridge between the learner and true knowledge. Their role lies in facilitation of learning of children/learners by providing the necessary exposure, tools and conducive+encouraging atmosphere.

Computer Masti follows the Patanjali's Yoga Sutra for facilitation of learning in classroom and outside. The 'sutra' on education is Pratyaksha Anumana Agama Pramanani. 'Pramana' or right knowledge can be attained by;

1. 'Pratkyasha' or direct experience. For example;

Learning what skills are reinforced through the games by directly playing them

Learning lesson planning by developing a template for lesson plannng (based on the philosophy learned) and then plan the lesson as per the template

2. 'Anumana' or reasoning. For example;

Learning by analysis, the difference and similarity in usage of Open Office and MS Office

3. 'Agama' or information through authentic source

Learning happens best when the learner is directly involved in the learning process, i.e, through 'Pratyaksha'.Wherever 'Pratyaksha' is not possible, learning must be promoted through reasoning or 'Anumana'. Where both these options are not possible, the learner can be given the information directly. A teacher must try and facilitate learning in the above sequence such that children get maximum chance for 'Pratyaksha'

However, it is not feasible (it may be unsafe or physically impossible) to promote learning through 'Pratyaksha' or “Anumana' all the time. When given a topic, a teacher must think wisely, the best way to facilitate learning, which could be through

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any of the three ways.

Table of Content

Topic No Topic Page No

1 Computer Masti Philosophy 18

1.1 Introduction to CM-Design of syllabus and book 19

1.1.1 Approach towards syllabus 22

1.1.2 Design of chapters 25

1.2 5 Aspects of Education 29

1.2.1 5 Aspects of Education 32

1.2.2 Teaching a topic using the five aspects of education 35

1.3 Methodology of Teaching- Patanjali Yoga Sutra 37

1.3.1 Need of a structured curriculum for Computer Science at school level

40

1.3.2 Syllabus of Computer Masti- "What, Why and How" 42

2 Teaching Computer Masti 44

2.1 Lesson Planning 45

2.1.1 First time introduction of Computer Masti 51

2.1.2 Lesson Plan 53

2.1.3 Preparing yearly plans. 56

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2.1.4 Teaching Computer Masti Book (1-5) 58

2.2 Teaching CM: Delivery of lecture and Conduction of Hands On session

62

2.2.1 Classroom teaching 64

2.2.2 Hands on/activity Session 67

2.2.3 Best practices in class room 69

2.2.4 Using projector 71

2.3 Dealing with children and parents 74

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2.3.1 Unit: Dealing with children and parents 76

2.4 Assessment and Evaluation 81

2.4.1 Bloom's Taxonomy 85

2.4.2 Modes of assessment 93

2.4.3 Preparation of question paper 98

3 Computer Masti Applications 103

3.1 Games 1- Childsplay 104

3.1 Various Childsplay games and skill reinforced through the games

105

3.2 Game 2- GCompris

3.2.1 GCompris-Various games and skills reinforced through these games

3.3 Game 3- Tux Math

3.3.1 TuxMath-Various categories of games

3.4 Stepwise thinking

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3.4.1 Stepwise thinking and its importance

3.5 Programming with Scratch

3.5.1 About programming and programming languages and introduction to scratch

3.5.2 Features of scratch

3.5.3 Usage of various features and simple program

3.5.4 Writing a program for more than one sprite and co-ordinating various programs

3.5.5 Writing program in classroom

3.6 Open Office 1 – Word Processor vis a vis MS word

3.6.1 Open Office 1 – Word Processor vis a vis MS word- Difference in basic features

3.6.2 Open Office 1 – Word Processor Advanced functions

3.7 Open Office 2 – Spreadsheet vis a vis MS excel

3.7.1 Open Office 2 – Spreadsheet vis a vis MS excel- Difference in basic features

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3.7.2 Open Office 2 – Spreadsheet Advanced functions

3.8 Open Office 3 – Open Office presentation vis a vis MS Office Presentation

3.8.1 Open Office 3 – Open Office presentation vis a vis MS Office Presentation- Difference in basic features

3.8.2 Open Office 3 – Open Office presentation Advanced functions

3.9 Creative- Tux Paint

3.9.1 Using Tux Paint

4 FOSS and Operating System

4.1 Operating System

4.2 Introduction to FOSS

4.3 Installation of OS (CM/ubuntu)

4.4 Basics from PC (Part 1)


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5 Internet Searches

5.1 Effective net searches and educational websites

5.1.1 Effective searching using Google

5.1.2 Various educational websites

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Computer Masti Philosophy

1.1 Introduction to CM-Design of syllabus and book

1.2 5 Aspects of Education

1.3 Methodology of Teaching- Patanjali Yoga Sutra

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Module 1.1: Introduction to CM-Design of syllabus and book

Module level Learning Objective

At the end of the module, the trainee should be able to:

Analyze the importance of the approach taken towards designing the syllabus

Recognize the design and salient features of the chapter

Analyze how the approach of syllabus has been integrated in designing the chapters


Unit No

Unit Name Unit Learning Objectives Unit Sub-topics

1.1.1 Approach towards syllabus

This section introduces Computer Masti to the audience and sets the broader framework/perspective of understanding rest of the training.

Recognize the need for a structured curriculum for computers.

Discuss the reason behind the topic chosen for each class.

1. Need of a structured curriculum for Computer Science at school level

2. Syllabus of Computer Masti- "What, Why and How"

1.1.2 Design of chapters Identify the design components of chapters (Aim--> Teachers corner)

1. Salient features of the book and their purpose

2. Structure of Computer Masti Chapters

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This section introduces the CM books to the audience and relates how the book meets the goal of the curriculum.

Identify the various other salient features of the book (story board format, secular characters, extensive usage of illustration)

Analyse the difference of Computer Masti book compared to the books that they were following earlier.

Analyse the division of topic in concept with respect to its importance and the content of the curriculum

3. Concept before Skill

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Module Literature

Reference reads:

Computer science curriculum for schools- CSC, April 2010

All research papers on CM- by CM authors

Computer Science syllabus for primary and secondary children by NCERT, CBSE, ICSE

Constructivist approach to teaching and learning- Santosh Sharma (NCERT book)

----------------------------------X-----------------------------------

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Unit 1.1.1: Approach towards syllabus

Materials Required

Computer Masti Books

Total Minutes

30 minutes

Matrix for application of methodology for facilitation of learning the content

Topic

No

Activities to be performed/Questions to be asked by the trainer during the session to facilitate Additional guidelines for trainersLearning by Pratyaksha Learning by Anumana Learning by Agama

1 Need of a structured curriculum for Computer Science at school level (15 minutes)

1. Ask the trainees what all topics do they teach at each standard. Ask from 1st standard onwards.

Draw a table to map the response according to class.

2. Ask them whether they have seen Computer Science books. Ask them “What have you seen?”

Write the responses on the board. (This

5. Tell the trainees that the pace with technology is developing, the tools that we learnt 5-7 years back have become outdated and this trend is going to continue.

7. The purpose of any curriculum in computers should not only be to teach skills of present day computers but also make children comfortable to the use of technology. Learning should be concept based so that they can adapt to

Take note of their responses during point no 6. It will be useful for future trainings.

May allow a GD for point number 3

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Topic

No


step is just make everyone aware of the various publications)

3. Now ask them, have they thought why a particular topic must be taught in any particular class? Say class 1

If someone says yes, ask him/her the reason and ask the rest of the audience if they like the idea. Allow a small discussion on pros and cons of a topic chosen for teaching standard 1.

(Probable responses Yes/No)

4. Ask them whether the topics they are teaching now can become outdated in 5 years time? ( Probable responses Yes)

6. Now ask the trainees that in such a scenario how should we plan the curriculum and what kind of learning should such curriculum inculcate.

change in technology when it changes.

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Topic

No


2

Syllabus of Computer Masti- "What, Why and How" (15 minutes)

2. Give some time to go through teachers guide module 1.1, topic 1- Need for a structured curriculum on page________

3. Ask the trainees, why do they think “Why” in choosing a topic for a standard is important.

1. Computer Masti syllabus is designed keeping in mind the growth of children across standards. The syllabus was built on the foundation of the two axes of What, Why and How on one side and Concept, Skill and Social aspect on the other side

Explain the axes from the unit handout by drawing on the board.

5-7 minutes to go through the unit handout.

A GD or brainstorming, may be allowed for point 3

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Unit 1.1.2 Design of chapters

Materials Required

Computer Masti books

Total Minutes

60 minutes


Topic

No


1 Salient features of Computer Masti books (20 minutes)

1. Ask the trainees to open any book and observe the various features. Once they observe, ask each of the participant to mention one point not mentioned earlier.

Write on the board as they say, making a table with two columns. One for design of book and the other for

3. Now ask them how these feature make Computer Masti book more effective for teaching computer to young kids.(One person is asked at a time and others are asked to validate it.)

2. Add any point they missed of the salient (design) features by refering to the unit handout.

Tell them that you have separated the two features for convenience purpose and will discuss the other later.

Let only 2-3 person comment on the purpose some trainee says in step 3

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Topic

No


structure of chapter.

2

Structure of Computer Masti chapters (20 minutes)

1. Ask the trainees to open any chapter of any book and observe only the structure of the chapter. Once they observe, ask each of the participant to mention one point not mentioned earlier.

Write on the board as they say, in the correct sequence making a table with three columns. One for book and chapter name, the second for the structure and other for the purpose of the structure.

Note: They will observe that all the chapters from all the book will have the same structure.

3. Now ask them the purpose for each of them, in sequence.

2. Add any point they missed by refering to the unit handout. Remove the design features keeping only the structure features of the chapter alone.

4. Once all the points are discussed, tell them that all the books follow the same structure. The structure is well thought of so that learning happens in an organized fashion. Organized learning is more effective to remember and recall.

Give 2-3 minutes to observe the structure

3 Concept before skill (20 minutes)

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Topic

No


6. Tell the trainees, to refer the the books figure out how CM stresses on the concept first and then the skills.

For example, ask them to read the first to pages of Lesson 4 of book II

7. Ask every group to take couple of minutes and think of similar examples where learning can be divided in to concept and skills.

1. Ask the trainees: "What does a mechanic do?"

Make a table with two columns and in the first column, write the responses relating to a mechanic.

Now, ask them that if there is a mechanic of a car company (say Tata), will he also be able to understand the problems of car of another company with different design.

Expected answer: No, Yes

Those who say yes, ask them the reason they say yes. Ask those who say no, why did they say no.

2. Now ask them, who designs the mechanical parts of any car

Expected answer: A mechanical engineer.

3. Ask "What does an engineer do?"

4. Tell the trainees that all cars run by petrol follow the same mechanical principals, irrespective of the design. This is because physical principles (e.g. Newton's Laws) do not change with where and how it is applied. Cars may change and designs may change but physical principals will remains the same. In the same way concepts behind a topic is more universal and less changing than any particular application of the concept. Hence it is the concept behind a particular knowledge that we must address first and with greater emphasis.

5. Engineers learn broader concepts and mechanics learn particular skills.

Note: There may be arguments that mechanics are sometimes better than engineers. In such case, mention that the role of a mechanic is to repair an engine that is not working properly (which is skill based) while that of an

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Topic

No


Map the response in the second column.

engineer is to study the principles, design machines and understand the reason behind problems (which is concept based). Their roles may or may not overlap and that both kinds are required.

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Module 1.2: Five Aspects of Education



State and differentiate between the five aspects of education

Teach a topic from Computer Masti book following the five aspect of education


Unit No


1.2.1 The 5 aspects of education

Information, Concept, Imagination, Attitude, Freedom.

State each of the 5 aspects of education

Explain each of the 5 aspects of education

Discuss the role/attitude a teacher must play/take while teaching using the 5 aspects

1. Education and its purpose.

2. Role of a teacher

3. 5 aspects of education

1.2.2 Teaching a topic using the five aspects of education

Demonstrate how to

Teach a topic from Computer Masti book following the five aspect of education

1. Teaching a topic using the five aspects.

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facilitate the learning in a topic such that the 5 aspects are addressed and make all the participants do the same

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Module Literature

Refer to the Teachers' Guide

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Unit 1.2.1 The 5 aspects of education

Materials Required

Nothing

Total time required:

35 minutes


Topic

No


1 Education and its purpose (10 minutes)

3. Ask the trainees to read toppic 1 from module 1.2 on page _____ about various people have to say on education

1. Ask the trainee about the meaning of education.

Take note of their suggestion on the board.

2. Now ask the trainees about the purpose of education.

Take note of their suggestion on the board.

4. Ask the trainees if all of these people they read about, have similar or

5. Stress upon the idea that one of the major purpose of education is to equip the children with the faculty of thought and reflection.

It should teach children “How to think”

6. Relate what the trainees say to the meaning and purpose of education as mentioned in the handout.

Circle the suggestion which indicates education to be as transfer of

Take a note of all the suggestion. Can be useful for future training.

Allow some discussion on point 4

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Topic

No


different opinion on education. Is there anything common in what they say?

knowledge and say this is the pitfall we have to cautious of. Also tell them that may be by the end of this training we will be able to discover why is it a pitfall.

2 Role of a teacher (15 minutes)

1. Ask the trainees “What type of teacher would you want for your child?”

Let them answer and write points on the board. They will say points like: knowledgeable, disciplined, caring, talented, friendly, creative, efficient, impartial, playful, positive, etc.

Lead them to the realization: 'We need to be such a teacher ourselves'!

3. Ask the trainees that when children are born and till they grow up to be 2years old, is there any change in the learning of children.

Expected ans: Yes, a lot.

2. Now tell them all of us have these qualities and do use them also. But, such instances are rare and most of the time we just involve in transferring knowledge to our children. This is our day to day approach towards education.

4. Tell the trainees that till about 2 years, they do not have any formal education and still they learn a lot. It means that they have an intrinsic capacity to learn.

5. Tell them that children are natural learners and have all the requisite virtues of becoming a true learner.

7. Tell them that we do require

Allow teachers to express their opinion on point 1 and allow some discussion/brainstorming

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Topic

No


6. But if children are natural learners, do they require teacher? If yes, ask why?

Expected ans: Yes.

Note their answer on board.

9. Ask them how we can facilitate knowledge.

Note their response on the board andfll any gaps from the unit handout.

teachers but no teaching is required. We require teachers to give direction to their learning.

8. Tell them "Teachers should be "facilitators of knowledge" who provide the necessary tools and stimulus to ignite the thinking of children and then act as a guide who "provides the right direction."

3 Five aspects of education (10 minutes)

1. Ask the trainees what are the aspects of education.

Make note of all the points they say, on the board.

2. Map their suggestion into the five aspects of education.

3. Tell the trainees that Guruji has given five aspects of education. Introduce the five aspects and discuss that most of the suggestions they made fall into these five aspects.

4. Discuss an example to bring the idea out more clearly.

Trainer may use any well thought example to illustrate the five aspects of education or use the one mentioned in the trainee handout.

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Unit 1.2.2: Teaching a topic using the five aspects of education

Materials Required

Worksheet of module 1.2 in Teacher's Guide

A prize to be given to the group which shows the best understanding of the five aspects of education

Total time required:

45 minutes


Topic

No


1 Teaching a topic using the five aspects (45 minutes)

1. Ask every trainee to choose a topic they like teaching.

3. Once they have written their teaching activity, tell the trainees to look into each other's method within the group and get feedback.

2. Ask them how would they teach that topic such that the five aspects are covered.

Ask them what is the concept? What information will you give? What attitude will you like to inculcate?

Give the trainees some time (5-10 min) to plan but don't give them a fixed amount of time. Giving time

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Topic

No


4. Tell every group to choose one person within the group to present his/her topic and teaching methodology to the rest of the class.

How will you trigger imagination? What freedom will you give?

Tell them that space is provided in the handout where they must plan the same.

may be an unnecessary pressure.

10 minutes to discuss within the group.

5-10 min per group to present their topic.

A gift for the one who shows the best understanding of the Sutra.

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Module 1.3: Methodology of Teaching- Patanjali's Yoga Sutra



Explain the various heads of Patanjali Yoga Sutra

Teach a topic from computer subject following Patanjali Yoga Sutra


Unit No


1.3.1 Patanjali's Yoga Sutra

Pratyaksha, Anumana, Aagma, Pramana

State the Sutra on Education of the Patanjali Yoga Sutras

Explain the Sutra on Education of the Patanjali Yoga Sutras

1. The Sutra on Education by Patnajali: Methodology of Computer Masti

1.3.2 Teaching a topic using Patanjali's Yoga Sutra

Demonstrate how to facilitate the learning in a topic using the 4 sutras and make all the participants do the same

Teach a topic from computer subject following Patanjali Yoga Sutra

1. Facilitating learning using the Yoga Sutra.

Module Literature

39

Read the Teachers' Guide.

Please add some reading suggestions (Shridhar Sir)

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Unit 1.3.1: Patanjali's Yoga Sutra

Materials Required

Properly washed tulsi leaf for all the participants

Total Minutes

30 minutes


Topic

No


1 The Sutras on Education by Patnajali: Methodology of Computer Masti (30 minutes)

1. Distribute properly washed tulsi leaf to all the trainees. Do not tell the trainees what leaf it is.

2. Ask them to observe, touch, smell and write 5 statements about the leaf.

3. Now ask them to eat the leaf.

In case they have reservation in eating the leaf, tell them that you (trainer) are their teacher and will not consciously involve in any activity that will harm them.

4. Now ask them what kind of leaves human beings eat?

Trainees will give answers like healthy, nutritious, medicinal etc.

Write these words on the board.

6. Ask them, if they were to see a tulsi leaf again, will they be able to recognize it.

Probable answer: Yes.

5. Tell them that the leaf they just ate was leaf of a tulsi plant which is a medicinal plant if they do not guess it yet.

8. Tell them that this way of learning by directly experiencing is called Pratyaksha.

11. Tell them that this way of learning through thinking and reasoning is called Anumana.

14. This way of learning when

It could be better if some other medicinal plant could be used that the trainees may not have seen.

Pilot test this experiment to check for probable answer and see if the desired learning happens or not.

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Topic

No


7. How did they learn about this leaf? Someone told them or they read in a book?

They will say: they saw it and felt it.

9. Now, tell them that they must have observed the CM books. Write the features of the book that were discussed during module 1.1.

10. Ask them how will these features benefit children's learning.

12. Now ask them how did they learn that it is medicinal plant?

Ans: The trainer told them

13. Now ask them how did they know that the features of CM book will actually help children learning?

Probable answer: They thought, they reasoned out.

something is taught by direct transfer of information from an authentic source is called Agama

15. Introduce the Sutra- Pratyaksha....Pramana and explain again.

16. Ask 2 of the trainees how would they have taught if they were given the same topic.

Note the points in the board in the order stated.

17. Stress that the order is very important and we tend to do just the opposite

18. Tell Learning happens best through Pratyaksha. Where Pratyaksha is not possible, learning must be encouraged through Anumana. Where both of the above is not possible, then give direct information (Agama)

This section must be conducted after they have seen and analyzed the books

1-4 is Pratyaksha example

5 is Aagma example

6-7 is anumana example

8-10 is relating the example to Pratyaksha

11-12 is relating the example to Agama

13-14 is relating the example to Anumana

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Unit 1.3.2:Teaching a topic using Patanjali's Yoga Sutra

Materials Required

Worksheet of module 1.3 in Teacher's guide

Total Minutes

60 minutes


Topic

No


1 Facilitating learning using the Yoga Sutra. (60 minutes)

1. Ask every trainee to choose a topic from Computer they like teaching.

3. Once they have written their teaching activity, tell the trainees to look into each other's method within the group and get feedback.

4. Tell every group to choose one person within the group to present

2. Ask them how would they teach that topic such that the children learns maximum by pratyaksha, followed by anumana and Agama.

