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CBSE Affiliation Guidelines to Schools and Inspection Committees for Inspection for Provisional Affiliation

Central Board of Secondary Education

CBSE Affiliation Bye-Laws

GUIDELINES TO SCHOOLS AND INSPECTION COMMITTEES FOR INSPECTION FOR PROVISIONAL AFFILIATION ETC

For

CBSE Affiliation up to Secondary School/ Senior Secondary

Appendix I- (Page no: 69-70)

GUIDELINES TO SCHOOLS AND INSPECTION COMMITTEES FOR INSPECTION FOR PROVISIONAL AFFILIATION ETC*

 CBSE Affiliation Bye-Laws is the main document for the CBSE affiliated school. CBSE Affiliation Bye-Laws mentioned Guidelines to Schools and Inspection Committees for Inspection for Provisional Affiliation” etc. in Appendix I- (Page no: 69-70). School management and principal of upcoming schools/newly operated schools should take utmost care for preparing these essentials documents for ensuring CBSE affiliation for their schools. They should frequently visit on CBSE Official website http://cbse.nic.in  and e-affiliation websites http://cbseaff.nic.in for updated information regarding preparing necessary documents for proceeding affiliation process.

Appendix I

  1. The schools awaiting inspection for approval of middle class syllabus /provisional affiliation/upgradation should make available the following information/ records /documents duly completed for Inspection Committee they will mention about these aspects in their Inspection Report.
  2. The Constitution of the Society /Trust/# Company Registered under section 25 of the Companies Act, 1956 running the school copy; of the certificate of registration; names of the members of the Society / Trust/# Company Registered under section 25 of the Companies Act, 1956 with occupation and address (Affidavit regarding relationship among the members).
  3. Composition of the School Managing Committee, names of the members of the School Managing Committee with occupations and addresses and its formation should be as per guidelines given in Chapter VI. Affidavits etc. with regard to relation of the members of the School Managing Committee. with each other be obtained and verified.
  4. Statement of income and expenditure of the school, and the balance sheet; copy of the audited accounts of the past three years, sources of income (regular or otherwise) for development or expansion of existing facilities ,library , laboratories, play fields etc.
  5. An up to date statement showing the names and qualifications, date of birth of the Principal and teachers and allotment of teaching work in the Secondary/ Senior Secondary Classes. In the case of unaided privately managed schools, the degrees, diplomas or certificates, in original of the members of the staff must be shown to the Inspection Committee. The Inspection Committee should certify of having seen the original certificates / degrees etc. carefully for each member of the staff.
  6. Proof in respect of subjects offered for graduation in respect of trained graduate teachers teaching classes IX-X and post graduate teachers teaching classes XI-XII with preferably original mark sheet from the Universities from which they got their degrees. A statement should be obtained in the prescribed proforma.
  7. Service agreement with employees: salaries paid to the staff: scale of pay and allowances which should at least be at par with corresponding categories of teachers employed in Government institutions; disbursement of salaries to be made by cheques at the beginning of the month, but not later than 10th of each month; provision of the Provident Fund and other benefits to the employees be verified. The service agreement should be as per Board’s norms / State or U.T. Government norms:
# Rule amended in the Affiliation committee’s meeting held on 16th May 2007 and approved by the Governing Body at its meeting held on 29th June 2007.
  1. Reserve Fund: whether this has been maintained and its details or whether the school has funds to maintain the same, if affiliation is granted.
  2. Building and class rooms: Proof regarding possessing 2 acres of land, general suitability of the land and building for school purposes; adequacy of class-rooms: availability of spare rooms for co-curricular activities as per norms prescribed.
  3. Library facilities: dimensions of the stack room and of the reading room; number of books with details regarding the cost of books, indicating also the different categories of books; annual budgets for the library; number of the magazines subscribed to etc. as per norms prescribed in these Bye-laws.
  4. Laboratories: dimensions and number of laboratories for the different science subjects; equipment; apparatus and chemicals as prescribed by the Board; annual budget for expansion of facilities in the laboratories.
  5. Physical and Health Education: details of play grounds available; other recreational facilities; provision for medical check-up; availability of a school doctor.
  6. Recognition of the Middle School by the Education Department: approval of syllabus of Middle Classes; copy of certificate of recognition /approval; no objection certificate.
  7. Statement of number of pupils: class and section-wise enrollment separately of boys and girls and total enrollment with pupil teacher ratio.
  8. Record of internal assessment: record of third language results in Class-VIII/ X; record of Work Experience, Art Education, Physical and Health Education activities etc.
  9. Health and sanitary conditions: health and sanitary conditions certificate from the municipal authorities, fire safety and safe drinking water certificates.
  10. Prospective plans: in case school is expanding from class VIII to become a Secondary School’ or from Secondary to Senior Secondary; plans detailed information on sources of finance and availability of additional land etc.
  11. ! Fulfillment of conditions laid down by the Board earlier, evidence to be provided to the Inspection Committee (applicable in the case of subsequent inspections only)
Note: The information regarding the above items should be prepared and certified by the Manager/Correspondent and the Principal for handing over to the Inspection Committee (two folders) which will forward a copy of the same along with its report in duplicate to the Board.

CBSE AFFILIATION GUIDELINES TO SCHOOLS AND INSPECTION COMMITTEES FOR INSPECTION FOR PROVISIONAL AFFILIATION

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Rajeev Ranjan

Resource”-

For more Details and Updated Information Kindly “Go” through CBSE Official Website

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/AffiliationByeLaws_14112012.pdf

http://cbseaff.nic.in/

http://www.cbse.nic.in/pr_rti/manuals/Affiliation_BYE_LAWS.doc

http://cbse.nic.in/

Code of Conduct – Employees of CBSE Affiliated Schools- Affiliation Bye Laws

CBSE affiliation school inspection committee members duties and responsibilities

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Code of Conduct – Employees of CBSE Affiliated Schools- Affiliation Bye Laws

Code of Conduct for Employees”

Of

CBSE Affiliated Senior Secondary or Secondary School

CBSE Affiliation Bye-Laws

Chapter- VII- Service Rules for Employees

(Section 42)

Code of Conduct for employees–CBSE Affiliation Bye-Laws Chapter-VII Service Rules for Employees (Section 42)

 CBSE Affiliation Bye-Laws is the main document for the CBSE affiliated school. In chapter VII “Service Rules for Employees” under section 42 “Code of Conduct for employees” mentioned in CBSE Affiliation Bye- Laws. Basically, CBSE Affiliation Bye-Laws mentioned 22 “Code of Conduct for employees” for the CBSE Affiliated Schools. These are following:-Every employee shall be governed by the Code of Conduct. The following acts shall constitute breach of code of conduct:

i) Habitual late coming and negligence of duty.

ii) Use of abusive language, quarrelsome and riotous behavior.

iii) Insubordination and defiance of lawful order.

iv) Disrespectful behaviour, rumour mongering and character assassination.

 v) Making false accusations or assault either provoked or otherwise.

 vi) Use of liquor or narcotics on the school premises.

vii) Embezzlement of funds or misappropriation of school property or theft or fraud.

viii) Mutilation/destruction of school records and property.

ix) Conviction by a court of law for criminal offence.

x) Possession in school premises of weapons, explosives, and other objectionable materials. 

xi) Indulging in or encouraging any form of malpractice connected with examination or other school activities.

xii) Divulging confidential matters relating to school.

xiii) Obstructing other members of the staff from lawful duties and indulging in any sort of agitation to coerce or embarrass the school authorities.

xiv) Carrying on personal monetary transactions among themselves, with the student and/or with the parents.

xv) Taking active part in politics.

xvi) Propagating through teaching lessons or otherwise communal or sectarian outlook or inciting or allowing any student to indulge in communal or sectarian activity.

xvii) Making sustained neglect in correcting class work or home work.

xviii) Taking private tuitions without permission of school authorities.

xix) Organizing or attending any meeting during school hours except when he is required or permitted by the Head of the school to do so.

xx) Absenting from work even though present in the school premises or absent without leave.

xxi) Preparing or publishing any book or books commonly known as keys or assist whether directly or indirectly in their publication or as a selling agent or canvasser for any publishing firm or trader.

xxii) Asking for or accept, except with the previous sanction of the society, any contribution or otherwise associate himself with the raising of funds of any kind or make any collection whether in cash or in kind, in pursuance of any object whatsoever, except subscription from the members of any association of teachers.

