Innovative work

Summary of school internship phase 1

                          Summary of school internship phase I      

  

  As part of the 2017-2019 B.Ed curriculum school Internship program, the first phase started on 20^th  June 2018, Wednesday. ASHSS parippally was the school allotted for me for the teaching Practice. There were a total of 14 students from 6 optional subjects. From physical science there are 4 of us. We were asked to meet our respective teachers. For physics it was miss Jyothi and for chemistry Manoj sir. The divisions allotted to me for taking class are 8.M and 9.C. The teachers give the timetables and portions of the class allotted to me. I was asked to take physics for class 8 and chemistry for class 9. I was asked to take two units  from physics and two units from chemistry. After the introduction in classes, from the first day onwards I took class on both divisions. Various teaching learning aids and ICT were used to convey different concepts.

       Special days celebrated in the school were yoga day on 21 June, anti-drug day on 26th June and Independence Day on August 15; 2018. Our concerned teacher Simi miss came on 25/07/18 for the observation of class. She gave as guidelines to the betterment of our class. After completing the portions achievement and diagnostic test were conducted on the class. The school internship program ended on 29/08/2018.

Through this school internship program I acquired the following values;
• Integrity
• Mutual respect and responsibility
• Sense of hope for the students
• Continuous self learning.

SEMINAR

TOPIC: Aims and objectives of teaching physical science education with respect to NCF 2005

Submitted to,                                         Submitted by,

 Simi miss                                                 Reshma.R.S

                                              1st Sem. B. Ed

                                          Physical science                                   

 

 INTRODUCTION

   Education under the Indian constitution until 1976 allowed the state government to take decisions on all the matters pertaining to school education including curriculum. For the first time in 1986, the country as a whole had a uniform National policy on education recommended on a common core component in the school curriculum throughout the country. The policy also entrusted NCERT with the responsibility of developing the National Curriculum Framework (NCF) and reviewing the framework at frequent intervals.

NCF 2005

            The NCF 2005 document draws its policy from earlier government reports on education as “Learning without Burden” and national policy as education 1986-1992 and it focus group discussion. NCF aimed at making school education comparable across the country in qualitative and also making it a means of ensuring national integration.

Main features of NCF 2005

The document is divided in to 5 areas;

1. Perspective
2. Learning and Knowledge
3. Curriculum areas- school stages and assessment
4. School and Classroom environment
5. Systemic reforms

Guiding principles of NCF 2005

1. Connecting knowledge life to outside school.
2. Learning away from rote
3. Enriching curriculum
4. Overall development of children
5. No text book centric
6. Reduces examination stress
7. Curriculum from the context of universalization of flementary education
8. Taking care of interests of social diversity

Aims of science education

       The general aims of science education follow directly from six criteria of validity

1. Cognitive Validity

  It requires the content, process, language and pedagogical practices of the curriculum are age appropriate and within the cognitive reach of the child.

2. Content Validity

   It requires that the curriculum must convey significant and correct scientific information, simplification of content, which is necessary for adapting the curriculum to cognitive level to learner.

3. Process Validity

    It requires that the curriculum should engage the learner in acquiring the methods and processes that lead to the generation and validation of scientific knowledge and nurture the natural curiosity and creativity of the child in science.

4. Historical Validity

     It requires that the science curriculum be informed by a historical perspective, enabling the learner to appreciate how the concepts of science evolve over time.

5. Environmental Validity

    It requires that science be placed in the wider context of learner’s environment, local and global, enabling one to appreciate the issues at the interface of science, technology and society and equipping one with the requisite knowledge and skills to enter the world of work.

6. Ethical Validity

      It requires that the curriculum promote the values of honesty, objectivity, cooperation and freedom from fear and prejudice and inoculate in the learner and preservation of the environment.

           The content, objectives, pedagogy and assessment for different stages of curriculum are based on criteria mentioned above.

Curriculum at different stages

        PRIMARY STAGE

• The curriculum designed as such that the primary stage, the child should be engaged joyfully exploring the world around and harmonizing with it.
• The objectives of this stage are to nurture the curiosity of the child about the world, to engage in exploring and hands on activities for acquiring the basic cognitive and psychomotor skills.

        UPPER PRIMARY STAGE

• At the upper primary stage, the child should be engaged in learning the principles of science through familiar experiences.
• Scientific concepts are to arrive mainly from activities and experiments.
• Group activities, discussion with peers and teachers, surveys, organization of data and their display through exhibition etc in schools and neighborhood should be important.

        SECONDARY STAGE

• At the secondary stage students should be engaged in learning science as a composite discipline in working with hands and tools to more advanced technological modules than the upper primary stage, systematic experimentation as a tool to verify theoretical principles.

         

       HIGHER SECONDARY STAGE

• At this stage science should be introduced as separate discipline with emphasis on experiments, technology and problem solving approach.

Other features of science curriculum in NCF 2005   

• Activity based teaching
• Emphasis of creative expression of students
• Avoid content dominated curriculum
• Encourage practical/ technological components of the curriculum
• Introduce some carefully designed experiments or technology based questions in the theoretical proof itself
• School library should be adequately equipped to meet the requirements to actively promote reading
• ICT in science education

CONCLUSION

       The National Curriculum Framework is published by the National Council of Educational Research and Training in India. The document provides the framework for making syllabi, textbooks and teaching practices within the school education programmes in India.

           NCF 2005 has been translated into 22 languages and has influenced the syllabi in 17 states. The NCERT gave a grant to each State to promote NCF in the language of the state and to compare its current syllabus with the syllabus proposed, so that a plan for reforms could be made. This exercise is being carried out with the involvement of State Councils for Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET).

