CARE- Recommendations for sustainable learning. ---Present teaching learning process has been going on fallowed by only objectvism. ----There is no possibility to child centered , & constructionistic teaching learning methods. So reforms should be taken place .

1. SEMINOR ON
SUGGESTIONS FOR IMPLEMENTATION OF
CCE-2013
( 30, 31 st January 2014 at DIET- Vizianagaram).
ORGANIZING BY
DIET- VENUGOPALAPURAM,VIZIANAGARAM
UNDER GUIDANCE OF
SCERT-HYDERABAD , ANDHRAPRADESH.

2. PARTICIPATION FORM
Name of the participant: RAMESH VANAPALLI, (M.Sc , MA, M.Ed).
Title of the paper:“CARE”..REFORMS FOR SUCCESSFUL&SUSTAINABLE
LEARNING”.
Theme: CCE-2013…..Suggestions for proper implementation.
Institution: Z.P.H.SCHOOL, L.KOTA, VIZIANAGARAM(DIST),
Communication address: RAMESH VANAPALLI, S/O SANYASAYYA
, SRINIVASACOLONEY, S.KOTA, VIZIANAGARAM(DIST),
Mobile Number: 9985985875
E-mail: vrameshpgt@gmail.com
Complete residential address: RAMESH VANAPALLI, S/O SANYASAYYA,
SRINIVASA COLONEY, S.KOTA, VIZIANAGARAM(DIST) -535145.
Name of the Co-Author: ..........
To be presented by Author/ Co-author: Author
Date:
Signature of the Author.

3. ABSTRACT
Theme: CCE-2013 …..Suggestions for proper implementation.
Title of the paper: “CARE... REFORMS FOR SUCCESSFUL& SUSTAINABLE
LEARNING”
Name of the Author: V.Ramesh ( M.sc, M.A, M.Ed).
Name & Address of the institution: Z.P.H.School, L.Kota.
Vizianagaram(dist),
E-Mail I.D: vrameshpgt@gmail.com Ph: 09985985875
NCF-2005 recommended the pedagogical shift is required from teacher centered to
learner centered teaching, objective to subjective learning and examination oriented to learning
oriented evaluation. Child centered methods of teaching developed by constructivists such as
Devey, Mantissori, Piaget etc based on constructivism. But in past they failed in implementation
because of their methods could not relavent and suitable to class room situations as like as
present. Syllabus completion and examination fevers among the teachers and students also
causes to un implementation of constructivist methods of teaching. The modern perspectives of
Education reminds that the teaching learning process should be fallowed by based on Unique ism
which includes with Objectivism ,Subjectivism, Connective ism and Behaviorism.
So I wish to modifie the present Curriculum, Teaching activity, Resource utilization and
Evaluation process in the form of CARE reforms. Those reforms can enables to reduce defects in
present system of teaching and also which enables to promote child centered methods of
teaching. The CARE mainly recommending common syllabus ,concept catalogs ,Teaching
learning kits ,stage system instead of class system, division of teacher role in to Demo unit,
Remedy unit and Evaluation unit. Also it giving importance to accountability ,accessibility,
projects and Demos etc . And also proposed that the malty teacher & integrated malty language
syllabus. In this action research I found out the problems, and drawbacks in present teaching
learning process and positivity of the CARE –Teaching process through the taken opinion of the
teachers in different questionnaires. Also I implemented the CARE system of teaching in our
school and proved that the individual care , accountability, efficiency, sustainability and
acceleration of the learning can possible in CARE system of teaching. So I hope that the
implementation of the CARE –recommendations can make the real human beings along with
overall individual development among the children. And also can reduce present
commercialization of the education.
Key words: Objectivism , Constructivism , Child centered teaching methods , Concept catalog
, Reforms , Teaching learning kits ,Individual care, Division of teacher Role , Accountability
, sustainable learning , 1