Ask them how will they plan such that children will learn maximum by direct experience? What will be the thinking and reasoning activities? What

Give the trainees some time (5-10 min) to plan but don't give them a fixed amount of time. Giving time may be an unnecessary pressure.

43

Topic

No


his/her topic and teaching methodology to the rest of the class.

information will be directly given?

Tell them that space is provided in the handout where they must plan the same.

10 minutes to discuss within the group.

5-10 min per group to present their topic.

A gift for the one who shows the best understanding of the Sutra.

44

2 Teaching Computer Masti2.1 Lesson Planning

2.2 Teaching CM: Delivery of lecture and Conduction of Hands On session

2.3 Dealing with children and parents

2.4 Assessment and Evaluation

45

Module 2.1: Lesson Planning


At the end of the module, the teachers should be able to:

Devise a plan for first time introduction of CM to classes 2 and above.

State the various stages of planning a lesson/topic

Prepare a lesson plan integrating the structure of the chapter for providing maximum interactivity


Unit No


2.1.1 First time introduction of Computer Masti

The aim of the section is to prepare the teachers for effectively planning the yearly schedule such that all topics of previous levels are covered, when CM is introduced for the first time at higher levels

Discuss the problems faced in first time introduction of CM at higher classes (2-4)

Choose topics to be taught to the students from the previous levels of books before starting the book decided for the class

Prepare a plan for implementation of CM across standards 2-onwards when the curriculum is implemented for the first time

1. Problems faced while introducing Computer Masti for the first time.

2. Topics of previous levels to be covered for standard 2 and above when Computer Masti is implemented for the first time.

3. Preparing yearly plans.

46

2.1.2 Lesson Planning Discuss the need for planning a lesson before taking a class.

Discuss the various issues to be addressed while planning a lesson.

1. Introduction to lesson planning

2. Need for lesson planning

3. Planning a lesson

2.1.3 Preparing a Lesson Plan

Discuss the utility/function of the various heads of the template for lesson planning.

Prepare lesson plan for teaching any topic from computers to students of a given standard.

1. Templates

2. Worksheet

2.1.4 Topics from book 1 - 5 Identify their present state of understanding of the various topics in book 1-5

Map out the topics of book 1-5 they need to enhance their knowledge

Clarify all the doubts they have in any topic of book 1-5

1. Topics of book 1 & 2

2. Topics of book 3 & 4

3. Topics of book 5

47

Module Literature

A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teachers to guide class instruction. Planning the material is as much difficult as delivering the lessons. Planning is when you look at the curriculum standards and develop the content that match those standards you also have to take into consideration the needs of the children you are planning for. Luckily, textbooks that are adopted for your subject areas are typically written with this in mind. All details should be written down to assist the smooth delivery of the content. The extent of the detail will vary depending on the number of years of experience that the teachers has and the number of times he/she has taught the lesson. Obviously, an instructor with several years of experience may have plans that are much less detailed than beginning teachers. There will be requirements mandated by the school system that employs you regarding your responsibilities.

Writing Lesson Plans is a preliminary and essential stage that helps increase the success-rate of the teaching. Once the lesson plan is ready the teachers can easily carry out the teaching following the plan. Irrespective of the experience a teachers can perform well with the help of a lesson plan. It also gives the teachers time to think properly how well can they teach a particular topic.

The complete cycle of lesson planning includes eight steps:

(1) Determine the objective- Objectives need to be student-centered. For instance, the objective of a lesson on developing a lesson plan might be for each student to know the eight steps of effective lesson planning as listed in this chapter. The objective might want each student to comprehend the eight steps appropriate to effective lesson planning or even to be able to apply the eight steps of lesson planning. Whatever the level of objective be, it should clearly state the learning outcome of the students. Without a clear objective the instructions may become direction less.

(2) Research the topic as defined by the objective - The objective should determine the research that needs to be done. On the other hand, research may justify a decision to modify an objective or rearrange main points for greater accuracy or clarity.

Usefulness and appropriateness are two important criteria for selecting relevant material. To be appropriate, information should relate to the lesson objective and have a high possibility for student retention. To be useful, it should aid both the instructor and the students in the teaching-learning process. If the instructor selects material solely on the basis of its interest value, a lesson may be filled with interesting information but of little learning value to the student. On the other hand, dry, uninteresting facts even though they are very important-may also defeat the instructor's purpose. Students are more likely to grasp and retain facts and concepts that are enriched with interesting support material and arranged in a way that enhances learning.

(3) Select the appropriate instructional method - After deciding exactly what to teach, the instructor determines the best possible way to teach and the relevant instructional method to use. When related to instruction, "method" refers to a combination of techniques or skills used by the instructor to engage students in meaningful learning experiences. A method is a broad approach to instruction-for example, the lecture method or the guided discussion method. A technique, on the other hand is a specific concrete skill or procedure used in implementing a method-for example, the technique of using the chalkboard or of using an analogy as support material.

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(4) Identify a usable lesson planning format - Good lesson planning is essential for any systematic approach to instruction. Although many instructors become discouraged by the time required for good lesson planning, a well written and properly used lesson plan can be a very worthwhile teaching aid. Experienced instructors use written lesson plans for a variety of purposes. They can be checkpoints to ensure well-planned learning experiences. They can serve as teaching guides during lessons and as references for other instructors who may teach for us in emergencies. They also serve as convenient records of an instructor's planning techniques and methods of teaching. One of the most practical functions of lesson plans is that they serve as step-by-step guides for instructors in developing teaching and learning activities.

(5) Decide how to organize the lesson - Time or the chronological pattern of lesson organization is a natural way of arranging events in the sequence of order in which they happened, or in giving directions in the order to be followed in carrying them out. This kind of organization is sometimes called sequential organization. Certain processes, procedures, or historical movements and developments can often be explained best with a time sequence pattern.

(6) Choose appropriate support material - A major factor determining development of the lesson outline is the kind of support material we decide to use, While the organization of ideas forms the basic structure of any lesson, almost all ideas need some form of clarification or proof to facilitate learning.

Most students find it difficult to understand unsupported ideas or assertions. Suppose, for instance, the students are informed that it is important to organize a speech or a lesson according to one of several patterns of presentation. They are also told about the most common patterns are time, space, cause, problem-solution, pro-con, and topic. Most likely, the information provided will not help the students to actually use these patterns of organization. Such patterns has to be explained properly.

The subject, the method, the ability of students, the size of the class, and similar factors will help determine the amount and kinds of support material that might be required. It may also include some visual support.

Verbal support is needed either (1) to clarify or explain the points or (2) to prove the assertions. Definitions, examples, and comparisons are used primarily for clarification support. Their use as proof is limited. Statistics and testimony of experts can be used either for clarification or proof. With lectures and other presentational methods, the instructor actually furnishes the support. With methods involving student interaction, such as the guided discussion, instructors use questions to encourage support materials from the students.

(7) Prepare the beginning and ending of the lesson - Introduction to a lesson should serve several purposes:

to establish a common ground between the instructor and students,

to capture and hold attention,

to outline the lesson and relate it to the overall course,

to point out benefits to the student, and

to lead the student into the lesson content.

49

While humor may be appropriate, the introduction should be free of irrelevant stories, jokes, or incidents that distract from the lesson objective. It should not contain long or apologetic remarks that are likely to dampen student interest in the lesson. Educators often speak of three necessary elements in the introduction of a lesson:

To gain attention: the instructor may relate some incident that focuses on the subject and provides a background for the lesson. Another approach may be to make an unexpected or surprising statement or ask a question that relates the lesson to group needs. A rhetorical question (Have you ever ... ? or Can you imagine ... ?) may be effective. At other times, nothing more than a clear indication that the lesson has begun is sufficient. In all instances, the primary concern is to focus student attention on the subject.

Motivation: the instructor should use the introduction to discuss specific reasons why the students need to learn whatever they are about to learn. In this motivational discussion, the instructor should make a personal appeal to students and reinforce their desire to learn. The appeal may relate the learning to career advancement or to some other need. But in every instance, the instructor should cite a specific application for student learning experiences. In many cases, the need for this lesson as a foundation for future lessons is strong motivation. This motivational appeal should continue throughout the lesson. If a brief mention of needs is made only in the introduction, the instructor is square-filling, not motivating.

To provide an overview of lesson material: For most instructional methods, the introduction should provide an overview of what is to be covered during the class period. An overview with a clear, concise presentation of the objective and key objective and key ideas serves as a road map for learning. Effective visual aids can be helpful at this point. A clear overview can contribute greatly to a lesson by removing doubts in the minds of the learners about where the lesson is going and how they are going to get there. Students can be told what will be covered or left out and why. They can be informed about how the ideas have been organized. Research shows that students understand better and retain more when they know what to expect. The purpose of the overview is to prepare students to listen to the body of the lesson.

Conclusion. The conclusion of a lesson may stick with the students longer than anything else said. For this reason, we should give much care to its preparation. But the conclusion is also important in its own right. The conclusion of most lessons should accomplish three things: summarize, re-motivate, and provide closure.

Final Summary. Short or interim knowledge-level summaries may be appropriate at various places in a knowledge-level lesson, for example, after each main point has been made. But final knowledge-level summaries come after all main points of the lesson have been made. An effective knowledge-level summary retraces the important elements of the lesson. As the term suggests, a final knowledge-level summary reviews the main points in a concise manner. By reviewing the main points, it can aid students' retention of information and give them a chance to fill in missing information in their notes.

In lessons designed to reach a conclusion (principle), a comprehension-level summary is desired as the final summary. Short or interim comprehension-level summaries may come at the conclusion of main points. But the final comprehension-level summary comes after all main points of the lesson have been made and serves as the first part of the lesson conclusion. The purpose of a comprehension-level summary is to provide logical and consistent reasons which support or lead to the desired conclusion (lesson objective).

50

The comprehension-level final summary may require several minutes. While containing a brief restatement of significant information, it requires an expansion of key items to establish relationships which lead to a generalization. The generalization is the instructional objective. New support material can be introduced when needed to establish the generalization.

Re-motivation. The purpose of the re-motivation is to instill in students a desire to retain and use what they have learned. Effective instructors provide motivation throughout the lesson. But the re-motivation step is the instructor's last chance to let students know why the information presented in the lesson is so important to the student as an individual. Perhaps it is important because it provides the groundwork for future lessons or because it will help do their jobs more effectively. But whatever the reasons given, they should be ones that appeal directly to the students and show the importance to them of what was learned.

Closure. For many instructors the closure presents the most difficult challenge in planning a lesson. Students need to be released from active participation. In lectures they need to be released from listening. In interactive methods they need to know that it is time for their verbal participation to cease. Sometimes instructors, at a loss as how to close, say, "Well that's about all I have to say," or "I guess I don't have anything else." This type of closure is not very satisfying. There are much more effective ways of closing. Sometimes vocal inflection can signal that the lesson is ending. Quotations, stories, or humorous incidents can also provide effective closure. Sometimes when the lesson is to followed by others in the same block of instruction, we might say something such as, "Next time, then, we will continue with our discussion of... Between now and then if you have any questions" come to my office and I'll see if I can answer them for you.

(8) Prepare a final outline: After completing all the above mentioned steps the final outline of the lesson plan is prepared. There can be two version of such outline. One version will be very complete-almost in manuscript form-so we can return to it several weeks or months later when we have to teach the lesson again or when someone else must teach the lesson. Another version will be much briefer perhaps only one page long, or written on cards so we can carry it with us to the classroom and teach from it. This brief outline may be thought of as a keyword outline with key words and phrases to remind us of main points, sub-points, support material we plan to use, questions we might ask, and the things we want to mention in the introduction and conclusion of the lesson.

Some samples of lesson plan:

1. http://www.getworksheets.com/samples/lessonplans/awesomemath.html

2. http://www.tammypayton.net/library/lesson.shtml

3. http://writing.colostate.edu/guides/teaching/lesson_plans/pop2f.cfm

4. http://www.ncrtec.org/tl/lp/

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http://www.ncrtec.org/tl/lp/

http://writing.colostate.edu/guides/teaching/lesson_plans/pop2f.cfm

http://www.tammypayton.net/library/lesson.shtml

http://www.getworksheets.com/samples/lessonplans/awesomemath.html

Unit 2.1.1:First time introduction of Computer Masti

Materials Required

None

Total Minutes

20 minutes


Topic

No


1

Problems faced while introducing Computer Masti for the first time. (10 min)

1. Ask the teachers that since they will be using Computer Masti for the first time, do they see any problem in implementing this curriculum.

2. Read the points from the board which according to them are faced during implementation of a new or alternate curriculum

3. Also tell them of the kind of problems a teachers may face on first time introduction of Computer Masti which has not been mentioned already.

Jot down their points on the white board sequentially

52

Topic

No


2

Topics of previous levels to be covered for standard 2 and above when Computer Masti is implemented for the first time. (5 min)

1. Tell the teachers to go through the unit handout point no.2 Topics of previous levels to be covered for standard 2 and above when Computer Masti is implemented for the first time, on Page no __

2. Ask them if they have any doubt and clarify the same.

3

Preparing yearly plans. (5 min)

2. Tell the teachers to go through the sample yearly plan on page no. __

1. Tell the teachers that to successfully implement the idea of teaching the concepts of previous levels and also cover the prescribed syllabus for the standard, they will have to plan their teaching for a whole year. They must be judicious in preparing such plan and must take into consideration, the time table/ calendar of the school.

53

Unit 2.1.2: Lesson Planning

Materials Required:

Computer with Internet working. List of links of the sample lesson plans

Total Minutes:

20 minutes


Topic

No


1

Introduction to lesson planning ( 5 min )

1. Pose the following question to the teachers. who prepares lesson plan for their class. Ask them to raise their hand.

2. Ask a few of them what do they mean by the lesson plan. Once they explain about their lesson plan, ask them if preparing lesson plan is useful.

3. Explain what is lesson plan by referring unit handout point 4 Introduction to lesson planning

4. Ask the teachers to refer point 7. Sample lesson plan

5. Show the teachers layout of sample lesson plan (links provided in the module literature)

Refer to the module literature before beginning with the session.

Keep the links of sample lesson plan in hand. Check if all are working

2 Need for planning a lesson ( 5 min )

54

Topic

No


1. Narrate the following: This training session is a pre-planned session. Each and every steps of the instructor has been planned according to the goal of the training session. Think what would have happen if the instructor do not have a stepwise plan about how to conduct a training program or teaching a class.

2. Ask each one to give one point orally about what will happen if the lesson is planned as narrated in the previous scenario.

3. Inform the teachers that all the listed points basically tells why we need a lesson plan.

If some of the points are missed the by the participants, discuss by referring unit handout point 5. Need for planning a lesson .

Jot down the point brainstormed during the session sequentially

3 Planning a lesson ( 10 min)

1. Ask the teachers to take some time to read point 6 planning a lesson on pg no__

2. Ask them to refer the sample lesson plan on next page and identify the objectives, the instructional method,

3. Ask if they can now identify the elements in a lesson plan. Ask if anyone has doubt. Clarify, if required.

4. Ask them to comment on the format and the planning from their view point.

Take 3 to 4 comments from the teachers and sum up the discussion by informing the need of following a systematic plan.

55

Topic

No


introduction and summarization.

56

Unit 2.1.3: Preparing a lesson plan

Materials Required

A gift for the group that prepares the best lesson plan.

Total Minutes

50 minutes


Topic

No


1

Sample Lesson plan (10 min)

1. Ask every teachers to go through the sample lesson plan on page no __.

2. Ask the teachers about the level of detailing that is done in sample lesson plan.

Expected answer: Very detailed.

3. Ask the teachers how can such a lesson plan will bring clarity towards their own thought and make their teaching effective.

4. Tell them that they will now prepare a lesson plan themselves, but before that they should understand the template

5. Discuss the template which is worksheet b. Preparing a lesson plan.

Note their responses to topic 3 for future reference.

57

Topic

No


2 Guidelines for Lesson plan (10 min)

1. Ask every teachers to go through point no. 8 Guidelines for using lesson plan.

2. Ask them if they understand the purpose of each of the heads in the lesson plan template.

Clarify doubts if any

3. Re-emphasize the purpose of each of the heads in lesson plan.

3

Preparing a Lesson plan (30 min)

1. Randomly form group of 3 and ask each group to choose a topic from any of the books of computer Masti.

3. Tell every group to choose one person within the group to present his/her lesson plan.

2. Ask them to prepare a lesson plan for their chosen topic

Tell them to do so, in worksheet b. Preparing a lesson plan

Give the teachers some time (10 - 15 min) to plan but don't give them a fixed amount of time. Giving time may be an unnecessary pressure.

5 min per group to present their topic.

A gift for the group that presents the best lesson plan.

58

Unit 2.1.4 Computer Masti Book (1-5)

Materials Required

Book 1 and book 2

Book 3 and 4

Book 5

Total Minutes

30 minutes


Topic

No


1 Topics of book 1 & 2 (10 min)

1. Ask all the teachers to go through book 1 and book 2 and look for what they already know and what is new to them. Ask them to look through the topics and activities.

Provide 5 minutes for this task

6. Ask them if they have any doubts regarding the topics they already know.

Clarify these doubts.

4. Note the topics and activities on white board

5. Tell the teachers that all these topics and activities will be covered during training.

Note the topics and activities that are not a part of the training for your reference. We will have to prepare on these topics for next training

59

Topic

No


2. Ask a couple of teachers for topics and activities that are new to them and write in the suitable column of worksheet a. Topics and activities of book 1-5

3. Ask all the teachers if there are some other topics and activities that they find new in Computer Masti which has not already been mentioned.

Expected answer: Stepwise thinking, games in the activity, Asanas, Scratch.

2 Topics of book 3&4 (10 min)

1. Ask all the teachers to go through book 3 and book 4 and look for what they already know and what is new to them. Ask them to look through the topics and activities.


2. Ask a couple of teachers for topics and activities that are new to them and write in the suitable column of



4. Note the topics and activities on white board.


60

Topic

No


worksheet a. Topics and activities of book 1-5

3. Ask all the teachers if there are some other topics and activities that they find new in Computer Masti which has not already been mentioned

Expected answer: Stepwise .thinking, games in the activity, Asanas, Scratch.

3 Topics of book 5 (10 min)

1.Ask all the teachers to go through book 5 and look for what they already know and what is new to them. Ask them to look through the topics and activities.


2. Ask a couple of teachers for topics and activities that are new to them and write in the suitable column of worksheet a. Topics and activities of book 1-5



4. Note the topics and activities on white board


61

Topic

No


3. Ask all the teachers if there are some other topics and activities that they find new in Computer Masti which has not already been mentioned.

Expected answer: Stepwise thinking, games in the activity, Asanas, Scratch

62

Module 2.2: Facilitation learning in CM: Delivery of lecture and Conduction of Hands On session



Suggest different ways of using the various aspects of the chapter in classroom teaching (include story format, worksheets, teachers's corner)

Explain how activities suggested in the chapters to be carried out during hands on session

State best practices of lecture delivery for 1&2 standard, 3&4 standard, 5&6 standard based on cognitive level of the children across different standards

List the Do's and Dont's in a lecture

Develop the skill of using projector for classroom teaching


Unit No


2.2.1 Classroom teaching Discuss various ways to use the dialogue format in story form in classroom teaching

Discuss innovative classroom teaching techniques

1. Benefits of using story format in primary classroom

2. Ways to use story format in the classroom

63

3. Innovative classroom teaching techniques

2.2.2 Hands on/activity Session

Analyse the importance of hands on session in learning

Apply hands on session in classroom such that children gets the maximum time for Pratyaksha

1. Need for hand on sessions

2. Synchronizing classroom learning with hands on sessions

2.2.3 Best practices in class room

Analyse the do's and dont's of non-verbal communication in a classroom

List down the different ways to deal with varied kinds of children

1. Non verbal communication

2. Do's and Dont's in a classroom with respect to nonverbal communication

3. Ways of dealing with varied kinds of children (naughty, shy, etc.).

2.2.4 Using projector Develop the skill of using projector for classroom teaching

1. Connecting projector

2. Advantages of projector for effective teaching and learning

3. Care to be taken while using projector

Module Literature

Refer to the unit handout

64

Unit 2.2.1:Classroom teaching

Materials Required:

None

Total Minutes

25 minutes


Topic

No


1 Benefits of using story format in primary classroom (10 min)

1.Pose the following questions to the teachers:

Have you ever used stories to teach any topic?