  1. All the teachers are expected to be exemplary in their public and private life. Their loyalty, sense of dedication and integrity of character at all times should be an inspiration of the youth committee to their care. The teacher shall attend to his duties with care and commitment, be punctual in attendance and dutiful in respect of class room and also for any other work connected with the duties assigned to him by the Head of the school or the Board. He shall abide by the rules and regulations of the school and carry out the lawful orders and also show due respect to the constituted authorities. 

3. The following shall not be deemed as a breach of the Code of Conduct. 

i) To appear at an examination to improve his qualifications with the Permission of

the employer.

ii) To become, or to continue to be a member of any religious, literary, scientific or professional organization or cooperative society.

iii) To organize or attend any meeting outside the school hours subject to the condition that such meeting is held outside the school premises.

iv) To make any representation to the management for the redressal of any bonafide grievance, subject to the condition that such representation is not made in rude or indecorous language.

We expect rational behavior from each and every employee of an organization. ‘Code of Conduct’ of an organization guides its employees to work decently for smooth functioning of the system. ‘Code of Conduct’ is essential ethos of an organization. Employee enjoys his/her different individual rights as well as shows same respect for the dignity and integrity of other individual.  

All the stakeholders of CBSE affiliated schools should frequently visit CBSE official website http://cbse.nic.in/ for latest update.

code of conduct cbse affiliated school employees affiliation bye laws

 

Rajeev Ranjan

Resource”-

For more Details and Updated Information Kindly “Go” through CBSE Official Website

CBSE Affiliation Bye Laws

http://cbseaff.nic.in/

http://www.cbse.nic.in/pr_rti/manuals/Affiliation_BYE_LAWS.doc

http://cbse.nic.in/

CBSE Affiliated Schools Principal/Headmaster Duties, Powers and Responsibilities

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CBSE Affiliated Schools Principal/Headmaster Duties, Powers and Responsibilities

Head of the School- Duties, Powers and Responsibilities–CBSE Affiliation Bye-Laws CHAPTER-VI (Section 23)

 “Head of Institution” means the Principal/Headmaster of Senior Secondary or Secondary School affiliated with the Board or a Middle School approved by the Board.

CBSE Affiliation Bye-Laws is the main document for the CBSE affiliated school. In chapter VI CBSE Affiliation Bye- Laws “Duties, Powers and Responsibilities” of the school head has been mentioned clearly. Basically, CBSE Affiliation Bye-Laws mentioned 26 “Duties, Powers and Responsibilities” for the school head. These are following:-

i) Head of the School/Principal will be the ex-officio. Honorary Secretary of the School Managing Committee

ii) Will function as, the Head of the office of the school under his charge and carry out all administrative duties required of a head of office.

iii) Be the drawing and disbursing officer for the employees of the school except that in the case of an unaided school, he may perform only such function, as drawing and disbursing officer as may be specified in the instructions issued by the Society.

iv) Be responsible for the proper maintenance of accounts of the school, school records, service books of teachers, and such other registers, returns and statistics as may be specified by the Society/Board.

v) Handle official correspondence relating to the school and furnish, within the specified dates, the returns and information required by the State Government/Board.

vi) Make all payments (including salaries and allowances of teachers and other non-teaching staff) in time and according to the instructions governing such payment.

vii) Ensure that the tuition fees, as levied, are realized and appropriately accounted for and duly appropriated for the purpose for which they were levied.

viii) Make purchases of stores and other materials required for the school in accordance with the rules governing such purchases and enter all such stores in stock register and shall scrutinize the bills and make payments.

ix) Conduct physical verification of school property and stock at least once a year and ensure the maintenance of stock registers neatly and accurately.

x) Be responsible for proper utilization of the Pupils Fund.

xi) Make satisfactory arrangements for the supply of good drinking water and provide other facilities for the pupils and ensure that the school building, its fixtures and furniture, office equipment, lavatories, play grounds, school garden and other properties are properly and carefully maintained.

xii) Supervise, guide and control the work of the teaching and non-teaching staff of the school.

xiii) Be in charge of admission in the school, preparation of school timetable, allocation of duties and teaching load to the teachers, and shall provide necessary facilities to the teachers in the discharge of their duties and conduct of school examination in accordance with the instructions issued by the Government /Board from time to time; and he shall discharge these duties in consultation with his colleagues.

xiv) Plan the year’s academic work in advance in consultation with his colleagues and hold staff meeting at least once a month, review the work done during the month and assess the progress of the pupils.

xv) Help and guide the teachers to promote their professional growth and actively encourage their participation in courses designed for in service education.

xvi) Promote the initiative of the teachers for self-improvement and encourage them to undertake experiments which are educationally sound.

xvii) Supervise class room teaching and secure co-operation and coordination amongst teachers of the same subject areas as well as inter subject coordination.

xviii) Arrange for special remedial teaching of the children belonging to the weaker sections of the community also of other children who need such remedial teaching.

xix) Arrange for informal and non-class room teaching.

xx) Plan and specify a regular time-table for the scrutiny of pupils written work and home assignment and ensure that the assessment and corrections are carried out timely and effectively.

xxi) Make necessary arrangement for organising special instructions for the pupils according to their needs. 

xxii) Organise and coordinate various co-curricular activities through the house system or in such other effective ways as he may think fit .

xxiii) Develop and organise the library resources and reading facilities in the school and ensure that the pupils and teachers have access to and use of books and journals of established value and usefulness.

xxiv) Send regularly the progress reports of the students to their parents or guardians.

xxv) Promote the physical well being of the pupil, ensure high standard of cleanliness and health habits, and arrange periodical medical examinations of the students and send medical reports to parents or guardians.

xxvi) Devote at least twelve periods in a week to teaching of the pupils.

All the stakeholders of  CBSE affiliated schools should frequently visit  CBSE  official website http://cbse.nic.in/ for latest update.

CBSE School Principal Headmaster Duties Powers and Responsibilities Affiliation Bye Laws

CBSE Affiliation Bye Laws

Rajeev Ranjan

Resource”-

For more Details and Updated Information Kindly “Go” through CBSE Official Website

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/AffiliationByeLaws_14112012.pdf

http://cbseaff.nic.in/

http://www.cbse.nic.in/pr_rti/manuals/Affiliation_BYE_LAWS.doc

http://cbse.nic.in/

 

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CBSE affiliation school inspection committee members duties and responsibilities

 

Central Board of Secondary Education (CBSE) New Delhi

CBSE AFFILIATION INSPECTION COMMITTEE MEMBERS

DUTIES AND RESPONSIBILITIES

CBSE Affiliation Bye-Laws is most important documents for further proceeding for CBSE Affiliation. The principal and the school manager should read “CBSE Affiliation Bye-Laws” thoroughly before going for the CBSE affiliation process. CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System have clearly mentioned all essential process and procedure regarding its affiliation process.

