Hunches we had... If... A lesson is planned using * constructivist approach * thinking skills * conceptual lens * 3 domains of learning Then... * learning will more holistic and multidimensional To make this possible in the classrooms we developed Intellectually Stimulating  Design Model. A design model is- A lesson plan,used to teach scholastic subjects * it is based on Constructionist approach * enhances cognitive learning * hones thinking skills * develops conceptual understanding * assessments weaved into the design * uses three domains of learning It makes- * concept bigger than the content. * the lessons of the text book a base for developing skills * the assessments are woven within the context of the lesson. * learning a group process * learning more student led than teacher led How do we do it? What is it that we want the student to learn from this lesson * identify the thinking skill, Concept,Knowledge, co-scholastic skills. * planning the learning goals of the lesson based on all the above * tuning in , teaching and Assessment using the 3 domains as per the requirement * tuning in skills through psycho motor activities and cognitive skills * do topic teaching with concept and thinking skill lens * the skills terminology from Report Card * based on this elements of Report Card to be filled * assessment - self peer or teacher An ideal assessment would test * thinking skills * attitude * knowledge * creative and literary skills * scientific skills * values * group involvement EVIDENCES OF LEARNING…Intangible A consistent process of self and peer assessment amongst  600 teenagers • utilised meaningfully as a teaching and learning tool • a constructivist approach towards self enhancement • open minded climates within classrooms • successfully customised to realise the philosophy of the school • meaningful discussions amongst students regarding values and skills • increased importance to excellence • open minded climates within classrooms EVIDENCES OF LEARNING…Tangible * learning more concepts based , concept now more important than content * rote learning and memorising takes a back seat. * the new knowledge based on the prior knowledge and makes connections to find newer meanings. * caters to different learning styles * more meaningful with linkages being made to real life. * bloom’s taxonomy helped in constructing knowledge through six stages of thinking. * enhancement of Knowledge, Skill and Attitude after every episode of learning * well rounded ,holistic learning experience.

1. FROM HUNCHES TO
AN EVIDENCE BASED LEARNING

2. HUNCHES WE HAD ……
• If ….. A lesson is planned using
• Constructivist Approach
• Thinking Skills
• Conceptual lens
• 3 Domains of Learning
• Then …….
• Learning will more holistic and multidimensional.

3. To make this possible in the classrooms we developed
Intellectually
Stimulating
Design Model

4. A design model is
A lesson plan,used to teach scholastic subjects
• It is based on Constructivist approach
• Enhances cognitive learning
• Hones thinking skills
• Develops conceptual understanding
• Assessments weaved into the design
• Uses three domains of learning

5. It makes
➢ Concept bigger than the content.
➢The lessons of the text book a base for developing skills
➢The assessments are woven within the context of the
lesson.
➢ Learning a group process
➢ Learning more student led than teacher led.

6. WHAT DOES THE DESIGN MODEL
COMPRISE OF ?
Scholastic
English Science
Social Studies
Math
Co scholastic
Thinking Skills Attitudes Values
Scientific skill Creative and
literary skills
II LANG

7. MATH SCIENCE
TOPIC
SOCIAL STUDIES ENGLISH
CONNECTIONS
THINKING SKILLS
K
N
O
W
LE
D
G
E
COGNITIVE DOMAINA
F
F
E
C
TI
V
E
D
O
M
A
I
N
PSYCHOMOTOR DOMAIN
C
O
N
C
E
P
TS

8. HOW DO WE DO IT?
WHAT IS IT THAT WE WANT THE STUDENT TO LEARN
FROM THIS LESSON
• Identify the thinking skill, Concept,Knowledge, co-
scholastic skills.
• Planning the learning goals of the lesson based on all
the above
• Tuning in , teaching and Assessment using the 3
domains as per the requirement

9. Thinking skills:
Knowledge
● Classifying
● Distinguishing between
fact and opinion
● Self Awareness
Analysis
● Judging logic of actions
Evaluation
● Identifying the mood of
a story
● Decision making
● Problem solving
Critical thinking
Scientific skills:
● Ability to logically
and systematically
pursue a line of
thought
● Logical ,data
based decision
making
Attitude:
Towards their Teachers
● Shows decency
and courtesy to
teachers inside
and outside the
class
● Demonstrates
positive attitudes
towards learning
● Takes suggestions
and criticism in
the right spirit
● Respects teachers’
instructions
● Feels free to ask
questions
Life skills:
Social skills
● Interpersonal
relationships
Emotional skills:
● Dealing with stress
Attitude:
Towards their classmates
● Expresses ideas and
opinions freely in a
Group
● Is receptive to ideas
and opinion of others
● Shares credit and
praise with team
members and peers
Literary skills:
● Develop new
vocabulary
● Expresses ideas
and opinions
creatively in
different forms
Learning Goals of the design model “Road not Taken”

10. Tuning in skills through psychomotor activities and cognitive skills
Do topic teaching with concept and thinking skill lens
The skills terminology from Report Card
Based on this elements of Report Card to be filled
Assessment - self peer or teacher

11. DOMAINS OF LEARNING

12. AN IDEAL ASSESSMENT WOULD
TEST
thinking skills
attitude
knowledge
creative and literary skills
scientific skills
values
group involvement

14. EVIDENCES OF LEARNING…Intangible
• A consistent process of self and peer assessment amongst
600 teenagers
• Utilised meaningfully as a teaching and learning tool
• A constructivist approach towards self enhancement
• Open minded climates within classrooms
• Successfully customised to realise the philosophy of the school
• Meaningful discussions amongst students regarding values and s
• Increased importance to excellence
• Open minded climates within classrooms

15. EVIDENCES OF LEARNING…TANGIBLE
➢ Learning more concepts based , concept now more important
than content
➢Rote learning and memorising takes a back seat.
➢The new knowledge based on the prior knowledge and makes
connections to find newer meanings.
➢Caters to different learning styles
➢ More meaningful with linkages being made to real life.
➢Bloom’s taxonomy helped in constructing knowledge through six
stages of thinking.
➢ Enhancement of Knowledge, Skill and Attitude after every
episode of learning
➢Well rounded ,holistic learning experience.