The Progressive Teacher Vol 06 Issue 03
This issue of The Progressive Teacher focuses on the role of "Artificial Intelligence" in K-12 Education. The feature articles by school leaders and teachers bring attention to the importance of balancing moral values and technological advancements for the betterment of students.
This issue of The Progressive Teacher focuses on the role of "Artificial Intelligence" in K-12 Education. The feature articles by school leaders and teachers bring attention to the importance of balancing moral values and technological advancements for the betterment of students.
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Read inside<br />
AI in Education: a growing need P<strong>06</strong><br />
can AI really transform<br />
education in India? P12<br />
Moodle Learning Management System<br />
for better learning P20<br />
Self-Assessment builds commitment<br />
to learn, grow and change P45
from the PUBLISHER’s desk<br />
Artificial<br />
Intelligence in<br />
education:<br />
the need of<br />
the hour<br />
july-August, 2019 <strong>Vol</strong>. <strong>06</strong> <strong>Issue</strong> <strong>03</strong><br />
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<strong>The</strong>re have been a lot of changes<br />
in the last few years. <strong>The</strong><br />
necessary skills for the future<br />
have changed. So, we need<br />
to skill our students accordingly as the<br />
jobs of the future would be into Artificial<br />
Intelligence, block chain, machine<br />
learning, etc. So, it is important to<br />
incorporate Artificial Intelligence in<br />
Education for K-12 education.<br />
This will not only make the work<br />
of a teacher easier but will also suit<br />
varied requirements of students with<br />
different learning capabilities. On the<br />
other hand, students will get early<br />
exposure to AI and they will learn how<br />
to work alongwith AI machines. But,<br />
the integration of AI into school system needs proper planning, infrastructure and<br />
training of teachers. Since teachers would be using this technology, they need to<br />
be hands on with it. <strong>The</strong> implementation has to be smart, safe and interesting.<br />
AI will complement existing teaching methodologies and AI can never<br />
replace teachers as it is the teachers who shape our children. <strong>The</strong>y nurture<br />
students with love and care and teach them compassion, foster passion, sense<br />
of community and good moral values. <strong>The</strong> teacher-student relationship is sacred<br />
and nothing can replace it.<br />
I would like to close with the popular quote, ““A teacher has two jobs; fill<br />
young minds with knowledge, yes, but more important, give those minds a<br />
compass so that that knowledge doesn’t go to waste.”<br />
Happy teaching!<br />
Sonal Khurana<br />
Publisher<br />
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Owned by<br />
<strong>The</strong> next issue of<br />
<strong>The</strong> <strong>Progressive</strong> <strong>Teacher</strong><br />
will focus on<br />
3 <strong>Teacher</strong> Education –<br />
THE PROGRESSIVE TEACHER New PerSPective<br />
www.progressiveteacher.in
t a b l e o f<br />
<strong>Vol</strong>. <strong>06</strong><br />
issue <strong>03</strong> DELBIL/2014/55800<br />
<strong>06</strong><br />
AI in<br />
Education:<br />
a growing<br />
need<br />
08<br />
Learning 321:<br />
Education<br />
for the 3 rd<br />
decade<br />
of the 21 st<br />
Century<br />
14<br />
Can AI<br />
OPINION<br />
12 Can AI really transform<br />
education in India?<br />
OPINION<br />
14 Can AI really replace teachers?<br />
really<br />
replace<br />
teachers?<br />
<strong>03</strong> From the PUBLISHER’s desk<br />
Artificial Intelligence<br />
<strong>06</strong> AI in Education: a<br />
growing need<br />
Future of education<br />
08 Learning 321: Education for the<br />
3 rd decade of the 21 st Century<br />
LEARNING TECHNIQUE<br />
16 Gamification: A Gen-X<br />
approach towards learning<br />
LMS<br />
20 Moodle Learning Management<br />
System for better learning<br />
emPOWERING LEARNING<br />
26 Technological leadership<br />
in education<br />
VIEWPOINT<br />
30 Nurturing the dreams<br />
of children<br />
10 Smart time-management<br />
32 tips for teachers<br />
PERSPECTIVE<br />
34 Modern screens : friends or foes?<br />
4 THE PROGRESSIVE TEACHER www.progressiveteacher.in
c o n t e n t s<br />
34<br />
modern<br />
screens:<br />
Friends or<br />
foes?<br />
LESSON PLAN<br />
38 Effective lesson planning<br />
mindset<br />
42 Fostering growth<br />
mindsets in schools<br />
www.progressiveteacher.in<br />
49<br />
Teaching<br />
Biology<br />
in the digital<br />
age!<br />
Learning and Assessment<br />
45 Self-Assessment builds<br />
commitment to learn,<br />
grow and change<br />
ROLE OF TEACHERS<br />
49 Teaching Biology in<br />
the digital age!<br />
54<br />
Teaching<br />
English to<br />
second<br />
language<br />
learners<br />
STRATEGY<br />
54 Teaching English to<br />
second language learners<br />
CASE STUDY<br />
60 Upgrading efficiently<br />
& effectively<br />
THE PROGRESSIVE TEACHER<br />
5
Artificial Intelligence<br />
AI in Education:<br />
a growing need<br />
<strong>The</strong> current climate of AI in schools is one of “hopeful hesitation.” While technology is<br />
rapidly advancing, educators are taking a careful, step-by-step approach to ensure the<br />
solutions they adopt to deliver specific outcomes and to address existing needs.<br />
Sanjhee Gianchandani<br />
Sanjhee Gianchandani holds a Masters’ degree<br />
in English Literature from Lady Shri Ram<br />
College for Women. She is a CELTA certified<br />
ESL trainer and works as a content developer<br />
and editor for Academic English textbooks.<br />
Since its conception at the 1956 Dartmouth Conference, the field of<br />
artificial intelligence (AI) has continued garnering the attention of<br />
several people and industries, with the education industry being<br />
hailed as one of the major game changers.<br />
What is Artificial Intelligence?<br />
Now how do we define Artificial Intelligence (AI)? Explained in simplistic<br />
terms, it’s a branch of computer science that creates “intelligent” machines to<br />
work and react in different situations. Some basic examples of AI are computer<br />
programs (e.g., online platforms) and computerized machines (e.g., robots).<br />
Owing to knowledge engineering and machine learning, these machines<br />
have the capacity to process data, patterns, and models in order to perceive,<br />
reason, plan, solve problems, make predictions, and manipulate objects akin<br />
to a human neurological framework.<br />
AI is based on algorithms or a set of computerised instructions that instruct<br />
a software on what is to be done with the given data. Data is the fodder for<br />
any AI-powered system. <strong>The</strong> umbrella organisation that caters to both data<br />
handling and algorithms and ensures their smooth coexistence is called<br />
Machine Learning. In machine learning, algorithms are tested and tuned so<br />
that they can treat data automatically to generate certain desired results, such<br />
as predictions and decisions.<br />
Artificial Intelligence in education…<br />
We already live in a world full of AI systems including Siri, Alexa, GPS<br />
navigators, self-driving cars and so on. In the field of education, many<br />
companies are currently working on or already marketing AI systems that<br />
help automate admin tasks, create adaptive testing methods or develop digital<br />
platforms that use AI for teaching-learning,testing, and feedback. Our focus<br />
should now be on how AI will impact pedagogy, curriculum, and assessment<br />
in schools, that is, how it will impact end users, i.e. teachers and students.<br />
Benefits of Artificial Intelligence in education…<br />
<strong>The</strong>re is conclusive international evidence that we are at a critical moment<br />
for setting clearer directions for AIEd (Artificial Intelligence in Education).<br />
Some of the clear benefits of this integration include personalized learning,<br />
automatic correction of certain kinds of schoolwork, ongoing student<br />
assessment so as to track their learning acquisition over time, intelligent<br />
platforms for distance learning, greater interaction between learners and the<br />
learning content, extended opportunities for learners to collaborate, immersive<br />
learning environments and better teaching methods through facilitation rather<br />
than content transmission.<br />
AI in everyday classroom teaching<br />
<strong>The</strong> educators of today have not only started using AI in their everyday<br />
classroom teaching but are also heavily relying on it without realising it. AI<br />
6 THE PROGRESSIVE TEACHER www.progressiveteacher.in
has permeated into the sphere of education in<br />
the form of adaptive learning systems, smart web<br />
browsers, personalised apps, and virtual reality<br />
based educative games, to name a few.<strong>The</strong>re<br />
are new ways to search for and to disseminate<br />
information for example, Google adjusts our<br />
search results according to our geographic<br />
location or previous searches, generally without<br />
our knowledge. Amazon does the same when it<br />
suggests purchases in light of what we bought<br />
in the past and Netflix recommends what you<br />
should watch next. Siri, Apple’s voice recognition<br />
assistant, adapts to individual voices, needs, and<br />
requests.<br />
<strong>Teacher</strong>s: Are they ready for AI?<br />
<strong>The</strong> rise of AI need not be equated with the<br />
role of the teacher becoming redundant.<br />
“Don’t expect an army of AI-powered robots<br />
to be filling teacher job applications at a district<br />
office near you,” Andreas Oranje, a general<br />
manager in the ETS Research Division, said<br />
during a session at the International Society for<br />
Technology in Education’s annual conference<br />
this year. He expects AI will ultimately help<br />
educators perform rote tasks, not replace<br />
them.“My hope for AI is we actually will expand<br />
teaching,” Oranje said.<br />
Now the question that we need to ask is that<br />
if there a need to prepare teachers to work with<br />
AI. And the answer is a clear yes. If teachers<br />
are trained in AI use, it will help in dropout<br />
prevention, make distance learning easier, and<br />
allow for flexibility in course design among<br />
many other reasons. In fact, for AI to make a real<br />
contribution to students’ academic success, the<br />
teacher’s role remains as central as ever, perhaps<br />
now more than ever.<br />
Initiatives have already been taken in this<br />
regard as CBSE has announced its plan for<br />
integrating an AI Curriculum in Schools along<br />
with digital reskilling for teachers with an aim<br />
to integrate cloud-powered technology in K12<br />
www.progressiveteacher.in<br />
teaching, in collaboration with technology giants<br />
such as IBM and Microsoft.<br />
Manish Prakash, general manager, Microsoft<br />
India said, “Through this initiative, we are<br />
empowering institutions, educators and students<br />
of India to acquire early education/skills in new<br />
technologies like AI and cloud to lead that<br />
growth in that rapidly changing world.” In the<br />
next phase, the program will be extended to<br />
cover skilling workshops for 400 CBSE School<br />
on the Microsoft K-12 Education Transformation<br />
Framework.<br />
Biswajit Saha, CBSE’s training and skill<br />
education director told schools how this<br />
amalgamation would take place in a staged<br />
manner to demystify AI and teachers would<br />
also get to learn about digital storytelling,<br />
“Participants will develop artificial intelligence<br />
(AI) knowledge skills and values through<br />
engaging with multimedia online resources as<br />
well as hands-on activities and sequencing of<br />
learning experiences.”<br />
“What we really need are teachers with<br />
a level of humility who are willing to learn<br />
alongside the students at this point,” said Nick<br />
Polyak from Leyden High School District 212<br />
outside Chicago, “<strong>The</strong> traditional method of<br />
learning a topic deeply in college and then going<br />
on to teach isn’t relevant anymore because the<br />
knowledge is changing too quickly.”But he sees<br />
figuring out the challenge as an imperative.“I<br />
don’t want our students to be the people who<br />
just buy autonomous cars,” he said. “I want<br />
them to be the people who are designing and<br />
improving them. It’s imperative on us to provide<br />
an education that makes them ready to step into<br />
the evolving job market.”<br />
To conclude simply, the current climate of<br />
AI in schools one of “hopeful hesitation.” While<br />
technology is rapidly advancing, educators are<br />
taking a careful and a step-by-step approach to<br />
ensure the solutions they adopt deliver specific<br />
outcomes to address existing needs.<br />
If teachers are<br />
trained in AI use,<br />
it will prevent<br />
dropouts, make<br />
distance learning<br />
easier, and allow<br />
for flexibility in<br />
course design<br />
among many<br />
other reasons.<br />
In fact, for AI<br />
to make a real<br />
contribution<br />
to students’<br />
academic<br />
success, the<br />
teacher’s role<br />
remains as<br />
central as ever,<br />
perhaps now<br />
more than ever<br />
before.<br />
THE PROGRESSIVE TEACHER<br />
7
Future of education<br />
Learning 321:<br />
Education for the 3 rd<br />
decade of the 21 st Century<br />
Children who are studying in schools today will be adults ready for further education<br />
or to face the world in the years from 2020 to 2<strong>03</strong>0 and beyond. <strong>The</strong>ir future is being<br />
shaped by two major forces: the 4 th Industrial Age driven by Artificial Intelligence,<br />
Machine Learning and allied technologies like the Internet of Things, Blockchain, 3D<br />
Printing, AR and VR, and the 4 th education revolution which is disrupting the traditional<br />
education model, propelled by the same technologies.<br />
Prof MM Pant I<br />
Former Pro-Vice Chancellor, Indira Gandhi National Open University, New Delhi<br />
Prof. M.M. Pant is a Ph.D. in Computational<br />
Physics and an academic with more than 50<br />
years of post-doctoral teaching and research<br />
experience both in India and abroad. He has<br />
taught in leading Institutions in face to face, and<br />
distance and online modes including MOOCs.<br />
He is now exploring WhatsApp delivered<br />
mobile lifelong learning for future readiness<br />
as a framework that is named “Learning 321”:<br />
real learning and relevant education for the 3rd<br />
decade of the 21st century.<br />
His past roles include being the Former Pro-<br />
Vice Chancellor, Indira Gandhi National Open<br />
University (IGNOU) and being on the faculty<br />
of IIT, Kanpur, MLNR Engineering College and<br />
Faculty as well as Visiting Professor, University<br />
of Western Ontario, Canada.<br />
He has been a visiting scientist at European<br />
research centers in Italy,England, Germany and<br />
Sweden. Prof. Pant is the founder of the LMP<br />
EducationTrust, an organization that supports<br />
new age learning and under privileged learners.<br />
Children who are studying in schools today will be adults ready<br />
for further education or to face the world in the years from 2020<br />
to 2<strong>03</strong>0 and beyond. This is the third decade of the 21st Century<br />
and is a very different world from the one experienced by their<br />
grandparents,parents and teachers.<br />
<strong>The</strong>ir future is being shaped by two major forces: the 4th Industrial Age<br />
driven by Artificial Intelligence, Machine Learning and allied technologies<br />
like the Internet of Things, Blockchain, 3D Printing, AR and VR, and the 4th<br />
education revolution which is disrupting the traditional education model,<br />
propelled by the same technologies.<br />
This leads to two very important questions. <strong>The</strong> first is what should a child<br />
learn in school to prepare for an age of intelligent assistants that can fetch any<br />
information and do low level cognitive tasks, and the consequential question<br />
as to how do we teach what should be taught.<br />
It is often said that change is the only thing that remains constant. But<br />
what we are experiencing is the rapid rate of the change itself. And it’s wider<br />
impact, across almost all fields of human endeavour.<br />
Trying to accurately predict the future is futile. Perhaps becoming<br />
intelligent enough to build a perfect future is too. We must develop foresight<br />
and ready ourselves by being a pro-active self-directed lifelong learner and<br />
defensively by building skills of critical thinking and discernment to prevent<br />
us from being swayed by misinformation.<br />
This is the true objective of a good School education: to prepare children<br />
to prosper, flourish and thrive in an unknown and rapidly changing future.<br />
Here are 10 salient features of this new educational paradigm:<br />
1. Educators will be the most important members of society. As we<br />
enter the rapidly developing knowledge society, very large numbers of people<br />
have to be trained in new knowledge and skills domains.<br />
To put it into context, the OECD estimates that, owing to the fourth<br />
industrial revolution and automation, 38 to 42 per cent of the UK population<br />
will need to completely retrain in the next 10 years to be able to stay employed.<br />
That is a staggering amount of training required to keep the UK workforce<br />
and our industries productive and competitive.<br />
[Quote from:https://www.cityam.com/ retraining-course-the-case-forlifelong-learning/]<br />
While more and more learners will move towards autonomous learners,<br />
it is educators who will enable this transition and provide the resources<br />
and guidance for self-directed learners. Microsoft in 2017 proposed “ Deep<br />
Teaching” as the sexiest job of the future.<br />
2. Journey from ignorance to knowledge: An educator takes a learner<br />
8 THE PROGRESSIVE TEACHER www.progressiveteacher.in
through 4 stages, in the journey from ignorance<br />
to knowledge, even if not clear to the learner:<br />
- Unconscious Incompetence: In the<br />
unconscious incompetence stage, the learner<br />
isn’t aware that a skill or knowledge gap<br />
exists.<br />
- Conscious Incompetence: In conscious<br />
incompetence, the learner is aware of a<br />
skill or knowledge gap and understands the<br />
importance of acquiring the new skill. It’s in<br />
this stage that learning can begin.<br />
- Conscious Competence: In conscious<br />
competence, the learner knows how to use<br />
the skill or perform the task, but doing so<br />
requires practice, conscious thought and hard<br />
work.<br />
- Unconscious Competence: In unconscious<br />
competence, the individual has enough<br />
experience with the skill that he or she can<br />
perform it so easily they do it unconsciously.<br />
<strong>The</strong> four stages of competence are core<br />
to the algorithms used in adaptive learning<br />
technologies. By knowing in which stage a<br />
learner is for a particular topic, an adaptive<br />
learning platform can select content on that topic<br />
that will help the learner reach the next stage.<br />
It can even use assessments to demonstrate to<br />
learners that they have skills gaps, thus moving<br />
them from stage one to stage two.<br />
This journey will be personalised for each<br />
learner and each learning goal by AI-fluent Smart<br />
Educators.<br />
3. We are at the intersection of two<br />
fundamental revolutions: the 4th Industrial<br />
www.progressiveteacher.in<br />
Revolution, announced by Klaus Schwab at<br />
the World Economic Forum in January 2016<br />
and the 4th Education Revolution proposed in<br />
a recent book (2018) by Anthony Seldon. This<br />
is unprecedented for the whole world. Anthony<br />
Seldon says, “<strong>The</strong>re is no more important issue<br />
facing education, or humanity at large, than<br />
the fast approaching revolution in Artificial<br />
Intelligence or AI. This book is a call to educators<br />
everywhere to open their eyes to what is coming.<br />
If we do so, then the future will be shaped by us<br />
in the interests of humanity as a whole.”<br />
4. <strong>The</strong> recent advances in Artificial<br />
Intelligence and Machine Learning have an<br />
important bearing on how we teach humans.<br />
We are now in a position to move from the<br />
art of teaching to the science of learning.<br />
And achieve the goal of education for all, and<br />
the democratisation of education. <strong>The</strong> entire<br />
entrance test and coaching for the entrance test<br />
industry will be a thing of the past, so will the<br />
school leaving Board or University graduation<br />
final examinations. Assessments and feedback<br />
will become a continuous on-going process.<br />
5. <strong>The</strong> mobile is the device for access to<br />
learning. First you learn to use the mobile. <strong>The</strong>n<br />
you use the mobile to learn. Most mobile devices<br />
are now equipped with AI powered chips. <strong>The</strong><br />
future of learning is therefore in your hands.<br />
UNESCO has been organising a Mobile<br />
learning week every year from the year 2012.<br />
Mobile Learning Week is the United Nations’s<br />
flagship ICT in education conference. Held<br />
annually at UNESCO Headquarters in Paris, the<br />
<strong>The</strong> recent<br />
advances<br />
in Artificial<br />
Intelligence<br />
and Machine<br />
Learning have<br />
an important<br />
bearing on<br />
how we teach<br />
humans. We are<br />
now in a position<br />
to move from the<br />
art of teaching<br />
to the science<br />
of learning. And<br />
achieve the goal<br />
of education<br />
for all, and the<br />
democratisation<br />
of education.<br />
THE PROGRESSIVE TEACHER<br />
9
Anthony Seldon<br />
says, “<strong>The</strong>re is no<br />
more important<br />
issue facing<br />
education, or<br />
humanity at<br />
large, than the<br />
fast approaching<br />
revolution<br />
in Artificial<br />
