The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
The document discusses the importance of maintaining proper records in schools. It notes that schools are accountable to various stakeholders like parents, society, and government bodies. Complete and systematic records need to be kept in order to provide information to these parties. The maintenance of records is vital for the effective functioning of the school and promotion of education. It allows schools to track student progress, monitor the impact of teaching, and ensure compliance with legal requirements. However, the number and type of records required varies between schools depending on their size and responsibilities. Overall, record keeping plays a crucial role in school administration.
The document discusses the definition, purpose, types, characteristics, uses and limitations of cumulative records. It defines cumulative records as a permanent record of a student's educational history, health, test scores and other pertinent data. Cumulative records are important for guidance, teaching, and administration. They provide useful information to understand students and guide their education and career paths. The document describes different types of cumulative records like card, booklet and folder formats and their key components.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Pressey and defines programmed instruction according to various experts. The document also outlines 11 characteristics of programmed instruction and 5 principles of programmed learning, including using small steps, active responding, immediate feedback, self-pacing, and student testing. Finally, it discusses different styles of programming like linear and branching formats.
Computer assisted instruction (CAI) uses computers to aid in teaching students. There are different types of CAI programs, including LOGO which teaches programming, simulations, and controlled learning drills. CAI individualizes instruction, tests students, and provides multimedia learning. However, CAI lacks the human element of a classroom and is costly. It can also cause fatigue and not develop language skills like direct experiences.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
in this slide you will get easy and perfect idea about what is linear programming learning. This slide deliver you a perfect and exam oriented information our aim is to give you knowledge and provide and help you to get good knowledge with percentage.
From : Prakash S Chauhan
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
The document discusses the importance of maintaining proper records in schools. It notes that schools are accountable to various stakeholders like parents, society, and government bodies. Complete and systematic records need to be kept in order to provide information to these parties. The maintenance of records is vital for the effective functioning of the school and promotion of education. It allows schools to track student progress, monitor the impact of teaching, and ensure compliance with legal requirements. However, the number and type of records required varies between schools depending on their size and responsibilities. Overall, record keeping plays a crucial role in school administration.
The document discusses the definition, purpose, types, characteristics, uses and limitations of cumulative records. It defines cumulative records as a permanent record of a student's educational history, health, test scores and other pertinent data. Cumulative records are important for guidance, teaching, and administration. They provide useful information to understand students and guide their education and career paths. The document describes different types of cumulative records like card, booklet and folder formats and their key components.
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Pressey and defines programmed instruction according to various experts. The document also outlines 11 characteristics of programmed instruction and 5 principles of programmed learning, including using small steps, active responding, immediate feedback, self-pacing, and student testing. Finally, it discusses different styles of programming like linear and branching formats.
Computer assisted instruction (CAI) uses computers to aid in teaching students. There are different types of CAI programs, including LOGO which teaches programming, simulations, and controlled learning drills. CAI individualizes instruction, tests students, and provides multimedia learning. However, CAI lacks the human element of a classroom and is costly. It can also cause fatigue and not develop language skills like direct experiences.
This document discusses the importance of good blackboard writing skills for teachers. It notes that blackboard writing can help clarify concepts, reinforce ideas presented verbally, and draw students' attention to key points. The document then lists and describes the various components of effective blackboard writing skills, including using the proper size and spacing of letters, writing neatly and in a straight line, using labels and color chalk appropriately, and incorporating geometrical aids where needed. It emphasizes writing content in a clear, grammatically correct manner at a suitable pace.
This document discusses the objectives and key activities of Colleges of Teacher Education (CTEs) in India. CTEs were established following reforms to teacher education in 1986 to provide pre-service and in-service training to secondary school teachers. There are currently 104 CTEs with the objectives of building capacity of teachers and institutions, developing teaching materials, conducting research, networking between education organizations, and providing extension/resource support to secondary schools. The key activities of CTEs include teacher training programs, short courses, materials development, school-based research, forums for discourse, and adopting local schools to support.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
The document outlines the aims of education in a democratic setup. It lists 12 goals including making students aware of individual dignity and rights, enabling them to freely express views and respect others, providing knowledge on political issues to create future leaders with vision, enriching logical thinking and creating a service mentality, ensuring social justice, inculcating patriotism, and promoting secularism. The document was prepared by Zainudheen Cholayil.
Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
The document discusses the importance and types of textbooks in education. There are three main types of textbooks: reference books, main textbooks, and supplementary books. A good social science textbook provides utility for teachers, students, and maintaining uniform standards. It presents material according to the latest syllabus, is written by experienced teachers, and contains revision problems. Overall, textbooks should serve as tools for teachers to impart education to students on various topics, themes, and problems.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
Assessment Approaches: Quantitative and Qualitative AssessmentKiranMalik37
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
This document discusses the role of various agencies in teacher education at the national and state level in India. At the national level, it outlines the objectives and functions of agencies like the National Council for Teacher Education (NCTE), National Council of Educational Research and Training (NCERT), University Grants Commission (UGC), Indian Council of Social Science Research (ICSSR), National Assessment and Accreditation Council (NAAC), and Rehabilitation Council of India (RCI). It provides details on what each agency does to regulate, fund, and support teacher education and training in the country.
COMPUTERS IN EDUCATION - UNIT 6 - COMPUTER MANAGED LEARNING (CML) - B.ED - 8...EqraBaig
Computer managed learning (CML) is a technology that uses computers to manage the learning process through tasks like enrollment, assessment, and feedback. The computer's main role is record keeping and it does not provide direct instruction. CML individualizes instruction according to students' abilities and needs by monitoring progress, diagnosing weaknesses, and prescribing learning activities. It is an improvement over manual systems as it allows for more accurate analysis of student performance data to inform educational decisions.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
Schedules_Tools of Assessment in EducationNikhil D
Schedule is a kind of assessment tool. it is used in many fields like research, education, interviews etc. Schedules are included in Education generally in the portion tools of evaluation and assessment
The document discusses the objectives and arguments for and against India's Non-Detention Policy. The objectives of the policy are to prevent dropouts, reduce exam pressure on students, and provide a stress-free learning environment to achieve universal education. Supporting arguments include reducing dropout rates, improving teaching and learning, boosting weak students' morale, and decreasing stress and suicide rates. Counterarguments contend it increases failure rates later on, lowers education standards, decreases the spirit of competition, and wastes resources as children don't work as hard without the threat of failure.
portfolio for students, which help to assess better evaluate batter. it would be better to understand student progress, their weakness, strength and probability of development.
This document discusses the importance of good blackboard writing skills for teachers. It notes that blackboard writing can help clarify concepts, reinforce ideas presented verbally, and draw students' attention to key points. The document then lists and describes the various components of effective blackboard writing skills, including using the proper size and spacing of letters, writing neatly and in a straight line, using labels and color chalk appropriately, and incorporating geometrical aids where needed. It emphasizes writing content in a clear, grammatically correct manner at a suitable pace.
This document discusses the objectives and key activities of Colleges of Teacher Education (CTEs) in India. CTEs were established following reforms to teacher education in 1986 to provide pre-service and in-service training to secondary school teachers. There are currently 104 CTEs with the objectives of building capacity of teachers and institutions, developing teaching materials, conducting research, networking between education organizations, and providing extension/resource support to secondary schools. The key activities of CTEs include teacher training programs, short courses, materials development, school-based research, forums for discourse, and adopting local schools to support.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
The document outlines the aims of education in a democratic setup. It lists 12 goals including making students aware of individual dignity and rights, enabling them to freely express views and respect others, providing knowledge on political issues to create future leaders with vision, enriching logical thinking and creating a service mentality, ensuring social justice, inculcating patriotism, and promoting secularism. The document was prepared by Zainudheen Cholayil.
Educational placement services help pupils select school subjects and transfer between grades, institutions, and courses to further their education and develop interests in community service and extracurricular activities. Vocational placement services aim to assign individuals to jobs that suit their skills and experience in order to find full-time or part-time employment after completing their education. Both educational and vocational placement services guide students throughout and after their education.
This is RMSA for B.ed students
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a flagship scheme of the Government of India, to enhance access to secondary education and improve its quality. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) aims to increase the enrolment rate by providing a secondary school within a reasonable distance of every home
The document discusses the importance and types of textbooks in education. There are three main types of textbooks: reference books, main textbooks, and supplementary books. A good social science textbook provides utility for teachers, students, and maintaining uniform standards. It presents material according to the latest syllabus, is written by experienced teachers, and contains revision problems. Overall, textbooks should serve as tools for teachers to impart education to students on various topics, themes, and problems.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
Assessment Approaches: Quantitative and Qualitative AssessmentKiranMalik37
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
This document discusses the role of various agencies in teacher education at the national and state level in India. At the national level, it outlines the objectives and functions of agencies like the National Council for Teacher Education (NCTE), National Council of Educational Research and Training (NCERT), University Grants Commission (UGC), Indian Council of Social Science Research (ICSSR), National Assessment and Accreditation Council (NAAC), and Rehabilitation Council of India (RCI). It provides details on what each agency does to regulate, fund, and support teacher education and training in the country.
