• Save
Education PPT
Upcoming SlideShare
Loading in...5

Education PPT



Education PPT-Meenu Goswami

Education PPT-Meenu Goswami



Total Views
Views on SlideShare
Embed Views



2 Embeds 36

http://www.bbpstc.com 30
http://bbpstc.com 6



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Education PPT Education PPT Presentation Transcript

    • I Am A Teacher
    • Emerging world of Education  School Curriculum – need for a paradigm shift .  Concerns & issues for quality improvement.  linkages & Interface.
    • WHAT IS A CURRICULUM : Systematic and intended packaging of competencies (knowledge, skills, attitudes, values).  Learners must acquire through organized learning experiences.  Formal and informal settings.
    • WHAT:Fundamental change in approach.  Move from one model of thinking to a completely different way of thinking.
    • WHY:Education has attempted to solve needs and problems of 21st Century by using 20th Century concepts of “Lesson Based” approach to curriculum and instruction. THIS IS THE CHALLENGE !!!
    • IN THE LAST DECADE:Layers of new ideas/ dimensions have been piled onto the already existing complex lessons.
    •  Academic Excellence.  Multiple Intelligences.  Values and Attitudes.  Formative Assessment.  Character and Values.  Thematic Projects.  Cooperative Learning, Team Work and Social Skills.  Technology Skills.  Global citizenship  Inclusive Education/ RTE (Diverse Students Population).
    •  ASL  CCE  OTBA  Inter disciplinary activities.  PSA  Vocational education  ..  ..  ..
    •  Thus, in the 21st Century, a number of these “Pile On” factors are converging to make the teachers job difficult and challenging because the paradigm shift in school curriculum and its transaction has not happened.  Educated people lack basic “employments skills” like problem solving, teamwork, time management, quality conscious….
    • 20th Century View Curriculum vs. Instruction CURRICULUM (WHAT) INSTRUCTION (HOW) Maths Teacher directed Languages Lessons (Sage on the stage) Social Studies Chalk/Talk Seat Work Worksheets (Drill and Practice)  Task of teacher was relatively simple… teacher knew that a child needed to master 3 Rs and related skills.
    • 21st Century Challenges: Not sure what knowledge and skills the students will require after school.  They will probably work with technology that has not even been invented.  Cannot imagine the kind of jobs they will be in – they may not even exist today.  Transmission of traditional values, character and social skills are an issue (grandparents have became a phone call and not a living presence; both parents are working; single parents, lack of Community).  Indiscipline and Violence.
    • Today: Demands on School Academics.  Emotional/ Social/ Values/ Attitudes.  Diverse Students Groups.  Techno/ Global Skills.  Self Learning and Cooperative Learning. Adapt to change.
    • 21th Century View Curriculum vs. Instruction CURRICULUM (WHAT)  Grammar  Writing Process  History Facts  Historical Perspective Math Process INSTRUCTION (HOW)
    • Contd… CURRICULUM (WHAT) Science Facts Science Process Character Development Emotional Intelligence Employability Skills Leadership Skills Multiple Intelligences Social Skills Teamwork Skills Thinking Skills Diversity Skills INSTRUCTION (HOW)
    • Today – where are we with respect to the Demands/ Needs of the 21st Century Learner? A Paradigm Shift in Curriculum Planning and Design is happening but not in its instruction and evaluation
    • There isn’t time in the school day or school year to teach all the lessons and deliver “ The Complex and Differentiated Curriculum” using instructional strategies… That will prepare the learner today for an unknown/unpredictable tomorrow.
    •  How can the teacher design and teach lessons on traditional maths, language, social studies, and science, then create lessons on process skills in each of those academic content areas, and then, on top of that, design and deliver additional lessons to engage and develop the students multiple intelligences, respond to their various learning styles, and teach brain – based differentiated lessons to develop social skills, character virtues, emotional intelligence, leadership skills, teamwork skills, and higher level thinking skills?  And … how can a child learn all this?
    • Is there a way forward ? If YES, What OR How ?
    • There is a need for a paradigm shift in our approach to Teaching_Learning.
    • We need to shift our Paradigm from….. A Lesson – based Approach To A Structure based Approach.
    • Structures Deliver Traditional Curriculum  Math  Language Arts  Science  Social Studies Structures make the impossible possible: With no time off traditional curriculum, structures deliver an embedded curriculum. Structures achieve higher academic standards. Embedded Curriculum  Character Development  Emotional Intelligence  Employability Skills  Leadership Skills  Multiple Intelligences  Social Skills  Teamwork Skills  Thinking Skills  Diversity Skills
    • What we need to look at is developing structures within lessons…. The needs of students are well met. Easy for teachers to learn and use. Positive and lasting student outcomes. Shift from learning “About” a skill to “Acquiring” the skill.
    • So….. let us get into a “Leapfrogging” mode of mindset…. Based on Rapid, Proactive Response to future realties. This Implies: To rethink what students should learn and how. To look at new approaches to teaching and learning.
