PBL- Implementation

(TOT - ENGLISH-part 1)

PBL + NCF +NEP+ Blooms

23.05.2022-25.05.2022
1 23.5.2022 PBL + NCF +NEP+ Blooms

2 25.05 2022 PBL

Auro Krishna PBL (Project based Learning)

3 27.05.2022
PBL samples (1-5)

4 30.05 .2022 PBL + CBL

5 1.06.2022 PBL + Experiential Learning

6 3.06.2022 PBL + Storytelling

7 06.06.2022 PBL + Sports integration

8 8.06.2022 PBL + Art Integration

PBL + FLN( Foundational Literacy and Numeracy)

9 10.06.2022
· Foundational Literacy and Numeracy

PBL + 21st Century Skills

13.06.2022 PBL + Self Learning
10
PBL + Peer Learning
 Auro Krishna - PBL
To develop each district as the experiential learning district!!

‘Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven,
discovery-oriented, learner-centred, discussion-based, flexible and of course enjoyable’ – NEP 2020
 Taught by 92 lakh
25 crores children
teachers

Indian
Education
System-
Largest in
the World
Out of which, nearly
50% i.e 12 crores
In 15 lakh schools enrolled in private
schools

The sector contributes approximately 1.75 lakh crores to the economy (MoSPI 2019)
 But schooling does not translate into learning!!!

40 65 50
% % %
Private school students in
Only 40% children in G5 Only 65% children in G5 grade 10 scored below
can divide a 3 digit can read a grade 2 level 50% in 4 out of 5 subjects
number by a single digit paragraph (NCERT - National
(ASER 2018) (ASER 2018) Achievement Survey
(NAS) Dashboard 2017)

“Though enrollment has increased exponentially in private schools,

the learning outcomes have stagnated for a decade now. They
have to really focus on learning outcomes as that is critical.”

Amitabh Kant, CEO, Niti Ayog

Unicellular microbes developed 3.5 billion years ago
Millions years ago..
365 Million years ago
65 million years ago
65 million years ago
2 Million Years Ago
Ist Industrial Revolution 2nd industrial
3rd Industrial
WATER & STEAM Revolution
Revolution
ELECTRICITY
AUTOMATION
Steam and water power
replaced human and Electricity, internal
Electronics, the internet
animal power with combustion engines,
used and IT used to
machines. airplanes, telephones,
further the automation of
cars, radios and mass
mass production.
production
 Children do not focus on studies because
they are not able to make the connection of their learning with the surroundings.
School are still working on factory lines!
 The three principles of true teaching
by Sri Aurobindo
• The first principle of true teaching is that nothing can be taught.

• The second principle is that the mind has to be consulted in its

own growth.

• The third principle of education is to work from the near to the

far, from that which is to that which shall be.1
NCF 2005
 What is NCF?

National Curriculum Framework: Based on its guidelines teachers and schools

can choose and plan experiences that children needs to have.

Educational
Purpose
Framework provides:

Educational
experiences

Organisation of
experience

Assessment of
Learners
 What is NCF 2005?

An elaborate frame work that

● clearly shows the difference between Syllabus and Curriculum.
● suggests and provides guidelines on different aspects of education.
● based on Constructivist approach.

● NCF came in 1975, 1988, 2000 and 2005.

● All the states also developed State Curriculum Framework in line with NCF 2005.

Observations about Indian Schools

Human Working to
Lack of
Rigid and Learning, Discourage capacity to make
Equality,
resistant to an isolated creative create was future but
Equity and
change activity thinking not ignore
Quality
facilitated present
Why there was a need of NCF 2005?

NCF - Aims to evolve a National System of Education which can respond to India’s diversity of geographical
and cultural environment while ensuring a common core of values along with academic components

To upgrade the old traditional approach of

To make school education comparable
teaching and promote creative thinking 01 02
across the country in qualitative terms
among the children

To ensure National integration without

To work on the flexibility in school
compromising on the country's different 03 04
practices
cultures

To work on the whole personality of a

To make learning more interactive and
05 06 child rather than neglecting the present of
engaging
the child for his/her future
Five Guiding Principles

Connecting knowledge to outside world

Shifting focus from rote learning

Enriching curriculum beyond textbooks

Making evaluation/monitoring more

flexible and integrated to classroom work

Nurturing an overriding identity informed

by caring concerns within democratic polity
of the country
Basic Spirit behind NCF 2005

Constructivism: believing in the ability of a child to

construct the knowledge

Freedom to learn and participate

Teacher as an autonomous facilitator

Evaluation as a tool to find strengths rather than

weaknesses

Quality, Quantity and Universalisation

Commitment to democratic values and ways

Curricular Areas

1 Implementation of three language formula: Multilingual Education

2 Teaching of Maths is to develop thinking and reasoning, to visualising abstractions, and formulate and
solve problems.

3 Teaching of Science is to enable learners to examine and analyse methods and processes that will
nurture their thinking process, curiosity and creativity.

4 Social Science to be considered from disciplinary perspective while emphasising on integrated

approaches.