COMPUTERS IN EDUCATION - UNIT 6 - COMPUTER MANAGED LEARNING (CML) - B.ED - 8...EqraBaig
Computer managed learning (CML) is a technology that uses computers to manage the learning process through tasks like enrollment, assessment, and feedback. The computer's main role is record keeping and it does not provide direct instruction. CML individualizes instruction according to students' abilities and needs by monitoring progress, diagnosing weaknesses, and prescribing learning activities. It is an improvement over manual systems as it allows for more accurate analysis of student performance data to inform educational decisions.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
Schedules_Tools of Assessment in EducationNikhil D
Schedule is a kind of assessment tool. it is used in many fields like research, education, interviews etc. Schedules are included in Education generally in the portion tools of evaluation and assessment
The document discusses the objectives and arguments for and against India's Non-Detention Policy. The objectives of the policy are to prevent dropouts, reduce exam pressure on students, and provide a stress-free learning environment to achieve universal education. Supporting arguments include reducing dropout rates, improving teaching and learning, boosting weak students' morale, and decreasing stress and suicide rates. Counterarguments contend it increases failure rates later on, lowers education standards, decreases the spirit of competition, and wastes resources as children don't work as hard without the threat of failure.
portfolio for students, which help to assess better evaluate batter. it would be better to understand student progress, their weakness, strength and probability of development.
“Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”
अधिगम का आकलन वह आकलन है जो सार्वजनिक होता है और छात्रों के अधिगम के की व्याख्या शब्दों अथवा प्रतीकों के रूप में करता है। यह अक्सर विद्यार्थियों के भविष्य से सम्बंधित महत्वपूर्ण निर्णयन में सहायक होता है। यह तब और भी महत्वपूर्ण हो जाता है जब अधिगम के आकलन का माप और उसमे अन्तर्निहित तर्क विश्वसनीय और रक्षात्मक हो।”
understanding disciplines and subjects.pptxDiksha Verma
Indicators of quality learning
Teaching and learning as interactive process
Major issues in classroom learning; catering individual differences
Learning beyond textbooks- other sources of learning
The ppt discusses how virtual lab can be used as a pedagogical tool.
Teacher needs to plan for Pre-lab session, performance session and post lab session based on the learning needs and interest of the learners.
Understanding disciplines and subjects.pptxDiksha Verma
Nature and role of discipline and knowledge in school curriculum
Paradigm shift In the nature of discipline
Emergence of school subjects and disciplines from philosophical, social and political context
Needed changes in the discipline oriented textbooks
The document discusses referencing and citation styles. It provides definitions of citations and explains their purposes, which include avoiding plagiarism and allowing readers to verify sources. The document outlines several common referencing styles like APA, MLA, Chicago and their origins. It also compares the key differences between APA and MLA formats for formatting papers, in-text citations, references, and citing various sources like books, websites, social media posts etc. Finally, it discusses patterns of in-text citations using ibid and loc. cit. and how to add and customize footnotes.
The document describes Robert Glaser's basic model of teaching which includes five components: instructional objectives, entering behavior, instructional procedures, performance assessment, and feedback loops. The model shows how performance assessment feeds back to each component to improve the teaching process. The components are then defined in more detail, with entering behavior describing students' prior knowledge and skills, instructional procedures outlining the teaching methods used, and performance assessment evaluating how well students achieved the objectives.
- Introduction skills are used to connect students' prior knowledge to new knowledge being taught through questions, statements, and teaching aids.
- A micro-teaching lesson plan format is provided that includes objectives, components, pupil-teacher statements, student responses, and evaluation.
- The purpose of introduction skills is to motivate students and build their interest and attention in the lesson through properly extending terminology and chaining ideas.
- This document discusses internal and external evaluations of projects and programs.
- Internal evaluations are carried out by project team members, while external evaluations are done by those outside the project team.
- Both types of evaluations have advantages and disadvantages - internal evaluations have better implementation understanding but less impartiality, while external evaluations have greater impartiality but less understanding of implementation issues.
2. The cumulative record has been defined as “a method of recording, filing and using information essential for the guidance of
students”.