CBSE New Delhi developed a transparent online affiliation system to conduct fair inspection process before giving affiliation number.  Inspection committee members play crucial role for imparting comprehensive inspection process for imparting quality education system in India.  Inspection committee examine school’s building including laboratories, library, classroom, games and sports facilities, process of teaching learning in a few classes and other facilities thoroughly to assess its eligibility as well as suitability for the affiliation with the (CBSE) board. In fact board lays total stress on quality education, observance of rules mentioned in the Affiliation Bye-Laws, provisions of infrastructure, payment of full salaries as per as the scale of pay, D.A and other admissible allowances prescribed by the State Government. Inspection committee examines the service benefits to teachers, staff and justifiable rationalization of the fee structure vis-a vis the facilities provided to the students.

Inspection committee members examine physical features available in school, employees empowerment plan, facilities for imparting quality education, and several other CBSE norms prescribed in  “CBSE Affiliation Bye-Laws”. Inspection committee members physically verify all essential documents prescribed in “CBSE Affiliation Bye-Laws” and on CBSE Online School Affiliation & Monitoring System. Inspection committee members can demand each and every document related to school systems for physical verification.  School authorities have to present all documents before the inspection committee members. 

INSPECTION COMMITTEE MEMBERS FOCUS ON THE FOLLOWING SPECIFIC POINTS

CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx ) have discussed in details about the essential documents and conditions for school affiliation with CBSE, New Delhi. Broadly Inspection committee members examine and verify all necessary documents in details which are mentioned in CBSE Affiliation Bye-Laws and on CBSE Online School Affiliation & Monitoring System for CBSE Affiliations. These are as follows:-

  1. No Objection Certificate AND Formal prior Recognition letter. It is mandatory to upload both NOC and Recognition letter. Both have to be scanned as a single pdf file and uploaded. OR Recommendation from Embassy of India (if applicable)
  2. Copy of Registration letter of the Trust/Society Management Committee
  3. Land Certificate from concerned authority (As per enclosed proforma).
  4. Affidavit(As per enclosed proforma) of :
  1. Non Proprietary Character of society from First Class Magistrate.
  2. No relation amongst the School Managing Committee members.
  3. That society/school is not part of any franchise arrangement as per clause 19.1(i) (ii) and clause 7.2
  4. That without Affiliation school will not start class 9th/11th otherwise liable for suitable action as per clause 15.9 of Affiliation bye laws of the Board.
  1. Infrastructure detail photographs
  2. Fire safety certificate
  3. Health & Sanitation certificate
  4. Safe drinking water certificate
  5. Building Safety Certificate
  6. Staff EPF deduction certificate
  7. Reserve funds proof (Only in case of upgradation)
  8. Balance sheet/Financial status certified by CA for last 3 years
  9. Salary paid through ECS/Cheque (Certificate issued by the associated bank)
  10. Staff Salary Certificate issued by District Education Officer
  11. In case of switch over,
  1. Affidavit for closure of classes in phased manner along with
  2. 3 years State board result in gazette issued by state board
  1. Land registration and/or lease documents

In order to bring more transparency in the process of affiliation, CBSE made it mandatory that the process of inspection will be video- graphed and a 5 minute clip will be prepared for uploading the clip on youtube. CBSE clearly mentioned that the videographer shall be arranged by the school. The following will be covered in the videography:

    1. Building including labs, library, classrooms and other facilities.
    2. Games & sports facilities.
    3. Process of teaching learning in a few classes.
    4. Group photo of staff.
  1. School has to upload a 5 minutes compact video of school inspection on you tube and you tube link will be shared with online inspection report.
  2. Inspection committee members verify basic information related to school, trust, trustee members, school management committee members in details etc.
  3. Inspection committee members verify “staff and service conditions” provided by the school in details. They basically check qualifications and experience of the principal, librarian, physical education teacher (PTI), special education, staff nurse etc. Inspection committee members examine “documents related to educational qualifications and experience of the head of institution/staff working in the school thoroughly”.
  4. Inspection committee members verify “the original land documents of the school”. They ensure that the address in land documents is same as the address of the school mentioned in NOC and recognition certificate. They examine whether the school is running from the same site as mentioned in the land documents, recognition certificate and NOC
  5. Inspection committee members verify “whether the area of campus is the same as in order and school land is in a single compact plot. If the school land is not in a single plot, area of different plots and distance between plots along with the information on which of these plots the school building is situated may clearly be given in the report.
  6. Inspection committee members specifically verify “whether the school has started classes IX, X, XI or XII (as the case may be) or not without prior permission from CBSE”
  7. Inspection committee members examine “whether the school management is running another school/institution in the same premises with different name and submit its details”.
  8. Inspection committee members examine “whether the name of the staff members published in the school prospectus and school diary are same as in the acquaintance roll of the school”.
    1. IC Members may check employees bank account/passbook issued by bank
  9. Inspection committee members examine “documents related to educational qualifications and experience of the head of institution/staff working in the school may be thoroughly checked”.
    1. Qualification details of all teachers/staffs
  10. The Inspection Committee members ensure that the documents mentioned in or related to “Note for Principal” may check specifically and upload at the relevant place in the online report. The committee may upload all the documents again if the same are not properly scanned, illegible, expired, incomplete etc.
  11. In case the application is for affiliation to Senior Secondary Level, the inspection committee is also identify the subjects in consultation with the school authorities as per syllabus/guidelines for the senior school certificate examination which are to be introduced by the school and verify the facilities available for each subject and submit recommendations carefully along with list of subjects. (CBSE Guidelines for School and Inspection Committee Members)

Inspection committee members have authority to investigate all necessary elements which are responsible for bringing quality education in the school. In fact, Central Board of Secondary Education (CBSE) New Delhi ensures intensive as well as comprehensive inspection for promoting quality education for building a great nation.

Principal

Rajeev Ranjan

CBSE affiliation inspection committee members duties and responsibilities rajeev ranjan

CBSE AFFILIATION REQUIRED DOCUMENTS AND CHECKLIST FOR SCHOOL FROM www cbseaff nic in

cbse affiliation procedure documents guidelines

Resource Website and Documents

http://cbse.nic.in/newsite/index.html

http://www.cbse.nic.in/affili~1/affiguide.htm

http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/Checklist_Applicant%20_Schools.pdf

CBSE Affiliation Process & Essential Documents for Online Affiliation Application and School Inspection According to CBSE Affiliation Bye-Laws

 

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Project Based Learning-Importance and Benefits in Pedagogical Perspectives

Project Based Learning; a Real Learning Experience

Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfills two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented PBL—————————–

Project Based Learning; a Real Learning Experience- Introduction

 A systemic teaching method that engages students in learning essential knowledge and skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed tasks and products.   In other words, a task or problem engaged in usually by a group of students to supplement and apply classroom studies. It is considered as an alternative to paper-based, rote memorization, teacher-led classrooms.

Proponents of project-based learning cite numerous benefits to the implementation of these strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.

“When teachers and their students are “connected” through project based learning, the “world” becomes an indispensable curriculum resource.”-(NCF 2005)  Teachers are no longer their students’ primary sources of information. Instead, they are the designers of learning who created the conditions for the students to conduct their own inquiries, and advisers to whom learners can come as they create their product. It is in fact, also known as inquiry-based learning /inquiry-based learning, and problem-based learning.  Initially, John Dewey promoted the idea of “learning by doing in ‘My Pedagogical Creed’. It was popular at the beginning of the 20th century and again in the current century. Project-based learning has been associated with the “situated learning” perspective of James G. Greeno (2006) and on the constructivist theories of Jean Piaget.