4. Introduction:
Education is a dynamic process which contributes to the natural and harmonious development of
mans innate power s brings about complete development of his individually, result s in to
desirable behavior changes and ultimately prepares him for good life. According to Blooms
taxonomy , the overall development of the individual can possible by developing all
competencies equally which includes in Cognitive domain, Psychomotor domain, and Effective
domain. The cunstructivistic approaches of teaching only can develop all above competencies as
productively. The cunstructivistic approaches of teaching includes different child centered
learning methods such as Experimental method, laboratory method, problem solving method,
and project method etc. The modern perspectives of Education reminds that the teaching learning
process should be fallowed by based on Unique ism which includes with Objectivism
,Subjectivism, Connective ism and Behaviorism.
Considering the changing needs of the learners and the society, The NCF-2005
recommended the curricular content and its transaction must be relevant to the learners and
should help them to become a constructors of new knowledge and life longer learners. For this
pedagogical shift is required from teacher centered to learner centered teaching and from
examination oriented to learning oriented evaluation.
.Research Problem : In fact teachers can not implementing these learner centered
methods in their classes because of syllabus completion and examination fevers , and also due to
lack of pre planning , due to lack of readiness , un availability of experimental equipment and
irrelevance of schooling system for etc. In past the constructivists also failed to bring the learned
centered teaching methods in to implementation because of their methods could not relate and
suitable to those class rooms as like as present . So I believed and demand that the reforms
should be taken place which should be relevant and appropriate to the implementing the
cunstructivistic approaches of teaching.
Objectives of the project: To make awareness among the people about which type of
teaching learning process is going on actually at grass root level and its defects..To suggest
appropriate solutions to allow the cunstructivistic teaching methods to meet overall development
among the learners. To reduce the expenses and commercialization of education. To reduce over
burden, in activeness, and stress among the teachers and students.
Hypothesis: a)mechanism of the CARE-system :
(i) The main base of the CARE is , Knowledge construction but not knowledge transformation.
Freedom and self discipline but not restrictions. And main strategy followed in the CARE is
Readiness, work distribution , Multi polar interactions, Multi subject classes, and reducing
centralization of powers & roles. 2

5. (ii) In the present schooling system, children need to have overcome the number of hurdles and
walls to reach the nature and its knowledge. That walls has been in the form of management,
curriculum, classroom and high rarity of the teacher. Due to lack of co-ordination, work
distribution, and readiness in the schools , The teaching learning process has been going on
improperly with abscene of effectiveness, quality and accountability.
(iii) The knowledge acquisition about the environment/nature has not taken place in the natural
settings. It has been happened in the narrow circumstances such as closed class rooms , crowed
ness and teachers hole class interaction ( Two fold learning) etc.
(iv) No importance has been given to the process. Curriculum may be large, aims and objectives
may be hopeful but due to lake of appropriate process we can’t expecting qualitative learning.
(v) According to CARE, concept completion is in the hand of students but not in the hand of
teachers. CARE Gives more importance to process. when process is wide and steady, it can leads
to fruitful product. Concerning same concept, student can approach different units and different
resource persons in the school. So students can get individual care and can involve in wide
learning process. So productive & qualitative learning will be taken place.
Normal Schooling: Teacher ----- Student (Bipolar learning).
Consisted Process (P) --- UN productive learning (L)
CARE Schooling : Planning Unit ------------}
Demo Unit ----------------}
TLM & Remedy Unit-----} -------- Student (multi polar learning)
Evaluation Unit ----------}
Other then school -------}
Wide process (P) productive and qualitative learning (L).
Note: Effectiveness of the learning directly proportional to the span of the learning process and
involvement of the child.
b)The main steps involvedin "CARE"– Systemof teaching:
(i) Should be consolidate the concepts and prepare the integrated and common concept
catalog which includes all domain concepts. Also should divide these concepts in to three stages
as Per their abstractness. Such as 1st class to 4th class ---- 1st stage (4years), 5t class to 8th class ---
- 2nd stage (4years), 9th class to 12th standard …. 3rd stage (4years).
(ii) Should be prepare permanent concept ID No wise concept teaching plans, concept papers,
reference papers, activity sheets and evaluation sheets and keep them in the form of concept