Intelligence or<br />
AI. This book is a<br />
call to educators<br />
everywhere to<br />
open their eyes to<br />
what is coming.<br />
If we do so, then<br />
the future will<br />
be shaped by us<br />
in the interests<br />
of humanity as a<br />
whole.”<br />
event convenes experts<br />
from around the world<br />
to share how affordable<br />
and powerful mobile<br />
technology – from basic<br />
handsets to the newest<br />
tablet computers – can<br />
so accelerate learning for<br />
all, particularly people<br />
living in disadvantaged<br />
communities. Each<br />
year the event has a<br />
specific theme to focus<br />
discussions.<br />
Holistically the<br />
event seeks to advance<br />
understandings of how<br />
technology can be<br />
leveraged by UNESCO<br />
Member States and others to improve education.<br />
Here is the list of events held:<br />
• 2019: Artificial Intelligence (AI) and its<br />
implications for sustainable development<br />
• 2018: Skills for a connected world<br />
• 2017: Education in emergencies and crises<br />
• 2016: Innovating for quality<br />
• 2015: Leveraging Technology to empower<br />
women and girls<br />
• 2014: <strong>Teacher</strong>s<br />
• 2013: Mobile Learning and EFA Goals<br />
• 2011: December: Using mobile Technologies<br />
to transform educational process and<br />
outcomes<br />
UNESCO Mobile Learning Week 2020, the<br />
flagship ICT in education conference, will be held<br />
from March 2-6,2020 at UNESCO Headquarters<br />
in Paris.<br />
6. Learning will be a lifelong pursuit,<br />
with three broad stages, of which the first is prenatal,<br />
neo-natal and pre-school learning. <strong>The</strong><br />
New Education Policy 2019 has acknowledged<br />
that 85% of the child’s cognitive development<br />
happens by the age of 6 years.<br />
7. Stages of learning: <strong>The</strong> stage of School,<br />
College and University is the period during which<br />
a learner must acquire the skills and competence<br />
of learning how to learn and become an<br />
autonomous learner. <strong>The</strong> importance of learning<br />
how to learn has been acknowledged in the new<br />
education policy 2019 in the 3rd paragraph in the<br />
beginning and also at para 4.5 while dealing with<br />
school education.<br />
8. Learn, unlearn and re-learn: For the<br />
rest of a person’s life, a person would be pursuing<br />
lifelong learning to continually learn, unlearn<br />
and re-learn to achieve his human as well as<br />
academic potential. Blockchains will be used for<br />
academic credentials. Growth and widespread<br />
recognition of micro-credentials such as badges.<br />
<strong>The</strong>re is already a pilot experiment with a<br />
Blockchain University and an MIT supported<br />
Blockchain credentials system in edublocks.<br />
9. Inculcate love for learning: In an<br />
unknown and uncertain future, instead of<br />
trying to find what we should teach during<br />
School, College or University, we should develop<br />
youth who love learning and having decided to<br />
learn something are capable of learning it well<br />
(mastery learning). This is achieved by building<br />
learning power (Kku mQtkZ vtZu).<br />
10. Meet Ups in co-learning spaces:<br />
While much of the learning will be ‘anytime<br />
anywhere,’ occasional in person meetings would<br />
be organised at “co-learning spaces” to support<br />
in person peer and social learning.<br />
<strong>The</strong> present didactic model of the ‘sage<br />
on the stage’ does not encourage live learning<br />
interactions between the learners in the<br />
classroom. This is OK when only the teacher is<br />
informed and knowledgeable and all the learners<br />
are ignorant, of the topic being dealt with during<br />
the lecture hour.<br />
But in lifelong learning, the learners are<br />
also informed and aware of what they want to<br />
learn. <strong>The</strong> dynamics in such a situation changes<br />
fundamentally, allowing for huge benefits from<br />
social peer learning.<br />
If there are n students in a cohort, and the<br />
teacher is essentially in a single student teaching<br />
mode, then the quality of learner engagement<br />
reduces with increasing n as 1/n. That is why<br />
in good institutions, there is an attempt to have<br />
a small teacher to student ratio, in the range<br />
of 1/10 to 1/20. If however the teacher is in a<br />
broadcast mode, like a text-book or a video, then<br />
the effectiveness is independent of the value of n.<br />
But if the pedagogy is designed to encourage<br />
interactions between the learners, as happens<br />
in the digital environment, then the number of<br />
student interactions becomes n(n-1)/2 in pairs, or<br />
proportional to n squared. <strong>The</strong>re may be smaller<br />
clusters with more than 2 students. Very soon,<br />
there is an overwhelming contribution to the<br />
discussions and construction of knowledge,<br />
leading to a better and richer experience.<br />
10 THE PROGRESSIVE TEACHER www.progressiveteacher.in
OPINION<br />
can AI really transform<br />
education in India?<br />
<strong>Teacher</strong>s are nation builders. In India, the relationship between a teacher and pupil was<br />
always sacrosanct. <strong>Teacher</strong>s are meant to teach yet increasingly they spend time doing<br />
routine work that can be done by AI.<br />
by Kiran Dham I<br />
CEO – Globus Infocom<br />
In India, a foreign degree is often considered more prestigious than<br />
an Indian one. <strong>The</strong> children of the country’s elite always pursue<br />
higher education overseas. <strong>The</strong> reason for this is education abroad is<br />
better. It’s harder to get admission to prestigious Indian colleges than<br />
overseas ones but that’s because competition in India is fierce.<br />
Problems faced by education sector<br />
Education in the top tier colleges and best public schools is outstanding<br />
but the majority of colleges and schools produce mediocre graduates and<br />
students. For education in India to be more impactful, changes have to be<br />
made in student’s formative years. This is a hard proposition. <strong>The</strong>re is a<br />
shortage of teachers in India. <strong>The</strong> best teachers teach in prestigious public<br />
schools located in the largest cities. Rural students and those in small<br />
towns and cities aren’t taught by the best teacher. <strong>Teacher</strong>s themselves<br />
may be quite good but they cannot give students personal attention. In a<br />
single class, there may be more than 45 to 50 students, making teaching<br />
each student difficult.<br />
A possible solution<br />
Artificial intelligence (AI) has the potential to give an impetus to<br />
education in India. It can be used to give personalised attention to students.<br />
Kiran Dham is CEO at Globus Infocomm. Globus<br />
Infocom has a key focus on providing<br />
highly advanced, cost-effective & reliable<br />
technological solutions to Education<br />
Technology, Digital Signage & Display and,<br />
Security & Surveillance. It’s one of those Make<br />
in India brands which have their own highly<br />
equipped manufacturing facility. With the<br />
widest range of product offerings designed to<br />
cater to 21stcentury requirements, they have<br />
got the complete range of products registered<br />
on GeM (Government e-Market).<br />
12 THE PROGRESSIVE TEACHER www.progressiveteacher.in
<strong>Teacher</strong>s overburdened by tending to too many<br />
students have a friend in AI. AI cannot entirely<br />
replace teachers. It’s nowhere close to doing<br />
so, but it can lessen teachers’ burden.<br />
Digital devices like tablets and laptops can<br />
run AI-powered modules that teach students.<br />
Such modules are instructive, easy to use,<br />
and fun. Being powered by AI, they can spot<br />
students’ strengths and weaknesses and<br />
share them with educators. Educators needn’t<br />
spend time trying to understand students’<br />
weaknesses; AI-powered software can capture<br />
this accurately. Once students’ weaknesses<br />
are understood, educators can improve them.<br />
<strong>The</strong> insight generated by AI about students<br />
reveal aptitudes. When educators understand<br />
students’ aptitude early, they can recommend<br />
them for enrolment in courses that leverage<br />
their strengths. AI can evaluate the strengths<br />
and weaknesses of students at an early age. It<br />
can accurately judge what jobs students have<br />
an aptitude for. AIs use will end students herd<br />
mentality by warning them from enrolling in<br />
courses they are likely to detest. When millions<br />
of students are evaluated by AI it will lead to<br />
better utilization of human capital.<br />
AI won’t become a big brother. It will<br />
reveal to students and educators the former’s<br />
strengths but the decision to follow on its<br />
recommendations will lie with students.<br />
www.progressiveteacher.in<br />
Routine tasks could<br />
be eliminated<br />
<strong>Teacher</strong>s are nation builders. In India,<br />
the relationship between a teacher and pupil<br />
was always sacrosanct. <strong>Teacher</strong>s are meant to<br />
teach yet increasingly they spend time doing<br />
routine work that can be done by AI. Grading<br />
papers is tedious and unproductive. An AI can<br />
grade papers as well or better than teachers.<br />
When it is used to grade papers, teachers will be<br />
unburdened. <strong>The</strong>y will have more time on their<br />
hands to teach.<br />
AI is so advanced that it can grade papers<br />
written on paper using ink. This makes the job of<br />
educators easier. Another advantage of using AI<br />
is it displays the results of graded papers in easy<br />
to understand data points that capture students’<br />
strengths and weaknesses. Over months and<br />
years, data points build a cohesive profile of<br />
every student which can be used to work on<br />
their weaknesses. <strong>The</strong>y also serve as an accurate<br />
predictive tool sharing with students how much<br />
they need to study to gain admission in a course.<br />
<strong>The</strong> education sector in India works for a tiny<br />
minority at the expense of the majority. <strong>The</strong> elite<br />
learn in the best schools from the best while the<br />
remainder must share a smaller pool of teachers.<br />
AI is not a panacea for the nations’ education<br />
woes but certainly can make education more<br />
productive and fun.<br />
Artificial<br />
intelligence<br />
(AI) has the<br />
potential to give<br />
an impetus to<br />
education in<br />
India. It can be<br />
used to give<br />
personalised<br />
attention<br />
to students.<br />
<strong>Teacher</strong>s<br />
overburdened by<br />
tending to too<br />
many students<br />
have a friend<br />
in AI. AI cannot<br />
entirely replace<br />
teachers. It’s<br />
nowhere close<br />
to doing so, but<br />
it can lessen<br />
teachers’ burden.<br />
THE PROGRESSIVE TEACHER<br />
13
OPINION<br />
No matter how<br />
well a machine<br />
can learn using AI,<br />
insight learning,<br />
something called<br />
‘the aha’ moment,<br />
by Kohler will<br />
never be a part of<br />
a machine.<br />
Can AI<br />
really replace<br />
teachers?<br />
Humans are social beings; sitting alone learning<br />
from a machine that doesn’t share even a fraction of<br />
your emotional quotient can prove fruitful for plenty<br />
of people, but you cannot deny that, there is an<br />
experience you will be missing out on. Only teachers<br />
and students together can add life to this beautiful<br />
process of learning by doing.<br />
by Sonali Batra<br />
Artificial intelligence can be beyond helpful in a classroom setting.<br />
AI can offer customized teaching plans as per the needs of the<br />
students or can tirelessly repeat a concept for a student, but<br />
elements of a teacher-student relationship, like empathy, value<br />
building and building a relationship, do not fall within the expertise of a<br />
machine.<br />
<strong>The</strong> evolution of such concepts can be upsetting to those who find this<br />
relationship sacred. We cannot deny that in the new age, the Guru-Shishya<br />
Parampara has lost its meaning. <strong>The</strong> relationship is hardly valued, it has<br />
become strictly professional business.<br />
A strong argument of this proposition is that, fostering the zeal to learn,<br />
motivating students, inspiring them, generating curiosity are essentials<br />
that machines can never accomplish.<br />
In this age of technology, the concept of a school is more than<br />
contextual teaching. This can be defended by the concept of travelling<br />
or exchange programs. Every bit of information about every small town<br />
Sonali Batra is a teacher at Amity International<br />
School,PushpVihar with 10 years of experience.<br />
She has been working closely with students<br />
from classes VI to XII on numerous state and<br />
national level projects.<br />
14 THE PROGRESSIVE TEACHER www.progressiveteacher.in
Image courtesy: Gartner Names Alegion As A Data Annotation Vendor In 2019 Hype Cycle, Presented by Alegion<br />
is available to us online, yet going there and<br />
physically interacting with people around<br />
us is a different experience. Hence, going to<br />
school, sitting in a classroom, participating<br />
in organizing school events, participating in<br />
school activities enforces a different learning<br />
and discipline.<br />
<strong>The</strong> concepts AI will use to teach students<br />
will be based on the existing research on the<br />
stages of cognitive development. However, as<br />
is the consensus of scientists all over the world<br />
that existing psychological theories on several<br />
concepts, like development itself, cannot be<br />
completely verified and obviously have well<br />
defined niches for exceptions. All psychological<br />
research about teaching, reception of students,<br />
cognitive capacities and how a person learns or<br />
understands anything, has been possible only<br />
following an observation. No matter how well<br />
a machine can learn using AI, insight learning,<br />
something called ‘the aha’ moment, by Kohler<br />
will never be a part of a machine.<br />
In order to understand students or the<br />
problems they face while understanding<br />
a concept, or even learning how to crack<br />
subjective exams in today’s date can best be<br />
explained by someone who has “experienced”<br />
the same or as we say “learnt from their<br />
mistakes.”<br />
<strong>The</strong> question remains: Will AI take<br />
lessons beyond the classroom or bother to focus<br />
on the little things that are quintessential to life<br />
outside school, but are never listed on Google<br />
or even in textbooks.<br />
www.progressiveteacher.in<br />
<strong>Teacher</strong>s today can incorporate the<br />
following techniques to beat AI at its own<br />
game:<br />
• Focusing individually on students and<br />
identifying their unique learning needs.<br />
• Having open feedback sessions with<br />
students.<br />
• Tracking students’ performance regularly.<br />
• Providing constructive feedback without<br />
hurting motivation to improve.<br />
• Making the classroom fun!<br />
• Taking lessons beyond tips on writing<br />
answers and marking assignments.<br />
• Guiding students on unspoken challenges<br />
of life .<br />
• Building a relationship with the students.<br />
Humans are social beings; sitting alone<br />
learning from a machine that doesn’t share<br />
even a fraction of your emotional quotient<br />
can prove fruitful for plenty of people, but you<br />
cannot deny that, there is an experience you<br />
will be missing out on. Only teachers and<br />
students together can add life to this beautiful<br />
process of learning by doing.<br />
<strong>The</strong> bottom line is that if a student has<br />
to chose between a highly experienced, nonjudgmental<br />
human teacher and a machine<br />
which isn’t encultured to the concept of<br />
positive reinforcements, sensing discomfort,<br />
manipulation of tone to sound convincing<br />
and several other basics to a good teachinglearning<br />
experience, the student won’t think<br />
twice before choosing comfort over practicality,<br />
as is proven by psychologist Harlow.<br />
<strong>The</strong> concepts AI<br />
will use to teach<br />
students will be<br />
based on the<br />
existing research<br />
on the stages<br />
of cognitive<br />
development.<br />
However, as is<br />
the consensus<br />
of scientists all<br />
over the world<br />
that existing<br />
psychological<br />
theories on<br />
several concepts,<br />
like development<br />
itself, cannot<br />
be completely<br />
verified and<br />
obviously have<br />
well defined<br />
niches for<br />
exceptions.<br />
THE PROGRESSIVE TEACHER<br />
15
LEARNING TECHNIQUE<br />
Gamification:<br />
A Gen-X approach<br />
towards learning<br />
“<strong>The</strong> designers of many good games have hit on profoundly good methods<br />
of getting people to learn and to enjoy learning.” -James Paul Gee<br />
by Taruna Mongia<br />
Taruna Mongia (M.Sc.(Computer Sc.), M.Com,<br />
B.Ed., A’Level and O’Level from DOEACC, ITI<br />
Diploma in Computers), has a continuous career<br />
of 22 years as an Educator. Her experience<br />
includes working as PGT (Comp. Sc.) with<br />
Indraprastha International school, Dwarka<br />
(current job) and is backed by experience<br />
of working with schools like St. Mark’s, Rich<br />
Harvest, DTEA, Army Public School.<br />
She is a recipient of National ICT Award for<br />
<strong>Teacher</strong>s by MHRD; National <strong>Teacher</strong> Award<br />
2018 by Center for Education Development<br />
CED, India; Global <strong>Teacher</strong> Award 2018 by<br />
AKS Foundation; and Teaching Excellence<br />
Award 2018 by myCbseguide.com. She also<br />
got an Award for Pramerica community service<br />
award 2017 and 2018 for her project Surakshit<br />
Beti, Prashikshit Beti. She also won award for<br />
Innovative idea of learning at Dell Policy Hack<br />
For <strong>Teacher</strong>s 2019 and won Silver Medal for<br />
School as Head <strong>Teacher</strong> for Teach a Man to<br />
Fish: British Council Project.<br />
She is recognized as Microsoft Innovative<br />
Expert Educator and Microsoft Master Trainer<br />
from last 5 years.<br />
Technology in education has been a hot topic of discussion among<br />
school leaders. <strong>The</strong> major challenge is to use technology in a way<br />
that makes learning engaging and interactive. <strong>The</strong>re is a need to<br />
design the correct blend of technology that helps students develop<br />
IT skills, moral values, and 21st century skills.<br />
Gamification is an innovative idea to develop game-based aids for teaching<br />
and learning. <strong>The</strong>se aids can be used for classroom teaching to enhance<br />
teacher-student collaboration.<br />
Towards futuristic classrooms<br />
G.A.M.E. is the new acronym for “Go Ahead for Meaningful Education.”<br />
Learning becomes collaborative, fun, and more effective when learners play<br />
an active role in designing and developing the teaching-learning process. <strong>The</strong><br />
flip classroom model with gamification may bring in a change to our education<br />
system and help us develop future-ready minds. Gamification has a positive<br />
impact on assessment too. Gamification of assessment increases problemsolving<br />
skills and creates an environment of creativity and enthusiasm.<br />
Technology for 21st century students!<br />
What could satisfy school leaders more than to equip our students<br />
with the skills they need to be successful in the 21st century workplace?<br />
We should build these skills into the curriculum and use technology to<br />
develop these skills.<br />
Our school’s motto is ‘Teach each child, Develop the whole child.’<br />
We design our curriculum and activities to deliver a holistic development<br />
of each student with the right use of technology, development of moral<br />
values and 21st century skills. I have experimented gamification in my<br />
classroom and received incredible learning outcomes. I have used many<br />
gaming and online tools to design teaching aids not only for my subject<br />
but for other subjects as well.<br />
We selected three sample lessons of two different subjects each to<br />
experiment with the ‘Gamification with flip classroom methodology through<br />
Skype’. Class IX students were trained on using different gaming software,<br />
that they taught class VI students. Students made teaching aids, quizzes,<br />
and games that teachers used for classroom teaching and assessment.<br />
Class VII and Class X students were selected for the project<br />
demonstration. I have trained Class X students on gaming software Scratch<br />
and MIT app Inventor, during their club and enrichment classes and Class<br />
VII on Alice. Classes VI-X students were supposed to be taught “Moral<br />
values” by Life skill teachers with the teaching aid prepared by Class X<br />
students in Green foot and Scratch gaming software. <strong>The</strong>n Class X students<br />
taught classes VII and VIII students, Scratch and MIT app Inventor and another<br />
16 THE PROGRESSIVE TEACHER www.progressiveteacher.in
gaming tools. After learning the new software,<br />
Class VII-VIII students had performed an activity<br />
and made the ‘Story with a Moral value’ using<br />
Scratch and developed many Mobile apps for<br />
social cause. Class IX students made a quiz in<br />
Alice and life skill teacher assessed the work of<br />
Class VI-VIII students. To recreate the magic of<br />
peer learning, Class VIII students became peer<br />
teachers for class VI and taught Scratch and MIT<br />
app Inventor during their club activity and Life<br />
skill periods.<br />
<strong>The</strong> Gamify teacher persona knows how to<br />
“spice things up” in the classroom to engage<br />
students. <strong>The</strong> teacher believes that learning can<br />
be fun, and uses simulations, animations, and<br />
more to pique student interest. It also helped<br />
www.progressiveteacher.in<br />
fellow teachers to make classroom teaching<br />
more interactive and build a school culture that<br />