Today, teachers around the world are designing projects for their students because they ignite a shared passion for learning in both students and staff; they foster a wide range of skills (such as time management, collaboration, and problem solving) that students will need at school, college, university, and in the workplace; and they can be tailored to suit students with a wide range of abilities and learning needs. Fortunately, designing projects help students to master the content which they are required to learn. The best way to do this is by using ‘backwards planning’. (The Teacher’s Guide to Project-based Learning). PBL provides a new life experience for collaborative learning i.e. how to share, care and come out from real situation of conflict (working in group) where a certain number of people is working to achieve a single goal.

 

 Objective of Project Based Learning mentioned in (Project-Based Learning ,  A  Resource for Instructors and Program Coordinators, National Academy Foundation and Pearson Foundation). Project based classroom is dynamic and interactive. Teacher is an active learner and facilitator. It starts with a problem, facts and skills in a relevant context.

 Well-designed projects ask students to:

  • Tackle real problems and issues that have importance to people beyond the classroom. Projects emanate from issues of real importance to students and adults in the community and answer the age-old student question “Why do we need to know this?”
  • Actively engage in their learning and make important choices during the project.

Projects make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.

  • Demonstrate in tangible ways that they have learned key concepts and skills.

Projects provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their learning and solve the problem at hand.  PBL empowers students with life skills i.e.  critical thinking, problem solving, decision making, and various forms of learning skills. Projects and exhibitions also provide extensive evidence of process work and self-directed learning. 

Key Points of Project Based Learning:-

  1. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented Project Based Learning (PBL) is meaningful in both ways.
  2. In terms of making a project feel meaningful to students, the more voice and choice, the better.
  3. Teachers should design projects with the extent of student choice that fits their own style and students. On the “the more the better” end of the scale, students can decide following points:
  4. What product they will create?
  5. What resources they will use?
  6. How they will structure their time?
  7. “PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter.” Markham (2011)
  8. ‘PBL refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation.
  9. PBL emphasizes learning activities that are long-term, interdisciplinary and student-centered.
  10. PBL differs from traditional inquiry by its emphasis on students’ collaborative or individual artefact construction to represent what is being learned.
  11. PBL organizes around an open-ended driving question or challenge.
  12. PBL project plan should include the essential curriculum content for the project.
  13. PBL promotes critical thinking, problem solving, collaboration, and various forms of communication, often known as “21st Century Skills.
  14. PBL promotes students to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesizes and presents their learning.
  15. PBL is an effective strategy for teaching complex skills such as planning, communicating, problem solving, and decision making. ( Dr. John W. Thomas, 2000)
  16. PBL can help increase student attendance, attitude, and self-reliance. For teachers, PBL can help increase professionalism and collaboration. ( Dr. John W. Thomas, 2000)
  17. Role of student is to ask questions, build knowledge, and determine a real-world solution to the issue/question presented. PBL allows them to think rationally on how to solve problems. PBL forces students to take ownership of their success.
  18. Collecting information
  19. Developing question
  • Exploring material and discussing outcome with peers
  1. Reflecting on the result
  2. Role of teacher Project Based Learning is that of a facilitator. The instructor regulates students and ensures that students should remain focused and have a deep understanding of the concepts being investigated. The students are held accountable to these goals through ongoing feedback and assessments. We always face challenges while implementing a concept and learning new things. PBL is students’ friendly learning approach under kind guidance of a teacher to involve students in working on tasks. However, there is several questions arise for implementing PBL in real life teaching learning situation. We can also see the teachers’ role in following areas.
  3. Offer guidance on subject/theme/topic
  4. Formation of different types of learner and their performance level
  • Holding meeting for further course of action
  1. Facilitating learners in different layers of project

Teachers can also meditate on following points:-

  1. Will this project engage my students?

The Learning Futures schools use a checklist to gauge the likely engagement of students in any given project idea. We call it ‘the Four Ps of Deep Engagement’. Before going too far with an idea for a project ask yourself whether the project is:

  • Placed – is it located in a place that is important to students (e.g. their home, community, town, city or virtual environment)?
  • Purposeful – will it result in a product, service or body of knowledge that others will make use of? Will the process seem authentic to students?
  • Pervasive – will students be sufficiently engaged in the project’s activities that they’ll want to voluntarily take the learning outside school and school hours? Is it likely to broaden students’ horizons?
  • Passion-led – Does the project tap into students’ passions?
  1. Will this project engage me?

It’s important that facilitator is personally curious and involve about the project’s outcome, that s/he will learn new things from it.

  1. Will my students learn something meaningful from this project?

It’s a good idea to make a list of the things you expect your students to have learned: this should include subject content, skills, as well as attributes to be developed (e.g. confidence, resilience, and resourcefulness).( The Learning Futures school)   

During the project planning phase, teachers must make sure that the project will result in student-generated evidence of learning that aligns closely with intended skill and content standards. (National Academy Foundation and Pearson Foundation)

 Integration of Inter- Disciplinary Subjects

PBL promotes integrated learning approach in this fast growing world where technological integration requires at every step of learning. It is combined learning approach where we can integrate different subjects into one project work i.e. a language teacher asks students to prepare a project on ‘bird migration’. He enquirers other subject teacher that, is there a lesson related to nature/environment or other interdisciplinary theme or not in respective subjects. He finds several correlated lessons in different subjects. He finds that students can get good ideas from subject English (unit –Environment), Science (Diversity in Living Organism), Social Science (Natural Vegetation and Wild Life) and Mathematics (Statics). (PBL, CBSE) Teacher guides his students to collect the material/content from different subjects, students collect ideas which help student to work on the given project. This activity increases not only interest of students to read other subjects but also to give equal importance to all subjects.   PBL approach provides opportunity for the teacher to become a facilitator in real sense. He becomes the torch bearer in developing tools and techniques on how to examine and analyze issue, the information they need to collect, planning, organizing the framework of the project. The projected action will be initiated by the students.

 Difference between “Activity” and “Project”

There is much confusion among teacher about the difference between ‘activity’ and ‘project’ in regular teaching learning process. Project based learning guide developed by National Academy Foundation and Pearson Foundation clearly mentioned the difference i.e.

ACTIVITY PROJECT
Students in a history class study Westward Expansion for three weeks, culminating with a “Frontier Feast” where students dress in period costumes and eat typical western fare from the era.

 

Students in a history class spend three weeks focused on the essential question “How did Westward Expansion impact our community?” Students learn about the period, research local connections, and design a museum exhibit featuring historical artifacts, primary source documents, and expert commentary from local historians. The exhibit is mounted in the community center lobby, and students serve as docents to the general public.

 

 Advantages of Project Based Learning:

  1. Rivet & Krajcki, 2004 and William & Linn, 2003 state that “research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom.”
  2. PBL develops responsibility, or ownership among students for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning.
  3. Project-Based Learning students also learn skills that are essential in higher education.
  4. PBL allows pupils to expand their minds and think beyond what they normally would.
  5. Project-Based Learning students learn skills, in fact, more than just finding answers.

 Disadvantages of Project Based Learning:-

Unplanned lessons can result in the wasting of precious class time. If the project does not remain on task and content driven the student will not be successful in learning the material.

 Assessment in Project Based Learning:-

 Assessment isn’t just about the final product.  In fact, final assessment will focus on the products that students have produced, and how they went about producing them (the process). Despite this, it is worth enough to remember that not everybody needs to produce the same product in order to demonstrate their learning. Questions that final assessment should address are followings:-

  1. Does the product meet or exceed the criteria we set at the start at the project?
  2. Has the student developed the skills required for the execution of this project?
  3. Has the student learned the curriculum content required for this project?