        

SEMINAR

TOPIC: Role of education to curb drug abuse and alcoholism.

                               Among the concerns faced by teachers and others who work with youth is substance abuse. Drug abuse, alcohol abuse and abuse of other substances both legal and illegal can have significant negative effects on life. Schools can play a key role in preventing alcohol and drug problems.

• WHY DRUG EDUCATION NECESSORY

              The purpose of AOD education is, young people need to be informed about these issues because they live in a world in which AOD is everywhere. Even they do not use these substances AOD can affect their lives in a number of ways.

• IS IT EFFECTIVE

                Preventing or delaying early usage of alcohol and drug as long as possible is important because it predicts problems and dependence later in life.

• WHY DRUG ABUSE AND ALCOHOLISM OCCURS

               Studies shows that peer pressure play the largest role in causing children to begin using drugs. Other reasons for taking drugs and alcohol include the constant exposure to our chemical society of pills and liquar through ads, movies and television. A simple pressure serves as a motive.

• EFFECTS OF DRUG ABUSE AND ALCOHOLISM

                 Drugs produce many effects including distortion of memory, perceptions and sensation. For eg; Cocaine and Amphetamine give users a false sense of performing at high level when on the drug. So called designer drugs, chemical variations of illegal drugs have caused brain damage and death. Frequent drug and alcohol users skip or arrive late to class.

• WHAT SCHOOLS CAN DO

                    School administrators should determine the extend of drug problem with in their jurisdiction before initiating a new intervention program. This can be accomplished by an anonymous survey of students and consultation with local law enforcement officials. Collaborative plans should be made with parents, school boards, treatment agencies and concerned groups within the community to ensure successful programs.

• PREVENSION PROGRAMS

                     Research reviews indicate the two most promising prevention approaches are the social influences model and a strategy that emphasis personal and social skills training. Both approaches have led to significant reductions in the use of alcohol and drugs.

• WHAT TEACHERS AND PRINCIPALS DO

                      Teacher’s excert a significant influence on students attitude, knowledge and opinion. They can complement a school’s drug abuse program by incorporating drug abuse prevention strategies in to the subject at any great level. In addition teachers must inform students that they disapprove of drug abuse. Students should be told that they will be reported if they come to school in possession of drugs or under their influence.

                       Any teacher who believes a student is abusing drugs should take action. The first step when suspecting drug is to notify the appropriate school committee, if one exists. Otherwise, the teacher should express concern to the students and to the parents, citing to the observed behaviours.

                        Intervention strategies must be supported by the school principal. Principal need to provide opportunities for teachers to meet they can fight the problem.

                       

     

      

                                     Submitted by,

                                           RESHMA.R.S

                                          1st sem. B.Ed

                                     Physical science

G Compris

                                  G Compris

                            G-Compris is a high quality educational software suite, including a large number of activities for children aged 2 to 10. The purpose of G-compris is to provide a developmental platform for educational activities. G-Compris is a part of GNU-project and is placed under GPL License.

                              The first version of the game was made in 2000 by Burno Coudoin, a French software engineer. Since the first release it was distributed freely on the internet and was protected by the GNU General Public License. The motivation behind the development was to provide native educational application for Linux. Since then, the software has seen continuous improvements, in terms of graphics and number of activities.

Some of the activities are game oriented, but nonetheless still educational. Here is the list of activity categories with some examples;

1.     Computer discovery: Keyboard, Mouse, Touch screen etc...

2.     Reading: Letters, words, reading practice, typing text etc…

3.     Arithmetic: Numbers, operations, table memory, enumeration, double entry table etc…

4.     Science: The canal lock, the water cycle, renewable energy etc…

5.     Geography: Countries, regions, culture etc…

6.     Games: chess, memory, align4, hangman, tic-tac-toe etc…

7.     Other: Colours, shapes, learn to tell time etc…

            

                 G-Compris includes several activities grouped activities grouped on a yellow bar to the left of the screen, from which the child can choose as soon as the program is started. Such a design makes it easy to add new activities or to adapt the program to specific needs. The interface is designed for easy use by small children. G-Compris is controlled with a mouse; it cannot be used without a mouse or pointing system. When you start the program, G-compris shows a graphic interface which presents a list of activities with control bar at the bottom. Each icon represents an activity. When the mouse is set on it, the activity is highlighted and the name, description and author of the activity are displayed. The program itself and all the activities are available in many different languages.

      WHO IS USING IT AND HOW

·        G-compris activity-based design makes it highly and easily adaptable to particular environments.

·        G-compris is a powerful tool to improve the communicative and motor skills of mentally challenged persons like children with autism.

·        The insight team implemented a training module for teachers that provide instructions on how to use different activities of G-compris when working with children with special needs.

·        A small handbook was also distributed to parents and special educators to help them understand how to use the software to improve children’s skills.

     WHY G-COMPRIS IS USED

·        Teachers report that it is extremely easy for them to implement G-Compris in their curriculum since children find it intuitive and fun to use.

·        The program is also an excellent resource for mentally challenged children and adults.

·        G-compris has become an important resourse to speed up the child’s learning process in the context of developing countries like India, where the only chance for getting accustomed with computers is during school time.

·        G-compris is easy to use and intuitive, so it is particularly no time spent on getting to understand how the program works.

·        With G-compris children develop quickly the motor skills required to use computer.

                         

                   G-compris respects the user’s fundamental freedoms and this permitted the insight developers and specialists to adapt the software to the children’s needs, creating new activities, and proposing the innovative use of the program to help autistic children and their parents. The insight team is also free to distribute copies of the modified version to teachers and parents, who can use the program at home without restrictions. The modified version has proved effective in improving the academic and functional flair of intellectually challenged children.