offers a vision of innovation and enables teacher<br />
collaboration.<br />
Challenges faced<br />
Gamification Vs traditional ICT based<br />
tools: <strong>The</strong> biggest challenge was providing a<br />
better alternative than traditional ICT based tools<br />
like, charts and presentations. Online tutorials<br />
and videos had to be replaced. ‘Gamification’<br />
enabled high quality visuals and assessments<br />
that enabled students to understand the topic<br />
correctly.<br />
Gamification for theoretical subjects:<br />
Another hurdle for gamification was creating<br />
alternatives for explaining theoretical concepts<br />
like Harrapan civilization, cyber security or the<br />
Nationalist movements, inclined machines from<br />
different subject aspects.<br />
Gamification for inculcating life skills<br />
and moral values: As per new curriculum<br />
policy, value education must be an integral<br />
part of our classroom teaching and it should be<br />
embedded with all scholastic subjects. Use of<br />
games in the form of moral stories, score-based<br />
games, where concept of metallic and nonmetallic<br />
objects with ‘Swachh Abhiyan’ were<br />
some of the perfect examples.<br />
Time constraints: <strong>The</strong> process of creating<br />
the game was very time consuming. Creating<br />
assessment games for all subjects required time<br />
and it was a difficult task to include it in the<br />
regular curriculum. To solve this, students were<br />
taught all the games during the enrichment<br />
period. Flip classroom was the best alternative<br />
to make the learning passes to next generation.<br />
Enrichment of teachers<br />
<strong>Teacher</strong>s will be the best ambassador to<br />
take the technology into their classroom and<br />
enrich the learning process. Despite of their busy<br />
Learning<br />
becomes<br />
collaborative,<br />
fun, and more<br />
effective when<br />
learners play an<br />
active role in<br />
designing and<br />
developing the<br />
teaching-learning<br />
process. <strong>The</strong> flip<br />
classroom model<br />
with gamification<br />
may bring in a<br />
change to our<br />
education system<br />
and help us<br />
develop futureready<br />
minds.<br />
THE PROGRESSIVE TEACHER<br />
17
Today’s learner is<br />
a tech-savvy. To<br />
fulfill his need,<br />
teachers should<br />
use technology<br />
intelligently in<br />
their classrooms,<br />
so that learning<br />
outcomes must<br />
lead to overall<br />
development<br />
of the learner.<br />
‘Gamification’ is<br />
one of the best<br />
alternatives for<br />
this.<br />
schedules and commitments, they were trained<br />
through video tutorials. Hence, the labor work<br />
required equaled to ZERO.<br />
All video tutorials were shared on social<br />
media to make learning continuous 24X7 for<br />
students as well as for teachers.<br />
Outcomes<br />
Use of ‘gamification’ has given lifelong<br />
impact and learning will be permanent. <strong>Teacher</strong>s<br />
were able to reach out to each and every student<br />
in one-go. A new way of lesson presentation<br />
was experimented and each and every learner<br />
was given a chance to express his/her creativity.<br />
Students were able to learn new software,<br />
which would help them to apply the same for<br />
every subject. Use of ICT tools for collaboration<br />
like Skype and social networking enhances the<br />
impact of the project.<br />
To take the Peer Teaching beyond the<br />
boundaries, my class IX students taught Kodu<br />
And Minecraft to Students of DLF Public School,<br />
Ghaziabad; <strong>The</strong> Titan School, Hasur; Tamil<br />
Nadu and Choithram School, Indore, on Skype.<br />
We have made learning Video Tutorials on<br />
various gaming tools and shared the link with all<br />
teachers, students and partner schools in India<br />
and abroad and also uploaded on my YouTube<br />
channel. <strong>Teacher</strong>s are now making their own<br />
teaching aids by using them. On one of the<br />
Microsoft webinars ‘Summer Pathshala’ video<br />
tutorial on Kodu was appreciated and Microsoft<br />
referred it as a learning tool for other educators.<br />
I have made a Video lesson on “Green Jobs”<br />
and shared with all my international partner<br />
schools under Microsoft project. <strong>The</strong> other social<br />
media tools like QR code, Online Forms, Padlet,<br />
OneNote and WhatsApp were also used for<br />
collaboration.<br />
Successful demonstration of Lesson on<br />
“simple machines” using peer teaching and<br />
gamification was appreciated by my fellow<br />
teachers. Students of class VI enjoyed all<br />
activities and learned the concepts in easy way<br />
whereas Class IX students feel enthusiastic and<br />
collaborate to demonstrate the lesson to other<br />
school students.<br />
Community Outreach<br />
“<strong>The</strong> illiterate of 21st Century will not be<br />
those Who cannot Read and Write, but those<br />
who cannot Learn, Unlearn and Relearn.” - Alvin<br />
Toffler<br />
<strong>The</strong> dream project of our Honorable Prime<br />
Minister “Digital India” inspired me, I have<br />
extended my mission and started working for<br />
community outreach and initiated the second<br />
phase as “Surakshit Beti – Prashikshit Beti” with<br />
“e-Shiksha: a Digital Pryaas”, learning through<br />
technology for community outreach. I have<br />
extended my literacy program for underprivileged<br />
students, supporting staff and senior citizens.<br />
with my daughter and students. This project<br />
is to spread awareness about enhancement of<br />
ICT skills. To add the technological aspects to<br />
my mission, we have developed various mobile<br />
apps and games , and shared it on social media.<br />
Previously my literacy mission included the<br />
basic concepts of Mathematics and Language<br />
for underprivileged and helping staff. Now<br />
in addition of that I have included Basics of<br />
Computers, Internet, Uses of emails, Mobile<br />
Apps, Social Networking, Cyber Ethics etc. to<br />
make them technology savvy.<br />
I have extended concept of Gamification<br />
with underprivileged students. Spending time<br />
with them and teaching little kids of class 2 and<br />
3 from nearby MCD school is a joyful journey<br />
18 THE PROGRESSIVE TEACHER www.progressiveteacher.in
for me. I have designed<br />
a Game to promote<br />
“Swachhta Abhiyan” in<br />
scratch and Greenfoot and<br />
used as an assessment<br />
tool. To spread the<br />
message of “Clean India”<br />
incorporated with concept<br />
of science, I have been<br />
using a game to teach the<br />
concept of metallic and<br />
non- metallic garbage to<br />
class 1 and 2 students<br />
during my educational<br />
enrichment programme<br />
in nearby MCD School. It<br />
is a fun learning exercise,<br />
where students clean the<br />
area given and get points<br />
if they select the non-metallic garbage to put in<br />
an appropriate bin. <strong>The</strong>y enjoyed the game. It<br />
gave a new meaning to the learning.<br />
This experiment was a success story. After<br />
this I have tried Flip classroom with peer teaching<br />
in many of the lessons and suggested and helped<br />
other subject teachers for the same. Use of social<br />
media, gives a new dimension to grasp a new<br />
concept.<br />
Impact of Gamification<br />
‘An impact of a visual aid is more than<br />
hundred words, on learning’, in extension to<br />
this quote ‘Visual game gives 200% impact on<br />
learning than a simple visual aid.’<br />
Today’s learner is a tech-savvy. To fulfill<br />
his need, teachers should use technology<br />
intelligently in their classrooms, so that learning<br />
outcomes must lead to overall development<br />
of the learner. ‘Gamification’ is one of the<br />
best alternatives for this. Using game-based<br />
teaching material gives positive results for both<br />
learners and teachers. It enables the teacher to<br />
inculcate and enhance almost all 21st century<br />
skills and help to make future ready, global<br />
citizens.<br />
We cannot avoid the use of technological<br />
gadgets that are used by the GEN-X child, so<br />
it is a wise decision to channelize their aspect<br />
of using gadgets for their own development.<br />
It is a culmination of collaborative, creative<br />
skills and leadership skills among senior<br />
students. Thinking, problem solving, creative<br />
and communication skills among junior<br />
students with the team spirit.<br />
Using gamebased<br />
teaching<br />
material<br />
gives positive<br />
results for<br />
both learners<br />
and teachers.<br />
It enables<br />
the teacher<br />
to inculcate<br />
and enhance<br />
almost all<br />
21st century<br />
skills and<br />
help to<br />
make future<br />
ready, global<br />
citizens.<br />
www.progressiveteacher.in<br />
THE PROGRESSIVE TEACHER<br />
19
lms<br />
Moodle Learning<br />
Management System<br />
for better learning<br />
In present era, technology has become an indispensable thing in every field. In such<br />
circumstances, the field of education cannot be alien to technology and it should not.<br />
With the positive and purposeful use of technology, a revolutionary change can be<br />
brought in education. It not only removes the monotonousness but also satisfies the<br />
curiosity of the young learners. It helps them a lot in being tune with time.<br />
Dr Bharti Swami<br />
Dr. Bharti Swami is Principal at Vidhyashram<br />
Public School, Jodhpur, Rajasthan.<br />
Why opt of Moodle LMS?<br />
Our school has set an aim to equip the students to face the challenges in<br />
future. We believe in introducing the students and the teachers with latest skill.<br />
Our school decided to implement Moodle LMS to make the students ahead<br />
in the race. It really becomes very easy for the students to understand difficult<br />
topics. This helps in addressing the challenges of slow learners and satisfies<br />
the additional queries of extra ordinary students. A responsible educational<br />
institution must take care of imparting education to all the students (of all<br />
levels) and LMS helps a lot in this.<br />
Moodle is a free and open-source software learning management system<br />
written in PHP and distributed under the GNU General Public License.<br />
Developed on pedagogical principles, Moodle is used for blended learning,<br />
distance education, flipped classroom and other e-learning projects in schools,<br />
universities, workplaces and other sectors.<br />
Moodle as a learning platform can enhance existing learning environments.<br />
As an E-learning tool, Moodle has a wide range of standard and innovative<br />
features such as calendar and Grade book. Moodle is a leading virtual<br />
learning environment and can be used in many types of environments such<br />
as education, training and development and in business settings.<br />
Definition and background<br />
Moodle is an active and evolving work in progress. Development was<br />
started by Martin Dougiamas who continues to lead the project.<br />
A number of early prototypes were produced and discarded before he<br />
released version 1.0 upon a largely unsuspecting world on August 20, 2002.<br />
This version was targeted towards smaller, more intimate classes at University<br />
level, and was the subject of research case studies that closely analysed the<br />
nature of collaboration and reflection that occurred among these small groups<br />
of adult participants.<br />
Since then there has been steady series of new releases adding new<br />
features, better scalability and improved performance.<br />
As Moodle has spread and the community has grown, more input is being<br />
drawn from a wider variety of people in different teaching situations. For<br />
example, Moodle is now used not only in Universities, but in high schools,<br />
primary schools, non-profit organisations, private companies, by independent<br />
20 THE PROGRESSIVE TEACHER www.progressiveteacher.in
teachers and even homeschooling parents. A<br />
growing number of people from around the world<br />
are contributing to Moodle in different ways.<br />
An important feature of the Moodle project<br />
is moodle.org, which provides a central point for<br />
information, discussion and collaboration among<br />
Moodle users, who include system administrators,<br />
teachers, researchers, instructional designers<br />
and of course, developers. Like Moodle, this<br />
site is always evolving to suit the needs of the<br />
community, and like Moodle it will always be<br />
free.<br />
In 20<strong>03</strong>, the company moodle.com was<br />
launched to provide additional commercial<br />
support for those who need it, as well as managed<br />
hosting, consulting and other services. This has<br />
now expanded in the Moodle Partner network of<br />
over 40 companies world-wide.<br />
General features of Moodle LMS<br />
1. Modern, easy to use interface: Designed<br />
to be responsive and accessible, the Moodle<br />
interface is easy to navigate on both desktop<br />
and mobile devices.<br />
2. Personalized dashboard: Organize and<br />
display courses the way you want, and view<br />
at a glance current tasks and messages.<br />
3. Collaborative tools and activities:<br />
Work and learn together in forums, wikis,<br />
glossaries, database activities, and much<br />
more.<br />
4. All-in-one calendar: Moodle’s calendar<br />
tool helps you keep track of your academic or<br />
company calendar, course deadlines, group<br />
meetings, and other personal events.<br />
5. Convenient file management: Drag<br />
www.progressiveteacher.in<br />
and drop files from cloud storage services<br />
including MS One Drive, Drop box and<br />
Google Drive.<br />
6. Simple and intuitive text editor: Format<br />
text and conveniently add media and images<br />
with an editor that works across all web<br />
browsers and devices.<br />
7. Notifications: When enabled, users can<br />
receive automatic alerts on new assignments<br />
and deadlines, forum posts and also send<br />
private messages to one another.<br />
8. Track progress: Educators and learners can<br />
track progress and completion with an array<br />
of options for tracking individual activities or<br />
resources and at course level.<br />
Administrative features of the<br />
system<br />
1. Customizable site design and layout:<br />
Easily customize a Moodle theme with your<br />
logo, colour schemes and much more - or<br />
simply design your own theme.<br />
2. Secure authentication and mass<br />
enrolment: Over 50 authentication and<br />
enrolment options to add and enroll users to<br />
your Moodle site and courses.<br />
3. Multilingual capability: Allows users to<br />
view course content and learn in their own<br />
language, or set it up for multilingual users<br />
and organizations.<br />
4. Bulk course creation and easy backup:<br />
Add courses in bulk, backup and restore large<br />
courses with ease.<br />
5. Manage user roles and permissions:<br />
Address security concerns by defining roles<br />
to specify and manage user access.<br />
Moodle is free<br />
and open-source<br />
software learning<br />
management<br />
system written<br />
in PHP and<br />
distributed under<br />
the GNU General<br />
Public License.<br />
Developed on<br />
pedagogical<br />
principles,<br />
Moodle is used<br />
for blended<br />
learning, distance<br />
education,<br />
flipped classroom<br />
and other<br />
e-learning<br />
projects<br />
in schools,<br />
universities,<br />
workplaces and<br />
other sectors.<br />
THE PROGRESSIVE TEACHER<br />
21
Moodle is now<br />
used not only in<br />
Universities, but<br />
in high schools,<br />
primary schools,<br />
non-profit<br />
organisations,<br />
private<br />
companies, by<br />
independent<br />
teachers<br />
and even<br />
homeschooling<br />
parents. A<br />
growing number<br />
of people from<br />
around the world<br />
are contributing<br />
to Moodle in<br />
different ways.<br />
6. Supports open standards: Readily import<br />
and export IMS-LTI, SCORM courses and<br />
more into Moodle.<br />
7. High interoperability: Freely integrate<br />
external applications and content or create<br />
your own plug-in for custom integrations.<br />
8. Simple plug-in management: Install<br />
and disable plugins within a single admin<br />
interface.<br />
9. Regular security updates: Moodle is<br />
regularly updated with the latest security<br />
patches to help ensure your Moodle site is<br />
secure.<br />
10. Detailed reporting and logs: View and<br />
generate reports on activity and participation<br />
at course and site level.<br />
Kind of content that can be<br />
embedded in Moodle<br />
In Moodle, we can embed certain activities<br />
and resources, explained further below<br />
Moodle activities<br />
An activity is a general name for a group of<br />
features in a Moodle course. Usually an activity<br />
is something that a student will do that interacts<br />
with other students and or the teacher.<br />
In Moodle terminology, an Activity, such as<br />
Forums or Quizzes, properly means something<br />
students can contribute to directly, and is often<br />
contrasted to a Resource such as a File or Page,<br />
which is presented by the teacher to them.<br />
However, the term activity is sometimes for<br />
convenience also used to refer to both Activities<br />
and Resources as a group.<br />
<strong>The</strong>re are 14 different types of activities in<br />
the standard Moodle that can be found when the<br />
editing is turned on and the link ‘Add an activity<br />
or resource’ is clicked.<br />
• Assignments: Enable teachers to grade<br />
and give comments on uploaded files and<br />
assignments created on and off line.<br />
• Chat: Allows participants to have a real-time<br />
synchronous discussion.<br />
• Choice: A teacher asks a question and gives<br />
a choice of multiple responses.<br />
• Database: Enables participants to create,<br />
maintain and search a bank of record entries.<br />
• Feedback: For creating and conducting<br />
surveys to collect feedback.<br />
• Forum: Allows participants to have<br />
asynchronous discussions.<br />
• Glossary: Enables participants to create and<br />
maintain a list of definitions, like a dictionary.<br />
• Lesson: For delivering content in flexible<br />
ways.<br />
• (LTI) External tool: Allows participants<br />
to interact with LTI compliant learning<br />
resources and activities on other web<br />
sites. (<strong>The</strong>se must first be set up by an<br />
administrator on the site before being<br />
available in individual courses.)<br />
• Quiz: Allows the teacher to design and<br />
set quiz tests, which may be automatically<br />
marked and feedback and/or to correct<br />
answers shown.<br />
• SCORM: Enables SCORM packages to be<br />
included as course content.<br />
• Survey: For gathering data from students<br />
to help teachers learn about their class and<br />
reflect on their own teaching.<br />
• Wiki: A collection of web pages that anyone<br />
can add to or edit.<br />
• Workshop: Enables peer assessment.<br />
22 THE PROGRESSIVE TEACHER www.progressiveteacher.in
Certainly,<br />
students will<br />
benefit by this<br />
system. It will<br />
be very easy for<br />
them to use it at<br />
home. It will help<br />
the slow learners<br />
as well as active<br />
learners. With the<br />
use of Moodle<br />
LMS, it will be<br />
very easy to<br />
conduct flipped<br />
classroom. <strong>The</strong><br />
students will<br />
be given the<br />
content to read<br />
at home and<br />
prepare for the<br />
next day’s class.<br />
Some topics for<br />
group discussions<br />
can be given to<br />
them so that they<br />
can prepare at<br />
home for class<br />
discussion.<br />
Moodle resources<br />
A resource is an item that a teacher can<br />
use to support learning, such as a file or link.<br />
Moodle supports a range of resource types which<br />
teachers can add to their courses. In edit mode, a<br />
teacher can add resources via the ‘Add an activity<br />
or resource’ link. Resources appear as a single<br />
link with an icon in front of it that represents<br />
the type of resource. Administrators can decide<br />
whether or not to ask teachers to add descriptions<br />
for each resource by enabling or disabling a<br />
site-wide setting in Administration > Plugins ><br />
Activity modules > Common settings.<br />
• Book - Multi-page resources with a book-like<br />
format. <strong>Teacher</strong>s can export their Books as<br />
IMS CP (admin must allow teacher role to<br />
export IMS).<br />
• File - A picture, a pdf document, a<br />
spreadsheet, a sound file, a video file.<br />
• Folder - For helping organize files and one<br />
folder may contain other folders.<br />
• IMS content package - Add static material<br />
from other sources in the standard IMS<br />
content package format.<br />
• Label - Can be a few displayed words or<br />
an image used to separate resources and<br />
activities in a topic section, or can be a<br />
lengthy description or instructions.<br />
• Page - <strong>The</strong> student sees a single, scrollable<br />
screen that a teacher creates with the robust<br />
HTML editor.<br />
• URL - You can send the student to any place<br />
they can reach on their web browser, for<br />
example Wikipedia.<br />
Moodle for schools:<br />
Moodle for schools is perfect for multiple<br />
classes in K-12 teaching and learning<br />
environments, In addition to the hundreds<br />
of standard features in Moodle, the Moodle<br />
for School package comes complete with<br />
additional plugins and tools for engaging, fun and<br />
interactive learning. Some of the features of are:<br />
1. Attendance: Create a to-do list and watch<br />
as students complete each task.<br />
2. BigBlueButton: Collaborate with others in<br />
live, online sessions.<br />
3. Checklist: Create a to-do list and watch as<br />
students complete each task.<br />
4. Chemistry Editor: Help your students get<br />
ahead of their chemistry classes.<br />
5. Group Choice: Excellent for group<br />
assignments, activities or discussions.<br />
6. Level Up: Engage students with a gamified<br />
learning experience.<br />
7. Quiz venture: Say goodbye to long, tedious<br />
multi-choice quizzes!<br />
