Sharing & Learning Together

Tuesday, October 31, 2006

Dharma's meeting schedules

Tuesday Morning
Rekha-8.45
Gulab Jain 9.15

Friday Afternoon
Mohua-12.45
Sreenivasan 1.45

Wednesday, October 25, 2006

A 'Purposeful & Proud Set of Educators' (PPSE)!

A community of practitioners, professionals, educators, learners, facilitators, mentors, friends, colleagues....& survivors (who lived to tell the tale)!

Monday, October 23, 2006

Free Concept/Mind Mapping Tools

Hey people!

Here are the links to the 2 software tools for creating rich, interactive concept or mind maps.
  • Freemind - search for 'Freemind' on http://sourceforge.net.

    Note that you also need to download the Java Runtime Environment in order to run Freemind (that was what I was doing during the late morning session - the 'fires I was fighting' in the Tech Hub).
  • CMAP Tools - download from the website we studied today - http://cmap.ihmc.us

Please find some time to familiarize yourselves with these very easy-to-use, tremendously useful tools for curriculum & lesson planning, presentations, and building rich, interactive concept-maps in general.

-Shuchi

Thursday, October 19, 2006

Big Ideas (from Day 2 of Module 7)

Standards:
Standards are a set of norms and guidelines that need to adapt to changing times

Flow:
Misconception causes/is a block in the flow.

Context:
Life is about changing contexts, changing codes. Learn to flow.

Unlearning:
Unlearning is an incessant journey towards openness like you experience a new sunrise, everyday.

Transformation:
Transformation is a dance of energy.

Alignment:
Grouping of randon elements into one particular order (alignment) that may bring harmony.

Wednesday, October 18, 2006

ASCD Materials

Hola!

This is in response to Koshy's query in response to the previous post.

One copy for each course should be fine. You'll have to work out among yourselves who will do the copying/printing. Please do make sure that the materials are comprehensive and every page of the lessons, readings, templates, worksheets, and anything else the course may contain, must be part of the folder/CD. Thanks!

Have a great Diwali, everyone!

Shuchi

Tuesday, October 17, 2006

Important Notices!

Hark all ye PPSEites!

  • A bus will start from Bangalore Club at 8am on Monday the 23rd and Tuesday the 24th of October and come to school via Jaimahal. On the way back it will start at 4 pm and go via Nandi Durg Road to Bangalore Club.
  • You are requested to bring lesson plans for any unit that you will be working on from October 25th or the following week.
  • You are also requested to bring the ASCD printed material in a file or on a CD, so that the material can be filed in the Teacher Resource Centre.
  • Please print out the ASCD certificate of completion and give one xerox copy to me and one copy for your file in Yvonne's office.

These are the allotted tutors for the assignment for Modules 7 and 8 - you will meet your tutor for 20 minutes each on the 24th afternoon. Please come ready to discuss the idea that you would like to implement for the unit plan for the assignment.

Geetha Naraynan

  • Balakrishnan V.P.
  • Geeta Kamat

Dharma Kannan

  • Rekha Kiran
  • Srinivasan K.
  • Mohua Roy
  • Gulab Jain

Shuchi Grover

  • Anitha K.
  • Neela Tatu
  • Gudrun
  • Joel K.

Suchitra Narayan

  • Raji Nair
  • Sandra Kunder

Tara Kini

  • A.V. Koshy
  • Hemamalini
  • Kalpana Uday
  • Anupama M.
  • Vijaya Rajeshwari
  • Amaranathan
  • Udayaraj Karpur
  • Anitha Santanam

Rustam Vania

  • Maheswaran

Toodleoo then and hope you are all looking forward to the sessions on the 23rd and 24th as much as we are!!! (Firecrackers may be lit only after the sessions!)

Happy Divali!

Tara

Friday, October 13, 2006

For the October 23rd and 24th sessions

Now that the next assignment has been spelt out, with grading criteria, you are requested to come ready with an idea of what your unit plan is going to be centred around. The class you are planning it for, the duration of the unit and when it will be implemented.

On October 24th we will fix a twenty minute f2f session for each of you with your tutor when you can discuss your idea and what your thoughts are. You are also requested to fix your schedule of six meetings with the tutor (five more after this initial meeting) in the time span of October 24th to December 7th.

You can pop across to the CERTAD room any time to discuss any clarifications you may need before October 23rd.