संचयी रिकॉर्ड को "छात्रों के मार्डदर्डन के लिए आवश्यक जानकािी दजड किने, दाखिि किने औि उपयोर् किने की एक ववधि" के रूप में
परिभावित ककया र्या है।
“Cumulative records consist of all data about an individual pupil which a school con- siders important enough to collect and
record, usually in some organised way, for safe keeping from year to year.”-Bonney and Hampleman
"संचयी रिकॉर्ड में एक व्यक्ततर्त छात्र के बािे में सभी र्ेटा र्ालमि होते हैं, जो एक स्कू ि कॉन को इकट्ठा किने औि रिकॉर्ड किने के लिए
पयाडप्त होता है, आमतौि पि कु छ संर्ठठत तिीके से, साि-दि-साि सुिक्षित ििने के लिए।"
“Cumulative record is defined as “a permanent record of a student which is kept up- to-date by school, it is his educational
history with information about his school achievement, attendance, health, test scores and similar pertinent data.”-Arthur
Jones
"संचयी रिकॉर्ड को" एक छात्र के स्थायी रिकॉर्ड के रूप में परिभावित ककया जाता है, क्जसे स्कू ि द्वािा अद्यततत ििा जाता है, यह उसका र्ैक्षिक
इततहास है क्जसमें उसकी स्कू ि उपिक्धि, उपक्स्थतत, स्वास््य, पिीिण स्कोि औि समान प्रासंधर्क र्ेटा के बािे में जानकािी है।
Meaning & Definition
3. A cumulative record card supplies information on points such as
the following: एक संचयी रिकॉर्ड कार्ड तनम्नलिखित जैसे बबंदुओं पि जानकािी की आपूततडकिता है:
a) Personal: (i) name, (ii) date of birth, (iii) place of birth, (iv) sex, (v) colour, (vi)
residence.
b) व्यक्ततर्त: (i) नाम, (ii) जन्म ततधथ, (iii) जन्म स्थान, (iv) लिंर्, (v) िंर्, (vi) तनवास।
c) Home: (i) names of parents, (ii) occupations of the parents, (iii) parents alive
or dead, (iv) economic status, (v) number of siblings, older or younger, (vi)
language spoken at home.
d) घि: (i) माता-वपता के नाम, (ii) माता-वपता का व्यवसाय, (iii) माता-वपता जीववत या
मृत, (iv) आधथडक क्स्थतत, (v) भाई-बहन की संख्या, बडी या छोटी, (vi) घि पि बोिी
जाने वािी भािा।
4. • Test scores: (i) general intelligence, (ii) achievement, (iii) other test scores, and (iv) personality
traits.
• टेस्ट स्कोि: (i) सामान्य बुद्धि, (ii) उपिक्धि, (iii) अन्य टेस्ट स्कोि, औि (iv) व्यक्ततत्व ििण।
d) School attendance: (i)days present or absent each year, (ii) schools attended with dates. स्कू ि की
उपक्स्थतत: (i) प्रत्येक विड उपक्स्थत या अनुपक्स्थत ठदनों, (ii) स्कू िों ने तािीिों के साथ भार् लिया।
e) Health: record of physical disabilities, vaccination record, diseases suffered from. स्वास््य:
र्ािीरिक अिमताओं का रिकॉर्ड, टीकाकिण का रिकॉर्ड, बीमारियों का सामना किना पडा
f) Miscellaneous: (i) vocational plans, (ii) extracurricular activities, (iii) employment during studies,
and (iv) counsellor’s note.
g) ववववि: (i) व्यावसातयक योजनाएँ, (ii) अततरितत र्ततववधियाँ, (iii) िोजर्ाि के दौिान अध्ययन, औि (iv)
काउंसिि का नोट
5. The cumulative records about students provide useful information to
teachers, counsellors and administrators.
छात्रों के बारे में संचयी ररकॉर्ड शिक्षकों, परामिडदाताओं और प्रिासकों को उपयोगी जानकारी प्रदान करते हैं।
Need and Importance of Cumulative Record
6. • The basic principle and assumptions of guidance take into
consideration individual differences in some psychological character,
quality or trait.
• मूल शसद्ांत और मागडदिडन की धारणा कुछ मनोवैज्ञाशनक चररत्र, गुणवत्ता या शविेषता में व्यशिगत अंतर को
ध्यान में रखते हैं।
• For example: Cumulative records reveal the individual differences
and indicate the nature and amount of professional assistance needed
by individual students at various stages of their development.
उदाहरण के शलए: संचयी ररकॉर्ड व्यशिगत अंतरों को प्रकट करते हैं और उनके शवकास के शवशिन्न चरणों में
व्यशिगत छात्रों द्वारा आवश्यक पेिेवर सहायता की प्रकृशत और मात्रा का संके त देते हैं।
Importance inGuidance
7. • The cumulative record is a permanent history of the educational development of the individual student. It
indicates his/her attendance, health, achievement and various other aspects of school life. Hence it is useful
in analyzing the future needs of the individual student and proper educational and occupational guidance
can be offered on the basis of his needs.