Ron Berger rightly states that real assessment take place when a teacher is minute observer and observes his students holistically. Teachers often mistakenly presume that a project’s final product is the only thing they should assess, which leads them to assume that they should be able to tell whether the kids learned what they needed to learn by looking at the final product.

Actually, assessing what kids know is ongoing throughout a project. The product is the motivation for learning the material, but it won’t demonstrate that they learned it all. For example, in the physics standards project, each kid only demonstrated one physics concept, so how do you know that they learned the rest of the material?

The answer to this question is that the book isn’t the assessment. You can assess what they’ve learned before the book comes out, and afterwards. In Physics Standards they gave all the students a physics test with all the concepts in it. You need to do assessment throughout the project so that when they’re doing great artistic stuff, you know that they know what they need to know. You can’t leave it all to the end.

(Ron Berger, Chief Programme Officer, Expeditionary Learning)

Conclusion:

Blumenfeld et al. says that, “Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artefacts. Projects vary greatly in the depth of the questions explored, the clarity of the learning goals, the content and structure of the activity, and guidance from the teacher.

 The core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience.

 Researched and Prepared by

Rajeev Ranjan

Principal

B.Ed(English)

Post Graduate Diploma in Teaching English (PGDTE)

English and Foreign Languages University, Hyderabad

&

BA & MA (English)

Banaras Hindu University, Varanasi

www.rajeevranjan.net

Email .Id: rajeevbhuvns@gmail.com

 References and resources for further reading:-

Article, 7 Essentials for Project-Based Learning(John Larmer , John R. Mergerndoller, In Educational Leadership, Buck Institute of Education)

The Buck Institute for Education (http://www.bie.org/)

Using Project-Based Learning to Increase Student Engagement and Understanding March 2012(TEXAS INSTRUMENT)

Project-Based Learning,  A  Resource for Instructors and Program Coordinators(National Academy Foundation and Pearson Foundation)

PBL is consistent with best practices in instructional design. To learn more, visit ASCD’s Understanding by Design Exchange. (http://www.ubdexchange.org/default.html)

PBL as an instructional strategy to create rigorous and relevant learning experiences by Dr. John W. Thomas’s (http://www.bobpearlman.org/BestPractices/PBL_Research.pdf)

Stanford University’s School Redesign Network includes links to many resources that help define and understand PBL. (http://www.schoolredesign.net/srn/server.php?idx=850).

The Small Schools Project boasts an amazing collection of resources to assist those educators creating small learning communities and small schools where PBL can thrive. (http://smallschoolsproject.org/)

The High Tech High network features schools designed to support PBL in the classroom.

(http://www.hightechhigh.org/)

Project Examples

PBL at NAF, Digital Storytelling for Academy Students and Instructors

(http://pearsonfoundation.org/NAF) The NAF/Pearson Foundation Digital Storytelling Project is modelled on exemplary PBL principles.

What Kids Can Do (http://www.whatkidscando.org/index.asp) This national nonprofit organization focused on student voice has links to several outstanding projects in their “projects and products” section (under “Student Work & Voice”).

STEPs (link to http://itd.usd259.org/steps/pbl.htm) The Standards for Teachers through Educational Projects site includes video downloads of exemplary projects.

Edutopia – The George Lucas Educational Foundation (http://www.edutopia.org/) The George Lucas Educational Foundation’s includes video clips highlighting exemplary projects.

Great Student Work (http://www.bobpearlman.org/BestPractices/StudentWork.htm)  Educational reform expert Bob Pearlman offers links to exceptional project examples and assessments from around the globe.

Best Wishes

 

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National Early Childhood Care and Education (Ecce) Curriculum Framework

National Early Childhood Care and Education (ECCE) Policy

NATIONAL EARLY CHILDHOOD

CARE AND EDUCATION (ECCE)

CURRICULUM FRAMEWORK

Birth to 6 Years

Extract and Summary of ‘Foundation of Early Care and Learning’ (Section–I)

Learning is an active, interactive and life long process. A wise educator respect children’s unique social, linguistic, cultural background and diversity. Children differ in their strengths and capabilities.  A wise educator promotes child’s individual strengths. In fact, the first six years of life are the critical years of human life since the rate of development in these years is more rapid than at any other stage of development. (ECCE, Introduction)

Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. (P 5)

Vision for an Indian Child

The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free, universal, inclusive, equitable, joyful and contextualized opportunities for laying foundation and attaining full potential. (P 6) Early childhood care and education programmes should be based on an understanding of the patterns of development and learning that define the essential nature of childhood. (P 10) (ECCE) curriculum framework views children as happy, healthy and confident; each child with unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.

Purpose of this framework:-

  1. To promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices
  2. To support to early years professionals, service providers, ECCE teachers/caregivers, communities and state governments in providing rich early stimulation and learning experiences for children from birth to pre- primary years (P 4)
  3. To facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning (P 10)

Our young children strive to be:

• Happy and healthy

• Inquirer

• Confident

• Communicative

• Creative

• Caring

• Open-minded

• Resilient

• Sensitive to diversity

• Respectful

• Mindful

• Life-long learner (P6)

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

Broad objectives of the Early Childhood Care and Education programme are to:

• Ensure each child is valued, respected, feels safe and secure and develops a positive self

concept

• Enable a sound foundation for physical and motor development of each child- as per each

child’s potential

• Imbibe good nutrition routines, health habits, hygiene practices and self help skills

• Enable children for effective communication and foster both receptive and expressive

language

• Promote development and integration of the senses

• Stimulate intellectual curiosity and develop conceptual understanding of the world around by

providing opportunities to explore, investigate and experiment

• Enhance development of pro-social skills, social competence and emotional well being

• Develop sense of aesthetic appreciation and stimulate creative learning processes.

• Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.

• Enable a smooth transition from home to ECCE centre to formal schooling

• Enhance scope for overall personality development

National Early Childhood Care and Education (ECCE) Policy (P 10)

Language Concern at the Early Childhood Care and Education programme

Language plays an important role in communication, exchange of information, development of reading skills, reading with comprehension, and, in later years, academic success. (P 14)

The medium of interaction in the ECCE centre should be home language or mother tongue. It is important to encourage different languages for expression by children in the ECCE centres. Children should be encouraged to be proficient in their mother tongue/ home language first and then the formal school language (regional language or English) should be introduced. However teaching through child’s mother tongue/ home language, is internationally recognised as the most appropriate way of working with children in the early years of concept formation. However, it is crucial that when the school language (which may be regional language or English) is introduced, the ECCE teachers/ caregivers must continue to convey a positive attitude about children’s first language (mother tongue/ home language).

Points to be remembered:-

  1. Children learn well in mother tongue or home language
  2. Provide exposure to school language (regional/English)
  3. Aware school community to importance of language in child learning

Should a teacher use mother tongue /home language or English in the classroom for better learning? (P 15)

 Language should be learnt by processes in the following order: ‘Listen–speak–read–write.’

In early years focus should on listening and speaking as the major activities in the classroom.

Teacher should learn and use some words of children home language.

Teacher should encourage children to express in their own language.

Developing a better understanding is more important than use of language in a multilingual classroom.

How will a teacher fulfill the challenges of different kinds of learners (multiage grouping) in the classroom? (P 17)

ECCE teachers and caregivers would use the concept of ‘differentiation’ to meet the varying needs of their learners. An ECCE Teacher / Caregiver may approach differentiation by (1) content—what the child needs to learn or how the child will get access to the information; (2) process—activities in which the child engages in order to make sense of or master the content; (3) products—culminating projects that enable the child to rehearse, apply, and extend what he or she has learned in a topic; and (4) learning environment—the way the classroom/ ECCE centre works and feels. Research also indicates that the development of brain is influenced not only by health, nutrition and quality of care but also the quality of psycho-social environment the child is exposed to in these early years.