8. Word count: Display the word count to help<br />
students stay inside the word limit.<br />
9. Custom certificates:Build your own<br />
certificates to reward students in your<br />
courses.<br />
<strong>The</strong> journey<br />
From 1st April 2017,our school had started<br />
implementing Moodle learning management<br />
system under following phases:<br />
Phase I (Academic Year 2017-18)<br />
1. MOODLE is installed in a dedicated server<br />
and all computers in school are connected<br />
to Moodle Server through LAN.<br />
2. Course categories has been created for all<br />
classes and sections from KG-Grade 12.<br />
3. Courses of all scholastic and co-scholastic<br />
subjects are created in LMS.<br />
4. CBSE curriculum for classes 9-12 and<br />
NCERT curriculum for classes 1-8 has been<br />
embedded in respective courses.<br />
5. NCERT and CBSE book chapters of all classes<br />
and all subjects are embedded in respective<br />
courses.<br />
6. <strong>Teacher</strong>s and LMS administrators are trained<br />
through Learn Moodle MOOC offered by<br />
Learn Moodle twice a year and following<br />
courses offered by Udemy:<br />
i. Moodle Administration Tutorial: Beginner,<br />
Intermediate Guide<br />
ii. Moodle Administration Tutorial:<br />
ADVANCED COURSE<br />
iii. Moodle 3.x Master class: Complete<br />
Educator’s Guide to Moodle<br />
iv. Moodle Tutorial: EXPERT LEVEL<br />
Educator Course<br />
v. Instructional design for E-Learning<br />
7. <strong>Teacher</strong>s are enrolled as subject teachers<br />
through their official email IDs (using Google<br />
for Education program).<br />
8. <strong>Teacher</strong>s are enrolled in their allotted<br />
scholastic and co-scholastic courses.<br />
9. Created courses are accessible in classrooms<br />
on Smart Boards and School Computers.<br />
10. Content Management System platforms<br />
such as Teach Next and Extra Marks are also<br />
accessed offline using Moodle Server.<br />
11. Open Sources Learning Content such as<br />
Khan Academy Videos are embedded in<br />
respective courses on request of subject<br />
teachers.<br />
Phase II (Academic Year 2018-19)<br />
1. Students will be enrolled in their registered<br />
scholastic and co-scholastic courses through<br />
their official email IDs (using Google for<br />
Education program).<br />
2. Moodle courses will be offered online so that<br />
students and teachers can access these after<br />
school hours.<br />
3. <strong>Teacher</strong>s will embed Assignment and<br />
Activities which students can access and<br />
complete after school at their convenience.<br />
4. School will start using additional features of<br />
Moodle for Schools.<br />
24 THE PROGRESSIVE TEACHER www.progressiveteacher.in
Challenges faced<br />
Whenever we start a new venture, challenges<br />
are always there. Our school also faced many<br />
challenges. <strong>The</strong> first problem was of internet<br />
connection. Some IT professionals were recruited<br />
and one IT Cell was established for the smooth<br />
conduction of this system. <strong>The</strong> school has<br />
broadband internet connection for the deft<br />
services.<br />
Infrastructure was again a challenge before<br />
the management for the implementation of<br />
this process. <strong>The</strong> work for this was done from<br />
the grass root level. All the equipments and<br />
systems were installed to meet almost all the<br />
requirements.<br />
<strong>The</strong> most crucial challenge was to prepare<br />
the teachers to accept the new system. It<br />
generally happens that people assume the<br />
change as a hindrance in their way. When a<br />
person works in a set pattern for some time,<br />
he/she becomes accustomed to work in that<br />
particular pattern only. He/she does not have any<br />
willingness to come out of that comfort zone. <strong>The</strong><br />
same thing was faced here. When the teachers<br />
were told about the benefits of the new system,<br />
they understood the value and usefulness of it<br />
for both (themselves and the students). For this,<br />
a proper training was given to the teachers by<br />
well known experts of this field. <strong>The</strong> training<br />
was given in many rounds. <strong>The</strong> trainers came<br />
up to the teachers’ level and trained them. After<br />
the training, teachers readily accepted the new<br />
system and started the implementation.<br />
Impact<br />
Certainly, students will be benefitted by this<br />
system. It will be very easy for them to use it at<br />
home. It will help the slow learners as well as<br />
active learners. With the use of Moodle LMS, it<br />
will be very easy to conduct flipped classroom.<br />
<strong>The</strong> students will be given the content to read<br />
at home and prepare for the next day’s class.<br />
Sometimes it becomes difficult for the students<br />
to understand the content and give the answer<br />
then and there in the class. <strong>The</strong>y can be given the<br />
content to read at home. In this way it becomes<br />
easy for them to give answers from the given<br />
content. Some topics for group discussions can be<br />
given to them so that they can prepare at home<br />
for class discussion.<br />
By using this, slow learners will start taking<br />
interest in their lessons and to the active learners<br />
it will serve as an effective tool to hone their<br />
innate wisdom. It is sure and certain that the<br />
blend of traditional learning along with the<br />
modern technology will bring good result. It<br />
may prove to be a revolutionary step in the field<br />
of learning. Some areas where the students<br />
have felt themselves inconvenient will be<br />
well addressed by this. <strong>The</strong> teachers, who are<br />
innovative, will certainly use it in positive way.<br />
Moodle for<br />
schools is perfect<br />
for multiple<br />
classes in<br />
K-12 teaching<br />
and learning<br />
environments,<br />
In addition to<br />
the hundreds of<br />
standard features<br />
in Moodle, the<br />
Moodle for<br />
School package<br />
comes complete<br />
with additional<br />
plugins and tools<br />
for engaging, fun<br />
and interactive<br />
learning.<br />
www.progressiveteacher.in<br />
THE PROGRESSIVE TEACHER<br />
25
EMPOWERING LEARNING<br />
Technological<br />
leadership in education<br />
Technological support is vital in the age of artificial intelligence. A technology-driven<br />
school provides a stimulating and enigmatic learning environment.<br />
by Dr. D.K.Pandey<br />
Technologyenabled<br />
learning<br />
allows learners<br />
to tap resources<br />
and expertise<br />
anywhere in the<br />
world, starting<br />
with their own<br />
communities.<br />
With mobile<br />
data collection<br />
tools and online<br />
collaboration<br />
platforms,<br />
students in a<br />
remote geographic<br />
area studying local<br />
phenomena can<br />
collaborate with<br />
peers doing similar<br />
work anywhere in<br />
the world.<br />
It requires agility, innovation, experimentation, decisiveness, commitment<br />
to bring change. <strong>The</strong> implementation of change results in an evolving<br />
and successful education system. <strong>The</strong> blueprint of a powerful reform in<br />
an education system weaves its roots from a systematic and progressive<br />
transformation across seven critical domains in education. <strong>The</strong> seven<br />
parameters of education,in my opinion, include the school environment and<br />
culture; curriculum and content; learning and assessment; human resources;<br />
finance; operations and law. <strong>The</strong> need for leading an organization to such<br />
changes include technology as a as a binding force. Technological support is<br />
vital in the age of artificial intelligence. A technology-driven school provides<br />
a stimulating and enigmatic learning environment.<br />
Objectives<br />
<strong>The</strong> goal of education for all learners is to indulge in engaging and<br />
empowering learning experiences. This makes them active, creative,<br />
knowledgeable and ethical participants in our globally connected society.<br />
To be successful in daily lives and in a global workforce, our students need<br />
pathways to acquire expertise and form meaningful connections with peers<br />
and mentors. Technology is a powerful tool to reimagine learning experiences.<br />
Technology-enabled learning allows learners to tap resources and expertise<br />
anywhere in the world, starting with their own communities. With mobile<br />
data collection tools and online collaboration platforms, students in a remote<br />
geographic area studying local phenomena can collaborate with peers doing<br />
similar work anywhere in the world. A school with connectivity but without<br />
robust science facilities can give students virtual chemistry, biology, anatomy,<br />
and physics labs—offering students better learning experiences with limited<br />
resource. Students engaged in creative writing, music, or media production<br />
can publish their work to a broad global audience regardless of where they<br />
go to school.<br />
Instructional aids<br />
Inactive learning activities, students are engaged in utilizing what they<br />
have learned and can be cooperative or solitary. Some instructional tools for<br />
active learning by use of ICT are a glimpse of the prominent role of technology<br />
in educational leadership. Some ICT based instructional tools leading the<br />
way are:<br />
Massive Open Online<br />
eLearning (MOOC) is a<br />
recent and widely researched<br />
development in distance<br />
education. It was first introduced<br />
in 20<strong>06</strong> and emerged as a popular<br />
26 THE PROGRESSIVE TEACHER www.progressiveteacher.in
mode of learning in 2012.MOOC is promoted<br />
by platforms such as EDX, Coursera. It is an<br />
online course aimed at unlimited participation<br />
and open access via the web. In addition to<br />
traditional course materials, such as filmed<br />
lectures, readings, and problem sets, many<br />
MOOCs provide interactive user forums to<br />
support community interactions among students,<br />
professors, and teaching assistants.<br />
Voice Thread and Big<br />
Blue Button (BBB) supports<br />
multiple audio and video sharing<br />
presentations with extended<br />
whiteboard capabilities, such as<br />
a pointer, zooming and drawing.<br />
<strong>The</strong>re are features like public and private chat,<br />
desktop sharing, integrated VoIP, and support for<br />
the presentation of PDF documents and Microsoft<br />
Office documents.<br />
Web Conferencing: A web conference,<br />
also known as a webinar, facilitates each<br />
participant to connect to the other participants<br />
in real-time via the Internet. Most webinars also<br />
include audio communication through audio<br />
conferencing or voice over IP.This can also<br />
include text chat, slide presentations, file sharing,<br />
www.progressiveteacher.in<br />
videos, and surveys; enhancing the learning<br />
experience across classrooms.<br />
Virtual field trips present a variety of content<br />
for student learning in online environments.<br />
Virtual field trips tend to be highly visual and offer<br />
varying levels of interactivity. Many resources for<br />
virtual field trips already exist online.Instructors<br />
with basic audio-visual recordingequipment and<br />
editing software can create virtual field trips,<br />
providing an educational tour across the globe.<br />
Quizlet is a free online study tool that<br />
students may use to choose from a variety of<br />
interactive study activities including flashcards,<br />
matching activities, and other learning games.<br />
Students can create their own study sets or use<br />
existing sets that have been shared and can<br />
even join a course Quizlet page if the instructor<br />
has created one. Quizlet can be used within a<br />
learning management system (LMS) or can be<br />
shared with students via email or web URL,<br />
giving learning a competitive edge over other<br />
social media distractions.<br />
Computer Supported Brainstorming:<br />
Team members can contribute their ideas<br />
through electronic means either synchronously<br />
or asynchronously. Brainstorm, plan projects,<br />
organize, debate and vote on best ideas with<br />
<strong>The</strong> goal of<br />
education<br />
for learners is<br />
to indulge in<br />
engaging and<br />
empowering<br />
learning<br />
experiences.<br />
This prepares<br />
them to be<br />
active, creative,<br />
knowledgeable<br />
and ethical<br />
participants<br />
in our globally<br />
connected<br />
society. To be<br />
successful in daily<br />
lives and in a<br />
global workforce,<br />
our students<br />
need pathways<br />
to acquire<br />
expertise and<br />
form meaningful<br />
connections<br />
with peers<br />
and mentors.<br />
Technology is<br />
a powerful tool<br />
to reimagine<br />
learning<br />
experiences<br />
THE PROGRESSIVE TEACHER<br />
27
anyone on any desktop with a web browser or any mobile device.<br />
Collaborate with people in the same room or around the world in<br />
real-time. This can empower a global brainstorming session where<br />
issues such as safety, sanitation and so on can be discussed from<br />
perspectives of different states as well as continents.<br />
Concluding threads…<br />
<strong>The</strong> number of internet users in India reached 500 million in<br />
2018, said a report by the Internet and Mobile Association of India<br />
(IAMAI). This data<br />
strongly indicate<br />
the potential of<br />
technology to lead<br />
the way for new<br />
breakthroughs<br />
in the area of<br />
education and<br />
with a wide<br />
range of benefits.<br />
However, to realize<br />
fully the benefits<br />
of technology in<br />
our education<br />
system and provide<br />
authentic learning experiences, educators need to use technology<br />
effectively in their practice. For digital literacy, teachers and<br />
students must walk shoulder to shoulder in the times to come.<br />
Furthermore, education stakeholders should commit to working<br />
together to use technology to improve education. We must be<br />
aware of the fact that technology helps to the extent of increasing<br />
efficiency yet, not to the extent of covering the common sense. <strong>The</strong><br />
best-programmed robots have failed to sense that water is wet or<br />
mothers are older than their daughters. Strings can pull but not<br />
push and time does not run backward. <strong>The</strong> future jobs will require<br />
these common senses and they will be still relevant in human<br />
society even after machines takeover.<br />
Lastly, Mark Zuckerberg, co-founder of Facebook rightly states<br />
that,“<strong>The</strong> biggest risk is not taking any risk… in a world that’s<br />
changing really quickly, the only strategy that is guaranteed to<br />
fail is not taking risks.” If we need to be a proud institution that<br />
prepares global citizens for the new age world, we need to innovate<br />
and weave technological advancements in education with the<br />
traditional teaching methods to be a leader in education.<br />
28 THE PROGRESSIVE TEACHER www.progressiveteacher.in
VIEWPOINT<br />
Dreams have the<br />
power to come true.<br />
Essential is to make<br />
children realize their<br />
potential and enable<br />
them to see dreams.<br />
Parents must take<br />
out time to discover,<br />
analyse and support<br />
their children’s<br />
dreams.<br />
Nurturing<br />
the dreams<br />
of children<br />
All people in this world have dreams and attempt to be<br />
constant in achievement of their goals or dreams. We as<br />
social beings are affected by society, family and by each<br />
other but children are mainly affected by their parents,<br />
peer groups, school and teachers. <strong>The</strong>ir personality gets<br />
finally shaped up by their experiences they encounter<br />
in their day to day life.<br />
by Dr. Anupama Mishra<br />
Dr. Anupama Mishra is Principal at Sunbeam<br />
School Varuna, Varanasi.<br />
Parents have a pivotal role in shaping a child’s personality, traits<br />
and values since the child grows up observing their living style,<br />
behavior, response to stress, conflicts, mutual relationships, values<br />
etc. Without any extrinsic pressure, he starts imbibing these things<br />
and automatically starts creating the image of his role model. Though the<br />
parents need to be very alert and cautious in their behaviour, attitude and<br />
values infront of the child, there should not be so much regimentation or<br />
constraints on the child that he/she coils within himself/herself and does<br />
not share anything with his parents.<br />
Choosing a career: An important decision<br />
For many children,the crucial time comes in a child’s life, when taking<br />
decision regarding one’s career. This time the child seems perplexed being<br />
inferred by the parents’ vision, teachers’ suggestions, fellow mates and<br />
their own interests and ambition – a time when they need lot of guidance<br />
and support. Parents must always remember that expecting their child<br />
to become what they feel right is like nurturing their own dreams rather<br />
than the child’s. Instead they should sit together with the child, discuss<br />
all the pros and cons and discuss the future prospects in detail. After the<br />
final decision, they all should be focused and together move ahead for the<br />
journey as the child will not only need financial but emotional support as<br />
well.<br />
Role of parents in the child’s development<br />
Dreams have the power to come true. It is essential to make children<br />
realize their potential and enable them to see dreams. Parents must take<br />
out time to discover, analyse and support their children’s dreams. <strong>The</strong>y<br />
should prepare the children for unforeseen situations and to face and<br />
overcome the challenges of life.<br />
Role of teachers in the child’s life<br />
<strong>The</strong> role of a teacher in this modern era has also changed with the<br />
evolution of technology. Since the vast reservoir of information and<br />
30 THE PROGRESSIVE TEACHER www.progressiveteacher.in
knowledge is already available in technology<br />
enabled solution, teacher is ‘one’ medium<br />
not ‘the only one’ source of knowledge. It<br />
is very essential for a teacher to be able to<br />
read art of the minds of the students, be a<br />
mentor, facilitator and a guide, understand<br />
their abilities and interests and thus guide them<br />
further. As a counselor, teacher must be aware<br />
of the happenings and trends around and must<br />
be able to guide and direct them to the right<br />
direction. <strong>Teacher</strong> should analyse the dreams<br />
of the students, discuss with his parents, give<br />
emotional support and academic knowledge<br />
to nourish their areas. He has to facilitate the<br />
students by sharing them ways to explore,<br />
discover and create knowledge.<br />
Role of schools in the shaping of<br />
personality<br />
21st century child lives in a diverse and<br />
globalized community and to face all the odds<br />
of this competitive world, he must have a set<br />
of requisite skills like thinking and rearranging<br />
logically, problem solving collaboration, creativity<br />
and also must be adept at information finding,<br />
assessing evaluating and applying new contents.<br />
Here comes the role of the schools to focus<br />
on all round development of children through<br />
extra-curricular activities like projects, debates,<br />
workshops, sports, cultural activities which<br />
would provide practical experiences to develop<br />
life skills like empathy, effective communication,<br />
critical thinking, creative thinking, decision<br />
www.progressiveteacher.in<br />
making, problem solving, self-awareness,<br />
interpersonal relationship, coping with stress<br />
and anxiety etc. Social community services,<br />
lectures by eminent speakers, achievers from<br />
different walks of life will certainly provide them<br />
an insight. <strong>The</strong>se would not only give an impetus<br />
to the students’ dreams but also help them to set<br />
their goals high. Schools ensure that children<br />
maintain balance in academics and co-curricular<br />
activities with right moral values as an integral<br />
part of their personality.<br />
In a nutshell…<br />
What I mean to say that every segment<br />
of this society does affect the dreams of the<br />
children. Every child has a different dream, varied<br />
capabilities, therefore special efforts must be<br />
made from all the core partners to nurture his<br />
dreams. Pablo Picasso said,“<strong>The</strong>re is an artist<br />
in each child and we have to explore his art to<br />
make his talent most productive to the society<br />
and to himself.”<br />
Overall, we see that in this time of cut-throat<br />
competition, it becomes the prime responsibility<br />
of parents, teachers, schools, friends and<br />
fellow mates and by large, this society that<br />
children who are still growing up to be strong,<br />
struggling to make out their way to the big<br />
world ahead are given their due support.<br />
Proper environment, encouragement and<br />
motivation must be given to them so they are<br />
able to dream BIG, fight for them and at the end<br />
of their struggle are able to achieve it, leading<br />
to a ‘Fuller’ life.<br />
Schools should<br />
focus on all round<br />
development of<br />
children through<br />
extra-curricular<br />
activities like<br />
projects, debates,<br />
workshops,<br />
sports, cultural<br />
activities which<br />
would provide<br />
practical<br />
experiences to<br />
develop life skills<br />
like empathy,<br />
effective<br />
communication,<br />
critical thinking,<br />
creative thinking,<br />
decision making,<br />
problem solving,<br />
self-awareness,<br />
interpersonal<br />
relationship,<br />
coping with<br />
stress and anxiety<br />
etc.<br />
THE PROGRESSIVE TEACHER<br />
31
10 Smart time-management<br />
tips for teachers<br />
<strong>Teacher</strong>s require excellent time management skills to balance their classroom goals,<br />
educational needs of the students and huge paperwork that follows every assignment.<br />