See you soon,

Tara

Assignment for Modules 7 & 8

Professional Practice and Studies in Education

Module 7: Unpacking the Meta-curriculum
Module 8: Teacher Created Materials


Assignment

The three suggestions that emerged for a suitable assignment that would unpack the thinking that goes into a curriculum, are:

1. Following the teacher as architect metaphor, create a detailed and effective unit plan that enables students to access different ways of sense making and world making through a wide variety of materials, tools and resources. The vulnerabilities and deprivations that students would experience because of what is excluded in the choice of codes could be the guiding philosophy for the construction of the plan.

The plan must consist of understanding goals, learning outcomes, standards that are being addressed, activities, pedagogical tools and process, materials and resources.

Choose the duration and scope of your unit to match the six weeks that you have to accomplish this task. Whatever the choice, prioritize the accomplishment of the unpacking to the greatest detail possible.

The deliverable must consist of –

• A detailed unit plan with –
o The duration of the lessons and unit clearly planned and indicated
o Instructional strategies that will be used
o Cognitive tools and instructional materials which will accompany and support each lesson
o Alignment between goals, learning outcomes and the learning experience

• Teacher created materials that would enable the unit to be taught effectively and creatively.

• An ‘archeologist’s box’ with all the resources for the construction of the plan and the materials. This box must not simply be a set of teaching aids.

A formal presentation to peers of the plan and the materials created is optional but is encouraged in the spirit of sharing.

2) Deconstruct an existing curriculum to evaluate its effectiveness through the lens of literacy as code, ways of sense and world making, materials, tools and resources and vulnerabilities and deprivations.

This would be accompanied by an ‘archeologist’s box’ with all the resources for the evaluation of the curriculum and associated materials.

3) Develop a code, pedagogy and materials that conform to international standards to create a framework for a new curriculum that serves a band of grades (such as elementary school / middle school / high school). This framework must pay special attention to include ways of world-/sense-making and including the excluded (vulnerabilities and deprivations) that are shortcomings of the existing curriculum.

This would be accompanied by an ‘archeologist’s box’ with all the resources for the design of a curriculum and samples of teacher-created materials.

All teachers will meet their assigned facilitators once a week between October 25th and December 7th when the assignment is due, to discuss ideas and construct the way forward. (Six meetings in six weeks).
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Grading criteria for assignment one:

A An excellent unit plan that will evidence thoughtful and perceptive exploration of processes / tools / materials that will enable effective sense and world making for the learner. The author of the plan should be able to show ‘flow’ and ‘alignment’ in the components of the plan, like the goals, outcomes and standards, the pedagogical processes and activities.
The archeologist’s box will be a comprehensive set of books, quality resources and other artifacts that have clear links with components of the plan.
The teacher-created materials will have a sound pedagogical and cognitive base, and will be innovative and cater to the needs of the targeted group of learners.

B+ An interesting unit plan reflecting thoughtful analysis of processes / tools / materials that link to sense and world making for the learner. The plan should have a ‘flow’ and ‘alignment’ in the components of the plan like the goals, outcomes and standards, the pedagogical processes and activities.
The archeologist’s box will be a set of books, quality resources and other artifacts that have clear links with components of the plan.
The teacher-created materials will be pedagogically sound, will be well organized and cater to the needs of the targeted group of learners.

B A sound unit plan that explores processes / tools / materials that link to sense making for the learner. The link between goals and outcomes, pedagogical processes and activities is evident.
The archeologist’s box will contain books, resources and other artifacts that support the plan.
The teacher-created materials will be well crafted and organised and cater to the average level of the intended learners.

C A fairly detailed unit plan that shows some evidence of processes / tools / materials that link to sense making for the learner. The link between goals and outcomes, pedagogical processes and activities is established to some extent.
The archeologist’s box will contain books, resources that are loosely linked to the plan and teaching aids are used as fillers.
The teacher-created materials are well laid out, but are adapted from existing material without much attention to context.

F A sketchy unit plan that has little use of processes / tools / materials that will enable sense making for the learner. There is hardly any link between goals and outcomes and pedagogies and activities.
The archeologist’s box has a random collection of materials that show very little link with the plan and teaching aids are used as fillers.
The teacher-created materials show a lack of care in organisation and presentation.


The above grading criteria will be adapted to read ‘curriculum’ instead of ‘unit plan’ for the second and third options of assignment.