संचयी ररकॉर्ड व्यशिगत छात्र के िैशक्षक शवकास का एक स्थायी इशतहास है। यह उसकी / उसकी उपशस्थशत, स्वास््य, उपलशधध और स्कूली जीवन के शवशिन्न अन्य पहलुओं
को इंशगत करता है। इसशलए यह व्यशिगत छात्र की िशवष्य की जरूरतों का शवश्लेषण करने में उपयोगी है और उसकी आवश्यकताओं के आधार पर उशचत िैशक्षक और
व्यावसाशयक मागडदिडन की पेिकि की जा सकती है।
•For example: if it indicates the weaknesses in the physical development of the student, steps to remove
those weaknesses can be suggested. उदाहरण के शलए: यशद यह छात्र के िारीररक शवकास में कमजोररयों को इंशगत करता है, तो उन कमजोररयों को दूर
करने के उपाय सुझाए जा सकते हैं।
8. • The cumulative record of an individual indicates if the achievements are in
proportion to his/her mental abilities. If the student is under achieving he/she
can be guided as to what steps should be taken to remedy the defect.
• ककसी व्यक्तत का संचयी रिकॉर्ड इंधर्त किता है कक तया उपिक्धियाँ उसकी मानलसक
िमताओं के अनुपात में हैं। यठद छात्र उसे प्राप्त किने के अिीन है / तो उसे तनदेलर्त ककया
जा सकता है कक दोि को मापने के लिए तया कदम उठाए जाने चाठहए।
• ववलभन्न छात्रों के संचयी रिकॉर्ड ववद्वानों की योग्यता औि मानलसक िमताओं के अनुसाि
छात्रों को वर्ीकृ त किने में लर्िक की मदद किते हैं।
• The cumulative records of different students help the teacher in classifying
students in accordance with scholastic aptitudes and mental abilities.
Importance inTeaching
9. • The cumulative records help the new teacher in understanding the needs of
students.
• संचयी रिकॉर्ड छात्रों की जरूितों को समझने में नए लर्िक की मदद किते हैं।
• वे एक व्यवहाि समस्या या एक र्ैक्षिक का ववश्िेिण किने के लिए नैदातनक उपकिण हैं।
• उदाहिण के लिए: एक छात्र र्ैिखणक प्रदर्डन में वपछडा तयों है? उसके वपछडेपन को दूि
किने के लिए तया कदम उठाए जा सकते हैं?
• They are diagnostic tools to analyze a behavior problem or an educational one.
For example: why a student is backward in academic performance?What steps
can be taken to remove his/her backwardness?
10. • Cumulative records indicate to teachers about students who need
individual attention.
• संचयी रिकॉर्ड उन लर्िकों के बािे में बताते हैं क्जन्हें व्यक्ततर्त ध्यान देने की
आवश्यकता होती है।
• वे अध्यापकों को व्यक्ततर्त रूप से छात्रों औि वप्रंलसपि के बािे में रिपोटड
लििने में लर्िकों की मदद किते हैं।
• They help the teachers in writing reports about individual students
and the principal in writing a character certificate most objectively.
11. • Teachers can locate children needing special help and adjust the
teaching accordingly.
• लर्िक बच्चों को ववर्ेि सहायता की आवश्यकता का पता िर्ा सकते हैं औि
तदनुसाि लर्िण को समायोक्जत कि सकते हैं।
• के स स्टर्ी बनाने के लिए संचयी रिकॉर्ड लर्िकों के लिए बहुत उपयोर्ी है,
तयोंकक इसमें कु छ वस्तुओं की समानता है।
• For making case studies the cumulative record is very useful to
teachers, because there is some similarity of items collected.
12. • Cumulative records give enough information to the juvenile courts, probation officers
for understanding the delinquent behavior of a student.
• संचयी अशिलेख शकिोर न्यायालयों, पररवीक्षा अशधकाररयों को एक छात्र के अशिष्ट व्यवहार को समझने के शलए पयाडप्त जानकारी देते हैं।
• The cumulative record is needed by teachers/counsellors for the same reason as that a
cumulative record is maintained by a physician.
संचयी ररकॉर्ड की आवश्यकता शिक्षकों / काउंसलरों को उसी कारण से होती है जैसे शक एक शचशकत्सक द्वारा संचयी ररकॉर्ड को बनाए रखा जाता
है।
• Records maintained over a long period of time tell the story of growth and
deterioration of the client.