 

Rajeev Ranjan

National Early Childhood Care and Education (Ecce) Curriculum Framework

Early Childhood Education – ncert

The National Early Childhood Care and Education Curriculum … – ncert

Reference:-

 

National Early Childhood Care and Education (Ecce) Curriculum Framework

(Ministry Of Women and Child Development)

 

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

http://www.ncert.nic.in/departments/nie/dee/publication/pdf/deethemebased.pdf

http://www.eec.state.ma.us/docs1/curriculum/20030401_preschool_early_learning_guidelines.pdf

http://www.ncert.nic.in/publication/journals/pdf_files/Voices_ch3.pdf

 

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JEE Main and JEE Advanced Result for Admission in Indian Institute of Technology (IIT) India

JEE Main and JEE Advanced Result for Admission in Indian Institute of Technology (IIT) India

Joint Entrance Examination (Main) and Advanced – 2018

Indian Institute of Technology is premier organization of India. Alumni of Indian IITs have been constructively contributing their innovative ideas for making 21st century world citizen’s life easy. A number of IITs alumni work in different corners of the world and in different fields.

IITs established by government of India Institute of Technology Act, 1961 to impart standard technical education in India. IITs are great institutes of national importance. Presently, 23 IITs are fully functioning in India. Qualifying in JEE Main and JEE Advanced entrance test are matter of great importance of a student, Central Board of Secondary Education (CBSE, New Delhi) conducts JEE Main entrance test in all over India including a few examination center in foreign countries to fetch Indian as well as foreign students to this premier institutes.

The JEE (Main) secretariat/CBSE is only an examination conducting body. After declaration of result the data is handed over to SEAT ALLOCATION BOARD or the concerned state government/institute for Seat Allocation Process and admission procedure. The JEE (Main) Secretariat/CBSE does not collect the information regarding total number of seats available in the institutions and reservation criteria followed by the institutions. (JEE Main Information Bulletin)

Only the All India Rank (AIR) is used for admissions through Central Seat Allocation Board to NITs/IIITs/CFTIs/SFIs/Others, while other ranks are for information purposes. Eligibility for Admission to NITs, IIITs and CFTIs participating through SEAT ALLOCATION BOARD Admission to NITs, IIITs and CFTIs participating though Central Seat Allocation Board will be based on All India Rank as explained above in section 2.10 subject to the condition that the candidate should have secured at least 75% marks in the 12thclass examination, or be in the top 20 percentile in the 12th class examination conducted by the respective Boards. For SC/ST candidates the qualifying marks would be 65% in the 12thclass examination. (JEE Main Information Bulletin)

Admission criteria to Undergraduate Engineering Programs at NITs, IIITs, Other Centrally Funded Technical Institutions, Institutions funded by participating State Governments, and other Institutions shall include the performance in the class 12/equivalent qualifying Examination and in the Joint Entrance Examination, JEE (Main). The Paper-1 (B. E./B. Tech.) of JEE (Main) will also be an eligibility test for the JEE (Advanced), which the candidate has to take if he/she is aspiring for admission to the undergraduate programmes offered by the IITs. The States of Madhya Pradesh, Nagaland and Odisha have joined JEE (Main) system. Therefore, the candidates seeking admission to the institutions in these states, which were earlier admitting based on their State Level Examination, are also advised to fill in the JEE (Main) – 2018 application form online.

IIT-JEE was renamed JEE-Advanced in 2013.  JEE-Advanced is the gateway to securing admission to any one of the 23 IITs. To appear for this test, an aspirant has to first qualify JEE (Main) and figure in the top two lakh candidates. Those who qualify JEE (Advanced), but do not find a seat in the engineering branch of their choice at an IIT, usually opt for National Institutes of Technology (NITs), which admit students based on all-India ranks of JEE (Main).

Admissions to IITs are conducted in two stages. The Central Board of Secondary Education (CBSE) first conducts Joint Entrance Examination (Mains). Thereafter, candidates who secure all-India rank up to 2, 24,000 appear for JEE (Advanced), which is conducted by one of the IITs. The mains exams are held in a single day over two paper, with each paper being of 180 marks, containing 60 marks for Physics, Chemistry and Mathematics. This year, IIT Kanpur conducted JEE (Advanced).

Students work hard day and night to score good marks. In fact, an examination is not final destination for students; however it leads towards a goal to live a respectful life during the result time. Good result is a symbol of self respect. Good result boosts up student’s confidence. It is indeed a reward for his/her hard work and consistent attitude. Good result is instant energy for students, parents, schools, teachers and other society members. It is in fact positive rays for all other stakeholders. Life never ends after an examination but surely its positive and negative results have long lasting impact for students and other stakeholders.

JEE Main and JEE Advanced Result for Admission in Indian Institute of Technology (IIT) India

 

Basically there is no alternative to hard work. Proper time management and proper practice help an individual to feel the beauty of being a successful person. He insisted that there is no need to study so many hours for scoring the highest marks only we need to study with full focus and concentration. We can score high marks with consistent efforts. Self study is the best method of learning. It is complete one to one interaction with the help of textbook. Self study helps us to develop an insight for the self and syllabus. Dedicating his success to his parents’ sacrifices, Pranav said that his mother helped him form his base and his father motivated him. The topper further said, “If you focus well, your study hours won’t really matter. Stay focused and calm. Have faith in your teachers and their guidance, and always ensure that your knowledge is conceptually sound.”

Kalash Gupta, a student of Amity International School, Saket, on Sunday secured the third rank in the IIT-JEE Advanced results. Gupta, who scored 97.6 per cent in his Class 12 exams, secured 325 out of 360 marks in the IIT JEE Advanced exam, the results of which were declared on Sunday. “Instead of slogging in the last few days, I made sure to study a few hours every day. During this time, I also made sure that I keep some time for my hobbies which helped me de-stress,” Gupta said (Indian Express)

Develop a habit for reading consistently for whole year; no matter even if only one hour in a day. I never find a miraculous person in my life who has achieved great result in an academic field by working hard at 11th hours of examination. Working very hard before an examination is completely destroying one’s self because magic happens with once and at once in millions of people, otherwise a person who studies consistently for whole academic year; s/he only creates wonder in life. A wise student studies rationally and practice well before an examination for a better result

Learning part and portion of a syllabus is incomplete way for an examination preparation. Syllabus is designed to cover in a certain period. Proper planning and execution of planning with the help of good study materials can help students to achieve good score. Good students study complete prescribed syllabus. They try to develop better understanding of complete syllabus. 

Nature wise, each student cares his/her future and wants to do well in studies, but conversion of thinking into action on real ground makes all the differences****** There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning. (Jiddu Krishnamurti) So what is next?