6. teaching learning kit which should labeled with concern concept ID No. These can avoid text &
note books, and big baggy nature. Suggested day wise files only.
(iii) Should be bifurcate the teacher role and establish the
(a) Planning & co-ordination unit.(b) TLM kits & remedy unit
(c) Demo unit. (d) Evaluation unit in the school premises.
A s p e r s t a ge vid e c o nc e p t c a t a lo gs , fir s t ,
s t ud e nt s s ho uld a p p r o a c h Co-ordination unit . after
taking allotment students will take learning kits from the TLM
& Remedy unit.
(iv) As per regular schedule of demo unit, students should go there and participate in different
teaching learning activities which would facilitated by teacher or concerned resource person.
(v) After then students should approach remedy unit for getting individual care,
clarifications and drilling.
(vi) By the getting confidence in certain concepts, student can approach the evaluation
unit. Then the .evaluation unit will evaluate him and give concept completion
certificate.
(vii) According to dual mode process of CARE , students can learn concepts through the
projects which commencing simultaneously to the demos also. Students have need to attend to
both demo and projects. It can neutralize the freedom & restriction and objective & subjective
learning among the students.
(viii) Within four years stage period, students should complete above 80% of concepts which
were allotted to that concern stage.( ix) For remembering concepts , yearly once students should
attend external evaluation . No unit tests , mid term and others. Everyday concept wise
continuous evaluation to be taken place.
(x) The average of no of concepts covered by the students and score in the external evaluation is
criteria to the students achievement.
(xi) CARE-proposed multi language teachers ,integrated language syllabus and peace education
instead of MI &Health Edn to reduce syllabus burden and to save time for projects. 4

7. c) School functioning Design of CARE-System of teaching:---
------------------------------------------------------------------------------
TIME DEMO UNIT REMIDY UNIT EVALUATION UNIT
MA SC SO LA MA SC SO LA MA SC SO LA
-------------------------------------------------------------------------------------------------------------------------------
9.30-10.30 X1 X2 X3 X4 Y1 Y2 Y3 Y4 (OPEN)
10.3O-11-30 X2 X1 X4 X3 Y2 Y1 Y4 Y3 (OPEN)
11.45-12.45 Y1 Y2 Y3 Y4 X1 X2 X3 X4 (OPEN)
1.30-2.30 Y2 Y1 Y4 Y3 X2 X1 X4 X3 (OPEN)
2.30-4.30 X1 X2 X3 X4 (OPEN) (OPEN)
Y1 Y2 Y3 Y4 (OPEN) (OPEN)
------------------(INVOLVES IN PROJECTS)------------------------------------------------------------
Total children: 240 (per stage) No of groups : 8 No children in each group: 30
No of teachers required: 4 subx2=8, To planning : 2 ,No of trainee teachers: 10,Total: 20
Each teacher required to do: 2 Demo +2 remedy + 2 projects
Trainee teachers helps in Remedy , and Evaluation units. Teacher pupil ratio : 1:25 (without
trainee teachers) , 1:15 (with trainee teachers)
Research methodology :
1. Observation Method :
 By observing Organizational criteria in Health Department and
different Corporate Hospitals, I synthesized different reforms
against defects and deviations in present teaching learning process.
 By observing cinema Industry there different professionals play
different roles and make the success with full of co-ordination.
2. Survey Method :
 I followed the survey method for find out the problems and reasons
which were occurred in the present teaching learning process by
using different questionnaires.
3. Experimental Method :
 Experimentally I implemented my new reforming process CARE on
children group and draw the several merits comparing with present
commercialized teaching learning process. 5

8. Experimentation , Data Collection for problem finding:
I conducted several activities, experiments, surveys and also referred different
administrative criteria in different fields such as health and cinema industry and
also I referred suitable pedagogy for making new reforms in the present education
field. Such work done by me in the four months period from July to October 2012 .
EXPERIMENTATION AND IMPLIMENTATION OF THE 'CARE'
SYSTEM OF TEACHING IN OUR SCHOOL
(1) I conducted teaching learning sessions for one week on concepts which are belongs to
Electricity less on from 15-09-2012 to 22- 09-2012 through the implementing CARE Process.
(2)I collected the marks scored by the students after the completion of sessions. I could find
out the acceleration and sustainability of learning is more in this CARE process.
(3)Also I collected the opinions of the children and teachers about effectiveness and
successiveness of the CARE Process.
Fig1- Shows Dry cell wastes. F ig3-Shows Infrared Rays impact on
Microbes in curd.
Fig2-Shows Innovative devises prepared Fig4-Shows Hydrogen fuel from Dry cell
by children through using Laws of Electricity waste metals(Zn).
Fig5-Shows oral Evaluation of students. 6