Here are 10 time-management tips for teachers:<br />
by Varsha Verma<br />
Smart organisation<br />
Keep your desk free of clutter. Organise it to keep<br />
items you are currently working on. Remove old<br />
and outdated reference material and keep only that<br />
material which you actually need.<br />
set clear goals and<br />
smartly prioritise your tasks<br />
A teacher has to perform a number of tasks on day-to-day basis.<br />
Clearly state all the tasks in hand and prioritise them. If you think,<br />
there are a few tasks which are simply time-wasters, cut down on<br />
those tasks. Arrange your workload on the basis of importance of<br />
the tasks as well the resulting impact of the completed tasks.<br />
plan your time smartly<br />
Once your goals are set, plan your time wisely. Keep a diary<br />
or a planner or use an app to jot down your plans. Once<br />
your task is complete, tick it off the list; you will actually<br />
get a sense of accomplishment when you spend your time<br />
judiciously and feel more productive.<br />
Smart lesson planning tips<br />
<strong>Teacher</strong>s spend a lot of time in lesson planning. It is a<br />
good idea. However, you can take cues and help from free<br />
lesson plans on the internet. Besides, you can also keep<br />
printouts of the lesson plans already developed by you and<br />
reuse them.<br />
32 THE PROGRESSIVE TEACHER july/august 2019<br />
www.progressiveteacher.in
Smart marking tips<br />
<strong>Teacher</strong>s spend a lot of time checking notebooks and assignments. If<br />
the questions are objective, you can discuss the assignment in class<br />
and let students do the marking for each other. This way, students<br />
will also learn the right answers. Spread out homework in smaller<br />
chunks with deadlines and check them on a regular basis. Do<br />
not procrastinate. Be regular with your marking work.<br />
get smart with technology<br />
Technology has made our lives simpler…for teachers<br />
too. Use Google Forms, check YouTube tutorials,<br />
flashcards from Quizlet, mind maps from Coggle, et<br />
al. Such technology tools will definitely help you and<br />
save your precious time.<br />
smartly find ‘me’ time<br />
We all need some ‘me’ time to unwind ourselves. Set some<br />
me time for yourself, however busy you are. Relax in that time,<br />
exercise for some time or just sleep. Try to keep a work-life<br />
balance as it will make you a happy person.<br />
Smart plan for potential crises<br />
Plan for potential crises. All those residing in Delhi/NCR now<br />
know that there will be unplanned holidays due to pollution<br />
around Diwali. So, plan your classes accordingly to avoid any<br />
last-minute rush. Besides, be prepared for other crises like bad<br />
student behaviours, natural disasters and class distractions. If<br />
you have a plan in hand, you know how to tackle those problems.<br />
Smart parent communication<br />
<strong>The</strong>se days, teacher-parent communication is not limited to monthly <strong>Teacher</strong>-<br />
Parent meetings; it is much more. <strong>The</strong>se are dedicated WhatsApp Groups, emails<br />
and calls for the same. Though, it is good to respond to each query at the earliest,<br />
but teachers can limit their time for such activities and respond and address<br />
critical issues first. Other queries can be addressed at a later stage. Put important<br />
information on Google Docs so that it is accessible to all.<br />
say ‘No’ smartly!<br />
For few of us, it is difficult to say No. But, if you find<br />
yourself constantly involved in school events or extracurriculur<br />
activities, which is taking a toll on your time,<br />
then learn to say ‘No.’ Participate in the things you like<br />
and respectfully say ‘No’ to others.<br />
Happy teaching!<br />
www.progressiveteacher.in<br />
july/August 2019<br />
THE PROGRESSIVE TEACHER<br />
33
PERSPECTIVE<br />
modern<br />
screens:<br />
friends<br />
or foes?<br />
Kids spending too much time on screen is a<br />
concern for parents as well as teachers across the<br />
globe. <strong>The</strong> mental health professionals too are<br />
shocked with the alarming behavior deviations<br />
in children due to unhealthy engagements with<br />
screens, the mishappenings with selfies etc.<br />
by Meenu Bhargava<br />
A<br />
study has been conducted in USA on kids and results show that<br />
1 out of 3 children can use a tablet or phone before they even<br />
talk. Surveys report that 29% of the toddlers can easily use the<br />
gadgets and remaining 70% are master by primary school age. Is<br />
it shocking?<br />
We all are on screen these days, be it adults or children. <strong>The</strong> screens could<br />
be TV, video games, mobile phones, tablets, computers etc. We are the firstgeneration<br />
using these variety of gadgets to play games, to watch videos,<br />
listening to songs, chatting with our friends, browsing different websites and<br />
doing online shopping etc. Our lives have become so convenient but do we<br />
need to regulate our screen time? It’s estimated that kids and teens between<br />
the ages of 8 to 28 spend huge time on screens. About 23% of kids and teens<br />
have reported that they feel themselves hooked to video games/mobile phones<br />
and they feel their grades are falling due to this obsession or they find hard<br />
to engage in sports or socialize with their friends offline.<br />
Kids spending too much time on screen is a concern for parents as<br />
Meenu Bhargava is a Post Graduate in<br />
Psychology & is presently working as freelance<br />
trainer. She did her PG Diploma in Educational<br />
and Vocational Guidance & Counseling from<br />
NCERT Delhi in 1985 with distinction. She<br />
has total 35 years of work experience. She is<br />
a Life-skills trainer and Coach to teachers,<br />
parents andstudents. Meenu has trained<br />
20,000+teachers andstudents in last 8 years<br />
in more than 400 schools and colleges all over<br />
India. <strong>The</strong> best quality for which she has<br />
always been appreciated is her desire to keep<br />
upgrading herself and her passion, dedication<br />
and creativity.<br />
34 THE PROGRESSIVE TEACHER www.progressiveteacher.in
well as teachers across the globe. <strong>The</strong> mental<br />
health professionals too are shocked with the<br />
alarming behavior deviations in children due to<br />
unhealthy engagements with screens, the mis<br />
happenings with selfies etc. <strong>The</strong> problem is<br />
on rise not only amongst teens but young<br />
children also. Parents feel upset and<br />
uncomfortable when their children resist<br />
to limiting their screen time or asking<br />
them to put away these devices and<br />
get engaged in other activities, explore<br />
their personal interests, go outside or do<br />
their home-work. Children keep checking<br />
their social media status and chatting and<br />
texting on phone even during dinner time.<br />
Withdrawing them from these gadgets is an<br />
uphill battle.<br />
<strong>The</strong> dangers of too<br />
much screen time<br />
In the 21st century, we cannot keep our<br />
children totally away from these gadgets and<br />
technology but can we prevent them from the<br />
abuse of these gadgets? All parents should<br />
be educated on the negative impact of<br />
technology or caution they can take to<br />
engage them in healthy ways with screens.<br />
Some of the negative<br />
impacts are:<br />
• Increased chances of becoming obese:<br />
<strong>The</strong>re’s no physical movement involved<br />
in screen time and often it is combined<br />
with munching on high calorie snack<br />
food. Kids don’t like to take time away from<br />
their digital screens to eat healthy meals.<br />
Parents are busy with their jobs and easy<br />
availability of junk foods through various<br />
apps, discounts and schemes attached to<br />
the purchase tempt these youngsters and<br />
become the cause of the lifestyle diseases<br />
and obesity.<br />
• Harder time getting to bed: Continuous<br />
obsession with Internet, video games, and<br />
TV programs also leads to disturbed sleeping<br />
patterns.<br />
• Increased possibility of developing<br />
depression, anxiety, aggression and<br />
attention problems, including ADD, ADHD<br />
and learning disability. Enough researches<br />
are there to prove the correlation.<br />
• Posture and vision issues: Children staring<br />
at screen don’t pay attention to their posture,<br />
screen brightness, and maintaining distance.<br />
Screens cause irritation in eyes which<br />
ultimately affect their vision and good health.<br />
Too much gadget time (6-8 hours a day) can<br />
cause long-term vision problem,chance of<br />
myopia. etc. When people use electronic<br />
screens, they blink less. On an average, a<br />
person blinks about 15 times in a minute. Due<br />
to the high attention required while using an<br />
www.progressiveteacher.in<br />
electronic screen, this rate can drop to less<br />
than 5 times in a minute.<br />
• Living in a virtual world: Just like any<br />
other addiction, internet addiction can be a<br />
way for your kids to escape the real world.<br />
Troubling situations and painful feelings may<br />
be suppressed, which will only cause bigger<br />
problems later in life.<br />
• Cyber crimes: Cyber crimes are on increase<br />
due to unhealthy screen engagements.<br />
Signs your child is becoming an<br />
internet addict<br />
Internet addiction is an umbrella term that<br />
refers to the compulsive need to spend a great<br />
deal of time on the internet, to the point where<br />
relationships, work and health are allowed to<br />
Children staring<br />
at screen don’t<br />
pay attention<br />
to their posture,<br />
screen brightness,<br />
and maintaining<br />
distance. Screens<br />
cause irritation<br />
in eyes which<br />
ultimately affect<br />
their vision and<br />
good health.<br />
THE PROGRESSIVE TEACHER<br />
35
Parents need<br />
to regulate the<br />
amount of time<br />
their kids spend<br />
online each<br />
day. <strong>The</strong>y need<br />
to make sure<br />
that children<br />
have time for<br />
other valuable<br />
activities,<br />
such as eating<br />
healthy, reading,<br />
homework,<br />
writing, physical<br />
activities,<br />
extracurricular<br />
activities, going<br />
out to play etc.<br />
suffer.Here are some signs that your child may<br />
be developing with an addiction to being online:<br />
Too much time:<br />
• Stays online much longer than intended to<br />
originally.<br />
• Sneaks online when you or other adults aren’t<br />
watching.<br />
• Lies about the amount of time spent on the<br />
Internet.<br />
• Stays up all night to be on the Web.<br />
• Disobeys rules set in relation to Internet time<br />
limits.<br />
Emotional fallout<br />
• Becomes angry and/or agitated when<br />
interrupted while online.<br />
• Gets irritable when access to the Web is<br />
denied.<br />
• Becomes moody, irritable, and/or depressed<br />
when offline for a couple of days.<br />
Pre-occupied with online life<br />
• Prefers being online than being around real,<br />
live friends and family.<br />
• When offline, remains preoccupied with<br />
getting back online.<br />
• Checks social media and<br />
emails frequently throughout<br />
each day.<br />
• Sacrifices doing homework or<br />
household chores for being on<br />
the Internet.<br />
• Forms new bonds with people<br />
met on the Web.<br />
• Loses all interest in activities<br />
previously enjoyed before<br />
obsession withonline.<br />
4 ways to manage your<br />
child’s screen time<br />
• Choose a location wisely:<br />
Set the home computer in a<br />
central location, making sure it’s situated<br />
in such way that you can easily view the<br />
screen when you step into the room.<br />
• Install apps for age-appropriate<br />
content: <strong>The</strong>se apps should be installed<br />
on the tablets and smartphones. <strong>The</strong>y’ll<br />
ensure that the sites your child visits are<br />
age-appropriate.<br />
• Limit the hours your child spends<br />
online: How much time is too much time<br />
on the Internet for kids and teens? Well,<br />
children under 2 years old – <strong>The</strong>se kids<br />
should get absolutely no screen time at all.<br />
Children between the ages of 2 to 10 – One<br />
hour per day of supervised time online.<br />
Teens – No more than two hours each day<br />
after homework is complete<br />
• Kid-proof your browsers: Install parental<br />
control software on your computers. <strong>The</strong>y<br />
will screen web searches and sites for<br />
inappropriate content. Sites can also be<br />
blocked based on your chosen protection<br />
levels.<br />
• Role modeling: Role-modeling by parents<br />
on limited and healthy screen engagements<br />
is essential.<br />
• Create interest in other things: Developing<br />
child’s other interests to keep him happy and<br />
not getting bored sitting alone in the absence<br />
of parents can also prevent abuse.<br />
• Use technology wisely: Technology should<br />
not be used as baby sitters.<br />
• Get help: If screen time seems to be a<br />
problem, spend more time talking to your<br />
kids to find out why. And, if the problem<br />
is too severe for you to handle alone, get<br />
help for your child from professionals. Early<br />
intervention is better.<br />
Parents need to regulate the amount of<br />
time their kids spend online each day. <strong>The</strong>y<br />
need to make sure that children have time<br />
for other valuable activities, such as eating<br />
healthy, reading, homework, writing, physical<br />
activities, extracurricular activities, going out<br />
to play etc.<br />
36 THE PROGRESSIVE TEACHER www.progressiveteacher.in
LESSON PLAN<br />
Always try to<br />
remember that less is<br />
more. By having less<br />
in the lesson, one can<br />
spend time digging<br />
into it. It is important<br />
to remember that a<br />
lesson can be spread<br />
out into several days<br />
if necessary and<br />
instructors shouldn’t<br />
put excessive amounts<br />
of information into<br />
one lesson.<br />
Effective<br />
lesson<br />
planning<br />
Here are some important factors, practices,<br />
techniques & strategies that teachers can follow<br />
while preparing their lesson plans.<br />
by Neeru Gill<br />
Neeru Gill is currently working at Delhi Public<br />
School, Sushant Lok, Gurgaon. She has 18+<br />
years of academic experience as the teacher<br />
of English; presently teaching in the middle<br />
school. She has served in various positions like<br />
Class Representative, Subject Coordinator,<br />
Examination In charge, Coordinator –<br />
International School Award by British Council<br />
(2018-19), etc. She has been conducting various<br />
sessions for school teachers & parents (in-house).<br />
She is a post-graduate in English and also has<br />
a B.Ed. degree. She has successfully completed<br />
Beginner’s Course in Japanese Language. She<br />
was adjudged among the ‘Nation’s top 5’ in the<br />
‘<strong>The</strong> Education Prize 2017’ and was awarded<br />
‘Special Mention’ in ‘<strong>The</strong> Education Prize 2018<br />
Creative Classrooms’ instituted by <strong>The</strong> Global<br />
Education & Leadership Foundation (tGELF).<br />
Effective lesson planning is essential to the process of teaching and<br />
learning as it helps instructors to organize content, materials, time,<br />
instructional strategies, and assistance in the class. Well, there is<br />
no magic formula for crafting lessons that shine. <strong>The</strong> development<br />
of effective and interesting lessons takes a great deal of time and effort. Even<br />
after having teaching experience of more than 18 years, I change my teaching<br />
stance every passing year. By this, I mean that not only do I plan the content of<br />
my teaching; I also plan with the students I’m teaching that session in mind.<br />
Before delivery of a lesson in class,teachers should engage in a<br />
planning process. Here are some important factors, best practices,<br />
techniques & strategies that they can followwhile preparing their<br />
lesson plan.<br />
• Purpose before particular (put the ‘why’ before the ‘what’)<br />
A necessary part of any learning process is thinking about why this thing<br />
we are spending time on is important to know. I feel without a sense of<br />
why something is important to know, it is hard to care about learning it.<br />
So,educators must share clear, concise and achievable objectives of doing<br />
a topic at the beginning of each new topic. <strong>The</strong> objectives will keep them<br />
from losing focus. <strong>The</strong>y can limit the number of objectives they set, and<br />
work seriously and purposefully on each one.<br />
• Don’t cover the curriculum, uncover it!<br />
Always try to remember that less is more. By having less in the lesson, one<br />
can spend time digging into it. It is important to remember that a lesson<br />
can be spread out into several days if necessary and instructors shouldn’t<br />
put excessive amounts of information into one lesson.<br />
• Have heterogeneous group of students<br />
In each classroom children have different needs, abilities, interests,<br />
backgrounds and, most of all, have different ways of learning. Make it a<br />
point to reflect on the lesson and plan each lesson using many strategies<br />
to help all students learn at their own pace and levels. Lesson plans to<br />
be based on ‘Multiple Intelligences’ and ‘collaborative learning’ in order<br />
to teach a heterogeneous group of students. Also, whether grammar or<br />
literature, they have integration of the language arts (listening, speaking,<br />
reading, writing) too. As teachers want to meet the auditory, visual,<br />
kinaesthetic learning styles, etc. of students;a combination of music, print<br />
and movement turns out to be effective.<br />
• Students must be an explicit part of our lesson plans.<br />
Reflect on struggling students. Take actions such as pausing in places<br />
38 THE PROGRESSIVE TEACHER www.progressiveteacher.in
where educators know students might<br />
struggle.Spend more time building concepts<br />
they don’t know – even if this means not<br />
getting through all of the planned content for<br />
that day and move quickly through content<br />
students already know (previous knowledge).<br />
• A lesson that is rich with student<br />
thinking and interaction is a successful<br />
lesson.<br />
Lessons that engage students by giving them<br />
opportunities to do most of the talking, to<br />
work independently and develop social skills<br />
for successful peer interaction are successful.<br />
For this, take time during planning to jot<br />
down a few open-ended questions. This will<br />
prevent from getting stuck in the middle of<br />
lesson without solid questions to ask.<br />
• Warm-up activity/Assessing learners’<br />
prior knowledge of the new material<br />
I strongly feel a strong beginning to lesson<br />
(like story telling) helps ensure that students<br />
stay with the teacher as he/she move into the<br />
body of the lesson. This focuses the learners’<br />
attention on the new lesson. Meaningful<br />
learning doesn’t happen in a vacuum.<br />
<strong>The</strong>refore, ensure that today’s lesson is<br />
clearly related to yesterday’s and will connect<br />
to what will follow tomorrow. Ask them a<br />
variety of questions.<br />
• Providing ample opportunities for<br />
students to experiment with the topic<br />
Encourage students and allow opportunities<br />
for them to experiment with the topic<br />
without worrying whether or not it is correct.<br />
Provide them with opportunities to work<br />
and talk together. For instance, before<br />
explicitly teaching speech marks I allow<br />
opportunities for students first to observe the<br />
www.progressiveteacher.in<br />
way writers use the marks. Once students<br />
have constructed their own theories and<br />
had the chance to mess around without<br />
the pressure of producing a finished piece,<br />
I switch to speech marks. At this stage<br />
students learn the rules of speech marks.<br />
Indeed, they want to learn them, if only to see<br />
whether their theories were correct. Make it<br />
a point that along with this instruction they<br />
participate in meaningful writing activities<br />
where they can practice what they have<br />
learned.<br />
• Use of cross-disciplinary teaching<br />
Curiosity matters. Try to make lessons as<br />
interesting as possible and incorporate<br />
integrated and holistic approach in at least<br />
one lesson each year. This approach enables<br />
students to see all subjects as a whole. It<br />
also nurtures their creativity and problemsolving.<br />
It allows opportunities for students<br />
to experiment. <strong>The</strong> topic becomes more<br />
relevant and meaningful to students and they<br />
are motivated for learning and engaged at<br />
every level of learning. <strong>The</strong>y remember the<br />
concept taught for a longer time as music, art,<br />
technology, etc. are included. For instance,<br />
I have observed that students cannot sit at<br />
one place for hours. Studies have also shown<br />
that the brain just falls asleep when we sit<br />
for too long. Keeping this in mind, try to add<br />
movement time/sport in lesson plans in the<br />
form of activities.<br />
• Activity-based learning<br />
Cross disciplinary teaching stresses the<br />
active role of students leading to activitybased<br />
learning. Sometimes this activitybased<br />
learning takes a lot of class time. <strong>The</strong>se<br />
activities develop essential critical-thinking<br />
Lessons that<br />
engage students<br />
by giving them<br />
opportunities to<br />
do most of the<br />
talking, to work<br />
independently<br />
and develop<br />
social skills for<br />
successful peer<br />
interaction are<br />
successful. For<br />
this, take time<br />
during planning<br />
to jot down a<br />
few open-ended<br />
questions. This<br />
will prevent from<br />
getting stuck in<br />
the middle of<br />
lesson without<br />
solid questions to<br />
ask.<br />
THE PROGRESSIVE TEACHER<br />
39
Learning<br />
environment is<br />
as important as<br />