Expected answer: If ' yes' , ask a couple of teachers for which topic have they used a story. If they say no then give instruction 2.

2. Do students enjoy learning through story format?

4. Discuss the benefits of story form in teaching learning process mentioned in the unit handout point 1. Story Format in Computer Masti

65

Topic

No


Expected answer: 'yes'

if 'no' ask that participant to share the experience.

3. What are the benefits of using story format in teaching? Or why should a teachers use story format in teaching process?

2

Ways to use story format in the classroom: (5 min)

1.What are the other ways to use story for effective teaching learning?

OR

1. How else can a story form be used in teaching?

2. Discuss the techniques mentioned in the handout if not mentioned by the participants.

List down the various ways suggested by the participants and update the unit handout.

3 Innovative classroom teaching techniques (10 min)

3. Ask them to fill worksheet a. List here some innovative teaching techniques

1. Which innovative teaching technique do you use in your classroom?

4. Discuss the techniques mentioned in the handout.

66

Topic

No


Or

1. What are the other techniques (apart from the normal lecture method) do you follow for teaching topics in computer science.

Write their response on the board

2. Ask them why do they use a particular technique for teaching?

67

Unit 2.2.2: Hands on/activity Session

Materials Required :

None

Total Minutes

Approximately 15 minutes


Topic

No


1 Need for hand on sessions ( 5 min)

Pose the following questions:

1. What is the difference in learning about a new software through theory and practical?

Expected answer: passive listening against active involvement.

2. Why do you think hands on sessions are important for students?

Or

3. Discuss points mentioned in the handout if not mentioned by the participants.

Note the points they mention for future training.

68

Topic

No


what is the need of hands on sessions/activities in teaching?

Expected answer: they understand better, learn better, apply their knowledge etc.

2

Synchronizing classroom learning with hands on sessions (10 min)

1. Ask participants to give examples where you try to provide hands on experience to students to reinforce a theory based topic.

3. Ask them to provide various ways to compliment classroom teaching with hands on sessions

2. Discuss the example; taking students to actually showing a skeleton in the lab while teaching about skeletal system.

4. Discuss some other examples from the handout if required.

Discuss examples given by teachers.

If more ways are provided by the participants then make a note of it and update the handout.

69

Unit 2.2.3: Best practices in class room

Materials Required:

None

Total Minutes

25 minutes


Topic

No


1

Non Verbal Communication (5 min)

1. What is non verbal communication?

Expected answer: communicating without talking to each other, sending or receiving messages without verbal communication etc.

4. Now, ask the teachers did they know about it and do they consciously make effort to check and send the right non-verbal signals to students.

Leave them to think

2. Discuss the term non verbal communication with the participants.

3.Tell them about the percentage of non verbal in communication from unit handout.

70

Topic

No


2

Do's and Dont's in a classroom with respect to nonverbal communication (10 min)

1. Randomly form two groups among the teachers

Group 1 Ask participants to brainstorm for 2 minutes and list Do's in a classroom with respect to non verbal communication in worksheet b Write Do's and Dont's in a classroom with respect to nonverbal communication

Group 2: Ask participants to brainstorm for 2 minutes and list Dont's in a classroom with respect to non verbal communication in worksheet b Write Do's and Dont's in a classroom with respect to nonverbal communication

2. Ask one representative from each group to present their list.

3. Discuss do's and dont's mentioned in the unit handout if not mentioned by the participants.

Form two groups.

Make a note of solutions provided by the participants and update the handouts.

3 Ways of dealing with varied kinds of children (naughty, shy, etc.) (10 min)

1. Give a scenario to Group1 and 2 3. Discuss the ways mentioned in the handout if not mentioned by the

Discuss the solutions provided

71

Topic

No


Group 1: "You are a computer teachers. You are teaching computer almost whole day. You come across naughty students of all grades. How will you deal with such students?"Ask them to write in worksheet C. Write ways to deal with naughty and shy children

Give a scenario to Group 2: "You are a computer teachers. You are teaching computer almost whole day. You come across shy students of all grades. How will you deal with such students?"Ask them to write in worksheet C. Write ways to deal with naughty and shy children

2. Ask one representative from each group to present their list.

participants. by group 1 and group 2.

Make a log of solutions provided by the participants and update the handouts.

72

Unit 2.2.4: Using projector

Materials Required

LCD projector’s

Laptop

Projector’s cables, wires

Spike guard

Total Minutes

15 minutes


Topic

No


1

Connecting Projector (10 min)

2. Ask any one participant who has never used projector before to connect laptop with the projector

1. Demonstrate the connection of laptop and projector to the participants

If time permits more participants can be given a chance of connection.

73

Topic

No


2

Advantages of projector for effective teaching and learning (5 min)

1. Have you ever used projector for teaching?

Expected answer: 'yes' but if answer is 'no' then also ask following question.

2. Why should we use projector for classroom teaching?

Expected answer: enhances learning, to keep them interested etc. Most of the a points from the handout will be covered by the participants

3. Discuss more advantages of using projector from the advantages mentioned in the hand out if not discussed by the participants.

3

Care to be taken while using projector (5 min)

1. What care do you think should be taken while we use projector in the class room?

Expected answer: Keep it clean, switch it off when not in use etc.

2. Discuss points mentioned in the handout if participants miss any of them.

74

Module 2.3: Dealing with children and parents



Analyze the issues faced while handling students of classes 1&2, 3&4, 5&6 and devise ways to overcome them.

Analyze the issues faced while in dealing with parents


Unit No


2.3.1 Dealing with Children and Parent

This is for the company- to understand the perspective of the audience (teachers or parents)in various problems they face and hence enhance/improve the company's function.

Analyze the issues faced while handling students of classes 1&2, 3&4, 5&6 and devise ways to overcome them.

Analyze the issues faced while in dealing with parents

1. Dealing with children of standard 1 and 2:

2. Ways to deal with the students of class 1 and 2:

3. Dealing with children of standard class 3 and 4:

4. Ways to deal with the students of class 3 and 4:

5. Dealing with children of standard 5 and 6:

6. Ways to deal with the students of class 5 and 6

7. Various issues faced while dealing with parents:

75

Module Literature

Refer to the teachers handout

76

Unit 2.3.1: Dealing with children and parents

Materials Required

None

Total Minutes

Approximately 20 to 25 minutes

Various issues faced while dealing with parents


Topic

No


1

Dealing with children of standard 1 and 2: (3 min)

2. In the group, ask the teachers to fill appropriate column in worksheet a. Issues faced while handling children on page no __

1. Pose this question:

What problems are faced in handling grade 1 and 2 ?

Randomly form group of 3

3. Discuss the problems of every group.

Make a log of all the problems written by all the groups and update the module literature.

2 Ways to deal with the students of class 1 and 2: (3 min)

1. Ask them to list in the same worksheet some ways to overcome

2. Discuss the ways that is suggested Make a log of all the ways to

77

Topic

No


these problems that they have listed in handling class 1 and 2.

by every group. overcome problems written by all the groups and update the module literature.

3

Dealing with children of standard class 3 and 4: (3 min)




4 Ways to deal with the students of class 3 and 4: (3 min)

1. Ask them to list in the same worksheet some ways to overcome these problems that they have listed in handling class 3 and 4.

2. Discuss the ways that is suggested by every group.

Make a log of all the ways to overcome problems written by all the groups and update

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Topic

No


the module literature.

5

Dealing with children of standard 5 and 6: (3 min)




6

Ways to deal with the students of class 5 and 6: (3 min)

1. Ask them to list in the same worksheet some ways to overcome these problems that they have listed in handling class 5 and 6

2. Discuss the ways that is suggested by every group.

Make a log of all the ways to overcome problems written by all the groups and update the module literature.

7 Various issues faced while dealing with parents: (3 min)

2. In the group, ask the teachers to fill 1. Which problems you have faced 3. Discuss the problems faced in Make a log of all

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Topic

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appropriate column in worksheet a. Issues faced while handling children on page no __

while dealing with parents? dealing with parents the problems written by all the groups and update the module literature.

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Module 2.4: Assessment and Evaluation



List Bloom's Taxonomy for Learning objectives

Explain the difference between the various levels (higher and lower) of objectives.

List the various modes of assessment.

Prepare sample question paper for any one standard, using Bloom's taxonomy and learning objectives of the academic term, for various modes of assessment


Unit No


2.4.1 Bloom's Taxonomy

The purpose of this section is to bring insight into the present level of learning objectives being assessed and motivate

List Bloom's Taxonomy for Learning objectives

Explain the difference between the various levels (higher and lower) of objectives.

1. Learning objectives

2. Purpose of setting learning objectives

3. Revised Bloom's Taxonomy

4. Classification of objectives according to revised Bloom's taxonomy

5. Levels of objective are covered under cognitive

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the audience to move to higher level of learning objectives.

domain

6. Difference between various levels of objectives

2.4.2

Modes of assessment

This section explores the various interesting and interactive ways of evaluation children across various levels

List various modes of assessment the audience may use in classroom for assessment of students (oral, written, practical)

List different types of questions that can be used in theory paper

Discuss how interactivity acts as a key factor in learning process

Explore how games can be used in assessment

1. Introduction to Assessment

2. Modes of Assessment

3. Type of Test items

4. Need of interactive questions in learning process

5. Games in evaluation process

2.4.3 Preparation of question paper

In this section, the audience demonstrates their ability to prepare a question paper using their understanding of bloom's taxonomy.

Identify ways to prepare question paper such that higher level of objectives (from bloom's taxonomy) are tested and the learning objectives for the term are met.

Prepare a question paper when some topics are given to them

1. Need to move towards higher level objectives

2. Framing of questions for different level of objectives

3. Contradiction: Teaching based on lower level objectives and evaluating on higher level objectives

4. Prepare a question paper using all the levels of revised bloom's taxonomy

5. Guidelines for the preparation of question paper

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Module Literature

Solutions to worksheets in Teacher's guide

Identify the level of objectives

Answers for the worksheet

1. Understanding 6. Remembering

2. Applying 7. Remembering

3. Evaluating 8. Analyzing

4. Creating 9. Creating

5. Analyzing 10. Evaluating

Identify the type of question

Answers to the worksheet in sequence are as follows:

Fill in the blanks, True or false, Match the column, Multiple choice questions. Short answer, Give Reason, Essay type question

Framing of questions for higher level objectives

Remembering:

Question1 Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the play things and food are scattered. Now observe the picture and state whether true or false.

Banana is a food item. True/ False

Bat and ball are play items. True/ False

Juice is not a food item. True/ False

Expected answer: Remembering

Understanding:

Question2 Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the things they brought are scattered. Circle the food items and play items given in the figure.

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Expected answer: Understanding

Applying:

Question3 Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the play things and food are scattered. Help them organise and pack everything neatly in their baskets by showing which item goes into which basket.

Expected answer: Apply

Analyzing:

Show the fourth question with image and ask which level of objective is targeted for this question?

Question4 Kichu Rabbit and Michu Rabbit are on a picnic. It is late and now they are going back home. All the items they have brought are scattered. Some bags are kept, take the needed number of baskets and then organise everything neatly in the baskets.

Expected answer: Analyze

Evaluating:

Question5 Kichu Rabbit and Michu Rabbit wants to go for a picnic. It is to be on a countryside from morning till evening. Can you plan what things they have to carry, so that they can spend the time without getting bored. They only can take two bags with them which should be organised.

Expected answer: Evaluate

Creating:

Question6 Kichu Rabbit and Michu Rabbit wants to go for a picnic. It is on a countryside from morning till evening. Can you plan what things they have to carry, so that they can spend the time without getting bored.

Expected answer: Create

Refer more from the unit handout

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Unit 2.4.1: Bloom's Taxonomy

Materials Required

None

Total Minutes



Topic

No


1 Learning Objectives (20 min)

1. What do you expect from students by the end of your teaching session of 'parts of computers'? Ask them to fill in worksheet a on page no __

2. Ask few teachers to read the same.

Expected answers:They should be able to identify, state various parts of a computer. They should learn about

3. What are these expectations called as?

Expected answers: target, short goal, direction, guidelines etc. Objectives may be answered from anyone.

4. Discuss: These expectations are called objectives. When objectives are set for any teaching or learning purpose they are called as learning objectives.

Discuss the explanation of learning objectives. Do not forget to mention that objectives are written using action verbs.

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Topic

No


parts of a computer.

5. Write learning objectives for any topic in the worksheet a

They may not use correct action verbs but that is permissible at this stage.

2 Purpose of learning objectives (15 min)

Ask teachers to open page no __ and see the image.

1.Ask following questions to the teachers “What do you see in image 1?”

Expected answer: a confused man, sign board, question marks on man's head etc

2. What do you see in image 2?

Expected answers: signboard with direction, confused man, less question marks on his head etc.

3. What do you see in image 3?

Expected answers: Happy man, complete instructions in terms of direction on the signboard etc.

5. Now, relate the three image to learning objectives by discussing the purpose of setting objectives. Refer unit handout

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Topic

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4. What is the difference between all the images?

Expected answers: In first image, a man is confused as signboard is incomplete. In the second image, the man is less confused as the direction is mentioned for going to Goa. And in the third image a man is happy as he could find the direction and the distance of going to Goa on the signboard.

3

Revised Bloom's Taxonomy (5 min)

1. Have you heard about Bloom's taxonomy?

Expected answer:No

If 'yes' ask what it is?

2. If answer is 'no' give a brief description of Bloom's taxonomy from unit handout.

Discuss about Bloom's taxonomy in brief.

4 Classification of Bloom's Taxonomy (10 min)

1. Give a scenario: “In grade 6 some students have scored above 18 marks

3. Why did you categorize students in this scenario?

4. Similarly learning objectives are classified into different levels.

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Topic

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out of 20 in Mathematics test, some have scored between 15 to 18, some have scored between 10 to 14 and some have scored below 8. How will you categorize them?”

2. Discuss the classification of the same among the teachers.

Expected answers: Outstanding, Excellent, Average, Below average, poor.

Or

Excellent, V. Good, Good, Satisfactory, Poor

Expected answers: to assort them according to their intellectual level.

It helps in identifying the level of the student.

5. Discuss about classification of learning objectives in brief.

5

Levels of Cognitive domain (5 min)

State the names of each level after completion of activities in each level. Just mention that there are six levels of objectives.

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Topic

No


Remember (5 min)

1. Ask participants to name different parts of a computer.

3. What was your thinking process while writing the names of the computer?

Expected answer: Recalled the various parts, remembered etc.

2. Write the names of parts of a computer on white board stated by the participants.

4. This mere recalling or remembering from the memory is the first level of learning objectives. It is named as “Remember”

Discuss the action verbs used for writing this level objectives mentioned in the unit handout.

Understand (5 min)

1. Ask participants to identify the input and output devices from the list of parts of a computer.

2. What did you just now do?

Expected answers: comprehended the meaning of input and output devices and categorized them

3. This level of objective is called “Understand” where one understands the meaning of instructional message in any form.


Apply (8 min)

1. Randomly form two groups and ask 2. This level of objective is called Discuss the action

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Topic

No


them to plan an activity for their students in which they have to apply their knowledge and understanding in a new situation.

Every group will come up with new activities.

“Applying” where knowledge recalled and comprehended gets applied to a new situation.

They are also applying their knowledge and understanding while planning the activity.

verbs used for writing this level objectives mentioned in the unit handout.

Analyze (5 min)

1. In the same group, ask them to write the brainstorm the difference between input and output devices.

2. Discuss the points of difference of three groups and ask all the groups if they have any other point which is not discussed.

3. Why did they categorize the names of a computer under input and output devices?

Expected answer: because the devices through which we provide information to the computer comes under input devices. And the devices through which we get information from a computer comes under output devices.

4. This level of breaking material into its constituent parts and determining how the parts relate to one another is the higher level of taxonomy called “Analysis” level.


Evaluate (15 min)

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Topic

No


1. Pose this statement “Computers are blessing or curse”

2. List down the reasons given by the participants on the board. (This might lead to debate)

3. Ask participants to draw conclusion from the listed points.

4. Ask the teachers why they made such statements?

Expected answer:

1. had some knowledge

2. understood the topic and came up with some points

3. analyzed the problem

4. drew conclusions

5. State that in case where the learner has to judge and justify their thought while providing the answer; the problem falls under “Evaluate”category

Discuss more about this level of learning objective and the action verbs related to this.

Create (15 min)

1. What are the various uses of any object (disc)?

Expected answer: Accept all the answers as none of the answers will be incorrect as this level develops higher order thinking giving rise to critical thinking.

2. What happened to your thinking while thinking of unusual uses of any object?

Expected answer: thought of all the possible solutions, came up with vague ideas etc.

3. This activity made you run your imagination wild. You put your ideas/experiences together to create new uses of the object. This helped you develop creative thinking. It is the highest level of learning objective called 'create' as something original is produced involving most of the above levels.

Discuss more about this level of learning objective and the action verbs related to this.

Do not mention the name of the object while giving first

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Topic

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instruction.

6

Difference between various levels of objectives (15 min)

1. Ask participants to fill worksheet b Identify the level of objectives on page no __

Discuss the answers by asking teachers randomly.

3. What difference do you find between the two levels of learning objectives?

Expected answer: Some of the points of difference might be stated by the participants. If all the points are not mentioned then teach the difference through Agama.

2. Mention that remembering, understanding and applying falls under lower level of objectives whereas analyzing, evaluating and creating comes under higher level objectives.

4. Discuss the difference between higher level and lower level of objectives from the diagram mentioned in the handout.

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Unit 2.4.2: Modes of assessment

Materials Required

Laptop/PC with Internet connection and Gcompris game Installed.

Total Minutes

100 minutes


Topic

No


1 Introduction to Assessment (25 min)

5. Form a group of 3 randomly and ask them to come up with at least two examples of both Formative and summative Assessment in classroom. Ask them to fill in worksheet c. Example of formative and summative assessment

1. Ask teachers what they did at end of Blooms taxonomy 2.4.1. Was there any kind of test?

Expected answer is Yes since a small test has been examined on them.

2. Ask them why they think there was a need to take a test.

Expected answers could be to know how much we learned, or remember. To know if we were attentive.

3. Once they come up with these points of testing our knowledge or learning the content, introduce the word Assessment by writing on the white board

4. Discuss the definition of assessment and explain the types of assessment., formative and summative.

6. List down all the examples they provide on white board.

7. Discuss their example and clarify

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Topic

No


their doubts or misconception if any.

2 Modes of Assessment (15 min)

1. Narrate the following scenario:Anita is a computer teachers and she is suppose to conduct a test to measure if her students are achieving the required level of learning. She decides to assess her children by providing hands on experience and observing how they perform. She also wants her student to give oral presentation on the topic in front of the class. She is confused whether she can choose both. She approaches one of her colleague and asks for help. Her colleague Nisha, told him that none of these way can help her evaluate students learning and advices Anita to prepare a question paper and perform Written test. Anita is now confused and depressed since she was excited to assess student with different technique.

If required by some teachers repeat the scenario.

4. Relate their answer with modes of assessment content provided in the unit handout

5. Make this statement and leave it open " Will the performance of students improve when they will be assessed through games.