    • Week 1 • • • • • • Fact finding: knowledge of space and planets Children discuss with their partner their responses Children complete in pairs the handout on „Our Solar System‟ identifying the planets Students complete „Planets Research Guide‟ on a planet of their choice What does man know about the moon and stars? Discuss and research man‟s landing on the Moon Children complete a matrix on the moon and describe man‟s landing on the moon Including in the presentation is: The first man to land on the moon Year and date this took place Space suit worn Form of travel
    • Week 2 Man’s travel in space and the impact of sun and stars on our daily lives. • Children complete a flow chart, including illustrations and descriptions, on the development of rockets and space travel over time Included in the presentation is information on: the space race, space shuttle, Apollo 13 Discuss stars and their make – up. Decide on a definition • Children complete a matrix on the sun in pairs. Included in the matrix is the seasons and why they occur • Gather information on solar and lunar eclipses
    • Week 3 The World of Comets, Asteroids and additional information on space • Discuss comets and asteroids and their role in space. • Children research information, using reference books and the internet, to present facts in table form on the following: The Milky Way and the Moon Mars and Asteroids As a Research Scientist How can I change Space Development? • Children design and present any aspect of space that interests them. These could include: Designing their own space station Designing their own space suit Design their own planet Devise their own form of space travel
    • Week 4 Presentation and Assessment •Groups to give a presentation on the Project •Discussion on points raised in the presentation •Assessment by peers and teacher on the basis of a pre -determined criteria •Evaluation of learning outcomes
    • Design Think :Topic – ZOO : class II Traditional Teaching Method Teaching Method incorporating Design Think Teacher to give instructions to draw (and colour) a zoo Two options:  A teachers draws a zoo on the board and children just copy or  Each child draws his own zoo.  Each child to draw and colour at least two animals found in a zoo.  They take cut-outs of the animals drawn.  “Create” a star attraction of the zoo.  The teacher divides the class into groups, with each group having 4-5 students.  Each group is given a big chart paper.  Each group creates its own zoo with cut-outs of the animals.  After creating the zoo, a group leader explains / discusses about the zoo created by them.  The teacher then gives his/her inputs.  The task gets extended for about three classes. The task is completed in just one class. In the traditional method, the children only followed the instructions of the teacher. They did not think on their own. All zoos drawn were similar. The children had little scope of creativity and imagination.
    • In the Design Think method: •There was freedom to choose the type of animal which the student drew. There were open-ended instructions. •The students got the opportunity to use different mediums to exhibit their creativity. •The children visualised and developed their own idea of the zoo. There was creative thinking involved in developing ideas. •They collaborated and co-created the zoo. Each zoo created was different. •There was more interaction amongst the students which helped them to develop social skills and become better listeners. It helped them to accept and appreciate the ideas of other team members.
    • Extended Activity post/prior to the Design Think lesson on zoo: Visit to an actual zoo to observe real animals with the following observations/learning: •Observe the kind of food the animals in the zoo eat. •Observe how some animals are much bigger or smaller in size. •Learn dos and don’ts regarding good behaviour in zoos and public places. •Discuss amongst each other how their food is different from the food consumed by animals. •Have an open discussion about whether animals should be caged in zoos and why. •Have a fun trip where students and teachers bond with each other outside the classroom.
    • The following skills are developed when a lesson is taught using Design Think: •Research/Discovery •Interpretation •Ideation (creating ideas) •Co-creation (collaboration) •Evolution (refining ideas further) •Critical thinking and analysis (out-ofthe-box thinking) •Communicating
    • Focus on Multi Disciplinary Project work ( independent as well as cooperative learning)
    • READING & DISCUSSING -reading a news paper -what to find where -headlines,citybriefs,nation,s ports,weather -astro query etc. IMPORTANCE OF THE NEWSPAPER -News -Views -Public -Editors -Advertisements PROJECT – NEWSPAPER Making of Class newspaper -The students will collect /write articles for the newspaper TIMES OF INDIA HINDUSTAN TIMES INDIAN EXPRESS PROJECT – NEWSPAPER – AGE GROUP 6-7 YEARS
    • PROJECT – WATER Uses Of WaterDepicted by the students through short skits & also drawings & sketches made by the students in the classrooms Importance of Water in our lives Three Forms of Water: Solids, Liquids & Gases in the form of experiments WATER A Short skit on A Day Without Water Water PollutionDifferent Types of pollution are discussed AGE GROUP 7 – 8 YEARS Water PurificationBy showing the processes of Sedimentation. Decantation, Filtration Sources of Water-Main Sources of Water also told Water Cycle- A large 3D Chart showing Evaporation, Condensation & experiments are performed
    • Focus on Integration not Isolation (Developing Soft Skills, values, attitudes and aesthetics)
    • E- learning is the next major paradigm shift in education and the most important tool of self learning and life long learning) At home or any place Multi media content Info at a click blogs Flexibility in pace and procedure Online platform E-Learning Audio/Video content Collaborative application Virtual learning environment Individual or group With or without interaction