9. ABSTRACT
ABSTRACT TO OPENION OF THE TEACHERS ON DRAWBACKES IN PRESENT TEACHING &LEARNING PROCESS AND SUGGETIONS OF "CARE"SYSTEM O
No of teachers given op Location or Adress Aeverage score wich % Aeverage score which % Rem
their openion of the openioners opposing present T&L supporting CARE suggetions
process
50 S.Kota,L.Kota, Jami,Vepada 12.5(17) 73% 9.5(10) 95%
Kothavalasa mandals
Vizianagaram dist
Table-Abstract of Teachers opinion on CARE suggestions and present T&L process
Category1-% of opposing score to present teaching process.
Category2-% of supporting score to CARE suggestions.
Fig6- Shows score which is opposing present Teaching & Learning process and
Supporting the CARE- Method of teaching suggestions.
RESULTS AND FINDINGS OF CARE METHOD OF TEACHING:
82% of children 95% of teachers feel good and reacted as CARE Teaching learning
process is one of the best.
B) Efficiency of learning:
Unit / Concepts Normal Teaching Experimental /CARE
Pretest (14-09-2012) Electricity 2 /10 Marks 2/10
Post Test (23-09-2012) Electricity 5/10 Marks 7/10
Table4-Data shows Efficiency of Learning in Normal & CARE Method of Teaching.
7
Series 1
Series 2
Column1
0
5
10
Category 1Category 2
Series 1
Series 2
Column1

10. Fig7- Graph shows Efficiency of Learning in Normal & CARE Method of Teaching
Category1- Normal teaching. Category2- CARE Teaching.
Finding: Learning Efficiency is more in Experimental teaching /CARE Process.
C) Sustainability of Learning:
Unit /Concepts Normal Teaching Experimental /CARE
Pretest (14-09-2012) Electricity 2 /10 Marks 2/10
Post Test (23-09-2012) Electricity 5/10 Marks 7/10
Final test (After 1 month
gap) Electricity 3/10 Marks 6/10
Table5- Data shows sustainability of Learning in Normal & CARE Method of Teaching.
Fig8- Shows sustainability of Learning in Normal & CARE Method of Teaching.
Category1-Normal Teaching. Ctegory2- CARE Teaching.
Finding: Sustainability of learning is more in the Experimental method of teaching/ CARE
Process. 8
0
2
4
6
8
Category 1 Category 2
Series 1
Series 2
Column1
0
1
2
3
4
5
6
7
Category 1 Category 2
Series 1
Series 2
Series 3

11. D) Acceleration of CARE-Teaching &learning process:
List of concepts cancoveredby CARE-projects as follows:
Name of the project. No of concepts cancover.
Ps. Bs. Other. Total.
1.Multiple solutions through
the E-Waste. 20. 10. 10. 40.
2.Different colored light rays
Impact on plants growth. 12. 10. 15. 37
3.Measuring performance of
the individual by using the
Performa meter. 9. 8. 9. 26
4.Preparation of solar water
Purifier. 16. 8. 8. 32
5.Enhancing solar heat by using
Convergence property of lences. 10. 3. 3. 16
6.Invention of Bio pesticides
against white ants problem. 9. 10. 6. 25
7.National water grid project. 14. 12. 19. 45
8.Nano harvesting for meet
High yield of the crop. 15. 16. 15. 46
-----------------------------------------------------------------------------------------------------------------
Total: 105 77 85 267
-----------------------------------------------------------------------------------------------------------------
By implementing above eight projects, 267 concepts can cover with in 2 to 3 months duration
approximately which were belongs to different subjects like physical sciences, Biological
Sciences, mathematics, social studies, and skills.
Conclusion:
CARE process can control the boom of the educational businesses because it can aware parents
and students about what they should have need to Learn and should cover concepts as per their
stage and age with help of concept catalogs . Then the differences in between schools will not
arise. Also CARE helps in overall development of the children by considering skills & all
domain competencies for evaluation. In this process students can learn concepts as per their own
interests and permission of time. No restrictions, punishments, marks, and grades.
9