the curriculum<br />
content. When<br />
teachers walk<br />
into my class,<br />
they can spend<br />
some time<br />
talking to them<br />
informally<br />
encouraging<br />
them to relax,<br />
interact, smile<br />
and laugh. This<br />
way they’ll get<br />
to know their<br />
students better.<br />
<strong>The</strong>n they<br />
can start with<br />
whole group<br />
instructions to<br />
introduce the<br />
topic. Sometimes<br />
make them do<br />
‘Brain Gym’ or<br />
‘Meditation’ so<br />
that they relax<br />
and focus better.<br />
In addition,<br />
create a printrich<br />
environment<br />
for developing<br />
students’<br />
language skills.<br />
and problem-solving skills that will serve<br />
them not only in test taking but also in their<br />
careers and in life.<br />
• Whole-class teaching time<br />
All lessons need some ‘whole-class together<br />
time’ before students break off to apply new<br />
skills or strategies on their own. My wholeclass<br />
teaching time is structured and is<br />
divided into three parts: direct-teaching time,<br />
student try-outs and independent/smallgroup<br />
work. Direct-teaching time includes<br />
modelling and explaining a procedure, topic,<br />
skill or technique. Even in direct teaching,<br />
ask students to do most of the thinking.<br />
Also, explain only ideas and concepts that<br />
students won’t be able to get on their own.<br />
Before sending students off to try something<br />
on their own, make them try on a concept as<br />
a group as it is helpful. This typically happens<br />
as a part of or just after direct teaching. As<br />
students work on this together, circulate to<br />
support those who struggle. Conclude wholeclass<br />
teaching time by making sure that<br />
students know what they are supposed to<br />
do when they work independently. <strong>The</strong> most<br />
important thing is to smoothly close this part<br />
of the lesson and transition to independent<br />
work time.<br />
• Independent work time<br />
Independent work time is the one time during<br />
the class when teachers get the opportunity<br />
to pay attention to students as individual<br />
learners. <strong>The</strong>y don’t usually get many<br />
chances to sit with one child and work on<br />
things that are important only to him. When<br />
the class is working independently, however,<br />
have an opportunity for one on one time with<br />
students. Additionally, this time provides a<br />
natural way to differentiate instruction for<br />
the variety of learners in the classroom.<br />
• Plan transitions<br />
<strong>The</strong>re are places where students can easily<br />
get stuck. For example, if I start my lesson<br />
with group task, I need regular routines and<br />
procedures to assemble them in an orderly<br />
fashion. If, after group task, I’m going to<br />
transition to independent task, I need smooth<br />
procedures to get them where we need to go.<br />
• Debrief/Recap in the end<br />
At the end of every lesson set aside a few<br />
moments for students to reflect on what<br />
happened during the lesson. Review, quickly<br />
yet meaningfully, what is done during the<br />
lesson and have students share what they<br />
learned, referring once again to lesson’s<br />
purpose. <strong>The</strong> goal is to invite students to<br />
share samples of the thinking they did during<br />
the lesson, to discuss and mark places where<br />
they struggled, to voice what is not working<br />
so teachers can address them in the next<br />
day’s lesson and they can work together to<br />
figure out how to solve the problem.<br />
• Reviewing and revising<br />
the teaching plan<br />
Make it a habit to review and revise teaching<br />
plan. When reviewing plans, be judicious<br />
40 THE PROGRESSIVE TEACHER www.progressiveteacher.in
about where valuable time should be spent.<br />
Earlier, I spent too much time in places that<br />
were not the main focus of the lesson. I was<br />
trying to teach everything I could. I learned<br />
the hard way that I had to keep certain<br />
parts of my lesson short, or cut other things<br />
altogether, so I could spend more time in the<br />
places that counted most.<br />
• Reflect<br />
Finally, reflect on students’ thinking (instead<br />
of looking for the ‘right’ answer) and<br />
behaviour they observe and revise the lesson<br />
accordingly by going back and systematically<br />
analyzing plans (What went well today?What<br />
they need to bring to tomorrow’s lesson?),<br />
identify gaps, conflicts, or pacing and timing<br />
issues that one didn’t catch when planned<br />
initially.<br />
It is also important to realize that even the<br />
best planned lesson is worthless if routines<br />
and procedures, along with classroom<br />
management techniques, are not in evidence.<br />
• Teaching routine and rules<br />
According to me ‘teaching routine and rules’<br />
is instruction. <strong>The</strong> classroom transition phase<br />
is crucial, so introduce the routine and share<br />
expectations with them at the beginning of<br />
the year. Make routines rock solid. It takes<br />
weeks to practice these, but save time<br />
and help spend more time in meaningful<br />
instructions later.<br />
• Learning environment<br />
In addition, the learning environment is<br />
as important as the curriculum content.<br />
When teachers walk into my class, they can<br />
spend some time talking to them informally<br />
encouraging them to relax, interact, smile<br />
and laugh. This way they’ll get to know<br />
their students better. <strong>The</strong>n they can start<br />
with whole group instructions to introduce<br />
the topic. Sometimes make them do ‘Brain<br />
Gym’ or ‘Meditation’ so that they relax and<br />
focus better. In addition, create a printrich<br />
environment for developing students’<br />
language skills.<br />
To achieve demonstrable student learning<br />
outcomes in the classroom, deploy the<br />
following methodology:<br />
1. Brain Break<br />
As we all know that the average attention<br />
span of a student is about 10-15 minutes<br />
long, so incorporate free time into students’<br />
learning time. Give students 5-minute<br />
movement break after every 15 minutes of<br />
instruction. This is the time given to them to<br />
relax and chat and even teacher can use it<br />
to connect with students on a personal level.<br />
<strong>The</strong> break keeps them focused for the second<br />
half of the period.<br />
2. Weekly Homework to practice new<br />
knowledge<br />
Give little homework too. It’s a way to<br />
foster home-school communication. After<br />
classroom practice, a parallel homework<br />
assignment is given that is easy and fun to<br />
complete. Homework can be selected only<br />
for skills that the students have already<br />
mastered. Remember, it is a review, not<br />
an opportunity for the parents to act as the<br />
teacher.<br />
3. Carry it to classroom<br />
Last but not the least; instructors must carry<br />
the lesson plan to the class each day as it<br />
provides instructors with a clear sense of<br />
direction in the classroom.<br />
At the end of<br />
every lesson<br />
set aside a few<br />
moments for<br />
students to<br />
reflect on what<br />
happened during<br />
the lesson.<br />
Review, quickly<br />
yet meaningfully,<br />
what is done<br />
during the<br />
lesson and<br />
have students<br />
share what they<br />
learned, referring<br />
once again to<br />
lesson’s purpose.<br />
www.progressiveteacher.in<br />
THE PROGRESSIVE TEACHER<br />
41
MINDSET<br />
Fostering growth<br />
mindset in schools<br />
Rather than having fixed mindsets, “thinking teaching” is a natural ability that lets<br />
educators have a growth mindset with a belief that teaching skill is something that can<br />
be developed. Educators with growth mindset attend workshops and training sessions,<br />
taking them as platforms to learn and observe from experienced instructors.<br />
by Dr. Jayalekshmi Rajasekaran<br />
Dr. Jayalekshmi Rajasekaran is a highly skilled,<br />
talented professional training consultant with<br />
diverse experience in conducting enrichment<br />
programmes for teachers. As a proactive<br />
and self directed trainer she offers an array<br />
of skills in teacher development, mentoring,<br />
coaching and counselling. She holds a Ph.D<br />
in Educational Psychology and is a certified<br />
student counsellor with nearly a decade of<br />
experience in guiding adolescent students<br />
aged 13-18 in career development, academic<br />
achievement and personal, social and<br />
behavioural issues.<br />
Talking about intelligence in relation to any factor is always<br />
interesting. We strongly believe that intelligence is highly<br />
correlated to academic achievements and success. Is intelligence<br />
fixed or changeable? It was about 30 years back when Psychology<br />
Professor, Carol Dweck coined the terms fixed mindset and growth<br />
mindset. Recent advances in neuro science made growth mindset gain<br />
popularity and attention, proving that the brain is malleable than we ever<br />
knew. Individuals with fixed mindset believe that their intelligence and<br />
talents are innate traits and cannot be modified. Individuals with growth<br />
mindset deem that their talents can be developed through hard work, good<br />
strategies and input from others (Carol Dweck).<br />
Mindsets can be fairly stable, but they are mostly beliefs, and beliefs can<br />
be changed. Although talents are always a product of nature and nurture,<br />
results of research strongly support the growth mindset. Psychologists<br />
believe that students with fixed mindset have static intelligence and will<br />
have the tendency to avoid challenges and may also give up quickly. For<br />
them, efforts seem to be fruitless and even ignore useful negative feedback.<br />
As they often get threatened by the success of others, they may achieve<br />
less than their potential. With growth mindset one’s intelligence gets<br />
developed and sees effort as the path of mastery. <strong>The</strong>y are positive to<br />
criticism, embrace challenges and learn from the success of others, and<br />
so scale greater levels. Students with all levels of ability can possess either<br />
mindset, but over time those with the growth mindset appear to gain the<br />
advantage and begin to outperform their peers who have a fixed mindset.<br />
42 THE PROGRESSIVE TEACHER www.progressiveteacher.in
<strong>Teacher</strong>s with a<br />
growth mindset<br />
collaborate<br />
well with<br />
colleagues, share<br />
constructive<br />
feedback,<br />
listen honestly<br />
to criticism,<br />
and focus on<br />
motivation over<br />
achievement<br />
when it comes to<br />
their students.<br />
Growth mindset in teachers<br />
Rather than having fixed mindsets,<br />
thinking teaching is a natural ability that lets<br />
educators have a growth mindset with a belief<br />
that teaching skill is something that can be<br />
developed. Educators with growth mindsets<br />
attend workshops and training sessions, taking<br />
them as platforms to learn and observe from<br />
experienced instructors. Those with growth<br />
mindset get feedback to improve their teaching<br />
and also reflect on their teaching modalities.<br />
<strong>The</strong> growth mindset in teachers persuades<br />
them to try new techniques and strategies<br />
in teaching and assessing with perseverance<br />
till they turn to be successful. Encouraging<br />
and directing learners to take up challenging<br />
work, and promoting an optimistic ‘can do’<br />
climate are the attitudes of teachers with<br />
growth mindset. <strong>Teacher</strong>s with a growth<br />
mindset collaborate well with colleagues,<br />
share constructive feedback, listen honestly<br />
to criticism, and focus on motivation over<br />
achievement when it comes to their students.<br />
Nurturing “growth<br />
mindset” in students<br />
<strong>Teacher</strong>s play a pivotal role in promoting<br />
the growth mindset in learners. When students<br />
feel that the teachers reflect growth mindset<br />
attitude –in the form of statements of praise,<br />
constructive feedback and encouragement;<br />
even students with fixed mindset attitude<br />
receive a boost of optimism and motivation.<br />
Studies have proved that sustained right<br />
teacher communication can motivate students<br />
with negative fixed mindset. It is advisable to<br />
praise when it is due, and not to overpraise. <strong>The</strong><br />
wrong kind of behaviour creates self- defeating<br />
behaviour and the right kind motivates<br />
students to learn (Carol Dweck). <strong>Teacher</strong>s<br />
should continuously remind the students<br />
that human brain is malleable and can be<br />
strengthened like muscles by continuous<br />
practice. Nurturing the belief that intelligence<br />
is not fixed and can be flourished with time<br />
and effort, will help students lift themselves<br />
to achieve the big picture in their mind.<br />
<strong>The</strong> focus on process over product approach<br />
can nurture a culture for taking risks and<br />
persevering. To promote growth mindset,<br />
teachers should use a targeted language that<br />
focuses attention on students’ strategies and<br />
efforts, rather than results. Students should be<br />
encouraged to have a healthy attitude to failure<br />
and challenge,taking them as opportunities<br />
in disguise to learn and grow. No doubt<br />
students with a growth mindset demonstrate<br />
an openness to new ways of learning.<br />
Challenges in fostering a<br />
“growth mindset”<br />
One of the most significant challenge<br />
teachers face is the difficulty in connecting with<br />
struggling and resistant students. Indulgent<br />
parents, limited class time, lack of training<br />
and resources at school, resistance from school<br />
administrators become stumbling blocks for<br />
growth-mindset teachers. Convincing fellow<br />
teachers to implement a growth mindset in<br />
their classrooms is also an obstacle in fostering<br />
growth mindset. Some schools though<br />
trying to bring growth mindset in students<br />
have not tasted the desired result. This is<br />
because teachers are forced to develop and<br />
adjust strategies in the classroom, instead<br />
of training students to set goals, track their<br />
own performance and reflect on their learning<br />
strategies. If done in the right way, over time<br />
students will truly exercise a growth mindset<br />
to achieve their dreams.<br />
44 THE PROGRESSIVE TEACHER www.progressiveteacher.in
Learning and Assessment<br />
Self-Assessment<br />
builds commitment to<br />
learn, grow and change<br />
Self-assessment can help students to identify discrepancies between their current and<br />
desired performance levels and work towards bridging that gap.<br />
by Vandita Sharma<br />
It is always the teachers, peers, relatives, and friends who are continuously<br />
assessing and evaluating students on various parameters. <strong>The</strong>ir opinions<br />
may have a positive or a negative impact on students. Words in Indian<br />
philosophy are called ‘Brahma,’ the all-powerful. <strong>The</strong>y have immense<br />
power and can deeply affect a person, especially children. Opinions can make<br />
or mar the personality of an individual and should be used judiciously, carefully<br />
and aptly. Positive words can bring out the best in a student while negative<br />
or sarcastic remarks could take him into a shell and hamper his growth in the<br />
coming years.<br />
Student self-assessment<br />
Students can use self-assessment to<br />
• monitor and evaluate the quality of their thinking and behaviour when<br />
learning, and<br />
• identify strategies that improve their understanding and skills.<br />
Self-assessment can help students identify discrepancies between their<br />
current and desired performance levels and work towards bridging that<br />
gap. Students need to be taught to be critical and introspect their flaws<br />
and convert these into their strengths. <strong>The</strong>y should be able to analyse their<br />
behaviour and weigh the pros and cons of their actions.<br />
Assessing themselves helps them to contemplate on their action, thus,<br />
helps them to realise their potential, and improve their performance and<br />
motivate them to grow. At the same time, it dilutes their ego. <strong>The</strong>y realise<br />
they are not perfect and they too are vulnerable to mistakes. <strong>The</strong> students<br />
learn to stay in touch with the ground reality, to be humble, appreciate<br />
others and draw the line between right and wrong.<br />
Through self-assessment they can evolve as better human beings.<br />
<strong>The</strong>y can eliminate their shortcomings and weaknesses. <strong>The</strong>y can excel<br />
with adaptability and positive attitude and emancipate themselves from<br />
bondage.<br />
How can self-assessment be implemented?<br />
Students have to be taught to assess themselves. <strong>The</strong> younger they are,<br />
easier it is to mould them as they are more receptive to adapt themselves.<br />
<strong>The</strong>y will learn, accept, assimilate and apply it in their day to day life.<br />
Setting Learning targets: We can start by setting targets. Were they<br />
able to complete the work given within the stipulated time? How well were<br />
www.progressiveteacher.in<br />
Vandita Sharma is an educator whose passion<br />
is teaching. Being a product of a Catholic<br />
school, St. Mary’s Convent, has been a boon<br />
and an added advantage to be a teacher,<br />
guide, friend, philosopher and mentor. She<br />
is presently working as PGT English at Birla<br />
Balika Vidyapeeth, Pilani. Her innovative<br />
methods, experimentation and understanding<br />
the idiosyncrasies of her students have helped<br />
them in securing good results and has further<br />
helped them in taking the hobby of Creative<br />
writing as well.<br />
THE PROGRESSIVE TEACHER<br />
45
We are moving<br />
in an age where<br />
constant and<br />
continuous<br />
upgrading,<br />
updating<br />
and reskilling<br />
is required.<br />
<strong>The</strong>refore, from<br />
childhood we<br />
have to skill<br />
them to reskill<br />
themselves so<br />
that they do<br />
not become<br />
redundant in<br />
this competitive<br />
world.<br />
they able to do it? <strong>The</strong>y can assess themselves<br />
by comparing their work with their peers. <strong>The</strong><br />
Smileys and favourable remarks given by the<br />
teachers not only improves their self-esteem<br />
but motivates them as well to do better next<br />
time. As the child grows, he is able to assess<br />
himself. <strong>Teacher</strong>s need to ensure that they<br />
are not biased, prejudiced as their opinions<br />
are initially the criteria of the student judging<br />
himself.<br />
SMART Analysis: This analysis is done<br />
world over by teachers without even their<br />
realising it. Helping the students to assess<br />
themselves can be done in a similar pattern.<br />
S: Specific<br />
M: Measurable<br />
A: Achievable or Attainable<br />
R: Relevant<br />
T: Time-bound<br />
Pen and Paper Test, Assignments, Projects,<br />
Activities are some of the tools that not only<br />
help the teacher but the student as well to<br />
assess himself.<br />
SWOT Analysis (Strengths,<br />
Weaknesses, Opportunities, Threats):<br />
While assessing, students can get to know<br />
their strengths and weaknesses. Moreover<br />
they will be able to analyse the opportunities<br />
they get where they can showcase their<br />
strengths and overcome their weaknesses and<br />
convert them into strengths. <strong>The</strong>y can also<br />
realise the threats which can be in the form<br />
of competition, peer and parental pressure<br />
and teachers’ expectations which otherwise<br />
might undermine their ability and make them<br />
succumb to the pressures.<br />
Writing down their strengths and<br />
weaknesses can help them to work on them,<br />
transforming their weakness into positives<br />
and strengths into challenges to overcome the<br />
obstacles that come in their way.<br />
CODER: CODER is a personal audit of<br />
one’s personality. This analysis is a selfappraisal<br />
for students where they learn to<br />
appreciate and accept their own and other<br />
people’s qualities.<br />
C: Collect<br />
O: Organise<br />
D: Draft<br />
E: Edit<br />
R: Revise<br />
Students collect the criticism and<br />
appreciation they receive, organise their skills<br />
to assess themselves, draft an action plan to<br />
work on their strengths and weaknesses, edit<br />
the plan according to the changes in their<br />
personality and the opportunities and threats<br />
they encounter, revise and re-revise their<br />
plans till the time they are able to overcome<br />
their weaknesses and transform them into<br />
strengths.<br />
It is a journey of learning how to be our<br />
best self through self-assessment.<br />
We are moving in an age where constant<br />
and continuous upgrading, updating and<br />
reskilling is required. <strong>The</strong>refore, from childhood<br />
we have to skill them to reskill themselves so<br />
that they do not become redundant in this<br />
competitive world.<br />
46 THE PROGRESSIVE TEACHER www.progressiveteacher.in
Implementing<br />
self-assessment<br />
from primary<br />
classes helps.<br />
Younger the<br />
children, more<br />
receptive they<br />
are. <strong>The</strong>y also<br />
easily adapt to<br />
the criticism<br />
because of their<br />
inquisitiveness to<br />
know the answer<br />
for the ‘whys’.<br />
<strong>The</strong>y realize their<br />
follies and try<br />
not to repeat the<br />
same<br />
Challenges in implementing selfassessment<br />
<strong>The</strong> biggest challenge that a teacher faces<br />
is acceptance to reality. Students become<br />
defensive when their mistakes are pointed<br />
out. <strong>The</strong>y are simply not ready to accept their<br />
mistakes or weaknesses. To top it, this present<br />
generation who is born in a nuclear family<br />
with working parents following the single<br />
child norm are pampered and spoilt brats.<br />
<strong>The</strong>ir parents overlook their weaknesses and<br />