• लंबे समय तक बनाए रखा गया ररकॉर्ड ग्राहक की वृशद् और शगरावट की कहानी बताता है।
Importance toAdministrators
13. 1) Information gathered should be complete, comprehensive and adequate
so that valid inferences may be drawn. एकबत्रत की र्ई जानकािी पूणड, व्यापक
औि पयाडप्त होनी चाठहए ताकक वैि तनष्किड तनकािे जा सकें ।
2) Information recorded should be true and valid. Like other tools of
measurement, a cumulative record can be valid only when it measures
what it intends to measure. दजड की र्ई जानकािी सही औि मान्य होनी चाठहए।
माप के अन्य उपकिणों की तिह, एक संचयी रिकॉर्ड के वि तभी मान्य हो सकता है
जब वह मापता है कक वह तया मापना चाहता है।
3) Information to be reliable should be collected by a number of
teachers and then compiled. ववश्वसनीय होने के लिए जानकािी को कई
लर्िकों द्वािा एकत्र ककया जाना चाठहए औि किि संकलित ककया जाना चाठहए
Characteristics of a Good CumulativeRecord
14. 1) A cumulative record should be re-evaluated from time-to-time. समय-समय पि एक संचयी रिकॉर्ड का
पुनमूडलयांकन ककया जाना चाठहए।
2) A cumulative record should be objective and free from personal opinions and prejudices. If
bias, likes and dislikes enter in the collection of data, the record will be unreliable. एक संचयी
रिकॉर्ड उद्देश्यपूणड औि व्यक्ततर्त िाय औि पूवाडग्रहों से मुतत होना चाठहए। यठद पूवाडग्रह, पसंद औि
नापसंद र्ेटा के संग्रह में प्रवेर् किते हैं, तो रिकॉर्ड अववश्वसनीय होर्ा
3) It should be usable.A cumulative record may be card type, folder type or booklet type. The folder
type cumulative records are more popular because they permit the inclusion of comprehensive
information about the studentयह प्रयोर् किने योग्य होना चाठहए। एक संचयी रिकॉर्ड कार्ड प्रकाि, फोलर्ि
प्रकाि या पुक्स्तका प्रकाि हो सकता है। फोलर्ि प्रकाि संचयी रिकॉर्ड अधिक िोकवप्रय हैं तयोंकक वे छात्र के बािे में
व्यापक जानकािी को र्ालमि किने की अनुमतत देते हैं
15. • 1.TheCardType:
• The card type of cumulative record was prepared and developed by the Educational
Records Bureau of U.S.A. This card is 9 x 11½” in size. In case of need of more cards, the
supplementary cards’ of same size are attached with it. Certain items concerning to
identification of students should be recorded. Other necessary information’s regarding
student’s family standards, his interest for certain activities, data regarding leisure time
utilization and participation in different co-curricular activities etc. should be recorded
कार्ड का ररकॉर्ड संचयी ररकॉर्ड U.S.A के िैशक्षक ररकॉर्ड धयूरो द्वारा तैयार और शवकशसत शकया गया था। यह कार्ड 9 x 11 size ”आकार
का है। अशधक कार्ड की आवश्यकता के मामले में, इसके साथ एक ही आकार के पूरक कार्ड संलग्न हैं। छात्रों की पहचान से संबंशधत कुछ वस्तुओं
को दजड शकया जाना चाशहए। अन्य आवश्यक जानकारी छात्र के पाररवाररक मानकों के बारे में, कुछ गशतशवशधयों के शलए उनकी रुशच, अवकाि के
समय उपयोग के बारे में र्ेटा और शवशिन्न सह-पाठयक्रम गशतशवशधयों में िागीदारी आशद को दजड शकया जाना चाशहए।
Types of CumulativeRecord
16. • These items pertaining various information of students are printed on this
card. On this back of the card space should be provided for recording certain
data like scholarship and achievement of student. The subjects offered by the
student and its marks obtained should be noted in the half of the space is
given to a table. The other half of the space on the back side of card is utilized
for recording achievement test data.