Suggested technique: Brainstorm

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Topic

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2. After narrating the scenario pose them the below question:

Who do you think is right among teachers

3. Ask them to justify their answer

3

Type of Test items (10 min)

1. Ask teachers to solve worksheet d on page no __

2. After they solve the worksheet ask what all did they answer.

Expected answer: Match the column, Fill in the blanks, Short answer and long answer

4. Ask them if they know other types of questions apart from discussed already

(give a hint to them to think on what type of questions do they use in their school during term exam)

3. List down their answer on the white board.

5. Continue adding their answers in the same list as prepared.

6. Refer unit content for the missing test items and discuss these items by providing examples.

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Topic

No


4

Need of interactivity in learning process (20 min)

1. Make them sit on the computer in a group of 3 and ask them to type http://e-learningforkids.org/courses.html#science

in the address bar of the web page (write this address or URL on the white board of the classroom. Write it in big handwriting)

2. Ask your teachers to go to science part and click on the 5th package which says Food Pyramid. They will have to click on the image which says E learning for kids. Ask them to just explore the package and follow the instruction provided.

3. Ask them to close the package by clicking on the Cross button .

4. Ask them these questions:

How they felt learning with this package.

Was the teachers present

Was learning a passive activity

Analyze their answer and ask them what is the key element present in the package that helped them to learn the content in a better way

5. Derive the concept of Interactivity from the above stated questions

6. Discuss the concept of interactivity in learning process by referring unit handout ( provide example that is in unit handout)

Suggested activity: Demonstration.

Clarify doubts, if any.

2. Ask each of the participants (individual or in a group) to click application => games => educational suite GCompris

5. Ask them Questions about what they felt when they were told that they are going to play game.

1. Inform that they are going to play some game on the computer.

4. Ask them to stop playing by clicking

Guide them in case they need any help.

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http://e-learningforkids.org/courses.html#science

http://e-learningforkids.org/courses.html#science

Topic

No


3. Once they open the game tell them to explore and play the game themselves

12. Ask them to observe sample matrix for evaluating games on page no __

Expected answers could be Fun, relaxing and enjoyable.

6. Ask them what the game was about. Can it be called as educational game

Expected answers can be game is about learning . Yes it can be called as an educational game since it teaches concepts.

7. Ask them do you feel that you as teachers can evaluate your students progress with this game.

Expected answer could be both Yes or no. If it is yes don't say anything but if it is no then ask why

9. Ask them to think how can they use games in evaluation.

13. Ask them what they observed and why is it needed

on the cross button

8. Write on the white board a big “YES”.

10. Jot down the points on the white board. And check the missing point from the unit content

11. Discuss with them why game can be used in assessment process of the students. (Refer Unit handout)

14. Discuss the pointers by informing them that the game has to be carefully chosen by referring to the criteria in the matrix and only then it proves to be proper educational game

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Unit 2.4.3:Preparation of question paper

Materials Required

Maze game in Scratch

Presentation of questions with each level installed in the computer

Projector

Total Minutes

100 minutes approximately


Topic

No


1 Need to move towards higher level objectives (15 min)

1.Ask teachers to prepare 5 questions that they have asked in the paper recently to any grade students. Ask them to do so in lower half of worksheet a

2. Ask them to write the level of objective beside each question.

3. Discuss the questions with them.

4. But if any of the groups have written questions of higher level then ask them why they have set questions for higher level objectives?

Expected answers: develops creative thinking, makes students think logically, develops reasoning skills etc.

5. Discuss the need of setting higher level learning objectives for children.

6. If none of the group come up with a higher level question then frame some question to make them understand how such questions can be framed

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Topic

No


Most of the participants must have prepared questions of lower level objectives.

2 Framing of questions for different level of objectives (30 min)

Ask all the teachers to prepare a question for each level of objective. In worksheet e. But the question has to be same which should be modified for all the levels of objective. They can take any topic of any subject.

1. Use presentation for all the questions for each level with images and the appropriate question from the module literature

2. If the expected answer doesn't come out from the participants then mention the following: Remembering question because we are testing the knowledge only. Understanding question because first you have to understand what are the food items and play items then circle it.Applying level question because here we are using the concept of organisation in a new situation. Analyzing level question because first you have to analyse which the things then see what are the categories to choose and then organise. Evaluating level question because here some conditions are there, so the students have to take the decision accordingly.

Also inform them that while performing this activity they are making use of all the levels of objectives. As they have knowledge and understanding of all the levels of objectives, they are analyzing, applying the knowledge and creating new question

99

Topic

No


Create level question because here we have to plan the events from morning till evening and then combine them to a picnic.

3 Contradiction: Teaching based on lower level objectives and evaluating on higher level objectives (20 min)

1. Ask participants using scratch prepare a maze game to take a ball from start point to end point through a maze for which give them only two minutes.

2. Ask participants to make 'L' in scratch.

3. What was the difference between both the activities?

Expected answer: In first activity it was difficult to create a maze game to take a ball from start point to end point through a maze whereas second animation was very simple and of lower level.

4. Make participants aware that this situation arrives in the classroom many a times. In the first activity you all were taught scratch but the creating activity given requires lot of practice which you did not get. So you could not complete the task. But second evaluating activity was very simple and of lower level as you got enough practice for such a simple animation.

5. Relate how such situation occurs in classroom when basics are taught in the classroom till understanding level and the paper has creative level questions leaving most of the children in a difficult situation. This may make them lose interest in the subject or have other adverse effects.

Points 1 and 2 uses Scratch and must be taught before this topic.

The idea is to give them an easy and a difficult task in Scratch in a limited amount of time to.

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Topic

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5. Discuss about this contradictory situation and problems faced by students in cases of discrepancies between learning objectives of teaching and evaluating as mentioned in the content of the module in teachers guide.

4

Prepare a question paper using all the levels of revised bloom's taxonomy: (15 min)

1. Ask participants to choose any topic from Computer Masti book (from 1 to 4). Ask them to prepare a question paper on worksheet f, using all the levels of revised Bloom's taxonomy. The question paper should be of 20marks.

Evaluate their papers and give it to them on the next day.

Ask them to write level of objective beside each question

5 Guidelines for the preparation of question paper (15 min)

1. Ask teachers to read point 7. Guidelines for preparing a question paper using all the levels of revised Bloom's taxonomy from the unit

1. Discuss these guidelines and clarify their doubts

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Topic

No


handout.

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3 Computer Masti Applications

3.1 Game 1- Childsplay

3.2 Game 2- GCompris

3.3 Game 3- Tux Math

3.4 Stepwise thinking

3.5 Programming with Scratch

3.6 Open Office 1 – Word Processor vis a vis MS word

3.7 Open Office 2 – Spreadsheet vis a vis MS excel

3.8 Open Office 3 – Open Office Presentation vis a vis MS Office Presentation

3.9 Creative- Tux Paint

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Module 3.1: Games 1- Childsplay



Know the various games in Childsplay

Analyze the skills that can be enhanced through these games for children across various standards


Unit No


3.1.1

Various Childsplay games and skill reinforced through the games

Play all the games in Childsplay

Discuss what skills can be enhanced through theses games

1. Introduction to Childsplay

2. Instruction to play the games

3. Skills reinforced through the games.

Module Literature

Read teacher's guide

104

Unit 3.1.1: Various Childsplay games and skill reinforced through the games

Materials Required

Projector, Computer installed with Childsplay game, copy of spreadsheet document

Total Minutes:

30 minutes


Topic

No


1

Introduction to game (5 minutes)

1. Ask trainee of what all factors should be present in an educational game.

Note down their points on the whiteboard.

Expected answer: Scores, Levels, Challenge/Task, Learning, Interesting

2. Inform the trainee that all the necessary factors are present in Childsplay game

3. Brief the trainee in 2 lines on "What is a Childsplay "

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Topic

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2

Instruction to play the games (15 minutes)

2. Ask trainee to play following game in a group of 3.

Letters

Numbers

Packid

(Randomly form groups of 3 trainee each, let them play above games in the same groups and provide assistance to any trainee if required.)

1. Give them a demonstration on the projector regarding different icons of the game, help icon, score, and quit icon

Pre requisite: Projector attached with the laptop/computer. It should have Childsplay game installed

Inform them that they will be given 10 minutes to play all three games.

Discuss the instruction.

In the meantime, make a separate column on whiteboard for each game

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Topic

No


3

Skills reinforced through the games (10 minutes)

2. Ask trainee to reflect on what type of skills do they think can be enhance by playing these games.

Ask them to note down their points in worksheet (a) Skills enhanced through Childsplay on page no. ________

1. Make a separate column on whiteboard for each game that they have played

3. Note down their answer on whiteboard. Additional points can be discussed by referring unit handout

4. Then, pass the spreadsheet document to the trainee which contains description of each game and ask them to glance.

Solve their doubts if any.

107

Game 2- GCompris

108

Module 3.2: Game 2- GCompris



Know the various games in GCompris



Unit No


3.2.1 GCompris-Various games and skills reinforced through these games

Play all the games in GCompris

Discuss what skills can be enhanced through theses games

1. Introduction to GCompris



109

Module Literature

Refer to the trainee handout

--------------------------------X---------------------------

110

Unit 3.2.1: GCompris-Various games and skills reinforced through these games

Unit Level Learning Objective

At the end of the unit , the trainee should be able to:

Know the various games in GCompris


Unit Sub-topics

1. Introduction to GCompris



111

Unit 3.2.1: GCompris-Various games and skills reinforced through these games

Materials Required: Projector, Computer installed with GCompris game, copy of spreadsheet document

Total Minutes: 45 minutes


Topic

No


1 Introduction to Gcompris (5 minutes)

1. Pose the following questions to the trainee

a. Was Childsplay game interesting?

b. What age group according to you (Trainee) can be catered through Childsplay game

Expected Answer:

2. Introduce the trainees that

GCompris is an educational suite which comprise of several educational games and it does cater to children from 2 to 10 years. (Refer more from unit handout)

Emphasis on 2 to 10 years. This will give the trainee an idea using this game for elementary school children

Introduce GCompris as an educational game

112

Topic

No


a. Yes

b. Younger children aged 2-6 years.

2

Instruction to play the games (25 minutes)

2. Randomly ask trainee to form groups of 3 each (preferably 8 groups for 8 category). Allot each category of games to each group and ask them to explore.

3. Inform them to explore games and corresponding skills that can be used in learning process and note it down in the worksheet (a), page no. ____

Give them 15 minutes to explore the games

1. Give demonstration to the trainee on the projector regarding different icons of the game, help icon, score, and quit icon

Discuss the instruction on how to play (Refer Unit handout)

Provide assistance to the trainee, if required

3 Skills reinforced through the game (15 minutes)

2. Ask each group to discuss the skills corresponding to the game category.

1. Make a separate column on whiteboard for category of game

3. Note down their observation of

Discuss that each category of game in GCompris will cater to different

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Topic

No


skills on whiteboard. Discuss the response from the table given in trainee handout under the head “ Skills reinforced through the games.”Do this for each group.

skill set and knowledge building

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Module 3.3: Game 3- Tux Math



Play tux math

Explore different option of games for tux math

Use tux math to evaluate students on math subject


Unit No


3.3.1 TuxMath-Various categories of games

Discover and play various categories of games.

Use the game in classroom teaching

Use tux math as an evaluation tool in classroom

1. Introduction to tux math

2. Instruction to play tux math

3. Skills reinforced through the games

4. Evaluation using tux math

115

3.3.1 Module Literature

Read the content from teacher's guide

116

Unit 3.3.1: TuxMath-Various categories of games

Materials Required

Projector

Computer installed with TuxMath game

Total Minutes:

25 min


Topic

No


1 Introduction to tux math (5 minutes)

1. Discuss following points with the trainee

a. Ask trainee what do they think about students attitude towards learning maths.

Expected answer: they are scared, maths is too boring for them.

b. Ask them what if students would practice math with a game.

2. Introduce tux math as an arcade game for maths (It contains game which provide students with immense learning and practice in the area of maths. It tends to reinforce the learning and proves as an effective platform to practice the concept of maths. Tux math game is a scenario based games where the students have to save the igloo which is the house of penguin. It takes care of affective domain of students, since the igloo is destroyed

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Topic

No


Expected answer: students will enjoy, they will not be much scared

but the penguin remains safe. Tux Math can be very useful for children who otherwise find mathematics boring.)

2

Instruction to play tux math (5 minutes)

2. Ask trainee to randomly form groups of 3 each and play the game.

1. Demonstrate on the projector how to play tux math. Show other help icon and main menu. Inform the trainee about penguins igloo and make sure to mention that penguin does not get hurt when igloo is targeted.

Inform them that they can use a story telling format so that children get more interested and playing the game. They will try to give right answer which in turn will help save the igloos.

Discuss the instruction on how to play (Refer Unit handout)

Provide them with 10min to play the game. Provide assistance, if required.

3 Skills reinforced through the games (10 minutes)

1. Ask trainee to reflect on how did they feel when they were playing the game. How according to them can students benefit through this game

2. Discuss their response and add few refering the spreadsheet document (if required)

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Topic

No


Expected answer: playing game required quick thinking, it would provide immense practice to students to reinforce their basic maths concepts

3. Tell them that TuxMath can be very useful for children who otherwise find mathematics boring.

4 Evaluation using tux math (5 minutes)

1. Ask trainee if they think tux math could be used to evaluate students performance in learning maths.

If yes, ask a few of them how to do it.

2. Discuss their response and provide brief introduction of how TuxMath could be used as an evaluation tool(Refer to the module literature)

Tell them that summative evaluation is possible through TuxMath wherein the teacher can ask individual students to play a particular category of game and she can evaluate performance of students through scores.

Eg. Instead of giving marks for mathematics, children can be evaluated as per the number of times the igloo is hit. Every igloo is destroyed after 2 hits. So there are 8 hits possible. Children can be evaluated in the following manner after a stipulated

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Topic

No


time (say 15 minutes)

Also, tell them that evaluating students through these games will keep children at ease and reduce the stress level which is likely to built in formal setting of examination. This will result in better performance of the students.

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Module 3.4: Stepwise thinking



Explain the importance of stepwise thinking in everyday life and in writing computer programs

Design a stepwise process for teaching a simple topic in classroom.


Unit No


3.4.1 Stepwise thinking and its importance

Write sequential steps for planning activities.

Explain the importance of stepwise thinking

Correlate how stepwise thinking is the basis of programming.

1. Stepwise thinking

2. Importance of stepwise thinking

3. Stepwise thinking and programming

121

Module Literature

Refer to the Teachers's Guide

----------------------------------X-----------------------------------

122

Unit 3.4.1: Stepwise thinking and its importance



Write sequential steps for planning activities.

Explain the importance of stepwise thinking

Correlate how stepwise thinking is the basis of programming.

Unit Sub-topics

1. Stepwise thinking

2. Importance of stepwise thinking

3. Stepwise thinking and programming

123

Unit 3.4.1: Stepwise thinking and its importance

Materials Required

None

Total Minutes

70 minutes


Topic

No


1 Stepwise thinking (20 minutes)

1. Ask the trainees to write the steps for planning to go for a movie with family.

Tell them they can plan it in worksheet (a) Plan an activity of the trainee handout on page no. _____

3. Point out the gaps in planning and tell the trainees that it could lead to a lot of inconvenience and undesirable results if the steps are not in proper steps. Imagine how convenient it could be to manage bigger activities like a dinner party if we plan in stepwise

6.Ask them to go through the unit handout

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Topic

No


2. Ask one of the trainees to share his/her steps of planning

Write on the board, the steps that are being said. Categorize the steps into broad and detail level planning

4. Now, ask them to re-plan the same activity dividing into broader steps first and then detail steps in worksheet (b) Re plan your activity in handout on page no._____.

fashion.

5. Ask them to compare the two tables now and see which has a better clarity and could lead to desired outcomes.

2 Importance of stepwise thinking (5 minutes)

1. Ask all the trainee to think of a task they carried out last week. Ask them to think whether they had to do it in steps.

Tell them it is not necessary that they planned it on paper but check whether they carried it in steps or not.

2. Ask any one trainee to share his/her experience.

4. Tell them that we have to stepwise plan our activity all the time. Ask then "Will it not be better that we master this art?"

5. Tell them that habit of stepwise planning makes a child independent, self-reliant in carrying his day to day activities.

125

Topic

No


Ask all other trainees to analyze whether the task involved steps.

3. Ask the trainees whether cooking a dish or dressing for office involves steps or not.

3 Stepwise thinking and programming (45 minutes)

1. Write following instructions on the board and tell the trainees that using these three instructions and stepwise planning we will create a simple geometric figure.

Move forward 'x' steps

Move backward 'y' steps

Turn right by 'a' degrees

Turn left by 'b' degrees

x, y, a, b are variables and can take any value

2. Tell the trainees that from every group 1 person will become the

3. Demonstrate the suggested activity with the help of a training assistant.

7. Tell them that in many programs and activities/ the steps cannot be interchanged but there are other activities where there can be more than one way to plan stepwise.

Ask trainees to make a group of three trainees each.

126

Topic

No


student/ programmer who will write the program, 1 person will be the computer/ programming software who will give the output and 1 person will be the teacher who will correct the student and the computer if they go wrong. Tell them to choose a simple geometric figure and start planning. The program should be written in worksheet (c) Plan your stepwise instructions for the shape on page no. ____ in the handout.

4. Call one group at a time to demonstrate their activity. At the end of each activity, give feedback to all three. A gift to the group who successfully carry their stepwise activity and give some constructive feedback where they went wrong.

8. Ask the trainees to go through Lesson 2: Stepwise thinking from book III.

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Module 3.5 : Programming with Scratch



Define program

Identify Scratch as a programming tool.

Write programs in scratch using the various features of the application

Show the capabilty to teach the various topics in scratch for 3rd , 4th and 5th standard.


Unit No

Unit Name Unit Learning Objectives Unit Topics

3.5.1 About programming and programming languages and introduction to scratch

The aim of this section is to introduce the concepts of programming, introduce scratch and

Define Program and Programming language

Restate the various general features of program and programming language.

Relate, through a simple Scratch program, how the features of programming language are covered in Scratch.

State the various basic features of scratch window (Block's palette, Sprite, Stage, Tool bar, Script area)

Write simple programs by drag and drop of instruction (and fitting like lego blocks)

1. What is program?

2. What is programming language?

3. Some basic features of programming language

4. What is Scratch?

5. Parts of Scratch window – Blocks Palette, Script area, Stage

6. Introduction to basic instruction in motion, looks,

128

thus show how programming is made easy through scratch.

sound, pen and control

7. Writing the first program in Scratch.

8. Relating some basic concept of programs to scratch script

9. Is programming in Scratch, difficult? Is it fun?

3.5.2 Features of scratch

To introduce various features in scratch

Explore the various kinds of activities that can be done with scratch (examples of animation, games, creating stories)

Describe the various features of the stage (background, sound, importing,clicking and drawing background)

Recognize how is Scratch better than other programming language for children

Describe the various features of sprite (costume and sound, importing, clicking and drawing sprite, cutting and stamping, changing size)

Describe the output of various instructions under Motion, Looks, Sound and Pen in blocks palette

Explore all the option in tool bar

1. Activities with Scratch- Animation, Games, Story, Personalisation

2. Advantages of using Scratch for kids

3. Stage- Observing the stage area and recognizing the various parts

4. Divison into grids, concept of co-ordinate axes

5. Different background and sounds (Paint/Record, import, camera)

6. Ways to introduce new Sprites

7. Costume and sound for sprite

8. Stamping, cutting and changing size of sprite

9. Blocks Palette- Explore every option of Motion, Looks, Sound and Pen

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3.5.3 Usage of various features and simple program

Use the various features of scratch to write progam

State the usage of script area and running a program

Write simple script for single sprite using motion, pen, sound and looks

Write a simple script for changing background and sound of the background

Describe the usage of Flag, when a key is pressed, wait, forever and repeat in control block

1. Writing a program/script in script area and running (by double clicking) it to get an output

2. Simple script for bringing to life one sprite.

3. Simple script for changing background and sound of background

4. Usage of flag, and other run instructions

5. Usage of wait,forever and repeat (by inserting in above programs)

3.5.4 Writing a program for more than one sprite and co-ordinating various programs

Describe how to co-ordinate output of programs for two sprite and thus generate simple animation

Explain how to co-ordinate sprite and background and thus generate simple animation

Explain the usage of call functions (broadcast)

1. Importing a sprite in the same project in topic 2,3 of unit 3.5.3

2. Choose a project using different sprite and background

3. Concept of communicating an broadcast

4. Explain the usage of broadcast

5. Use broadcast in the above project

3.5.5 Writing program in classroom

Recognize the importance of practicing a program in paper before trying in computer

Write the outline of steps involved in a given program and show the ability to make children do the same

1. Why do we need to practice a program on paper before practicing it on computer.

2. Need for a standard way to write a Scratch program on paper

3. Technique to make a child write a Scratch program

130

on paper.