    • So what next?.. When presented with examples of innovative practices, people react as follows:  These are inspiring.  These sound great, but would never work in my school/town/ country.  Lets not a experiment with education we are doing a great job already!
    • Education systems have been resistant to change because education is so important – too important, some would argue, to experiment with. There is another way to look at this: In a rapidly changing world, education is too important to be left behind.
    • Be a Step Ahead….. Think outside the classroom box….. Shift from students sitting in rooms facing the teacher – Design classrooms beyond the four walls. Why restrict lessons to 35-40 minutes slots - why not have a session of 1½-2hrs for a subject.
    • Be a Step Ahead….. Think outside the classroom box….. A school conducts science experiments in half day blocks to allow children to be fully involved in experimenting and discovering. Schools have even crossed barriers of the so-called “academic year” and focused on skill development and learning outcomes. Khan academy- online content in maths and science at home enables in depth discussion in class.
    • Be a Step Ahead….. Think outside the classroom box… Buddies Programme Method: Learners with an exceptional talent go to the learners of the younger classes to share their skills with them. e.g. Origami, Counseling sessions, Story telling sessions, organizing quizzes, maths and reading. Outcome Peer to Peer learning is quicker with precision Higher acceptance and retention. Builds confidence and a sense of responsibility.
    • Be a Step Ahead….. Think outside the classroom box….. K-W-L Chart (What I Know, What I want to Know, What I have learnt) Method: Learners themselves direct the course of learning for any given topic. The learners are asked to write information of what they know beforehand about the topic and stick it up on post its. Under What I want to learn – the learners are asked to write questions that they are inquisitive about and want to know answers for.
    • Be a Step Ahead….. Think outside the classroom box…..
    • Be a Step Ahead….. Think outside the classroom box….. Finally under What I have learnt – the learners write a feedback about what new they had discovered during the journey of the topic. Learning Outcome: This gives a lot of insight to the learners’ curious minds.
    • Be a Step Ahead….. Think outside the classroom box….. Personalised Projects Method: Learners are given personalised projects according to their interests for example, taxing, architecture, poetry writing. Learning Outcome: Interests enhanced Analytical and Presentation skills refined Creative and critical thinking developed
    • Be a Step Ahead….. Think outside the classroom box….. Comparative Study Comparative Studies related to current topics and predicting an outcome after 30 years Method: The learners compare the texts of two different authors or poets and analyze the similarities and differences in the two while dealing with the same subject.  The learners while studying “How I Taught My Grandmother to Read” by Sudha Murty did the comparative study with Khushwant Singh’s “Portrait of a Lady” and studied the similarities and differences between the two keeping in mind the writing style and the characters involved and their responses on different occasions. Learning Outcome:  Develops critical thinking  Analysing and appreciating different characters, writing style and the plot.
    • Be a Step Ahead….. Think outside the classroom box….. Story Creation and Narration Level 1 : The mentors create and narrate stories related to the topic with the help of props and pictures. Level 2 : The learners are given a plot and are asked to develop it further in the form of a role play. Learning Outcome:  Presentation skills refined  Caters to all kinds of learners  Creative thinking  Learners can comprehend the situation and build on life skills as they can relate to the characters giving them a deeper understanding.
    • Be a Step Ahead….. Think outside the classroom box….. Presenting vocabulary Vocabulary Wall Method 1: Unfamiliar words are constantly put up in places where the learners can easily see and use them for practice every day. The list continues to grow with time. Method 2: After every lesson, words and phrases are given to the learners to be used in their presentation. Learning Outcome:  Builds vocabulary.  Improves spellings.  Usage in their daily dialect.
    • Be a Step Ahead….. Think outside the classroom box…..
    • Be a Step Ahead….. Think outside the classroom box….. Treasure Hunt Method: The learners play the game with flash cards holding different information on the topic. All the learners are given a set of questions for which they have to locate the matching flashcard and then edit the information to be able answer the question in one line. This activity is enjoyed by the learners a lot. And at the same time it gave them the understanding of picking up relevant information. Learning Outcome:  Inculcates the ability to explore, match and be able to pick up concise information from any given document.  Reinforcement of the topic
    • So.. Start experimenting: try at some new ideas… some will succeed, some will fail… But You and your students will learn from all of them.
    • Those who think “Sky is the limit” have limited imagination In today’s world, with every passing year, when we are becoming better equipped to accomplish the things; then sky is not the limit, IT IS THE BEGINNING, we should aspire to go beyond the skies
    • I Am A Teacher