छात्रों की शवशिन्न जानकारी से संबंशधत ये वस्तुएं इस कार्ड पर छपी हैं। छात्र के छात्रवृशत्त और उपलशधध जैसे कुछ र्ेटा को
ररकॉर्ड करने के शलए कार्ड की जगह पर यह स्थान शदया जाना चाशहए। छात्र द्वारा शदए गए शवषयों और उसके प्राप्त अंकों को
अंतररक्ष के आधे शहस्से में नोट शकया जाना चाशहए। कार्ड के पीछे की ओर अंतररक्ष के अन्य आधे का उपयोग उपलशधध
परीक्षण र्ेटा ररकॉर्ड करने के शलए शकया जाता है।
17. • 2.The BookletType:
• The booklet type of cumulative is special book type of record which is usually 8½ x 11″ in size and it has 47 pages in it. It is maintained
jointly by teachers, parents, head masters and pupils. But the major part of the information is recorded by students regarding himself.
• बुकलेट प्रकार का संचयी शविेष प्रकार का ररकॉर्ड है जो आमतौर पर 8½ x 11 ″ आकार का होता है और इसमें 47 पृष्ठ होते हैं। यह शिक्षकों, माता-शपता, हेर् मास्टसड और शवद्याशथडयों द्वारा संयुि रूप से बनाए रखा
जाता है। लेशकन जानकारी का प्रमुख शहस्सा छात्रों द्वारा अपने बारे में दजड शकया जाता है।
• There are usually seven sections in the booklet type of cumulative record which are as follows:
• बुकलेट प्रकार के संचयी ररकॉर्ड में आमतौर पर सात खंर् होते हैं जो शनम्नानुसार हैं:
• Sec. 1: Information regarding to the various types of educational experiences and social participations by a pupil isrecorded.
• एक छात्र द्वारा शवशिन्न प्रकार के िैशक्षक अनुिवों और सामाशजक िागीदारी के बारे में जानकारी दजड की जाती है।
• Sec. 2: School record of a student is correctly noted. एक छात्र का स्कूल ररकॉर्ड सही ढंग से नोट शकया गया है।
• Sec. 3:The scores on standardized tests are included. मानकीकृत परीक्षणों में स्कोर िाशमल हैं।
18. • Sec. 4:In this section a student should describe himself his behavior with the help
of self descriptive inventory. इस खंर् में एक छात्र को स्वयं शववरणात्मक सूची की मदद से अपने व्यवहार का वणडन
करना चाशहए।
• Sec. 5:Information’s regarding home and community is included in it. सूचना घर और
समुदाय से संबंशधत है।
• Sec. 6:Information pertaining to a student’s reading is noted. छात्र के पढ़ने से संबंशधत
जानकारी नोट की जाती है।
• Sec. 7:Comments by parents, teachers, pupil himself on the basis of different
observation done in different times. माता-शपता, शिक्षक, छात्र द्वारा की गई शटप्पशणयााँ अलग-अलग समय में
शकए गए अलग-अलग अवलोकन के आधार पर होती हैं।
• However this booklet type of cumulative has gained a lot of popularity so far its
uses are concerned.हालााँशक इस पुशस्तका प्रकार के संचयी ने बहुत लोकशप्रयता हाशसल की है अब तक इसके उपयोग
शचंशतत हैं।
19. 3. .The FolderType:
• The folder type of cumulative record is very popular and it contains the aforesaid items.
The California cumulative guidance record has gained more popularity in U.S.A.This folder
record contains basic record folder and three or more supplementary folder
• according to the need.The basic record folder is “9 x 12” in size. It is divided into four
• parts namely identification, home environment, personality development and social
experiences
• संचयी रिकॉर्ड का फोलर्ि प्रकाि बहुत िोकवप्रय है औि इसमें पूवोतत आइटम र्ालमि हैं।
कै लििोतनडया संचयी मार्डदर्डन रिकॉर्ड ने U.S.A में अधिक िोकवप्रयता प्राप्त की है। इस फोलर्ि
रिकॉर्ड में मूि रिकॉर्ड फोलर्ि औि तीन या अधिक पूिक फोलर्ि हैं
• जरूित के अनुसाि। मूि रिकॉर्ड फोलर्ि "9 x 12" आकाि में है। इसे चाि में बांटा र्या है
• भार्ों की पहचान, घि का वाताविण, व्यक्ततत्व ववकास औि सामाक्जक अनुभव।
20. • Another three supplementary folder is used as follows:
• (I) In basic supplement one folder, data regarding to health and physical development are noted and the results are
summarized.
• (Ii) In basic supplement two folder, data concerning school experiences and academic
• attainments are detailed.
• (Iii) In basic supplement three folder, information pertaining to adjustment, study habits, future plans etc. Arerecorded.