131

Module Literature

Program:

A sequence of instructions suitable for processing by a computer. Processing may include the use of an assembler, a compiler, an interpreter, or a translator to prepare the program for execution. A computer program may be stored on magnetic media and referred to as “software,” or it may be stored permanently on computer chips, referred to as “firmware.” (Defination as per CM book- A sequence of instruction given to a computer)

Programming language

Read more about different programming language and their structure

Scratch

Scratch is a new programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web.

Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.

Scratch was developed by the Lifelong Kindergarten research group at the MIT Media Lab (http://scratch.mit.edu).

Guide for Scratch

Go through the following Scratch reference documents -

1. Scratch reference document.pdf

2. Help Screens for Scratch 1.pdf

3. Scratch video tutorials for learning the various instructions.

More help is available in 'help' in tool bar of Scratch window.

Scratch projects

Scratch has a lot of projects uploaded in its online community http://scratch.mit.edu/

Scratch also has online community for educators: http://scratched.media.mit.edu/

Scratch video tutorials from : http://www.learnscratch.org/

Various projects and the video of their making are there in Scratch video tutorial.

Advantages of Scratch

The report Learning for the 21st Century identifies nine types of learning skills,divided into three key areas. This section highlights the ways Scratch supportsthe development of these 21 st Century

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http://scratched.media.mit.edu/

http://scratch.mit.edu/

http://scratch.mit.edu/

learning skills

(a) Information &Communication Skills

Information and Media Literacy Skills

By working on Scratch projects, students learn to select, create, and manage multiple forms of media, including text, images, animation, and audio re-cordings. As students gain experience creating with media, they become more perceptive and critical in analyzing the media they see in the world around them.

Communication Skills

Effective communication in today’s world requires more than the ability to read and write text. Scratch engages young people in choosing, manipulating, and integrating a variety of media in order to ex-press themselves creatively and persuasively.

(b) Thinking andProblem-Solving Skills

Critical Thinking and Systems Thinking

As they learn to program in Scratch, young people become engaged in critical reasoning and systems thinking. In order to build projects, students need to coordinate the timing and interactions between multiple “sprites” (programmable moving objects). The ability to program interactive input provides students direct experience with sensing, feedback, and other fundamental systems concepts.

Problem Identification, Formulation & Solution

Scratch supports problem finding and solving in a meaningful design context. Creating a Scratch project requires thinking of an idea, then figuring out how to break the problem into steps and implement them using Scratch programming blocks. Scratch is designed to be “tinkerable”: students can dynamically change pieces of code and immediately see the results (e.g., doubling a number to see how it changes a graphic effect). Throughout the design process, students engage in experimenting and iterative problem-solving.

Creativity and Intellectual Curiosity

Scratch encourages creative thinking, an increasingly important skill in today’s rapidly changing world. Scratch involves young people in seeking innovative solutions to unexpected problems—not just learning how to solve a predefined problem, but being prepared to come up with new solutions as new challenges arise.

(c) Interpersonal &Self-Directional Skills

Interpersonal and Collaborative Skills

Because Scratch programs are built of graphical blocks, the programming code is more readable and shareable than other programming la nguages. The visual objects and modular code supports collaboration, enabling students to work together on projects and exchange objects and code.

133

Self-Direction

Taking an idea and figuring out how to program it in Scratch requires persistence and practice. When young people work on project ideas they find personally meaningful, their ideas provide internal motivation for overcoming challenges and frustrations encountered in the design and problem-solving process.

Accountability and Adaptability

When students create Scratch projects, they have an audience in mind, and need to think about how other people will react and respond to their projects. Since Scratch projects are easy to change and revise, students can modify their projects based on feedback from others.

Social Respo nsibility

Because Scratch programs are shareable, students can use Scratch to provoke discussion of important issues with other members of their immediate learning environment, as well as with the wider international Scratch community.

----------------------------------X-----------------------------------

134

Unit 3.5.1: Programming and Programming Language & inroduction to scratch



Define Program and Programming language.

Discuss the uses of learning programming

Restate the various general features of a programming language and programs in any language

Relate how the features of programming language are covered in Scratch through a simple Scratch program.

Recognize how Scratch is better than other programming language for children

Topics to be covered

1. What is a program?

2. What is programming language?

3. Some basic features of programming language

4. What is Scratch?

5. Parts of Scratch window – Blocks Palette, Script area, Stage

6. Introduction to basic instruction in motion and other blocks

7. Writing a simple program in scratch using motion instructions

8. Relating some basic concept of programs to scratch script

9. Is programming in Scratch, difficult? Is it fun?

10. Advantages of using Scratch for kids

135

Unit 3.5.1: Programming and Programming Language & inroduction to scratch

Materials Required

Laptop/PC with Scratch Installed.

Total Minutes

1 hour 15 min


Topic

No


1 What is program

1. Ask the trainees 'what all did we learn while doing activities of step wise thinking' (Write on board.)

The answers are likely to be, that to make a robot perform any activity we have to give precise instruction in a proper sequence. If the instructions are

Discuss the definition

136

Topic

No


not precise, the robot does not recognize the instruction and hence does not give any output. If the sequence of instruction are not right, we may get an output but the result may not be the desired one.

2. Once the above answer is met, ask them the defination of a Computer Program.

Relate that the above learning of stepwise thinking applies for computer programming too.

2 What is programming language

1. Ask trainees one by one, the programming language they know about. Write the same on the board.

2. Now ask them the definition of programming language. Ask them the purpose of each of the programming language in board.

3. Show them a Scratch animation and

Discuss the definition

137

Topic

No


ask them in which language we can make such animation.

3 Some basic features of programming language

1. Ask those trainees, who know about programming language, that what are the features of programming language. Note it on the board and fill the missing parts (from the unit content) using Agama. Discus the purpose of a few features.

2. Ask the trainees, who are not so aware about the programming language, that whether it sounds difficult to learn a programming language?

For the first timers, the answer will definitely be yes?

3. Now ask them, in general will it be possible for primary and secondary school children to make such

Discuss the various parts

138

Topic

No


animation as above using programming?

Expected ans: No

4

What is Scratch?

1. Ask the trainees whether they have heard anything about Scratch.

Expected answer: No

2. Tel them, "Let us see what scratch is

3. At first we will not tell the trainees that Scratch is the programming language that we shall use in Computer Masti to teach programming to children. We shall say, it is a game.

4. We shall say that Scratch is a tool to create your own interactive stories, animations, games, music, and art -- and share your creations on the web. Scratch is designed to help young people (ages 8 and up) develop the above skills.

Introduce scratch

5 Scratch Window

1. Ask the trainees to open Scratch by 2. Once they have observed the Scratch 6.State the parts they missed To bring the various

139

Topic

No


clicking on the Scratch icon on the desktop or from other location. Now ask them what do they notice on this window. The various icons, objects and parts. Keep noting them on the board. Once done fill the missing parts and ask the trainees to glance at their handbook which shows the name of the various parts.

3. Now tell them to open a project by clicking on File-->Open-->Example and then selecting any file.

4 Demonstrate a project. Ask them to Run the animation/game by following the instruction given( generally green flag)Once they spend a little time with the project, ask them to stop by clicking the red dot next to the green flag.

window ask them "What all do you see in screen?"

There may be a lot of queries at this point about the function of the various keys. Tell the trainees that we will learn about all of them as we proceed.

5. Ask them what blocks palette, script area and stage has?

Write the following questions in the board and ask them to observe

What does block palette have?

Ans: Instructions

What is there in the script area?

Ans: Set of instruction joined together

What does the sprite do when flag is clicked?

Ans: Various activities- Output

What makes the sprite act?

mentioning about the Scratch window.

7 State the points they did not observe/mention

parts of the scratch window to their notice

Discuss the basic parts of the scratch window

140

Topic

No


Ans: Script in the script area.

6

Basics in Motion

1. Make them open the motion block. Ask them to double click the instructions and see the outcome.

3. Ask them to change the numbers and see what happens

2. On double clicking, ask them, what output they see

4. Once they see how output Write the following instruction in the board and ask them to observe

Open the motion block.

Double click the instructions and see the outcome.

Change the numbers in the instruction and see what happens.

"How do we run 2 instruction in sequence?"

5. On asking point 4, the trainees will try to join the instruction. After a couple of minutes, demonstrate how to connect 2 instruction through drag and drop.

Make them see the output of the instruction by hands on

7 Writing the first program in scratch

141

Topic

No


1. Ask them to write a “series of instruction” to make a simple figure like square or triangle or rectangle(individual or group) and ask to write a script for it. Tell them to use the first four instructions in motion and the ones suggested in the unit handout but they are free to try other instructions in pen and control and looks too.

2. Once the project is ready, ask for queries from individual/group and address them.

3. Now demonstrate a program (say triangle) and include some instruction like 'wait 1 sec', 'say hi', 'pen down', 'flag'

8 Basics of Programming vs Scratch

1. Ask them "So what did we do? (Make them analyze)"

On completion of the above, they may say that it is a series of instruction or its a program. At this point, make the connection that a series of instruction is called program. Also mention that in scratch, program = script

2. Once they understand the concept of program in Scratch ,ask them "Did we have input and output here?"

3. Once they do it and see for themselves that it is easy, we will tell them that Scratch is also a programming language. The idea being that if we project something as a game/play without many jargons to begin with, learning becomes easier for children. Once the learning is done, then we can make the children recognize the various parts of programming language. It is a bottoms up approach but may be more effective and applicable at other places as well

Make them realize that Scratch, though looks like a game, teaches computer programming

142

Topic

No


They might say various things. Make the connection that script= Input and sprite movements/actions= Output

9

Is Scratch difficult? Is it fun to do?

1. Ask the trainees whether they found writing script interesting.

2. Will it be fun for kids?

3. Is it very difficult to begin with?

4. Will the children find it difficult to learn?

5. State that we could learn it in .5 hrs

6. From Tom Sawyer- "WORK is all that we HAVE to do while PLAY is all we WANT to do"

To stress that when programming is made to do as a gaming activity, it could be fun and appealing to children.

Make programming fun and children will WANT to do it. Learning becomes natural and easy

143

Unit 3.5.2: Features of Scratch



Explore the various kinds of activities that can be done with scratch (examples of animation, games, creating stories)

Describe the various features of the stage (background, sound, importing,clicking and drawing background)

Describe the various features of sprite (costume and sound, importing, clicking and drawing sprite, cutting and stamping, changing size)

Describe the output of various instructions under Motion, Looks, Sound and Pen in blocks palette

Questions/Topics to be covered

1. Activities with Scratch- Animation, Games, Story, Personalisation

2. Advantages of scratch

3. Stage- Observing the stage area and recognizing the various parts

4. Divison into grids, concept of co-ordinate axes

5. Different background and sounds (Paint/Record, import, camera)

6. Ways to introduce new Sprites

7. Costume and sound for sprite

144

8. Stamping, cutting and changing size of sprite

9. Blocks Palette- Explore every option of Motion, Looks, Sound and Pen

145

Unit 3.5.2: Features of Scratch

Materials Required

Laptop/PC Scratch installed and

Total Minutes

3 hours


Topic

No


1 Activities with Scratch- Animation, Games, Story, Personalisation

1. Ask each of the participants (individual or in a group) to click open-->projects-->Animation/Games/Story in Scratch

4. Now demonstrate them how they can use their own picture as sprite and

2. Ask them to go through 1 project from every category. Also ask them to observe the script when they runthe animation.

Suggested interesting projects are

By making the participants use themselves and their surrounding as sprite and background (personalize), they can get more

146

Topic

No


their room as background Animation- Daydream

Story- Bee story

Games- Fish chomp

Music and dance- Dance dress up. Once they go through one project form each section, ask them- "Now you tell me what can we do with Scratch"

3.Make a note of all the points they say on the board

interested and attentive towards learning.

2

Advantages of using Scratch for kids

1. Ask them to analyze how useful scratch is and hence draw its advantages?

2. Once they mention all the points they can think of, fill the missing advantages from the unit handout.

3 Stage- Observing the stage area and recognizing the various parts

1. Ask them to mention all that they can see in the stage area. They may mention many points.

3. Highlight three important parts of the stage:

a) the stage- output screen

147

Topic

No


2. Make a note of all the points they say on the board

b) the small stage- used for writing script for background.

c) the x, y co-ordinate

4 Division into grids, concept of co-ordinate axes

1. Draw a Cartesian plot and ask the participants what it is. Asses their level of understanding of the topic.

2. Now number the axes and put a dot on any co-ordinate. Ask them the co-ordinate of the dot.

4. Ask them to move the mouse pointer in the stage area and see the mouse X, Y display.

5. Ask them to stop the mouse pointer and read the value in the display. Ask them what does this value show?

7. Ask them to take the mouse pointer to all the four edges of the stage and ask them to observe the values. Ask them what did they gather.

3. If they do not know about co-ordinate axes, explain them about x axis, y axis and numbering of the axes. Also explain how co-ordinates are assigned in the form (x,y)

6. Tell them that when they stop the pointer, the display shows the x,y co-ordinates of the mouse pointer in the stage.

8. Tell them about the co-ordinate system of the stage. Summarize through the following videos from Scratch tutorial 2

Go glide and x and y lesson 2

Lesson3 – "Locating .swf"

The trainer must check how much the trainees know about co-ordinate system. And based on the present level of knowledge of the trainees in this topic, spend time on this topic. It is especially useful for non-English and rural schools.

148

Topic

No


5

Different background and sounds (Paint/Record, import, camera)

1 Now, here itself we will introduce how to add background. Ask them to import the grid background.

2. At this point tell them to take the mouse pointer around the same area of the four edges and cross check the x,y value they earlier noted.

5. Repeat step 1,3,5 to know about choosing background sound.

3. Ask them to import some other background. Ask them what do they think can be other ways of creating background. Stress on the word create.

4. If they cannot tell the other ways, demonstrate how a background can be painted or clicked.

6. Summarize through the following videos from Scratch tutorial 2

Lesson 4: Change costume > Changing background.swf

Lesson 7: Playing sound >Playing sound.swf

Note: that clicking a background is only possible if the participant's computer has a camera and recording possible if there is a mike.

6 Ways to introduce new Sprites

1. Ask them to click on the sprite on the sprite list and discover for themselves, the ways to introduce new sprite.

2. Ask them the ways they discovered and make note in the board.

3. Most of them will figure out 3 ways. If they miss anything among these 3, demonstrate yourself.

4. If no one discovers the 4th way of painting an imported picture, demonstrate the same. Ask them to

Give a 5 star to one who discovers the 4th way

149

Topic

No


import 1 sprite from each of the ways.

5.Summarize with video tutorial Scratch tutorial 2 from lesson 4

7

Costume and sound for sprite

1. Ask them to discover how to add a costume to the sprite. While they discover, add different costumes for the different sprites on the projector.

2. Ask them to do the same for adding sound to the sprite.

3. Now tell them to click on any different sprite and check its costume. It will not have the same costumes. Ask Why?

4. Explain that they are different sprites like different people and we have to select costumes for each. Though the costume also looks like sprite. The difference lies in programming. We will come to that later.

Most beginner users of scratch has confusion between costume and different sprites.

8

Stamping, cutting and changing size of sprite

Ask them to click the tool-bar above the stage and then click the sprite and see what happens.

9 Blocks Palette- Explore every option of Motion, Looks, Sound and Pen

1. Tell them to spend time on each of the first four blocks of block palette by

3. There are many instructions that may not show any output when they

For those who finish early, tell

150

Topic

No


double clicking on them and observing the output.

Motion

Looks

Sound

Pen

Control

2. For the instructions that have option for numbers, tell them to change the numbers also and then observe the output.

are clicked. Tell them that they will learn about them gradually as we proceed.

them to join few instructions and see the output.

151

152

Unit 3.5.3: Usage of various features of Scratch and simple programs



State the usage of script area and running a program

Write simple script for single sprite using motion, pen, sound and looks

Write a simple script for changing background and sound of the background

Describe the usage of Flag, when a key is pressed, wait, forever and repeat in control block


1. Writing a program/script in script area and running (by double clicking) it to get an output

2. Simple script for bringing to life one sprite.

3. Simple script for changing background and sound of background

4. Usage of flag, and other run instructions

5. Usage of wait,forever and repeat (by inserting in above programs)

6. Tutorial and project

153

Unit 3.5.3: Usage of various features of Scratch and simple programs

Materials Required

The list of shapes they made through the robot game while learning about stepwise thinking.

Total Minutes

3 hours


Topic

No


1 Writing a program/script in script area and running (by double clicking) it to get an output

1. Ask them to write the basic steps for constructing the shape they made during stepwise thinking.

2. Ask them to write the same as a program in Scratch

3. Tell them that for constructing a line, one needs to use the instruction pen down. Also until unless they run pen up once, the pen will remain down. Also if their output is too fast they can use wait command from the control block

Check the number of people per group. Keep it 3

154

Topic

No


4. Ask each group to save the project by their group name.

2

Simple script for bringing to life one sprite.

1. In the current project, ask the trainees to add atleast two instruction from each of the other three block of pen, looks and sound. Ask them to run the script by double clicking.

Do try to use the following instructions

point in direction

go glide

x, y

2. Ask the trainees to write their observation in their notebook/handbook. Ask them whether the output has become a little more interesting.

3 Simple script for changing background and sound of background

1. In the current project itself, tell them to click the small stage in the sprite list and add more backgrounds to the existing ones. Ask them to add 2 backgrounds from every different

2. Demonstrate them, the different ways to add background.

4. Summarize through the following videos from Scratch tutorial

155

Topic

No


ways they learnt earlier.

3. Ask the trainees to run this program and make note of their observation.

Videos from lesson 3, 5, 6 (4 videos)

4

Usage of flag, and other 'run' instructions

1. Ask them what was the difference when they executed the script for the sprite and background.

2. Why do they think the two script did not run simultaneously. How can we run them simultaneously.

5. Ask them to add flag at the top of each of the their script and then instead of running through double clicking, run by clicking the flag.

6. Ask them why did both the sprite and stage run together.

3. Tell them that if we could put a switch on them they can be put on and off simultaneously.

4. Tell them that such switches can be found in control block of blocks palette.

7. In case, they cannot guess the reason, tell them that the flag connects both the program.

5 Usage of wait,forever and repeat (by inserting in above programs)

2. Ask them to use this command in their current projet.

1. Tell them that if some commands in their project are getting repeated, they can use commands like repeat and forever in control block.

156

Topic

No


3. Summarize repeat and flag through videos from Scratch tutorial

Videos from lesson 3, 5, 6 (4 videos)

157

Unit 3.5.4: Writing a program for more than one sprite and co-ordinating various programs



Describe how to co-ordinate the output of programs for two sprite and thus generate simple animation

Explain how to co-ordinate sprite and background and thus generate simple animation

Explain the usage of call functions (broadcast)


1. Importing a sprite in the same project in topic 2,3 of unit 3.5.3

2. Choose a project using different sprite and background

3. Demonstrate a simple program with broadcast

4. Explain the usage of broadcast

5. Use broadcast in the above project

158

Unit 3.5.4: Writing a program for more than one sprite and co-ordinating various programs

Materials Required

Saved script from book 4, pg 59.