feel that they are the best. Thus, the present<br />
generation is unable to assess themselves in<br />
terms of weakness.<br />
On the other hand, they think of themselves<br />
perfect and have an overbearing attitude.<br />
<strong>The</strong>ir riches (money wise) or talent make<br />
them arrogant and bossy. <strong>The</strong>y are the best<br />
judge and no one can stop them from this rigid<br />
attitude. <strong>The</strong>y are simply unable to find fault<br />
with themselves.<br />
Overcoming challenges<br />
Implementing self-assessment from<br />
primary classes helps. Younger the child, more<br />
receptive they are. <strong>The</strong>y also easily adapt to<br />
the criticism because of their inquisitiveness<br />
to know the answer for the ‘whys’. <strong>The</strong>y realize<br />
their follies and try not to repeat the same. If<br />
they are tuned to this assessment it will help<br />
them in the long run. Subsequently, they will<br />
be able to help their peers in this process.<br />
Secondly, in senior classes, teachers<br />
need to be patient. <strong>The</strong>y need to practice the<br />
same with the students and take their help<br />
in the fields they excel. This will boost their<br />
morale and thus make them realize, they too<br />
have weaknesses they need to work upon.<br />
‘Appreciating the classmates’ also goes a long<br />
way in helping to assess themselves.<br />
We are very critical and quick at pointing<br />
fingers, but when it comes to appreciating<br />
others, we are stingy. We should understand<br />
that criticism and appreciation go hand in<br />
hand. No child is pure black or pure white.<br />
We all belong to the ‘grey’ category with our<br />
strengths and faults. Appreciating helps in<br />
giving them a ‘Green’ signal. <strong>The</strong>y learn to<br />
appreciate themselves and others too.<br />
<strong>The</strong> SMART analysis and SWOT analysis<br />
also help in overcoming these challenges by<br />
keeping them on track. <strong>The</strong>y are able to be<br />
specific and measure their progress. Further,<br />
they can achieve their target making it relevant<br />
and time bound. <strong>The</strong>y learn Time management<br />
and the most valuable - self-assessment.<br />
Assessing oneself is a journey of selfdevelopment,<br />
a journey of learning, a journey<br />
towards self-motivation, a journey where<br />
‘impossible’ becomes ‘possible’. In short a<br />
journey towards perfection.<br />
To conclude<br />
Assessing is all about a little care,<br />
A little concern for ourselves,<br />
To improve consciously,<br />
To introspect critically and objectively.<br />
It is a self- reflection,<br />
For our self- improvement,<br />
To bring about a resonance,<br />
Of life and vitality.<br />
To be better human beings,<br />
And lighten the world of its sufferings,<br />
To create a better you and me,<br />
To create a better world with a better ‘WE.’<br />
Assessing helps us to improve consciously,<br />
critically to create a new ‘WE’ so as we can<br />
show our care, concern and compassion and<br />
evolve creatively and conscientiously, to<br />
remove confusion, to produce a rhythm and<br />
consonance/ resonance in our life and be<br />
committed to learn, to grow and to change.<br />
But before that as August Wilson<br />
says,“Confront the dark parts of yourself, and<br />
work to banish them with illumination and<br />
forgiveness. Your willingness to wrestle with<br />
your demons will cause your angels to sing.”<br />
48 THE PROGRESSIVE TEACHER www.progressiveteacher.in
ROLE OF TEACHERS<br />
Teaching Biology<br />
in the digital age!<br />
<strong>The</strong> knowledge of biological science has really benefitted mankind. Hence the role of<br />
Biology <strong>Teacher</strong>s is vital in developing interest and gives utmost clarity with various<br />
teaching methodologies like the discussion method, practical method, use of ICT,<br />
graphic organizers, project method etc.<br />
by Surekha Nayani<br />
A<br />
scientific attitude in students may lead to new discoveries or<br />
inventions in biology. Some of the areas which have shown<br />
development of human race in the study of biology are – food,<br />
health, population, improvement in domestic and wild animals,<br />
conservation of natural resources etc.<br />
Importance of Biology Lab: Biology is fundamental to our world<br />
and is an incredibly fascinating field of study. It plays a vital role in every<br />
ones lives and touches almost every aspect of our existence in some way.<br />
It provides new solutions to problems in health and materials. Hence the<br />
inputs in to teaching-learning of biology to enhance greater performance<br />
by the students should be of great concern and usage of laboratory to have<br />
clarity, develop interest and experimental skills in biology is essential in<br />
schools and colleges. Observation of slides, preparation of slides, sampling<br />
techniques, specimens study, food test, etc. is like exploring the biology<br />
concepts.<strong>The</strong> proper use of laboratory and demonstration of experiments<br />
are the indicators of student performance. <strong>The</strong> absence of biology lab or the<br />
poor utilization can lead to mass failure by students in biology examinations<br />
in most cases. <strong>The</strong> teachers efforts at improvisation and utilization of<br />
biology lab apparatus will endear the subject of biology to students.<br />
Biology in everyday life: Biology is connected to life and its<br />
surroundings. <strong>The</strong> study of plants, microbes, animals and other life forms<br />
constituting biosphere is a part of the study of biology. To understand the<br />
complex organization and functioning of human body, students need to<br />
learn the biological concepts. For example, skeletal system, respiratory<br />
Surekha Nayani (M.Sc., B.Ed.) is working<br />
as Academic Co-ordinator and Head of the<br />
department for science in Delhi Public School,<br />
Secunderabad from past 13 years. She has a<br />
total teaching experience of 19 years in CBSE<br />
curriculum and has been teaching science<br />
to secondary school students. Sheconducts<br />
workshops forteachers in the areas of Teachinglearning<br />
processes and CBSE compliances.<br />
She is a recipient of <strong>Teacher</strong> Excellence<br />
Awards twice in Effective Lesson Planning and<br />
Innovative strategies in Teaching Resources<br />
organised by S. Chand & <strong>Progressive</strong> <strong>Teacher</strong> in<br />
the year 2016 and 2017 and also Global <strong>Teacher</strong><br />
Award in the year 2019 by AKS educational<br />
society.<br />
www.progressiveteacher.in<br />
THE PROGRESSIVE TEACHER<br />
49
Biology is<br />
connected<br />
to life and its<br />
surroundings.<br />
<strong>The</strong> study of<br />
plants, microbes,<br />
animals and<br />
other life forms<br />
constituting<br />
biosphere is<br />
a part of the<br />
study of biology.<br />
To understand<br />
the complex<br />
organization<br />
and functioning<br />
of human<br />
body, students<br />
need to learn<br />
the biological<br />
concepts.<br />
system, circulatory system, digestive system<br />
etc. <strong>The</strong> importance of other life forms is<br />
studied in biology. <strong>The</strong> study of environment<br />
which is inseparable from living organisms is<br />
an important study. Development of biology<br />
helped us to understand the importance of<br />
cleanliness in life, take preventive measures,<br />
study of disease-causing germs helped to<br />
find the treatment methods and research<br />
in pharmacology have given scope to many<br />
medicines ,which is a part of biology. Different<br />
stages in life, environment, health & hygiene,<br />
natural resources, agriculture, medicine are<br />
few branches of biology which helped the<br />
welfare of mankind and it is vital for the Biology<br />
<strong>Teacher</strong>s to explain this to their students.<br />
Role of ICT in Biology: Biology as a subject<br />
has both theoretical and<br />
practical components. ICT<br />
has opened new avenues<br />
like visual learning, online<br />
learning, e-learning,<br />
e-coaching, e-journal etc. It<br />
has provided opportunities<br />
for the learner to use<br />
maximum senses to get<br />
the information. Learning<br />
Biology is made easier by<br />
integrating ICT tools in<br />
instructional strategies<br />
for teaching biology.<br />
For example, structure<br />
and functioning of organ<br />
systems, pictures of cells<br />
and tissues, osmosis and diffusion processes in<br />
cells, etc can be easily explained. Drawing on<br />
the board and explaining the concepts along<br />
with the usage of ICT will make the concepts<br />
clear and have long term memory. Generally,<br />
cells and tissues are shown as slides in labs<br />
but, all cannot be shown and few like cold<br />
virus, E.coli, cells of the body, functioning of<br />
complex tissues in plants etc. can be shown<br />
using a projector, which gives great aspect of<br />
learning and satisfaction. Modern branches of<br />
biology like genetics, biotechnology, topics like<br />
endocrine system, reproduction can be well<br />
explained using ICT.<br />
<strong>The</strong> vast syllabus of biology makes children<br />
feel exhaustive and difficult to learn, this<br />
can be made easy by giving a few concepts<br />
50 THE PROGRESSIVE TEACHER www.progressiveteacher.in
<strong>The</strong> projects<br />
given in biology<br />
and model<br />
making must be<br />
encouraging for<br />
the children to be<br />
independent and<br />
easy to complete<br />
the task. Model<br />
of paramecium<br />
using slipper,<br />
plant cell model<br />
made by baking<br />
a cake, model<br />
of complex<br />
tissues using<br />
vegetable are few<br />
independent and<br />
creative ideas of<br />
students.<br />
in the form of flow charts (e.g.-Taxonomy,<br />
bio-geo chemical cycles), tabular form (e.g.-<br />
cell organelles & their functioning), concept<br />
mapping, etc.<br />
By framing ‘mnemonics’, many concepts<br />
in biology can be learnt easily like the four<br />
stages of Mitosis can be remembered in the<br />
order like “p-mat”( prophase, metaphase,<br />
telophase & anaphase),human skull bones can<br />
be recollected as “stepof”(sphenoid, temporal,<br />
ethnoid, parietal, occipital & frontal), hierarchy<br />
of classification is “kpcofgs”( kingdom, phylum,<br />
classification, order, family, genus, species)<br />
etc. and students can be encouraged to frame<br />
their own mnemonics to have long term<br />
memory.<br />
Biology in environmental education:<br />
Biology teachers play a vital role to increase<br />
awareness about environment issues, explore<br />
possible solutions and motivate in the active<br />
participation of students in the protection<br />
of environment. <strong>The</strong> subject includes topics<br />
like “Natural Resources”, “Our environment”,<br />
“Techniques of crop production and<br />
improvement” etc. Most of the schools involve<br />
students in activities like planting trees,<br />
conservation of power, setting up compost pit<br />
etc and they are guided by Biology <strong>Teacher</strong>s<br />
.<strong>The</strong>se result in inculcating concern or values<br />
towards environment.<br />
Biology as a career: Biology study<br />
offers many careers both scientific and nonscientific.<br />
<strong>The</strong>y apply scientific method, setup<br />
experiments and use scientific equipment.<br />
Biology majors know how to organize and<br />
analyse data, understand scientific concepts<br />
and master scientific terminology. As a<br />
result, Biology majors sharpen their critical<br />
thinking and problem-solving skills. Various<br />
careers which biology students can choose are<br />
pharmacist, lab technicians, doctors, teachers,<br />
scientist, Attorney (areas of law that draw<br />
on scientific knowledge and reasoning like<br />
drugs, environmental policies etc.), nutritionist,<br />
environmentalist, physiotherapist etc.<br />
<strong>The</strong> projects given in biology and model<br />
making must encourage children to be<br />
independent, and should be easy to complete.<br />
Model of paramecium using slipper, plant<br />
cell model made by baking a cake, model<br />
of complex tissues using vegetable are few<br />
independent and creative ideas of students.<br />
Inculcation of scientific attitude, research,<br />
observation etc. in students is done in schools<br />
and colleges & it mainly depends on the role<br />
played by the teachers. It helps the individual<br />
to apply the important concepts like nutrition,<br />
health, natural resources and pollutions for<br />
betterment of his existence.<br />
52 THE PROGRESSIVE TEACHER www.progressiveteacher.in
STRATEGY<br />
Teaching English to<br />
second language learners<br />
Every teacher and educationist needs to understand the relevance of designing and<br />
developing a curriculum in English as a Second Language that is school-specific get<br />
capable of remaining an inclusive and a meaningful experience for children, while at the<br />
same time inspiring the teacher to move away from a textbook culture.<br />
Dr Seethalakshmi Viswanath<br />
Dr Seethalakshmi Viswanath, with a doctorate<br />
in English literature, has over 30 years of<br />
experience in handling classes ranging from<br />
primary to senior secondary; she has on date 18<br />
years of experience as principal. She has been<br />
trained in Educational leadership at NUEPA,<br />
by Kuruvilla Jacob Initiatives for Excellence<br />
in Education, by EZ Vidya. She has been<br />
associated with CBSE as a Resource Person.<br />
Presently, she is engaged full-time as a teacher<br />
trainer for many modules including Language<br />
Development, Class room management,<br />
Brain based learning, Developing motivation,<br />
Differentiated learning and the like.<br />
She has won many awards as a translator from<br />
Bengali to Tamil, as an essay writer, as a short<br />
story writer and reviewer and for being an<br />
efficient principal. She has also written books for<br />
primary children and composition and writing<br />
skills books for secondary students.<br />
Today teachers have become ‘dispensers of knowledge’ and children<br />
remain ‘passive recipients’ overburdened with what they receive<br />
in the classroom as information. True education, it has been<br />
repeatedly said, is man-making education where a learner gets<br />
his/her knowledge through ‘a dynamic engagement with the world through<br />
observing, feeling, reflecting, acting, and sharing.’<br />
NCF guidelines on Teaching of English as a Second<br />
Language<br />
Notably, English has become ‘a passport to social mobility, higher<br />
education, and better job opportunities.’ Today English is associated with<br />
the elite upper middle class, and children belonging to the lower strata of life<br />
suffer discrimination because of this deprivation. It is our duty and the duty of<br />
the government to ensure that all children gain proficiency over English in the<br />
days to come. We should remember that English as a Second Language is not<br />
only a means of communication but is the medium through which knowledge<br />
is shared with the learner. It is said that, ’it is a system that to a great extent<br />
structures the reality around us for representing it in our minds; it is a marker of<br />
our identity in a variety of ways…’ We need to remember that we use English<br />
not only to communicate with others but also to communicate with ourselves.<br />
Research shows us that children have the innate ability to construct<br />
grammatical systems on their own. This is very true when children learn<br />
their mother tongue in a natural way without any formal rules and guidelines.<br />
<strong>The</strong> same can be applied to learning English as a Second Language. <strong>The</strong><br />
focus of English teachers should be to create a socio-linguistic context so<br />
that children can participate actively in communicative activities, listen<br />
to the spoken language with understanding so that in due course they<br />
manage to create appropriate communicative practices. Engagement in<br />
such practices will help grammar emerging from the language the children<br />
use. ‘Input rich methodologies (such as the whole language, the task-based<br />
and the comprehensible input approaches) aim at exposure to the language<br />
in meaning– focused situations so as to trigger the formation of a language<br />
system by the learner.’ Thus environment favours language acquisition<br />
through listening and comprehending and this remains spontaneous learning<br />
which comes naturally to every child.<br />
In the NCERT Syllabus laid down for classes 1 to 8, it is said, ‘<strong>The</strong> goals<br />
of a language curriculum are twofold: attainment of a basic proficiency,<br />
and the development of language as an instrument for basic interpersonal<br />
communication and later for abstract thought and knowledge acquisition.’<br />
<strong>The</strong> ‘Basic Interpersonal Communicative Skills (BICS) highlights the basic<br />
proficiency which every learner finishing school is supposed to acquire.<br />
54 THE PROGRESSIVE TEACHER www.progressiveteacher.in
And the ‘Cognitively Advanced Language<br />
Proficiency (CALP)’ stands for the higher level<br />
skills where learners try to move into abstract<br />
thought and knowledge acquisition. When<br />
English is successfully used for interpersonal<br />
communication highlighting abstract thought<br />
and knowledge acquisition, basic proficiency of<br />
the learner in the language would have moved<br />
on to higher levels of language learning. In an<br />
English medium school, the ‘language across<br />
the curriculum’ approach will help students<br />
become autonomous learners when they finish<br />
school. A child from ages 2 upwards till it<br />
reaches the age of 6 or 7 is capable of getting<br />
exposed to many languages and learn them<br />
without any confusion in a natural way in an<br />
‘input rich environment.’ Inputs would include<br />
not only textbooks, but also the books that<br />
children read, the cards that they use, the charts<br />
that they prepare, advertisements which they<br />
see and hear, the language they hear on radio/<br />
television, the newspapers and the brochures<br />
they read, and all these spontaneously trigger<br />
language learning and development when<br />
they are coupled with communicative practice.<br />
‘Language acquisition involves processes of<br />
scientific enquiry such as observation of data,<br />
classification and categorization, hypothesis<br />
formation and its verification.’<br />
<strong>The</strong> skills to be harnessed for language<br />
development include Listening, Speaking,<br />
Reading and Writing in addition to focused<br />
plan on vocabulary development and a formal<br />
understanding of grammar rules to enhance<br />
language development and skills. It is imperative<br />
that both formal and non-formal communicative<br />
tasks are to be brought in to harness the LSRW<br />
skills effectively when a child moves up the<br />
ladder from primary through secondary and<br />
senior secondary schooling.<br />
www.progressiveteacher.in<br />
Designing a curriculum for English<br />
as a Second Language<br />
Now when a school designs a curriculum<br />
for English as a Second Language for students<br />
speaking different regional languages in the<br />
Indian context, the NCERT guidelines offer a<br />
sense of direction to the designer. For example,<br />
the guidelines given here are very appropriate for<br />
a primary school learner.<br />
• <strong>The</strong> learner should be able to acquire the<br />
ability to listen and understand, and should<br />
be able to employ non-verbal clues to make<br />
connections and draw inferences.<br />
• <strong>The</strong> learner should develop the habit of<br />
reading for information and pleasure; draw<br />
inferences and relate texts to previous<br />
knowledge; read critically and develop the<br />
confidence to ask and answer questions.<br />
Whereas the following guidelines are more<br />
appropriate for a middle school/secondary<br />
learner.<br />
• <strong>The</strong> learner should be able to employ her<br />
communicative skills, with a range of styles,<br />
and engage in a discussion in an analytical<br />
and creative manner.<br />
• <strong>The</strong> learner should be able to identify a topic,<br />
organise and structure thoughts and write<br />
with a sense of purpose and an awareness<br />
of audience.<br />
• <strong>The</strong> learner should be able to understand<br />
and use a variety of registers associated<br />
with domains such as music, sports, films,<br />
gardening, construction work, etc.<br />
• <strong>The</strong> learner should be able to use a dictionary<br />
and other materials available in the library<br />
and elsewhere, access and collect information<br />
through making and taking down notes, etc.<br />
• <strong>The</strong> learner should be able to use language<br />
creatively and imaginatively in text<br />
Research<br />
shows us that<br />
children have<br />
an innate ability<br />
to construct<br />
grammatical<br />
systems on their<br />
own. This is<br />
very true when<br />
children learn<br />
their mother<br />
tongue in a<br />
natural way<br />
without any<br />
formal rules<br />
and guidelines.<br />
<strong>The</strong> same can<br />
be applied to<br />
learning English<br />
as a Second<br />
Language.<br />
THE PROGRESSIVE TEACHER<br />
55
Learning the<br />
alphabet is to be<br />
complemented<br />
by being able<br />
to read words,<br />
word-clusters,<br />
rhyming words<br />
and the like.<br />
From the preschool<br />
level, a<br />
teacher needs<br />
to be aware of<br />
the role played<br />
by Active<br />
Vocabulary<br />
and Passive<br />
Vocabulary, for<br />
mastering both<br />
in a very orderly<br />
manner helps the<br />
children to build<br />
their vocabulary<br />
levels which is<br />
very essential in<br />
mastering the<br />
Output skills like<br />
Reading and<br />
Writing, which is<br />
the last skill to be<br />
mastered.<br />
transaction and performance of activities.<br />