• (I) बुतनयादी पूिक एक फोलर्ि में, स्वास््य औि र्ािीरिक ववकास के संबंि में र्ेटा नोट ककया जाता है औि परिणाम संिेप में प्रस्तुत ककए
जाते हैं।
• (Ii) बुतनयादी पूिक दो फोलर्ि में, स्कू ि के अनुभवों औि र्ैिखणक से संबंधित र्ेटा
• प्राक्प्त ववस्तृत हैं।
• (Iii) बुतनयादी पूिक तीन फोलर्ि में, समायोजन, अध्ययन की आदतों, भववष्य की योजनाओं आठद से संबंधित जानकािी दजड की जाती है।
21. • (I)TheCRC is useful for guidance worker and counsellor as it provides a comprehensive,
objectivepicture about the student including his strength and weaknesses.
• (Ii)TheCRC is useful for guidance counsellor to help pupil in educational achievement,
vocationalchoice and personal progress so far adjustment is concerned.
• (Iii)TheCRC is useful for headmaster/principal to ascertain the pupil’s performances in
differentsubjects and his limitations.
• (I) सीआिसी मार्डदर्डन कायडकताड औि पिामर्डदाता के लिए उपयोर्ी है तयोंकक यह छात्र को उसकी ताकत
औि कमजोरियों सठहत एक व्यापक, उद्देश्यपूणड तस्वीि प्रदान किता है।
• (Ii) CRC मार्डदर्डन पिामर्डदाता के लिए र्ैक्षिक उपिक्धि, व्यावसातयक पसंद औि व्यक्ततर्त प्रर्तत में
मदद किने के लिए उपयोर्ी है जो अब तक समायोजन का संबंि है।
• (Iii) सीआिसी हेर्मास्टि / वप्रंलसपि के लिए ववलभन्न ववियों औि उनकी सीमाओं में ववद्याधथडयों के प्रदर्डन
का पता िर्ाने के लिए उपयोर्ी है।
Uses of Cumulative Record Card
22. (Iv)The CRC is useful for parents to provide special privileges to make up the deficiencies what lie in case of his
child.
(V)The CRC is useful for teachers to know the students and his progress and weaknesses at aglance.
(Vi)The CRC does not give chance for overlapping of data collected by different teachers about the
students.
(Vii)The CRC is useful in making case study about thestudents.
(Viii)TheCRC is useful for the students for the vocational purposes.
(Iv) सीआरसी अशििावकों के शलए उपयोगी है शक वे अपने बच्चे के मामले में जो िी कशमयां हैं, उन्हें शविेष शविेषाशधकार प्रदान करें।
(V)CRC एक नज़र में छात्रों और उनकी प्रगशत और कमजोररयों को जानने के शलए शिक्षकों के शलए उपयोगी है।
(Vi) सीआरसी छात्रों के बारे में शवशिन्न शिक्षकों द्वारा एकत्र शकए गए र्ेटा को ओवरलैप करने का मौका नहीं देता है।
(Vii) छात्रों के बारे में के स स्टर्ी करने में सीआरसी उपयोगी है।
(Viii) व्यावसाशयक उद्देश्यों के शलए CRC छात्रों के शलए उपयोगी है।
23. (i)The entire data is of little use if they are not collected properly objectively and
accurately.
(Ii)The purpose of CRC is not served if it is not maintained secretly and confidentially.
(Iii) sometimes the information’s and its interpretations of CRC becomes confusing as the
information’s are collected by different teachers.
(i) संपूणड र्ेटा कम उपयोग का है यशद उन्हें सही ढंग से उद्देश्यपूणड और सटीक रूप से एकत्र नहीं शकया गया है।
(Ii) यशद गुप्त और गोपनीय रूप से रखरखाव नहीं शकया जाता है तो सीआरसी का उद्देश्य सेवा नहीं है।
(Iii) किी-किी सीआरसी की जानकारी और उसकी व्याख्याएं भ्रशमत हो जाती हैं
शवशिन्न शिक्षकों द्वारा जानकारी एकत्र की जाती है।
Limitations of Cumulative Record Card:
24. (Iv)TheCRC needs much money to come to light which is not possible in the
part of school to spend on this head.
(V)The maintenance of CRC is a hard some job like clerical work in the part of
teachers.
(Vi) it is a lengthy process which needs much time to be worked out.
(Iv) सीआरसी को प्रकाि में आने के शलए बहुत पैसे की आवश्यकता होती है जो इस शसर पर खचड करने के शलए स्कूल के
शहस्से में संिव नहीं है।
(V) CRC का रख-रखाव कुछ कशठन काम है जैसे शिक्षकों के शहस्से में शलशपकीय कायड।
(Vi) यह एक लंबी प्रशक्रया है शजस पर काम करने के शलए बहुत समय चाशहए।