Total Minutes

2 hours 40 minutes


Topic

No


1

Importing a sprite in the same project in topic 2,3 of unit 3.5.3

2. Ask them to import one more sprite and write a simple script for this new sprite and run simultaneously with the background and the previous sprite.

1. Tell the trainees that till now they just wrote script for one sprite.

159

Topic

No


2

Choose a project using different sprite and background

1. Ask every group to choose a creative project for themselves. Tell them to use more than 1 sprite and different background for their project.

2. Guide the trainees when they find difficulty in coordinating between the sprites.

3

Concept of communicating and broadcast

1. Ask a few audience that when they have to meet a friend at a particular location (say mall or movie), how do they plan.

3. Ask them, that if suppose they dont have a phone, will they be able to coordinate their action.

5. Also ask them that if we communicate very late, will we get the desired outcome.

2. Stress on the part when they coordinate to reach the place at the same time.

4. Stress on the fact that to coordinate we need a tool for communicating.

6. Stress on the part that to get a desired outcome we have to communicate at the right instant.

7. Ask them to turn to page 59 of book 4 and look at the project on broadcast.

4 Explain the usage of broadcast

160

Topic

No


1. Ask someone among the trainees, what they could gather out of the two script.

2. Explain the script and how the function of broadcast in coordination.

3. Demonstrate the output of the above script.

5

Use broadcast in the above project

1. Ask the trainees to use broadcast in their current project.

2. Help the groups individually on how to use broadcast in their current project.

161

162

Unit 3.5.5: Writing a program in classroom



List the importance of practicing a program in paper before trying in computer

Write the outline of steps involved in a given program and show the ability to make children do the same


1. Why do we need to practice a program on paper before practicing it on computer.

2. Write a Scratch program on paper

3. Technique to make a child write a Scratch program on paper.

163

Unit Level Content

1. W hy do we need to practice a program on paper before practicing it on computer.

We need to practice the broad steps of a program as it helps focus on the logic and avoids distraction.

Directly using the GUI could be distracting. It can lead to programming by 'trial and error'- A child quickly assembles a few instructions, run it, then go back to make changes etc. This distracts the child from getting a clear focus on the logic of the program.

But note that we should not go to the other extreme of writing the entire program on paper in excruciating detail. This will be boring and lead to children losing interest.

So the teacher should

1. write the main steps and instruction required for the script on paper

2. get a clear idea of the logic,

3. do an example to ensure that it makes sense,

4. then get onto the computer and write the detailed progam.

2. Need for a standard way to write a Scratch program on paper

Topic for script:___________________________________________________________

164

3. Technique to make a child write a Scratch program on paper.

The following points must be kept in mind while writing a Scratch script on paper-

For multiple sprite and background, mention in the beginning whether the script is for which sprite or for background

Plan the steps in sequence of line numbers

In case of repeat function, mention the line numbers to be repeated

Write the steps such that the structure and logic of the program is clear and it is not necessary to write the steps in excruciating detail.

Here is a sample way of writing a Scratch script on paper.

Topic: Communicating between two sprite

Sprite 1

1. Flag

2. Clear

3. Pen down

4. Repeat steps (5-7) 4 times

5. Move forward 100 steps

6. Turn right by 90 degress

7. Change costume

8. Broadcast "I have made a square"

Sprite 2

165

1. When i recieve "I have made a square"

2. Say "Oh! Well done"

3. Wait 1 sec

4. Say "Now, try a circle"

166

Unit 3.5.5: Writing a program in classroom

Materials Required

Laptop/Desktop with OO and MS office installed

Worksheet

Pen

Total Minutes

40 minutes


Topic

No


1 Why do we need to practice a program on paper before practicing it on computer.

2. Ask- 'How many of you think that programs must be practised on paper' to raise their hands.

1. Tell the trainees that till now, we have learnt about creating a script in Scratch. But we also need to make children write programs on paper in

167

Topic

No


Also ask 'How many of you think that it is unnecessary' to raise their hand

Ask both the groups, their reason for supporting or rejecting the idea.

Note them on the board.

classroom.

3. Tell them that for Scratch, we do propose to make children plan a program on paper before actually creating the script on computer.

4. Tell them about the need for such activity from unit handout.

5. Also, tell them that we should not force the idea of writing the script in excruciating detail as it may get boring

2

Need for a standard way to write a Scratch program on paper

1. Ask each of the trainees to write one of the script of their project on paper.

2. Once they write the script, ask them to exchange their script among each other.

3. Ask them if the styles of writing the script are different.

4. Tell them that if we do not devise one standard way of writing a program, it may lead to confusion for the children on writing the script on paper.

3 Technique to make a child write a Scratch program on paper.

1. Ask each of the trainees to give one 3. Suggest your own way of writing

168

Topic

No


suggestion on how to make children write Scratch script on paper.

2. Make note of the suggestion on the board. Ask them also to take note in the handbook provided to them.

the scratch script on paper.

4. Tell them that they are free to devise ways they think is best suitable for their children.

169

Open Office 1 – Word Processor vis a vis MS word

170

Module 3.6: Open Office 1 – Word Processor vis a vis MS word



Analyze the similarities and dissimilarities between OO word processor and MS word.

Use basic and advanced features in OO Word Processor


Unit No


3.6.1 Open Office 1 – Word Processor vis a vis MS word- Difference in basic features

The purpose of this section is to make the audience realize that MS Office and OO office are very similar and it is not difficult to use OO

Analyze the similarities and dissimilarities between OO word processor and MS word. (eg. writing, copy, paste, tables, formatting, find replace, spell check etc..)

Layout

Formatting tool bar – Fonts types , Font size , Bold/Italic/Underline , Alignments , Font colour,Highlighters,Background colours, Borders , Paragraphs formatting

Shortcut Keys

Insert – special characters , symbols, Tables , Bullets , Page numbers

Other features – Copy-cut-paste , Find-replace ,

171

Print , Spell check

Save – Default extension as .ods.

Opening of OO word file in MS-word and vice versa.

3.6.2 Open Office 1 – Word Processor Advanced functions

The purpose of this section is to introduce some advanced features of OO Word

Use certain advanced features like header, footer, page break, indents and spacing, frame, hyperlink, mail merge, pdf etc.

1. PDF conversion

2. Insert - Header-footer , Page breaks , Hyperlink ,

Frame

3. Mail merge – To create a document with personal

addresses , To create Email message with email

addresses

4. Paragraph formatting

172

Module Literature

Refer to the 'Teachers's Guide'

Unit 3.6.1: Open Office 1 – Word Processor vis a vis MS word- Difference in basic features



Analyze the similarities and dissimilarities between OO word processor and MS word. (eg. writing, copy, paste, tables, formatting, find replace, spell check etc..)

Unit Sub-topics

1. Layout

2. Formatting tool bar – Fonts types , Font size , Bold/Italic/Underline , Alignments , Font colour,Highlighters,Background colours, Borders , Paragraphs formatting

3. Shortcut Keys

4. Insert – special characters , symbols, Tables , Bullets , Page numbers

5. Other features – Copy-cut-paste , Find-replace , Print , Spell check

6. Save – Default extension as .ods.

7. Opening of OO word file in MS-word and vice versa.

173

Unit 3.6.2: Open Office 1 – Word Processor Advanced functions



Use certain advanced features like header, footer, page break, indents and spacing, frame, hyperlink, mail merge, pdf etc.

Unit Sub-topics

1. PDF conversion

2. Insert - Header-footer , Page breaks , Hyperlink , Frame

3. Mail merge – To create a document with personal addresses , To create Email message with email addresses

4. Paragraph formatting

174

Unit 3.6.1 Open Office 1 – Word Processor vis a vis MS word- Difference in basic features :

Materials Required

One laptop/PC with MS office and Open Office.

All trainee laptops operating in windows with both MS Office and MS Office installed

A text activity for practice.

Total Minutes

60 minutes


Topic

No


1 Similarities and dissimilarities between OO word processor and MS word. (60 minutes)

1. Ask trainees to form a group of three. Tell them that a small paragraph will be given to them in OO writer. They have to copy paste it in MS word

8. Ask one/two participant/s from any group to discuss similarities and other two trainees to discuss differences. Also discuss the point mentioned in the

Do not allow trainees to view the handout before the

175

Topic

No


and write the similarities and differences ( in the worksheet (a) page no. _____ provided in the handout.) based on the following set of instructions

1.Observe the layout of OO writer and MS word and write similarity/difference

2.Also format it using all the options available of formating tool bar. Also ask them to use shortcut keys for copy, paste, undo, select all, spell check, find and replace etc. (more if they can) Write similarity/difference in the table provided in the handout.

3.Insert image, symbols as bullets other than bullets available by default (special charcters), table, page numbers, header-footer etc.

handout if not stated by the trainees. activity.

Write all the instructions to be used in the activity on the board or show through a slide

Discuss similarities and differences mentioned by all the groups and make a log of things not present in the handout. Update the handout with more information provided by the trainees.

176

Topic

No


4.Write 'Google' and hyper link it to the Google URL. Also insert page break and change the layout of the second page to landscape.

5.Save the OO document on the desktop in .odt format as well as .doc format. Ask them to save MS word document into .odt format.( Discuss that it is not possible in the MS office to open a file of OO in MS word but one can open word file in OO writer.)

6.Format the paragraph written by them. Keep line spacing as 1.5 lines, indent spacing before and after 0.5 cm. Keep all the text left aligned, heading center aligned. Use drop cap for the first word of the paragraph.

177

Topic

No


7.Convert files of MS word and OO writer into .pdf format.

178

Open Office 2 – Spreadsheet vis a vis MS exce

179

Module 3.7: Open Office 2 – Spreadsheet vis a vis MS excel



Analyze the similarities and dissimilarities between spreadsheet and MS Excel

Use basic and advanced features in Open Office spreadsheet


Unit No


3.7.1 Open Office 2 – Spreadsheet vis a vis MS excel- Difference in basic features

Analyze the similarities and dissimilarities between OO sreadsheeet MS excel (ex data entry, copy, paste, formulas, sorting, filter, group, chart etc..)

Use certain advanced features like tracing, pivot tables

Layout

Data entry

Formatting Toolbar – Fonts types , Font size , Bold/Italic/Underline , Alignments , Font colour,Highlighters,Background colours, Borders

Shortcut Keys

Number of columns and rows

Insert – Row , Column , Sheet , Header and

180

footer , Page numbers ,Formulas , Charts

Other – Wrap text , shrink cells , Split cells ,Merge Cells , Filters , Sorting , Find-replace , Spell Check

3.7.2 Open Office 2 – Spreadsheet Advanced functions

1. PDF conversion

2. Mail merge

Module Literature

Refer to the 'Teachers's Guide'

181

Unit 3.7.1: Open Office 2 – Spreadsheet vis a vis MS excel- Difference in basic features



Analyze the similarities and dissimilarities between OO spreadsheet MS excel (ex data entry, copy, paste, formulas, sorting, filter, group, chart etc.)

Unit Sub-topics

1. Layout

2. Data entry

3. Formatting Toolbar – Fonts types , Font size , Bold/Italic/Underline , Alignments , Font colour,Highlighters,Background colours, Borders

4. Shortcut Keys

5. Number of columns and rows

6. Insert – Row , Column , Sheet , Header and footer , Page numbers ,Formulas , Charts

7. Other – Wrap text , shrink cells , Split cells ,Merge Cells , Filters , Sorting , Find-replace , Spell Check

8. PDF conversion

9. Mail merge

182


Topic

No


1 Similarities and dissimilarities between OO Spreadsheet and MS Excel (60 minutes)

1.Ask trainees to form a group of three. They have to write similarities and differences ( in the worksheet (a) page no. _____ provided in the handout.) based on the following set of instructions

1.Observe the layout of OO writer and MS word and write similarity/difference

2.Enter their students names and their computer test marks (theory and practicals out of 50) and compare data entry in spreadsheet with MS excel.

3. Format the data provided as per the subtopics provided in the table .

4 Explore shortcut keys and write

9. Ask one/two participant/s from any group to discuss similarities and other two trainees to discuss differences. Also discuss the points mentioned in the handout if not stated by the trainees.


Do not allow trainees to view the handout before the activity.

Write all the instructions to be used in the activity on the board or show through a

183

Topic

No


similarity/difference in the table provided to them.

5.Explore inserting options mentioned in the sub topics provided in the table and write similarity/difference in the table provided to them. Ask them to total their marks in theory as well as practicals using formula. Also make a graph representing their names and total marks.

6. Explore options such as Wrap text , shrink cells , Split cells ,Merge Cells , Filters , Sorting , Find-replace , Spell Check

7.Export the file of spreadsheet and MS excel in pdf format

8.Explore mail merge option.

slide

184

Open Office 3 – Open Office presentation vis a vis MS Office Presentation

185

Module 3.8: Open Office 3 – Open Office presentation vis a vis MS Office Presentation



Analyze the similarities and dissimilarities between Open Office presentation and MS presentation

Use basic and advanced features in Open Office presentation


Unit No


3.8.1 Open Office 3 – Open Office presentation vis a vis MS Office Presentation- Difference in basic features

Analyze the similarities and dissimilarities between OO presentation MS presentation

Use certain advanced features like slide trabsition

Layout

Shortcuts

Slide design , layout and slide transition options

Formatting toolbar

Insert header-footer , pictures

Animation effects

Fontwork gallery

186

3.8.2 Open Office 3 – Open Office presentation Advanced functions

1. Advanced slide transition effects

187

Module Literature

Refer to Teachers's Guide

Unit 3.8.1: Open Office 3 – Open Office presentation vis a vis MS Office Presentation- Difference in basic features



Analyze the similarities and dissimilarities between OO presentation MS presentation

Unit Sub-topics

1. Layout

2. Shortcuts

3. Slide design , layout and slide transition options

4. Formatting toolbar

5. Insert header-footer , pictures

6. Animation effects

7. Fontwork gallery

Materials Required

Pen

Worksheet

Images with parts of a computer on a desktop

Laptop/Desktop with OO and MS office installed

Total Minutes


188


Topic

No


1 Similarities and dissimilarities between OO Impress and MS power point. (60 minutes)

Ask trainees to form a group of three. They have to write similarities and differences ( in the worksheet (a) page no. _____ provided in the handout.) based on the following set of instructions

1.Observe the layout and write similarity/difference in the table provided to them.

2.Prepare a power point presentation on parts of the computer by inserting images saved on the desktop with very little description in OO Impress and copy paste it in MS Power point.

3.Choose slide design and layout of

9. Ask one/two participant/s from any group to discuss similarities and other two trainees to discuss differences. Also discuss the points mentioned in the handout if not stated by the trainees.


Do not allow trainees to view the handout before the activity.

Give empty table drawn in the handout in the form

189

Topic

No


their choice and give slide transition effect to the whole presentation.

4.Format the text using slide master.

5. Insert footer as their names, insert page number and keep auto update on for date.

6. Give custom animation to the whole presentation. Use advanced animation effects in some slides.

7. Write name of the topic using word art and use animation effects. .

8.Export files of OO Impress and MS power point in pdf format.

of a handout.

190

Creative- Tux Paint

191

Module 3.9: Creative- Tux Paint



Explore the various features in tux Paint

Create a drawing in tux paint

Materials Required

Projector

Laptop/PC with Tux paint installed

Chits prepared on given themes

Paper

Pen

Pendrive

Gifts

Total Minutes

1 hour 15 minutes

192


Unit No


3.9.1 Using Tux Paint

To introduce tux paint.

Identify the use of the various tools and icons in the tool bar and the options under each of the available tools (Eg stamp, magic, shapes, etc.)

Create drawings using the tools available.

Create poster on a given theme

1. Introduction to tux paint

2. Exploring tux paint

3. Create Drawings in Tux paint

4. Tux paint as a classroom tool

5. Creation of poster using tux paint

193

Module Literature

Refer to the unit handout

----------------------------------X-----------------------------------

194

Unit 3.9.1: Using Tux Paint



Identify the use of the various tools and icons in the tool bar and the options under each of the available tools (Eg stamp, magic, shapes, etc.)

Create drawings using the tools available.

Unit Sub-topics

1. Introduction to tux paint

2. Exploring tux paint

3. Create Drawings in Tux paint

4. Tux paint as a classroom tool

5. Creation of poster using tux paint

195


Topic

No


1

Introduction to tux paint (5 minutes)

1. Ask the trainees to observe tux paint 2. Ask them what they think is it?

Expected answer: it is similar to paint in windows

3. Introduce what is tux paint by referring to the module literature

2Exploring tux paint (10 minutes)

2. Ask the trainees to explore various tools and options in tux paint.

3. Ask them to answer in brief about what can they do using tux paint

1. In a group of 3, ask them to open tux paint.

3

Create drawings in Tux paint (10 minutes)

1. Ask the trainees to create any drawing using tools in tux paint. Ask them to save it.

4 Tux paint as a classroom tool (5 minutes)

196

Topic

No


1. Ask the trainee how did they find the tool

Expected answer: It is similar to paint, It is good, very simple to use

2. Ask them how can they use tux paint as a tool to teach in classroom

3. Note down their response on the white board and add some more (if required) by referring to the module literature

Discuss and clarify their doubts if any.

5 Creation of poster using tux paint (45 minutes)

13. Ask one member from each team to come and pick the chits of following theme.

a. Global warming

b. Pollution

c. Plastic: A curse or a boon

d. Healthy diet

e. Literacy programme

f. Workshop on computer education

g. Save wild life

1. Inform the trainee that since, they are now familiar with tux paint and the tool

available, they will be given a small task.

2. Divide the trainee randomly in team of 3 each.

4. Inform the trainee that 3 team will be given a gift on following criteria:

Usage of maximum tools in a poster

- Clarity of thoughts in a poster

197

Topic

No


h. Summer camp for kids

8. Provide them with paper and pen and ask them to vote for the above mentioned criteria one by one.

- Look and feel of the poster

5. trainees have to vote for the team that fulfills the above criteria at its best.

6. Inform that they will be given 30 minutes for creation of the poster.

7. After the team completes making the poster, go to each team and take their poster in the pen drive and showcase the work on the projector.

9. Collect the chits and announce the team that has got highest vote. Provide them with a gift.

198

4 FOSS and Operating System

4.1 Operating System

4.2 Introduction to FOSS

4.3 Installation of OS (CM/ubuntu)



199

Module 4.1 : Operating system:



Differentiate between various operating system



4.1.1 Operating System List and differentiate various kinds of operating system (Windows, Linux, Mac, etc)

1. Operating system

2. Features of operating systems.

3. Different types of operating system.

4. Difference between various operating system.

4.1.2 Advantages and disadvantages of Ubuntu Os

Discuss the advantages and disadvantages of Ubuntu OS

1. Advantages of Ubuntu

2. Disadvantages of Ubun

200

Module Literature:

Refer to the Teachers's Guide.

201

Unit 4.1.1:Different kinds of OS:

Materials Required:

•Laptop/PC with Windows 7 and CM Ubuntu installed

•A Mac PC

Total Minutes:

30 minutes


Topic

No



Learning by Pratyaksha Learning by Anumana (n recalling by asking question)

Learning by Agama

1

Operating system (5 minites)

1. Make the trainees boot the computer.

2. Make the trainees notice the default BIOS which loads initially and then the operating system loads.

3. Discuss the definition and the concept of operating system.

202

Topic

No




Learning by Agama

2

Features of operating system? (5 minutes)

2. List down the features connecting to their thoughts on the white board.

1. Ask them about what they know about the features or services provided by OS.

3. Mention other additional features of an operating system.

3

Different types of operating system? (5 minutes)

1. Make the trainees observe the desktop environment of MAC OS, Windows OS, Linux Ubuntu OS on different PC’s together on projector.