Rajeev Ranjan

Indian Educationist 

References:-

Exam Preparation Tips: 15 best ideas and techniques for getting high grades/score in an examination

Exam Preparation: Study Tips and Guidelines

National Eligibility cum Entrance Test-NEET Result Assessment

7 Tips and strategies by CBSE Toppers for scoring more than 90 percent in Class 10th and 12th-How?

CBSE Class 10 Result- Detailed Evaluation & Assessment for Parents, Teachers and School

http://cbseresults.nic.in/

http://cbse.nic.in/

https://jeemain.nic.in/webinfo/Public/Home.aspx

http://indianexpress.com/article/education/jee-advanced-2018-number-of-successful-aspirants-at-seven-year-low-as-iits-shed-grace-marks-5212280/

http://indianexpress.com/article/education/jee-advanced-result-2018-live-updates-result-to-be-announced-soon-at-jeeadv-ac-in-5211326/?#liveblogstart

https://www.hindustantimes.com/education/jee-advanced-result-2018-soon-at-jeeadv-ac-in-live-scores-air-topper-rank/story-bRnaeUdhCnVfJ0vJTkv0HK.html

https://www.bbc.com/hindi/india-44289372

https://www.bbc.com/hindi/india-44293455

https://www.bbc.com/hindi/international-44267275

https://timesofindia.indiatimes.com/city/patna/girls-outshine-boys-again/articleshow/64374817.cms

http://www.thehindu.com/news/national/cbse-class-x-results-four-students-share-top-positions/article24022276.ece

https://timesofindia.indiatimes.com/home/education/news/cbse-10th-result-cbse-class-10-results-2018-declared-live-updates/articleshow/64366889.cms

https://www.hindustantimes.com/education/cbse-class-10-result-never-stressed-over-studies-says-joint-topper-rimjhim-agarwal/story-axSyFtGfRlpaacQNOpdEnK.html

https://timesofindia.indiatimes.com/home/education/news/completing-the-syllabus-on-time-was-the-trick-says-cbse-class-10-topper-sreelakshmi-g/articleshow/64369653.cms

https://www.hindustantimes.com/jaipur/no-phone-no-social-media-for-jaipur-s-cbse-class-10-topper/story-lhjqsmg8PnmpkrxCbWQlkN.html

https://www.hindustantimes.com/education/survey-finds-class-10-students-of-cbse-icse-perform-better-than-their-state-boards-peers/story-OURp2u3oiMn6VATbemZpKJ.html

 

 

 

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CBSE Class 10 Result- Detailed Evaluation & Assessment for Parents, Teachers and School

CBSE Class 10 Result- Detailed Evaluation & Assessment for Parents, Teachers and School

                                                   CBSE Class 10 Result 2018

Hard work is the key to success. Students, school, teachers, parent and neighbors have high expectation for board result. Student works hard from day 1st at the beginning of new academic session. S/he has high expectation and high aspiration to achieve the highest score among thousands of students. CBSE, New Delhi is the trusted and authentic educational body of Indian government.

1990 decade witnessed a new assessment pattern. New assessment pattern equally distributed marks for objective and subjective questions pattern. Students started achieving high marks in board exam. Almost 1, 31,493 students scored more than 90% and 27,476 students out of  16, 24, 682 scored more than 95 percent in all over India but highest achievers possess positive aptitude  and attitude towards achieving their goals. They have their own vision and mission to do hard work. Good students do proper planning, proper time management and execute plans systematically throughout the year. Good students sacrifice their comfort level and work very hard. They consistently do self study to develop own understanding level for complete prescribed syllabus.

 This is 2nd decade of 21st century. People only discuss the highest scorer. Prakhar Mittal, Rimjhim Agrawal, Nandinin Garg and SriLekha Ji are four first position holders at national level. All four Indian GEMS scored 499/500.  Seven students secured the second position with 498/500 marks and 14 students secured third position with 497/500 marks. 27,476 students out of 16, 24, 682 scored more than 95 percent in all over India.   

It is in fact, not surprising that 1.31 lacs students scored more than 90% marks out of more than 16 lacs students all over India.  According to CBSE New Delhi, around 16, 24, 682 students appeared for the Xth board examination out of which 14, 08, 594 students passed. The overall pass percentage in 2018 is 86.70 percent.  17,567 CBSE New Delhi affiliated schools students participated in 10th Board examination over all India. Each year pass percentage of girl goes high. This year 88.67percent girls passed and pass percentage of boys students stuck at 85.32 percent according to CBSE New Delhi.

When we talk about CBSE region wise pass percentage in class 10th board examination Triuannatpuram region’s pass cercentage is 99.60, second position Chennai region 94.37 and third position Ajmer region pass percentage is only 91.86 percent. Bhubaneshwar region secured fourth position with 88.12 percent out of ten CBSE regions.

 Students work hard day and night to score good marks. In fact, an examination is not final destination for students; however it leads towards a goal to live a respectful life during the result time. Good result is a symbol of self respect. Good result boosts up student’s confidence. It is indeed a reward for his/her hard work and consistent attitude. Good result is instant energy for students, parents, schools, teachers and other society members. It is in fact positive rays for all other stakeholders. Life never ends after an examination but surely its positive and negative results have long lasting impact for students and other stakeholders.

Key facts and figures of (2017-18) 10th Class Board Examination Result -CBSE New Delhi

 SN Facts Remarks
CBSE New Delhi – Class 10th Board Examination 2017-18
17,567 CBSE New Delhi affiliated schools students participated in 10th Board examination over all India
16, 24, 682 students appeared for class 10th board examination 2017-18
4,460 exam centres were located at different part of India
14, 08, 594 students passed out of  16, 24, 682
Four students scored 499/500 –All India 1st Rank Holder
Seven students scored 498/500 – All India 2nd Rank Holder
Fourteen students scored 497/500-All India 3rd  Rank Holder
86.70 percent  students passed  in all over   India
88.67 percent girl students passed in all over India
85.32 percent  boy students passed in all over India
90.95 percent students passed in all over India in (2017) Comparison
96.21 percent students passed in all over India in (2016) Comparison
27,476 students out of  16, 24, 682 scored more than 95 percent in all over India
1,31,493 students scored more than 90% marks out of16, 24, 682 students all over India
92.55 percent differently-abled students passed
98.32 per cent students cleared the CBSE Class 10 exam in Foreign Schools
Region-wise pass percentage: Top 5 Regions

1.     Thiruvananthapuram – 99.60%

2.     Chennai – 97.37%

3.     Ajmer – 91.86%

4.     Bhubaneshwar 88.12%

5.     Patna 87.80%

 CBSE Regional Centre Result Comparison
Institution-wise Comparative Performance (class X) 2018

1.     JNV – 97.31%

2.     KVS – 95.96%

3.     INDEPENDENT – 89.49%

4.     CTSA – 86.43%

5.     GOVT – 63.97%

6.     GOVT AIDED – 73.46%

 

 CBSE NEW DELHI Affiliated Schools Comparison
Around 1,86,067 (i.e. 11.45 per cent) students have been placed in compartment

 

Basically there is no alternative to hard work. Proper time management and proper practice help an individual to feel the beauty of being a successful person. One of the toppers of class10th CBSE board examination Prakhar stated that he did not take any tuition. He believed in self study. He insisted that there is no need to study so many hours for scoring the highest marks only we need to study with full focus and concentration. We can score high marks with consistent efforts. Self study is the best method of learning. It is complete one to one interaction with the help of textbook. Self study helps us to develop an insight for the self and syllabus. (प्रखर कहते हैं कि उन्होंने कभी ट्यूशन नहीं लिया. बल्कि खुद ही पढ़ाई की. वो सेल्फ स्टडी को अहम बताते हैं. प्रखर कहते हैं, “अच्छे नंबर लाने के लिए घंटों पढ़ने की ज़रूरत नहीं पड़ती है. फ़ोकस के साथ कम समय में पढ़कर भी एक्ज़ाम में अच्छा किया जा सकता है.” (BBC Hindi)

Develop a habit for reading consistently for whole year; no matter even if only one hour in a day. I never find a miraculous person in my life who has achieved great result in an academic field by working hard at 11th hours of examination. Working very hard before an examination is completely destroying one’s self because magic happens with once and at once in millions of people, otherwise a person who studies consistently for whole academic year; s/he only creates wonder in life. A wise student studies rationally and practice well before an examination for a better result

 Learning part and portion of a syllabus is incomplete way for an examination preparation. Syllabus is designed to cover in a certain period. Proper planning and execution of planning with the help of good study materials can help students to achieve good score. Good students study complete prescribed syllabus. They try to develop better understanding of complete syllabus. One of the CBSE class 10th topper SreeLakshmi said that there was no big secret to her method of preparation and that the ‘good-ol-completing’ the syllabus at the time was the trick was the only principle she stuck to. She added that she never deprived herself of breaks, music, and movies in order to focus on her studies.