• <strong>The</strong> learner should be able to develop<br />
sensitivity towards their culture and heritage,<br />
aspects of contemporary life and languages<br />
in and around the classroom.<br />
• <strong>The</strong> learner should be able to refine their<br />
literary sensibility and enrich their aesthetic<br />
life through different literary genres.<br />
• <strong>The</strong> learner should be able to appreciate<br />
similarities and differences across languages<br />
in a multilingual classroom and society.<br />
• It is important for the leaner to notice that<br />
different languages and language varieties<br />
are associated with different domains and<br />
communicative encounters.<br />
• <strong>The</strong> learner should become sensitive to<br />
the inherent variability that characterises<br />
language and notice that languages keep<br />
changing all the time. It is possible for a<br />
student to notice the differences between<br />
her own speech and the speech of her, say,<br />
grandparents.<br />
One skill which has not been given adequate<br />
attention is our schools today is listening.<br />
Listening is the first skill children need to master<br />
first, as listening effectively will help the child to<br />
speak confidently. Children need to know how<br />
to listen actively from their pre-school years.<br />
As good communication skills require mindful<br />
listening, which is paying attention to what they<br />
are listening, without getting distracted and nonjudgementally,<br />
enough opportunities need to be<br />
given to learners in a classroom situation while<br />
working on communicative tasks or practices.<br />
Children naturally are mindful listeners whose<br />
span of attention is short but focused as they<br />
can listen non-judgementally and wholesomely.<br />
Mindful listening helps in silencing the internal<br />
thoughts and helps in getting the message as<br />
a whole. This is why primary children listen<br />
to stories and to teachers with active mindful<br />
listening without any element of doubt in their<br />
minds.<br />
Listening to English in the classroom will<br />
help the children speak the language with<br />
fluency and accuracy. Learning to speak the<br />
language helps in comprehending it when the<br />
children move on to reading. While teaching<br />
listening and speaking, making the children<br />
familiar with the sound-letter relationship<br />
helps in reading as well in writing. Learning<br />
the alphabets is to be complemented by being<br />
able to read words, word-clusters, rhyming<br />
words and the like. From the pre-school level, a<br />
teacher needs to be aware of the role played by<br />
Active Vocabulary and Passive Vocabulary, for<br />
mastering both in a very orderly manner helps the<br />
children to build their vocabulary levels which<br />
is very essential in mastering the Output skills<br />
like Reading and Writing, which is the last skill<br />
to be mastered.<br />
Vocabulary reading in the pre-school and<br />
primary years will be more concerned with<br />
mastering two/three/four-letter words, wordgroups<br />
and word clusters; with learning and<br />
comprehension of words begins what is termed<br />
the construction of the concept through words,<br />
and slowly mastering this leads the children to<br />
abstract thinking and reflection. Mechanical<br />
reading of words with the teacher’s drilling may<br />
not lead to comprehension and hence reading,<br />
abstract thinking and reflecting also get affected.<br />
Grammatical awareness at the primary<br />
level is more functional than formal. When<br />
language is learnt the natural way, grammar<br />
principles come to the child through listening<br />
and the spoken expressions. Formal grammar<br />
understanding, which needs to come later, helps<br />
in architecturally refining the language, polishing<br />
it and embellishing it wherever needed. However,<br />
making children aware of the right use of articles<br />
and simple prepositions and conjunctions along<br />
with basic tense constructions supplement the<br />
knowledge gained by the child through the<br />
spoken skill.<br />
Content creation<br />
Using the information in the grids given<br />
related to grammar, vocabulary and LSRW skills,<br />
content for the teaching learning process can be<br />
done. Content creation for the various levels will<br />
include the following themes as given by NCERT<br />
in the Syllabus given for classes 1 to 8:<br />
Self, family, home, friends and pets<br />
Neighbourhood and community at large<br />
<strong>The</strong> nation – diversity (socio-cultural,<br />
religious and ethnic, as well as linguistic),<br />
heritage (myths/legends/folktales)<br />
<strong>The</strong> world – India’s neighbours and other<br />
countries (their cultures, literature and<br />
customs)<br />
Adventure and imagination<br />
Sports<br />
<strong>Issue</strong>s relating to adolescence<br />
Science and Technology<br />
Peace and harmony<br />
Travel and tourism<br />
Mass media<br />
Art and culture<br />
56 THE PROGRESSIVE TEACHER www.progressiveteacher.in
For learning to be<br />
made interesting<br />
and lively, it<br />
has to be made<br />
challenging<br />
enough so that<br />
the learner feels<br />
involved; at<br />
the same time,<br />
it cannot go<br />
beyond his level<br />
of understanding<br />
and complexity.<br />
Also children<br />
should be<br />
encouraged<br />
to do what is<br />
called ‘intelligent<br />
guessing.’<br />
Health and reproductive health<br />
After the design is made ready, content<br />
creation will involve using controlled vocabulary<br />
in the elementary classes and weaving the right<br />
grammar /structure and skills into the lesson to<br />
help students learn a foreign language effectively<br />
and wholesomely. As the students move to the<br />
higher classes, lessons can be chosen from<br />
stories/narratives. While choosing any kind of<br />
writing, care must be taken to ensure that the<br />
vocabulary level and grammar level and the<br />
LSRW skills are suited to the level required for<br />
each class.<br />
After finalising the text, exercises to check<br />
Reading comprehension followed by test of<br />
Vocabulary, grammar, Listening , Speaking and<br />
Writing. A Glossary highlighting meanings of<br />
difficult words will help the students. Teaching<br />
Dictionary skills and various Vocabulary<br />
development exercises will enhance language<br />
development immensely as vocabulary<br />
enrichment is the basis of language development.<br />
Through my experience as a teacher and a<br />
principal I had realised the following:<br />
• Teaching something when the children are<br />
not cognitively ready for it leads to children<br />
losing interest in any kind of learning at later<br />
years.<br />
• Learning has to happen with conceptual<br />
understanding; learning facts or memorising<br />
it does not lead to any kind of enduring<br />
learning.<br />
• Blending learning with questioning and<br />
discovering for oneself is more likely to<br />
be assimilated as enduring learning than<br />
learning which is theoretically obtained<br />
without adequate conceptual understanding.<br />
• No two children’s learning styles are similar;<br />
no two children can boast of the same kind<br />
of intelligence; but the teacher always goes<br />
by one style of teaching and one kind of<br />
multiple intelligence. This comes as a great<br />
intimidating factor for enduring learning and<br />
assimilation, also leads to boredom and lack<br />
of interest on the part of the student.<br />
• For writing to happen naturally and<br />
effectively, vocabulary plays a great role.<br />
With first graders, I had given a word, ‘mango’<br />
and asked them to give words describing<br />
the mango – its colour, texture, taste, smell<br />
and the like. <strong>The</strong> children also gave many<br />
action words and naming words related to<br />
the mango – like, ‘eat, cut, peel, pluck, skin,<br />
climb, juice, fruit, raw, sweet, sour, yellow,<br />
green’ and the like. <strong>The</strong> teacher then gave<br />
the children a few pronouns/nouns to use as<br />
Subject and the children came out with the<br />
following sentences:<br />
Mango is a fruit. It is green or yellow in colour.<br />
I peel off the skin of mango fruit. Raw mango<br />
is sour. Mango fruit is sweet. I can climb a<br />
mango tree. I like to pluck mangoes from<br />
the tree. (Of course, the teacher helped<br />
them continuously with many guided<br />
questions and prepositions. Sometimes<br />
she had to help with articles also. But the<br />
final writing did not come from the teacher.<br />
It came from the children.) With higher<br />
graders, I had asked the class to form<br />
groups of five each; each group came out<br />
with words related to the topic given; each<br />
group had to give about 10 words with the<br />
condition that no group can repeat a word.<br />
When 5 groups came out with 50 words,<br />
the words were then categorised to fit into<br />
different paragraphs. When this organising<br />
activity was happening, there was a lot<br />
of quick thinking happening to rearrange<br />
the words under one main sub-heading or<br />
idea. Once the arrangement was done, the<br />
first draft was written. When the students<br />
started revising the draft, they were<br />
asked to consciously look for appropriate<br />
sequence markers to lend coherence to<br />
writing. Also editing was done with an<br />
eye for correct spelling and grammar. <strong>The</strong>n<br />
the final draft was written. It was ensured<br />
that the students were able to see cohesion<br />
between sentences in a paragraph and<br />
coherence between paragraphs which lent<br />
the writing fluency. This kind of activity<br />
makes the learners remain alert all the<br />
time; there is a lot of collaboration that<br />
happens when the brighter ones help the<br />
weaker ones not conspicuously but in a<br />
subtler manner.<br />
• For learning to become enriched, there<br />
needs to be a lot of interaction and a multi-<br />
58 THE PROGRESSIVE TEACHER www.progressiveteacher.in
disciplinary approach is also necessitated<br />
for true holistic learning. I had often found<br />
my class 12 students learning English<br />
more effectively when they had to do silent<br />
reading of the chunked lesson, discuss<br />
with group members the pre-reading and<br />
post-reading questions and everyone<br />
in the group contributed their lot based<br />
on their understanding and experience.<br />
This interaction helped<br />
them read the text<br />
intensely, searching for<br />
appropriate answers for<br />
the questions given in<br />
addition to make them<br />
think whenever there was<br />
an inferential question<br />
or an abstract question.<br />
Sometimes when they<br />
prepared different types of<br />
questions on the selected<br />
extract, their thinking<br />
became sharper as they<br />
had to conceptually analyse and explore to<br />
frame MCQs or ‘how’ or ‘why’ questions. In<br />
addition, when they were asked to evaluate<br />
each one’s answer – oral or written – when<br />
they had the Marking Scheme with them,<br />
they were exposed to various kinds of<br />
assessment, too.<br />
• For learning to be made interesting and<br />
lively, it has to be made challenging<br />
enough so that the learner feels involved;<br />
at the same time, it cannot go beyond his<br />
level of understanding and complexity.<br />
Also children should be encouraged to do<br />
what is called ‘intelligent guessing.’ It is<br />
said, ‘Children have an idea arising from<br />
their everyday experiences, or because of<br />
their exposure to the media, but they are<br />
not quite ready to articulate it in ways that<br />
a teacher might appreciate. It is in this<br />
‘zone’ between what you know and what<br />
you almost know that new knowledge is<br />
constructed.’<br />
In conclusion, I would like to reiterate that<br />
unless the curriculum provides<br />
experiences ‘that build the<br />
knowledge base through a<br />
progressive introduction to<br />
the capabilities of thinking<br />
rationally,’ it may become<br />
difficult for the learner ‘to<br />
understand the world through<br />
various disciplines, foster<br />
aesthetic appreciation and<br />
sensitivity towards others,<br />
to work and to participate in<br />
economic processes.’8 <strong>The</strong><br />
‘subject-based’ curriculum<br />
which we have traditionally followed in India<br />
has led to presentation of knowledge as a<br />
‘package’ and examination is considered a<br />
ritual to assess what has been acquired through<br />
the package. Unless the curriculum becomes<br />
holistic with emphasis on ‘skill, aesthetics,<br />
creativity, resourcefulness and team work,’<br />
with the vast domains of knowledge at<br />
our disposal, we will present an education<br />
that might be totally unsuited to children’s<br />
engagement in knowledge construction in the<br />
present, and hence in no way will contribute<br />
to learning for the future.<br />
Unless the<br />
curriculum<br />
becomes holistic<br />
with emphasis on<br />
‘skill, aesthetics,<br />
creativity,<br />
resourcefulness<br />
and team work,’<br />
with the vast<br />
domains of<br />
knowledge at<br />
our disposal,<br />
we will present<br />
an education<br />
that might be<br />
totally unsuited<br />
to children’s<br />
engagement<br />
in knowledge<br />
construction in<br />
the present, and<br />
hence in no way<br />
will contribute to<br />
learning for the<br />
future.<br />
www.progressiveteacher.in<br />
THE PROGRESSIVE TEACHER<br />
59
CASE STUDY<br />
Upgrading efficiently<br />
and effectively<br />
Digital technology is becoming more & more important for schools’ academic progress.<br />
In 2014,our school introduced a new initiative to make the school fully digital. Staff<br />
members explored all possible barriers and together fought against all the odds<br />
to create a new atmosphere. “Marching together,” the school song,motivated us to<br />
overcome the challenges through teamwork,change in mindsets, attitudes and practice.<br />
To actualise digital learning, our staff members collaborated for conceptualising the<br />
challenges.<br />
by Bratati Bhattacharyya<br />
Bratati Bhattacharyya is Secretary General<br />
at Shikshayatan Foundation and CEO of<br />
Shikshayatan Foundation and Shri Shikshayatan<br />
School since July 2014. Her qualifications include<br />
Masters in Economics, B. Ed., and P.G. Diploma<br />
in Financial Management. She is also on the<br />
Board of Vidya Mandir Society, is a member<br />
of the Managing Committee of the Birla High<br />
School, Mukundapur, Governing Body of Shri<br />
Shikshayatan College, the Bengal Chamber of<br />
Commerce, Education department, Co Chairman<br />
of the Education department, CII, and is also<br />
part of Self-Regulatory Committee of Fees under<br />
West Bengal Government, member of Legal Aid<br />
Services, West Bengal, Vice President of Vidya<br />
Bharati Ex- Students’ Association - BESA and a<br />
member of Mrityu Mritynjay Society.<br />
Bratati has been recognized and awarded as the<br />
Indian Iconic Educationist (For Best Education<br />
System & Services in West Bengal) from the Indo<br />
Socio Development Association, Inspiring Best<br />
<strong>Teacher</strong> from the University of Engineering &<br />
Management of Kolkata & Jaipur and Bharat<br />
Vidya Shiromani from the International Institute<br />
of Education & Management”. Shri Shikshshyatan<br />
School received the Telegraph “Best School<br />
Award” in 2018 and the GEIST International<br />
Foundation “Best GPS Award” in 2019.<br />
Our journey so far<br />
For sixty years,the school was following the state board curriculum.<br />
Students, parents, teachers and staff were used to the well-established<br />
culture of the school and its laid back atmosphere. Everyone had to adjust to<br />
a new culture for which mindsets had to change. Through collaboration,we<br />
were able to overcome the challenges at every level.<br />
Strategy adopted<br />
• Calling all stakeholders for the meeting.<br />
• Understanding the issue of non-acceptance.<br />
• Working at the apps that are user-friendly.<br />
• Discussing the benefits of the system.<br />
• Believing in the project and trusting the system.<br />
Planning, collaboration and creation of knowledge<br />
Stakeholders were called to discuss the plan for the digital<br />
transformation. An explanation of how management information system<br />
(MIS) as an integrated application helps, was given to them. It is a social<br />
window which has a reservoir of information related to the system.<br />
Counselling of employees and stakeholders took place regarding their<br />
indifference towards the system change. This system facilitates research<br />
and analysis of activities which guide decision making at different levels<br />
of the system. Integrating digital technology in school is a mechanism for<br />
educational reform where all staff members transform. We made sure that<br />
employees were convinced about<br />
the benefits of the system for ease<br />
in the transformation.<br />
We looked through the data<br />
collected data and classified the<br />
users as follows:<br />
• Employees reluctant to go<br />
digital,<br />
• Users who were facing<br />
problems,<br />
• Users who are averse to<br />
change,<br />
• Stakeholders and employees<br />
who were neither here nor<br />
there, and<br />
60 THE PROGRESSIVE TEACHER www.progressiveteacher.in
• Users who were positive about<br />
the whole system.<br />
After the acceptance from all<br />
the employees and stakeholders<br />
was received,we segregated the<br />
employees as per the data. <strong>The</strong><br />
mantra was to follow up with<br />
all the concerned to make them<br />
realise that it is a transparent<br />
system.It helps in accountability,<br />
credibility, reliability, ensuring<br />
confidentiality and security of<br />
information at all levels.<br />
Changes that were<br />
brought in<br />
• Introduction ofcloud server for<br />
employees.<br />
• Wi-Fi connectivity throughout<br />
the campus.<br />
• Organising all classrooms to have smart/<br />
interactive boards.<br />
• Updating Mathematics and Language labs.<br />
• Introduction of Tablet classes from class V<br />
onward.<br />
• Organising for tablets at school and all<br />
related technical aspects to support the<br />
system.<br />
• Digital applications which help in<br />
storing, recording, collecting, connecting,<br />
collaborating, facilitating critical and<br />
creative thinking.<br />
• Enabling computers in all staffrooms and<br />
other non-academic areas.<br />
• Management of security system through<br />
the digital portal in which CCTVs are<br />
connected to the server for future references.<br />
• Unique identification numbers are allotted<br />
to all stakeholders.<br />
• From an application for admission to<br />
finalization and thereafter, every interaction<br />
is done through the digital platform.<br />
• For careers, all teachers have to apply<br />
digitally.<br />
• <strong>Teacher</strong>s and facilitators do teaching/<br />
learning through digital mode.<br />
• Research/assessments/group work and<br />
project work are done through tablet from<br />
class five to class eight.<br />
• Teaching also happens through mind<br />
mapping and concept mapping.<br />
• Laboratory classes are also conducted<br />
virtually.<br />
• Diary information is available on thedigital<br />
platform.<br />
• Assessment marks and report card<br />
generation all digital.<br />
• All calculations in terms of percentage from<br />
the project, group discussion were all done<br />
digitally from the raw data.<br />
• Resources are shared online and social<br />
media is also used for updates.<br />
• All fees collection happen digitally. No cash<br />
transaction within the institution.<br />
• Attendance of both employees and students.<br />
• All other solutions for example uniform,<br />
stationery, books, exercise copies are all<br />
ordered online.<br />
• Students also opt for a competitive<br />
examination which is subject related by<br />
external bodies through our portal.<br />
• Payroll is also generated through the system.<br />
• Students have a feedback system about their<br />
classes and instructors.<br />
• Health and activity reports are available on<br />
an online portal which parents can access.<br />
• Transfer certificates are generated online.<br />
• Tracking mechanism of data for helping<br />
students to improve and teachers to modify<br />
their planning.<br />
<strong>The</strong>se actions helped in overcoming the<br />
conceptualised challenges. We now possess<br />
90 smart classrooms, 250 computers, 180<br />
tablets and70mbps of internet speed from the<br />
original, 37 smart classrooms, 110 computers,<br />
45 tablets and 2mbps speed. We also have 142<br />
CCTV and 7 DVRs.<br />
To conclude<br />
Steps towards digitalisation have been<br />
successful to a great extent. Adoption of<br />
the digital system has helped us to scale<br />
up our operation and periodic review. This<br />
helps in making a necessary intervention<br />
for improvement in the learning process and<br />
staff productivity. This move towards digital<br />
learning helped people in transforming.<br />
Kahneman claims,“Your beliefs and even your<br />
emotional attitude may change when you learn<br />
that risk of an activity you disliked is smaller<br />
than you thought.” We believe in our motto,<br />
“Lead us from darkness to light.” Engagement,<br />
exploration, explanation, and evaluation lead<br />
to empowerment and creating a learning<br />
environment.<br />
Kahneman<br />
claims,“Your<br />
beliefs and even<br />
your emotional<br />
attitude may<br />
change when<br />
you learn that<br />
risk of an activity<br />
you disliked is<br />
smaller than<br />
you thought.”<br />
We believe<br />
in our motto,<br />
“Lead us from<br />
darkness to light.”<br />
Engagement,<br />
exploration,<br />
explanation, and<br />
evaluation lead<br />
to empowerment<br />
and creating<br />
a learning<br />
environment.<br />
62 THE PROGRESSIVE TEACHER www.progressiveteacher.in