2. Ask them which OS is being shown to them.

3. Mention the background history of different OS owners when it is being shown to them. Also mention the latest released version of the 3 OS.

4 Difference between various operating system.(15 minutes)

1. Ask the trainees whether they know about the concept of live CD in Windows.

Expected answer: They won't be knowing the answer.

2. Ask them about their awareness to virus attacks on Windows. Also ask them

4. Clarify them that they are required to buy the operating system and then install it in their desktop PC's. Otherwise Microsoft can charge a fine over the user for using an unauthorised copy of Windows.

203

Topic

No




Learning by Agama

whether they have heard the virus threats on Ubuntu and Linux.

Expected answer:

They would be aware about the Windows OS and they may not be aware about the virus threats on Linux and Mac. Tell them that relative to Windows, Linux and Mac OS have considerably less threats.

If the trainees knows the answer then ask the person about the reason behind why Linux is not affected by virus. If a correct answer is received then appreciate that person and specify the concept with proper details to everyone. If a wrong answer is received then clarify the actual concept to everyone in general and not singling out that one person.

5. Explain them about the other different features of different OS.

204

Topic

No




Learning by Agama

3. Ask them whether they own the license to use Windows OS at the desktops at their homes.

Expected answer:

There may be some trainees may not be aware that there is an ownership license required for Windows OS.

205

Unit 4.1.2: Discuss the advantages and disadvantages of Ubuntu OS:

Materials Required:

Laptop/PC with Ubuntu and Windows installed as dual bootable.

Total Minutes:

30 minutes


Topic

No




Learning by Agama

1 Advantages of Ubuntu (20 minutes)

1. Make the trainees open their browser and introduce them to community forums for support by making them browse the link as below. http://Ubuntuforums.org/

2. Make them read any random topic at the forum and the responses to that query.

4. Make the trainees go to the download

10. Ask the trainees the reason behind the file not opening.

3.Convey the availability of widespread support.

5. Convey them that the software is free to download.

7. Tell the trainees that the shell was such powerful that it could allow the trainees to switch users without any GUI.

8. Mention that more powerful

206

http://ubuntuforums.org/

Topic

No




Learning by Agama

section in Ubuntu website. Make them notice the free download software section at Ubuntu website.

6. Make the trainees open the shell prompt. Make them type the command such as $su – which will switch user. Make them switch back to the same user by typing "su" followed by the username.

9. Make the trainees migrate to root directory

Tell them to open "vmlinuz" file. The file will not open.

commands are available with Ubuntu shell

11. Respond if there is any relevant answer. If not, then mention that certain files in the root directory are protected and only the superuser can access them.

12. Mention the advantage of protected root access

13. Mention the additional advantages covered in unit 1 of this module

14. Mention that virtual windows environment can be opened inside Ubuntu as a different application so that both the OS can be utilized together.

2 Disadvantages of Ubuntu (10 minutes)

1. Mention the issues of lack of hardware support in case of some companies that do not release Linux installers but release only windows driver software for their hardware. Also mention that this issue is

207

Topic

No




Learning by Agama

in development stage and many hardware vendors are opening to provide support on their devices but it is less compared to windows.

208

Module 4.2

209

Module 4.2: Introduction to FOSS



• Explain why FOSS is called free and open source

• Differentiate between closed source/ proprietary softwares and open source application



4.2.1 What is FOSS? • State the expansion of FOSS

• Define FOSS related terminologies

• List various companies in Open Source and FOSS

1. Philosophy behind open source software

2. Meaning of FOSS

3. Development of FOSS culture

4. FOSS penetration

5. Different FOSS related terminologies

6. Companies/projects based on FOSS philosophy

4.2.2 Closed source/ proprietary and open source softwares

•State the difference in source code availability between the two and freedom for modification of the same

•State the cost difference in obtaining

1. Source code

2. What is available to the user in a closed source and in an open source application software?

210

proprietary softwares vs open source softwares

•State the other differences (if any) between closed source and open source applications.

3. Difference in proprietary and open source applications

4. Advantages of using open source in schools

211

Module Literature:


Materials Required:

Computer with Ubuntu and Windows installed.

Total Minutes:

40 minutes


Topic

No




Learning by Agama

1 Philosophy behind open source software (10 minutes)

1. Select a candidate from the trainees.

2. Ask him/her about what is his/her favorite movie?

3. Ask the candidate to describe the movie story briefly in his/her own words.

4. Jot down some vital points of the story on the board.

7. Relate the fact of release of the movie to release of the software.

However changing either the movie or the software is not possible if the content is not made available.

8. Tell them that in case of movie, the content can be the script and for

9. Give the definition of open source and explain what is source code.

10. Explain them that open source work is the one which the source code is made available to learn, use and modify.

11. Remind the fact that for modifying the source code or the script of the movie, there is a precondition to access the source code or the script of the

212

Topic

No




Learning by Agama

5. Ask the trainees about different suggestions to modify the story.

6. If there are no answers then suggest a modification and list it on the board.

softwares it is the source code. movie.

2 Meaning of FOSS (10 minutes)

1. Ask the trainees to assume that a movie was released with a copyright license and the license had to be bought to use any part of the movie for commercial purpose.

2. Tell the trainees that a song of the story was used by a movie maker to promote another movie without buying the license and released commercially. The original movie story proprietor fined the person who copied the story of the movie for infringing the license rights.

3. Now, ask the trainees to assume that the script of the same movie was

4. Inform them that a book was made by modifying the story of the movie with the permission from the movie maker.

6. Inform the trainees that the book thus developed would be an example of open source work as its was not copyrighted and allowed modification.

8. Mention that in this case the book is called as a Free and open source work as no fees was charged for adopting the work as well as the script was released to be modified.

9. Discuss the definition of Free and

213

Topic

No




Learning by Agama

released under a license that it could be modified & utilized by everyone.

5. Mention that the author of the book allowed others to modify the work and distribute the derivative work of the book.

7. Ask the trainees to assume that the story of book was modified and transformed into a skit as per the licenses under which the book was released without any charging fees to be paid to the book writer.

open source software.

3 Development of FOSS culture (5 minutes)

1. Explain the history of FOSS culture from unit handout.

2. Stress on key points like the step by Richard Stallman to start the GNU

214

Topic

No




Learning by Agama

project, Linus Torvalds' contribution of kernel,effect of Netscape navigator's code release – creation of OSI and OSD, GNU/Linux distributor Red Hat IPO.

4

FOSS Penetration (5 minutes)

1. Explain the progress of FOSS and stress on the steps taken as given in the unit handout.

5

Different FOSS related terminologies (5 minutes)

1. Explain the definitions of the terms freeware, shareware and free software.

6Companies/projects based on FOSS philosophy (5 minutes)

1. Mention the different projects on FOSS

215

Unit 4.2.2: Closed source/ proprietary and open source softwares:

Materials Required:

Personal computer with Ubuntu installed.

An application with its source code.

Total Minutes:

50 minutes


Topic

No




Learning by Agama

1Source code (5 minutes)

1. Discuss the definition of source code.

2 What is available to the user in a closed source and in an open source application software? (15 minutes)

1. Make all trainees open an application (for this unit- choose a specific software). Ask them how could they change the look and GUI of the application. Is it possible?

2. Tell them that it is possible if the source code is available.

4, Tell them that this source code is made

216

Topic

No




Learning by Agama

Expected answer: No, maybe, yes.

Make the trainees open the source code file in the path /usr/src

3. Show them a closed source application and tell that its source code is not available and it cannot be modified by anyone except the creator. Also show them the source code of the application opened at step 1.

by programmers

5. Mention the fact that source code is useful to the programmers to modify the application and develop a custom application.

3

Difference in proprietary and open source applications (20 minutes)

5. Make a table (as in unit handout) for discussing the cost of setting a windows PC vs an Ubuntu PC and ask the trainees to tell the price of closed source softwares and you tell the price of linux based softwares.

Bring out the price difference.

2. Ask them if this is what we want to teach our children, to support piracy and hence cheating.

3. But many a schools cannot afford the price of buying the softwares and hence have to use pirated softwares.

1.Tell the trainees that when we buy a PC, we have to get the softwares to run the PC, without which the PC has no utility. We generally buy the softwares or we use pirated versions.

4. But a better way, without effecting the quality is to use open source softwares.

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4

Advantages of using open source in schools (10 minutes)

1. Tell the trainees that there are a number of advantages of using open source in schools. Apart from the cost and usability advantages, the usage of open source has ethical advantages as well.

2. List the advantages from unit handout.

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Module 4.3

219

Module 4.3:1: Installation of OS (CM/Ubuntu)



Install CM OS without trouble


Unit No

Unit Name Open and use the desktop applications of CM OS

Unit Learning Objectives Unit Sub-topics

4.3:1 Installation of OS (CM/Ubuntu)

• Install CM OS in the computer in parallel with Windows or other operating system

1. Dual booting

2. Settings required before booting

3. Changing boot sequence

4. Steps in installation of CMOS

220

Module Literature:

Installation of OS (CM/Ubuntu):

Please follow the steps given in the unit level handout.

Go through the official Ubuntu guide at

https://help.Ubuntu.com/9.04/installation-guide/i386/preparing.html

----------------------------------X-----------------------------------

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Unit 4.3:1: Installation of CM OS:

Materials Required:

PC with Windows XP installed

Bootable Live CD/DVDs more than the number of trainees

Total Minutes:

1 hour 45 minutes


Topic

No




Learning by Agama

1

Dual booting

1.Tell the trainees about the concept of dual boot.

2 Settings required before booting

1. Make the trainees look for different drives and search for a drive which has 10GB free. Note the drive and its total

2. Tell, it is important to note the actual size because when we install Ubuntu, it will not show the name of the drive but

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available space. just the space.

3

Changing boot sequence

1. Make the trainees change the first boot selected.

2. Make the trainees

change the boot sequence by keeping the first option as to boot from CD/DVD drive.

3. Restart the computer.

4

Steps in installation of CMOS

1. Give 1 Laptop to every group and make them do the installation.

2. Guide the process with stepwise instruction using a projector once the step is completed by the trainees and not before.

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Module 4.4

224

Module 4.4:1: Basics from PC 1

Module level learning Objective:


Change background and switch between desktop.


Unit No


4.4:1 Open and use the desktop applications of CM OS

Explore CMOS Desktop

Relate CMOS desktop application to PC desktop

Change background and switch b/w multiple desktop

1. Different applications in CM Ubuntu that are similar to other OS applications

2. Changing desktop background and other appearances

3. Concept of multiple desktops

4.4:2 User Management Define user

Create a Multiple user on CMOS.

Change password for different accounts.

1. What do you mean by "user"?

2. How to create multiple users?

3. How to change password for different accounts?

225

Module Literature:


226

Unit 4.4.1 Open and use the desktop applications of CM OS:

Materials Required:

CM Ubuntu OS version 9.04 installed

Total Minutes:

50 minutes


Topic

No




Learning by Agama

1 Different applications in CM Ubuntu that are similar to other OS applications

1. Make the trainees open "Tomboy notes" application in Accessories->Tomboy Notes.

2. Make them create a new note by selecting the option from File->New. This opens a new note.

5. Make them type "Applications" as title of the note.

6. Make them type "Tomboy notes" as first application in the note. Make them

3. Tell the trainees that they were going to list down some of the applications of CM Ubuntu OS.

4. Tell the trainees that "Tomboy notes" is an application for preparing such as To-do list, check list and other text notes for personal use as described in unit handout.

10. Inform them that the text editor is same as a Notepad in Windows and can be used to type any document,

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Topic

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select it and click the "link" option from the above panel.

7. Make them type "Text Editor" and tell them to select that text.

8. Then make them select "link" option in the panel. This opens another note with the title as the selected text.

9. Tell the trainees to open "Text editor" from Accessories and make them open text editor from

Accessories->Text Editor.

11. Make them type some text in the text editor and make them save the file.

12. Tell the trainees to type "Screenshot" as next point in the note opened as "Applications" in Tomboy.

13. Make the trainees open "Take screenshot" panel from

Accessories->Take screenshot.

scripts,etc.

16. Tell the trainees that the "Take screenshot" option is similar to "Print Screen" option in Windows and describe the use of taking screenshot option.

20. Inform the trainees that this GIMP image editor is same as "Paint" in Windows. Also describe the usage of GIMP Image editor.

24. Tell them that they can write any files to the disk by clicking the "Write Disc" option displaying above in the window.

25. Tell the trainees about the usage of CD/DVD creator software.

26. Also tell the trainees that this is similar to writing option in Windows in which the files are written on disk by dragging and dropping to the disk.

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14. Make them select "Grab the whole desktop" and tell them to click "Take screenshot" option.

15. Tell them to save it with the name "try" on the file on the desktop.

17. Tell the trainees to type "GIMP Image editor"

18. Make the trainees right click on the image "try" on the desktop and select "open with" option.

19. Tell the trainees to open the image "try" with "GIMP Image Editor".

21. Tell them to type "CD/DVD creator"

on the note.

22. Make them open the "CD/DVD" creator from Accessories->CD/DVD Creator.

23. Make them drag any file and drop it in the window of CD/DVD creator

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Topic

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software.

2 Changing desktop background and other appearances

1. Tell the trainees to Right click on the desktop and select "Change Desktop Background" from the available desktop background options.

3. Tell the trainees to minimize and restore one of the opened windows.

4. Ask them to notice the appearance while the window is maximizing when clicked at this tab.

5. Make them right click on the desktop and click on the "Visual Effects" window and change it to "Normal" mode from "None".

6. Ask the trainees to again minimize any opened window to the taskbar. Again make them click on the minimized window and restore the window.

2. Tell the trainees that it is same feature to the changing the desktop background in windows.

8. Tell them that they can make change in appearance and effect to changing the working environment of the system.

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7. Ask the trainees whether they are able to see the change in appearance and effect.

3

Concept of multiple desktops

1. Ask the trainees to right click on the workspace window at the right in the status bar at the bottom of the screen.2. Ask them to click the "Preferences" option.

3. In the Preferences, ask them to increase the number of rows to 4 by clicking the "up" arrow in the "Number of rows" option.

4. Tell the trainees that the number of workspaces are increased to 4 and these are the number of virtual desktops.

5. Discuss the concept of multiple desktop and its significance as given in the unit handout.

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Script for Trainer

SCRIPT TIMEApplications in CM Ubuntu that are similar to other OS applications?

TomboyMake the trainees open "Tomboy notes" application in Accessories->Tomboy Notes.Make them create a new note by selecting the option from File->New. This opens a new note.Tell the trainees that they were going to list down some of the applications of CM Ubuntu OS.Tell the trainees that "Tomboy notes" is an application for preparing such as To-do list, check list and other text notes for personal use as described in unit handout.Make them type "Applications" as title of the note.Make them type "Tomboy notes" as first application in the note. Make them select it and click the "link" option from the above panel.Make them type "Text Editor" and tell them to select that text.

Text EditorThen make them select "link" option in the panel. This opens another note with the title as the selected text.Tell the trainees to open "Text editor" from Accessories and make them open text editor from Accessories->Text Editor.Inform them that the text editor is same as a Notepad in Windows and can be used to type any document, scripts,etc.Take screenshot:Make them type some text in the text editor and make them save the file.Tell the trainees to type "Screenshot" as next point in the note opened as "Applications" in Tomboy.Make the trainees open "Take screenshot" panel fromAccessories->Take screenshot.Make them select "Grab the whole desktop" and tell them to click "Take screenshot" option.Tell them to save it with the name "try" on the file on the desktop.Tell the trainees that the "Take screenshot" option is similar to "Print Screen" option in Windows and describe the use of taking screenshot option.GIMP Image editor:Tell the trainees to type "GIMP Image editor"Make the trainees right click on the image "try" on the desktop and select "open with" option.Tell the trainees to open the image "try" with "GIMP Image Editor".Inform the trainees that this GIMP image editor is same as "Paint" in Windows. Also describe the usage of GIMP Image editor.CD/DVD Creator:Tell them to type "CD/DVD creator"on the note.Make them open the "CD/DVD" creator from Accessories->CD/DVD Creator.Make them drag any file and drop it in the window of CD/DVD creator software.

35 minutes

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Tell them that they can write any files to the disk by clicking the "Write Disc" option displaying above in the window.Tell the trainees about the usage of CD/DVD creator software.Also tell the trainees that this is similar to writing option in Windows in which the files are written on disk by dragging and dropping to the disk.

Changing desktop background and other appearances?

Tell the trainees to Right click on the desktop and select "Change Desktop Background" from the available desktop background options.Tell the trainees that it is same feature to the changing the desktop background in windows.

Tell the trainees to minimize and restore one of the opened windows.Ask them to notice the appearance while the window is maximizing when clicked at this tab.

Make them right click on the desktop and click on the "Visual Effects" window and change it to "Normal" mode from "None".Ask the trainees to again minimize any opened window to the taskbar. Again make them click on the minimized window and restore the window.

Ask the trainees whether they are able to see the change in appearance and effect.Tell them that they can make change in appearance and effect to changing the working environment of the system.

10 minutes

Concept of multiple desktops

Ask the trainees to right click on the workspace window at the right in the status bar at the bottom of the screen.Ask them to click the "Preferences" option.In the Preferences, ask them to increase the number of rows to 4 by clicking the "up" arrow in the "Number of rows" option.Tell the trainees that the number of workspaces are increased to 4 and these are the number of virtual desktops.Discuss the concept of multiple desktop and its significance as given in the unit handout.

5 minutes

-----------------------------X------------------------------

233

Unit 4.4.2: User Management

Materials Required: Computer with CM Ubuntu installed.



TopicNo

Activities to be performed/Questions to be asked by the trainer during the session to facilitateAdditional guidelines for trainers


Learning by Agama

1

What do you mean by "user"?1. Make the trainees open the terminal.2. Make them type "sudo su".3. Tell them to type the password of their user.

4. Tell them that at the end of the terminal line there is a "#" which indicates a root user.5. Tell the trainees about different types of users in the operating system.6. Tell the trainees that the root user is given more privileges over other users.

2How to create multiple users?1. Make the trainees follow the steps from the unit handout to create new user.

3How to change password for different accounts?

1. Make the trainees follow the steps given in the unit handout.

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Module 4.5

235

Module 4.5: Basics of PC2:

Module level learning Objective:At the end of the module, the trainee should be able to:• Install/Uninstall software using synaptic package manager • Update repository • Configuring network connection for wired/wireless/dsl etc


Unit No


4.5:1 Package Manager Describe package managers & their utilities. 1. What is package?2. What do you mean by package manager?3. How do you install/uninstall package using

synaptic package manager?4. What is repository?5. How does the synaptic package manager connect

to the repository automatically?

4.5:2 Getting on internet Connect to a network via different modes Connecting to internet using Ethernet connection Connecting to internet using wi-fi boards Connecting to internet using dial-up connection

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Module Literature:Package:This is the set of executable and non-executable files which contains a particular program for downloading and installation of application programs is called a package.

Package manager:This is a program for downloading and installation of packages.Usually, in other OS if there is no package manager then for downloading different programs, the user has to go on-line over the web and then download the software manually. This is software used to download and install other programs from the Internet. Using a package manager a user doesn’t have to visit different websites to download different programs.Please refer the unit handout for further details

Synaptic package manager:It is a software used to install, remove, upgrade and downgrade single and multiple packages. It is also used to find packages by name, description and several other attributes.

Repository:A set of packages normally on the internet, that can be installed by a package manager. This is a collection of software hosted in one location, usually on-line It is a location on the web from where a package manager will get software packages.

Please refer the full unit handout to understand how the synaptic package manager can be used to download a certain software package.

Connection to the internet:There are three ways to connect to the internet which is wired, wireless and dial-up connection.Please refer the unit handout to understand the procedure to connect to the internet through the three ways

----------------------------------X-----------------------------------

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Unit 4.1.1 Package manager

Materials Required: Computer with CM Ubuntu installed with synaptic package manager.