10th topper Yana Gupta who scored the highest marks  in Jaipur (98.8%) said that she did not like having a mobile phone and did not operate any social media accounts. She stayed away from social media as she isn’t interested in it. She told that “she had studied for four hours after school, and that, I feel, is enough if you are regular,” she said. “I don’t have an account on any of the social media platforms.”

Nature wise, each student cares his/her future and wants to do well in studies, but conversion of thinking into action on real ground makes all the differences****** There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning. (Jiddu Krishnamurti) So what is next?

 

Rajeev Ranjan

Indian Educationist

References:-

Exam Preparation Tips: 15 best ideas and techniques for getting high grades/score in an examination

Exam Preparation: Study Tips and Guidelines

http://www.rajeevelt.com/exam-preparation-tips-15-best-ideas-techniques-high-score-grade-educationist/rajeev-ranjan/

http://www.rajeevelt.com/exam-preparation-tips-how-to-prepare-for-an-exam-study-tips-guidelines-educationist/rajeev-ranjan/

http://cbseresults.nic.in/

http://cbse.nic.in/

https://www.bbc.com/hindi/india-44289372

https://www.bbc.com/hindi/india-44293455

https://www.bbc.com/hindi/international-44267275

https://timesofindia.indiatimes.com/city/patna/girls-outshine-boys-again/articleshow/64374817.cms

http://www.thehindu.com/news/national/cbse-class-x-results-four-students-share-top-positions/article24022276.ece

https://timesofindia.indiatimes.com/home/education/news/cbse-10th-result-cbse-class-10-results-2018-declared-live-updates/articleshow/64366889.cms

https://www.hindustantimes.com/education/cbse-class-10-result-never-stressed-over-studies-says-joint-topper-rimjhim-agarwal/story-axSyFtGfRlpaacQNOpdEnK.html

https://timesofindia.indiatimes.com/home/education/news/completing-the-syllabus-on-time-was-the-trick-says-cbse-class-10-topper-sreelakshmi-g/articleshow/64369653.cms

https://www.hindustantimes.com/jaipur/no-phone-no-social-media-for-jaipur-s-cbse-class-10-topper/story-lhjqsmg8PnmpkrxCbWQlkN.html

https://www.hindustantimes.com/education/survey-finds-class-10-students-of-cbse-icse-perform-better-than-their-state-boards-peers/story-OURp2u3oiMn6VATbemZpKJ.html

 

 

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Planning a Lesson- English Language Teaching-Developing-Reading Skill with Special Objective to Focus on Grammar and Writing Skill

Educator prepares lesson plan according to nature of teaching topic, nature of students and nature of students’ learning. Sometimes, we plan a lesson for one period, sometimes we plan a lesson for special purpose, and sometimes we plan our lesson as Integrated Lesson Plan, where we focus on particular topic/concept. Educator decides accordingly. We will discuss different lesson plan format and some of sample lesson plan from different subject teachers. They think that they write the best lesson plan, however I think that there is always space, and opportunity for improvement. We are educator.   Educator may feel free/ open to accept or reject, partially accept or partially reject this lesson format/sample. Wise educator will draw the best from these lesson plan samples/improve it according to need. Let us add some valuable points and modify/customize according to need:-

Lesson Plan

Subject: English                                                                     Topic: Reading Skill

Lesson Name: Lost Spring                                                   Time: 35-40 Minutes

Class: Intermediate Level                                                     Date: ———————

General Objectives:

  • To enable the pupil to have global and local comprehension of the text
  • To help the students to understand the text and interpret the text in their own language

Specific Objectives:

  • To introduce new words from chapters
  • To teach grammar items (Tense)/ to make pupils notice tense form and understand the context of its use
  • To develop writing skill ( writing a Paragraph)

Outcome:  Students will be able to comprehend the text and at the end of the lesson/ they will be able to use English as well as write correct English

Introduction:

  • Singing a song (Jay Ho) from the film Slumdog Millionaire and relate this song to the story the Lost Spring or
  • Teacher can use MIME/ Mimicry to motivate the learners/create interest among the learners
  • Teacher can share an anecdote from real life about a person who becomes a very rich man by overcoming so many difficulties in his/her life or teacher will ask students to share similar story if they know
  • After writing the title (Lost Spring) on the blackboard, students will guess what can be the story? Or
  • Teacher will write “Food is more important for survival than an identity” ( Group Work) ( Speaking Activity) or
  • Teacher will ask students to do role play of street children, rag pickers, vegetable sellers

Presentation:

  • Teacher will ask students to read silently 2 paragraph of the story within a certain time ( 5-7 Minute).
  • Teacher will ask 2-3 students to speak about the text.
  • Teacher will explain the text by putting question before the students ( Elicitation Technique)
  • Teacher will present difficult words on the blackboard and explain its meaning with the help of students i.e. scrounging- to take sth without asking permission, mutters- to speak sth in a low voice, glibly- spoken in a smooth clever way but not seeming sincere and honest
  • Teacher will introduce pronunciation of some word and make them practice
  • Teacher will ask students to once again go through the text and identify the different tense used in the text i.e- why do you do this?, I ask sahib. Sahib left his home long away.  I like the game.

Sample of questions

  • Who is sahib?
  • What does he ask to the sahib?
  • Do rag pickers pick gold from garbage?
  • What is the meaning of “mutter”? Can you tell me antonyms/synonyms? What is it? A noun/pronoun / verb/adverb

Helping weak/reluctant learners:

Teacher will support them.

Teacher will encourage them to share his views in the class?

Conclusion:

  • Teacher will once again summarise the lesson of the day by giving main points of the story. Or
  • Teacher can ask factual questions i.e. main event, day, date, name of the characters to encourage students
  1. True /false question
  2. Multiple questions
  3. Fill in the blank
  • Teacher can ask students to frame questions of their own choice. In fact if pupils are able to frame a few questions, it means they also know the answer of their own questions.
  • Summarising can be done by students

Home Learning:  Teacher will ask students to write a paragraph about “Food is more important for survival than an identity”

Real Life Learning:  Make students aware about societal problems, their real cause and effect

Teaching Aids:  Power Point Presentation, Pictures, Drawings

Teaching Techniques: interactive, Elicitation, Group Work, Role Play

A teacher can create a number of activities to teach a Reading lesson. It depends on teachers’ expertise as well as the objectives of teaching. Different activities can be organised i.e. brainstorming, role play, mime, group work, pair work, changing prose into dialogue writing between two character, telephonic conversation etc according to pupils’ age and styles of learning.

Sample of teaching Word power  at random in a language class

Teacher can teach vocabulary in a context with the help of students according to their age, considering different learning style, by using elicitation techniques ————–if needs

 

It can be

  • Meaning of the word
  • Antonyms/Synonyms
  • Family of the word
  • Forming meaningful sentence
  • Grammar of the word
  • Pronunciation
  • Origin of the word

 

Suppose a word “inspection” appears in the text, at least 10-15 words can be taught by using this single word like

  • Identify the key word/part of this word
  • Spect- to see

http://ncert.nic.in/ncerts/l/lefl102.pdf

Rajeev Ranjan

Indian Educationist