5 Art and Heritage Crafts, and health and physical education to form critical components of school
curriculum

6 Education management percolates the entire school experience and its processes.

7 Integral part of the learning process and benefits both learner and teacher by giving credible
feedback.

8 Purpose is to enhance quality of teaching and learning.

9 Assessment is to be continuous and internal/school-based

School and Classroom Environment

School and Classroom Environment

● School environment: colorful, friendly and peaceful, with lots of open space offering with animals, plants, flowers, trees and toys.
● School environment: Colourful, friendly and peaceful, with lots of open space
● Class size: Not higher than 1:30
offering animals, plants, flowers, trees and toys
● Democratic classroom practice
● Class size: Not higher than 1:30
● Participation of Community members
● Democratic classroom practice
● Participation of all learners in class work Policy of inclusion to be followed
● Participation of Community members
● Text books: Carefully written and designed, professionally edited and tested, offering not merely factual information but interactive
● Participation of all learners in class work
space for children.
● Policy of inclusion to be followed
● Writer focus on elaboration of concepts, activities, spaces for wondering about problems, exercise encouraging thinking and small
● Textbooks: Carefully written and designed, professionally edited and tested, offering
group not
work.merely factual information but interactive space for learners
● ● More
Thinking for Multiple
focus text book
to be given on elaboration of concepts, activities, exploration,
experimentation, encouraging critical thinking and group work.
● Thinking for Multiple textbooks
Systemic Reform

Evolving common school system In-service education of teachers cannot be an event but
a process, which includes knowledge development and
change in attitudes, skills and practice through
interaction both in workshop setting and in the school.
Teacher should get minimum infrastructure facilities for
better teaching. Exam. Reform: Shift from content-based testing to
problem solving and competency-based assessment
Locally planned, flexible school calendars and
timetables
Open-ended questions to be asked

Encouraging community participation for enhancing

quality and accountability in teachers Exam of shorter duration

Academic leadership of principals is related to

performance of the schools Flexible time limit

Teaching as professional activity: Reflective Practice Guidance and counseling to be made a part of school
Key Principles of NEP

1. Respect for Diversity and Local Context 5. Emphasise Conceptual Understanding

02
Incorporating it in all Promoting learning-for-exams than
curriculum, pedagogy and policy rote learning
01

2. Equity and Inclusion 6. Unique Capabilities

03
Is an essential element of all Recognising and identifying qualities
educational decisions of each learner
04

3. Community Participation
05 7. Critical Thinking and Creativity
Encouragement and felicitation of
philanthropic, private and community Encourage logical decision making and
participation 08 innovation in learning

06 8. Continuous Review and Feedback

4. Use of Technology
Extensive usage of technology in teaching- Based on continuous research and
07 regular assessment by educational
learning process, dealing with language
barriers, supporting divyang and experts
educational planning and management
Universal Access to Education at all Levels to be Ensured

Multiple Pathways: Multiple Bring Back Drop-outs: To bring

01 pathways to learning, involving 04
drop out children back to school
both formal and non-formal
modes of education

Alternative Centres: Alternative

Build Schools: To promote both To ensure 05
02 and innovative education centres
governmental and non- access and
opportunity to be established
governmental philanthropic
of education
organisations to build schools to all
children

Learning Outcomes: To focus on Peer Tutoring: Suitable for all

03 06 categories, businesses and
achieving desired learning
outcomes at all levels personal presentations
NEP 2020 Introduction

NEP Introductory Video English

NEP Introductory Video Hindi

Bloom’s Taxonomy
(Link)
Cognitive Domain Affective Domain Psychomotor Domain

Remembering Receiving Perception

Understanding Responding Set

Applying Valuing Guided Response

Analysing Organisation Mechanism

Evaluating Characterisation Complex Overt Response

Creating Adaptation

Origination
Cognitive Domain (Head)

Taxonomy related to cognitive domain, has been presented by Bloom and his associates in 1956.

This domain includes those objectives that deals with thinking, reasoning and problem-solving ability of the students.

This domain is further divided into six categories.

Creating

Evaluating

Analysing

Applying

Understanding

Remembering
 Remembering
It is the lowest level of objectives. It aims to recall the
facts and learn. It primarily aims at the acquisition of
knowledge concerning facts from generalised principles,
theories and structures.
Applying
The learner selects, transfers and uses data and
principles to apply his/her knowledge and understanding.
Evaluating
Judgements about the value of materials and methods
for given purposes. The learner can judge what s/he has
learned whether it is right or wrong. If s/he is wrong, then
s/he can start the process again. The learner can judge
recommend, criticise and justify.
Understanding
If there is no knowledge, there will be no comprehension. It
means basic understanding of facts, ideas, methods,
processes, principles or theories.
Analysing
Breakdown of a communication into its constituent elements
or parts. The learner distinguishes, classifies and relates to
the evidence or structure of a statement or question. S/he
can analyse, categorise, compare and separate.
Creating
Involves ‘putting together of elements and parts so as to
form a whole’. The learner originates, integrates, and
combines ideas into a product, plan or proposal that is
new to him/her. S/he can create, design, invent and
develop.
Affective Domain (Heart)

The affective domain includes those objectives that deal with attitude, values, interest and appreciation.

The objectives of affective domain are divided into five major classes of objectives.

Receiving

Responding

Valuing

Organising

Characterising
Affective Domain (Heart)

Receiving

The lowest level, the learner passively pays attention. Without this level, no learning can occur.
Receiving is about the learner’s memory and recognition as well.
Example: The learner saw a person helping the needy.

Responding

The learner actively participates in the learning process, not only attends to a stimulus but also reacts in
some way.
Example: The learner saw the people appreciating the person who helped the needy.

Valuing

The learner attaches a value to an object, phenomenon or piece of information. S/he associates a value
or some values with the knowledge they acquire.
Example: The learner knows that helping the needy is an appreciable work.
Affective Domain (Heart)

Organising

The learner can put together different values, information and ideas and can accomodate them within
his/her own scheme; the learner is comparing, relating and elaborating on what has been learned.
Example: The learner organises his/her learning that how s/he can help the needy.

Characterising

The learner at this level tries to build abstract knowledge.

Example: At this stage, habit becomes the part of his/her character.
Thank you

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