TopicNo



Learning by Agama

1What is Package?

1.Tell the definition of package to the trainees.

2

What do you mean by package manager?

1. Discuss the concept of package manager with the trainees as given in the unit handout.2. Tell them that automatic process of downloads with synaptic package manager.

3 How do you install/uninstall package using synaptic package manager?

1. Make the trainees follow the steps in unit handout to install packages with

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TopicNo



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synaptic package manager.2. Make the trainees download the package for "chess" from the synaptic package manager

4What is repository?

1. Tell the trainees about the definition on repository

5

How does the synaptic package manager connect to the repository automatically?

1. Make the trainees go to the path /etc/apt/sources.list

2. Tell the trainees about how the synaptic package manager will connect to the repository as given in the unit handout.

239

Unit 4.5.2: Getting on internet

Materials Required: PC with CM Ubuntu OS already present in the tab PC with a wired, wireless and dsl connection set-up already made.

Total Minutes:15 minutes


TopicNo



Learning by Agama

1

Connecting to internet using Ethernet connection

2. Make the trainees follow the steps in unit handout for Ethernet connection.

1. Tell the trainees that there are three ways to connect to the internet which is Ethernet, wi-fi and dial-up connection before starting the topic.

The handout must be referred only after the session and not during the session.

2Connecting to internet using wi-fi boards1. Make the trainees follow the steps in the unit handout for wi-fi connection.

3Connecting to internet using dial-up connection

1. Make the trainees follow the steps in the unit handout for dial-up connection.

240

5 Internet Searches

5.1 Effective net searches and educational websites

241

Module 5.1: Effective Net Searching



Explore the various ways to search relevant and useful data on the Internet

Search websites that can be used to compliment learning in various subjects


Unit No



Use following features of search engine to get desired results

◦ Google web

◦ Google scholar

◦ Google books

◦ Google images

Use search features and techniques to get the desired results from the following web based activities

◦ Free educational lectures in youtube

1. Introduction to search engines

2. Features of Google

3. Using features of Google

Google search and advance search

Google scholar

Google books

Google images

Introduction to You tube

242

◦ Google maps Introduction to Google map

5.1.2 Various educational websites

Use various educational websites that can be used for learning in various subjects areas across levels

Explore various websites of trainees interest.

1. List of useful websites that can be used for

learning in different subject areas.

243

Module Literature


1. Introduction to search engines

A Search engine is a search tool which is designed to search information on the world wide web. Several search engines are available on the web like Google, Yahoo, MSN, WindowsLive, Bing, Aol search , Ask.com, My Web, Yellow Pages, NexTag, Local.com etc. The search results are usually presented in a list form which are commonly called hits. The information may consist of web pages, images, information and other types of files.

The most popular search engine is Google. Google not only provides refined information but also comprises of several features unlike other search engines. The link is http://www.Google.co.in/

Below is the screenshot of Google homepage. It contains

1. The title: The first line of any search result is the title of the webpage.

2. The snippet: A description of or an excerpt from the webpage.

3. The URL: The webpage's address.

4. Cached link: A link to an earlier version of this page. Click here if the page you wanted isn't available.

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34

1

2

http://www.google.co.in/

2. Features of Google:

Google provides easy access to billions of web pages, to millions users. It aims to make searching easier and hence Google have introduced 22 special features to help find exactly what one is looking for. Google consist of features like weather, time, map, calculator, document, groups etc. Few of some most popular features are listed below:

Google Web: This can be used to search web pages on the internet

Google Images:This can be used to search images on the internet. Google provides varied images on the search term

Google Mail: Google has email facility which is known as Gmail i.e. Google mail

Google Document: Google has a facility of storing and sharing importnat documents. This is called Google docs.

Google Blogs: Blogging is also provided by Google wherein one can post comment and any one in the world can see it. Blogging is one of the popular feature of Google.

Google News: It provides an aggregated headlines and search engine of many of the world's news sources

Google Calculator: To use Google's built-in calculator function, simply enter the calculation you'd like done into the search box.

Google You tube: You tube is a video channel of Google which contains collection of videos in several areas like education, entertainment, business etc.

Google Alerts:Google Alerts are email updates of the latest relevant Google results (web, news, etc.) based on choice of query or topic.

Google Map: Google provides a detailed web based map and satellite images for complex or regional searches.

And few more.

3. Using features of Google

Google search: Google has enormous data which almost acts like a library. It proves difficult sometimes to search relevant data which is needed. Hence there are certain tips and techniques that one needs to use when searching on the Google web.

Ways to improve Google search

There are some popular techniques that can result in more productive Google search. There are certain other techniques that are not so popular but also prove to be more effective in getting a better output while searching; all such techniques are listed below -

a. The first thing you must do to generate a productive search is think. The user should be clear about his/her 'want'; that is the output he/she is looking for. Search Google for the words or

245

phrases that will be on the page you want, not for a description of the page or website. If the user is looking for information on a comparative review of wireless telephones, it is possible that a search result on list of wireless phone rather than comparative review of wireless phone.

b. Use Quotation marks to force finding a specific phrase. When the phrase is included within quotation marks, the search engine will only return results exactly matching the entire phrase. This is an extremely powerful search technique, and yet it is not used by the majority of web searchers. The search on the two words George and Washington, will give over 8 million results. When the words are typed within quotation mark the number of result varies. The second case give more specific results. Hence, by including such words inside the quoted phrase, more relevant search results are obtained.

c. Use the Plus (+) and Minus (-) Signs. The plus sign just before a search term means "This MUST be found in the search". Conversely, if a lot of search results that include a specific product, word, phrase, or item that is not required, put a minus sign before that word or phrase, and those results will be excluded from the search.

d. Use the Asterisk (*) As a WildCard search term. Insert an asterisk in search phrase and it will act as a wild card matching any word in that place in the phrase. More than one asterisk in place of more than one word in the search phrase, up to the limit of ten search words - and the wild card markers are not counted toward this ten word limit. Ex: When one is not sure about the word compaq, he/she may write it as compa*

Advance search

Following screen is displayed when one uses advanced search feature of Google. This feature of Google is used so that one can refine the search in a better way. One can fill in the boxes provided and Google will provide results refined from search. It provides option for the exact phrase of the search term, language option and also the file format which is required. It helps to get an accurate search results. Web page of Google advanced search will be as shown below:URL: http://www.Google.co.in/advanced_search?hl=en

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http://scholar.google.co.in/schhp?hl=en&tab=is

Google scholar

Google Scholar provides a simple way to search scholarly literature across many disciplines and sources. It includes thesis, books, abstracts and articles. It contains earlier version of article and journals along with entire research paper. It acts like a handy and easy search for any given topic. Web page of Google scholar will be as shown below:URL: http://scholar.Google.co.in/schhp?hl=en&tab=is

Google Books

Google Books is a service that searches the full text of books. It is commonly called as e- books or electronic books. It provides the details of publication, year, availablity and cost of the book. If it is a free book, hence, one can download it on their machine. One can use this feature for their own collection of books which acts like a bookshelf in their Google accounts. Various books have been already categorised to make search easy. Web page of Google books will be as shown below:URL: http://books.Google.co.in/books

Google images

Google Image Search allows users to search the web for image content. It provides option for an image size, format and also the colour of the image which is required. It contains enormous image type like cliparts. real images etc. Web page of Google images will be as shown below:URL: http://images.Google.co.in/imghp?hl=en&tab=wi

You tube

YouTube is a video sharing website of Google through which the users can upload and share videos. YouTube is basically a huge collection of videos on a wide arena of topics like academics, business, entertainment etc. It also contains videos of several recorded lectures from famous universities in the academic area. Web page of You Tube will be as shown below:URL:http://www.youtube.com/

Google map

Google map is a basic web mapping service application which is provided on the web, free of cost. There following are the features of Google Map:

It helps to find locations of places, and its related information which is gathered from the web.

Measure distance between places.

It has a street view feature which allows the user to zoom in the streets of cities

Create their own maps and save it in their account for further reference

Add photos, videos and share on the web

Use features of terrain and place marks efficiently.

Web page of Google map will be as shown below:

247

http://books.google.co.in/books



http://scholar.google.co.in/schhp?hl=en&tab=is

URL: http://local.Google.co.in/

Refer the following URL before conducting the training: Additional references:

Searching on Google:

http://www.Google.com/support/websearch/bin/answer.py?hl=en&answer=134479

Video tutorial:http://www.youtube.com/watch?v=V7-2XtgqY-Y

Features of Google:

http://www.Google.com/help/features.html

Google Scholar:

http://www.ehow.com/video_4432458_use-Google-scholar.html

Google Books:

http://books.Google.com/Googlebooks/about.html

Google Maps:

http://maps.Google.com/support/bin/answer.py?hl=en&answer=68480

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http://maps.google.com/support/bin/answer.py?hl=en&answer=68480

http://books.google.com/googlebooks/about.html

http://www.ehow.com/video_4432458_use-google-scholar.html

http://www.google.com/help/features.html

http://www.youtube.com/watch?v=V7-2XtgqY-Y

http://www.google.com/support/websearch/bin/answer.py?hl=en&answer=134479

http://local.google.co.in/


Materials Required:

Projector with internet connection, Speaker to listen video

Total Minutes :

1 hour 35 min


Topic

No


1 Introduction to search engines. (5 min)

1. Ask trainee what are different ways to gather information:

Expected answer: Books

Magazines, Newspaper some may answer Internet.

2. If Internet, ask them to justify.

3. Inform the trainees that they can use Internet which is also called on line library for searching information or gaining knowledge

4. Inform the trainee, to search information from the web, we need a search engine.

Introduce "Search engine" by referring module literature.

5. Emphasize that Google is the most popular search engine on the web,

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Topic

No


hence the later part will be done by using Google.

2

Features of Google. (8 min)

1. Ask trainee if they know some features which Google provides

Expected answer:

Google Maps, books, images.

2. Discuss the features of Google by referring the module literature. Inform the trainees that Google has 22 useful and innovative features which is freely available

3

Using features of Google. (5 min)

2. Ask Trainee to observe Google home page and show them the name tag in the above panel i.e. Web, Images, Maps etc

1. Ask the trainee if the ever used Google.

Expected answer: Probably yes. If it is yes, ask them what feature did they use, and how did they find. Listen to their experience

3. Inform the trainee that

since Google has enormous amount of information, finding exactly what is required becomes difficult.

Hence using Google effectively is required.

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Topic

No


3a

Google search and advance search. (25 min)

4. Form a group of 3, and ask each group to search the same using advanced feature and note down the difference between Google web and advanced search in the worksheet (a) Difference between Google web and Google advanced feature on page no. ___ in the handout.

2. Ask them if they knew these tips of effective searching on the web.

Expected answer: No

5. Then, ask each group to read their points of difference between Google web and advanced search. Other group are expected to comment on the points.

1. Demonstrate use of Google web by searching: "Effective use of internet in education".

Discuss the techniques of searching on Google by referring to the module literature.

3. Inform the trainee that Google web displays all the results of the search term mentioned. Hence using the correct phrase is important. Along with other techniques. Also inform that these tips will be useful when they use any feature of Google.

6. Discuss the points with the trainees

Discuss techniques of using Google search (Refer module literature)

3b & 3c

Google scholar &Google books. (15 min)

1. Divide the class into two groups. Ask one group to search "Use of Internet in education" using Google scholar and ask other group to search using Google books.

3. Ask some trainee to come from each group and discuss the points noted by them. Elaborate more and discuss the need of the feature (if required, refer module literature).

Provide help to the trainee if required

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Topic

No


2. Ask each group to explore the given feature and note down their observation in the worksheet (b) on page no. ______ in the handout.

4. Let them also discuss the difference between these feature and how they think will be useful in their teaching.

3d

Google images. (7 min)

1. Showcase web page of Google image on the projector. Remember: Write "images" in the search bar and open the left panel of all the options. Then, Ask the trainee to observe.

2. Ask trainee of what they think how Google image could be used for effective searching.

Expected answer: Since they are observing Google image page they will answer that it has got an option of picture size, format of picture, and colour of picture

3. Ask trainee randomly about their views on “how use of Google image can be a quick way to search any image”.

3e Introduction to You tube. (20 min)

5. In a group of 3, ask the trainee to pick any subject area of their interest and search educational videos on you tube.

2. Ask Trainee if they see videos on the web.

Expected answer yes or no.

If yes, ask them on which website do they search videos.

1. Discuss with them that videos are upcoming trend in learning.

They help in visualization of complex learning and are an independent way in which one can learn at their own pace

Provide help to the trainee if required

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Topic

No


Ask them if they can also find lectures on their topic.

7. Ask them to search and carefully view "Introduction of Google maps" on you tube.

3. Ask them if they know what is you tube.

Expected answer : Yes or no

6. Ask them to reflect on what they thought about You tube.

4. Inform them that you tube is a product of Google and it is a repository of videos. including many educational videos.

3f

Introduction to Google map. (10 min)

1. Ask trainee to open Google map and explore on the basis of video.

2. Ask the trainee to discuss features of Google maps.

( Add more points by referring to module literature if required )

3. State that Google map is an exciting and popular feature of Google.

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Unit 5.1.2: Various educational websites



Use various educational websites that can be used for learning in various subjects areas across levels

Explore various websites of trainees interest.

Unit Sub-topics

1. Introduction to Website and URL

2. List of useful websites that can be used for learning in different subject areas.

254

Unit 5.1.2: Various educational websites

Materials Required:

Computer with Internet connection, Sheet B.

Total Minutes:

25 min


Topic

No


1

Introduction to Website and URL

1. Introduce the concept of Website and URL by discussing definition from module literature.

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Topic

No


2

List of useful websites that can be used for learning in different subject areas.

1. In a group of 3, ask trainee to pick any school level subject and search good websites. Ask them to note it down in worksheet (c ) Exploring Educational Website on page no. ____

2. Ask them to justify why they thought it is a good website.

3. Provide them the list from module literature and inform them that it contains several useful websites on different subject area.

1. In a group of 3, ask trainee to pick any school level subject and search good websites. Ask them to note it down on sheet B

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ANNEXURE A- Initiation/Orientation

FIRST DAY

The following points must be covered at initiation of the training program in order to set perspective to the training and not keep the participating teachers in doubt or suspense.

Introducing Computer Masti

What is Computer Masti? How CM began? What was the inspiration behind creation of CM and what is its goals? Who are the authors? What syllabus CM follows? What is InOpen? How InOpen implements CM?

Describing how the training shall proceed

Explain the following to the participating teachers The broad 5 categories of the training program The timing of training Projects and Evaluation

Filling the Registration form All the participating teachers must be asked to fill the Registration form.

Goal: PrayerNote: If the participants are from only SSRVM or AoL background, you can merge sessions 1.1 to 1.3. Start with some exercises, pranayam, 'Om Namah Shivaya', and prayer. Then go on to session 2.

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Start the workshop with a welcoming smile!Make eye-contact with a majority of the participants to make everyone feel at ease.

Chant OM three times followed by “Vakratunda Mahakaya...”; “Gurur Brahma...”, “Saraswathi namastubhyam...” and “Sahana vavathu...”.

If there are many participants from other schools or other religions, explain the prayer first. OM sharpens your attention. Other prayers are for blessings so that many children may benefit through us. Those who do not wish to chant may simply keep their eyes closed.

Goal: Get them to participate without any preconceived notionsStart: “Keep away our mobile phones. You can take calls or answer SMS during lunch time.”

Ask: “Why are you all here today? What do you expect from this workshop?”You may get answers like “To learn computers”, “To teach computers”, etc.Say: “Have you heard the story of the Zen master, the student and the overflowing teacup?”Tell the story.

Conclude: “If you hold on to specific prior expectations, this workshop will not be effective. Avoid thinking 'Where are the computers', 'What is this fellow doing', I already know this, etc. Please suspend your judgement till the workshop is over and participate 100%. At the end, we can take a critical view of whether it was useful or a waste of time. Agreed?”

Time:00:15

Duration: 02:50 – 03:05

Material Required: Writing pad and pen

Title: List down five strength and five weakness of yours as a teacher

Steps:

1. Ensure every participants are sitted and have a writing pad and pen with them.

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2. Ask them to list ten strengths and ten weakness of their as a teacher.

3. Give them 10 minutes to think and jot the points on the piece of paper.

4. Ask them can their weakness be overcome by improving the method.

5. Ask them if they think the awareness of their weaknesses and strengths will help them in their career and how.

Day 2

Time:00:25

Duration: 02:15 – 02:45

Title: Knowing each other

Material Required: Chits (in the format of -

I live in : _________________________

I love to: _________________________

Love to eat: _______________________

An Holiday means :_________________ )

Steps:

1. Make groups of five people and ask them to sit in groups.

2. Distributes the chits, to be filled up by each of the group members; give them five minutes to fill up and another five minutes to discuss among

themselves, so that each of the group members know each other.

3. Ask each member to fold the paper and mix all the chits and pick up any one of the chit. Instruct them not to read the content of the paper.

4. Ask each member to come and stand in front of the participants and read out the content of the paper; that is, personal information of a person

in the group, without disclosing the name. Then the person reading out the content of the paper, will make a guess about who the person is.

5. The person whose name is called will stand up and wave to all.

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(This game will allow a comradeship among the group and also introduce the person to all the participants.)

Day 3: No activity

Day 4

Time:00:15

Duration: 03:30 – 03:45

Title: List your positive and negative qualities as many as you can

Material Required: Writing pad and pen

Steps:

1. Ensure every participants are sitted and have a writing pad and pen with them.

2. Ask them to list their positive and negative qualities.

3. Give them 10 minutes to think and jot the points on the piece of paper.

4. Ask them to share their experience while they were jotting their qualities.

5. Help them to analyse whether we are aware of our positive qualities or negative qualities more.

6. Ask them do they think being aware of the positive and negative qualities help us to be a better human being.

Day 5

Time:00:10

Duration: 04:15 – 04:25

260

Title: Sand, stone, pebble

Material Required: Sand, stone, pebble, container (to hold the sand stone and pebbles) and a plastic sheet to cover the table.

Steps:

1. Narrate the task of arranging the sand, stone, pebble in the container.

2. Ask them to volunteer.

3. Let 3- 4 participants try to arrange the given material in the container.

4. If they suceed in arranging appreciate, otherwise show them the correct way of arranging; place the small pebbles within the big stones and fill

the gaps with sand.

5. Relate the activity to task management.

Day 6

Time:00:15

Duration: 12:15 – 12: 30

Title: Six thinking hats

Material Required: Activity sheet

Steps:

Day 7

Time:00:10

Duration: 02:15 – 02:25

261

Title:

Material Required:

Steps:

Day 8

Time:00:15

Duration: 02:15 – 02:30

Title:

Material Required:

Steps:

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ANNEXURE B- Note taking template (during training)

The note taker must take detailed notes during the training so as to serve as a feedback on how the training was conducted and how it can be improved in future.

Unit no:Topic:Trainer:Start time:End time:Total time:

Points mentioned by the participating teachers during discussions or presentation

Doubts from participating teachers Other comments

Here, the note taker must write the interesting points mentioned by the participants which are relevant to the topic.

Points mentioned can be of various forms. For eg. Disagreement with what the trainer has to say Examples which are relevant to the topic Points that come up during discussions Points mentioned during presentations

Write here the doubts expressed by the participating teachers on various concepts explained to them. Or any other doubts pertaining to the topic.

Any other comments on the training as a whole that the note taker feels the need to be brought to notice.

It can be on various items. For eg. Conduction of training by the trainer Feasibility of various group activities

(whether there was chaos or not) Interest level and involvement of the

participants on the preset topic.

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Documents

exocorriges.com · Web viewCOMPUTER MASTI Trainer Manual Acknowledgement We are thankful to all those who have directly or indirectly contributed towards creating this trainer manual