Presented by Apu Dey, J K and Vasumaty

Introduction

Look around., Things are dif ferent now

More use of Technology Expectations of students and

parents increased many fold Information Over flow Digital contents and its

Constant updating

- We must adapt and change.

Our world is changing. Our job markets are changing. Our technology is changing. Our way to access information is

changing. Our abil ity to contribute is changing. Our classroom is changing?

To prepare students future ready.. . Do we need to focus only on technology

/ teaching methodology / both ? Transformation from traditional to

modern teaching Availabil ity of infra-structure in the

schools Abil ity to cover all subjects Capacity Building

Sensitizing teachers and students Capacity Building w.r.t . teachers Building infra-structure with minimal

cost and optimum value Creating digital text books and l ibrary Seamless migration from traditional

teaching world to Digital teaching world

Developed by Pranav Mistry Por table device that is worn around

neck Consists of:

Camera Colored Markers Projector An smar t phone

Draw circle on wrist : projects digital clock

Airl ine ticket updates

Recognizes hand movementsExamples from online demonstrations:

Make frame with hands: camera takes picture

Google map onto wallDraw @ symbol: check email for youMany more capabil it ies

How do we prepare students to be life-long learners and to master the knowledge, skill so that they can achieve success in college, work and life?

We need to understand how students today learn best.

Learners are the same as they were alwaysbeen.The same methods that worked for me when I was a student will work for my students now.What if teachers stil l believed this?This assumption is no longer valid.

1. Teacher is active2. Learning is “poured” into the student

by reading or lecturing.3. Textbook Driven4. Dri l l – Rote Memory5. Practice - Rote6. Student is observing.

Not to be lectured to

Respect, trust and their opinions mean something

to fol low their own interests and passions

to create and use tools of their t ime

to work with their peers on group work and projects (and prevent slackers from gett ing a free r ide)

to make decisions and share control

connect with peers in class and around the world

an education that is not just relevant, but real.

students learn best when physically and mentally engaged in a "hands on" activity. In the classroom.

students benefit from a lab setting where they can manipulate materials to learn new information.

students learn best when you can be physically active in the learning environment.

students benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and f ield work outside the classroom.

Traditional approach Children are

expected to learn tables etc by rote.

Children learn eff icient algorithms (methods) to achieve solutions.

Understanding good, but not necessary.

Chalk and talk – teacher the expert f i l l ing empty heads with knowledge.

Activity approach Children must

‘understand’ tables before learning them.

Children invent their own methods, approaches.

Understanding is paramount and essential for learning.

Teacher a co-learner, faci l i tator, guide on side not sage on stage.

“ In reality, no one can teach mathematics. Ef fective teachers are those who can stimulate students to learn mathematics. Educational research of fers compelling evidence that students learn mathematics well only when they construct their own mathematical understanding.”

You learn best when information is presented visually and in a written language format.

In a classroom setting, you benefit from instructors who use the blackboard (or overhead projector) to l ist the essential points of a lecture, or who provide you with an outl ine to fol low along with during lecture.

to be a facil itator to guide give cognitive support to be open mindedto assess the learner individually

takes responsibil ity for his own learning learns new ways to learn uses technology to learn

The impor tant point to remember is that if we choose ways to study that are best for us, we may improve our study and learning habits.

Crit ical Thinking Communication Collaboration Creativity

Student-centered learning

Problem-based learning

Project-based learning

Case-based learning

Enquiry -based learning

Active learning

Learning by doing

Type of cooperative learning in which students become exper ts on one par t of the material and teach it to other students

Promotes posit ive interdependence and individual accountabil ity

Easy to learn and fun to use

Flexible in t ime requirement and depth of commitment

Teaching increases understanding and retention

Where "the teacher shares control of the classroom and students are allowed to explore, experiment, and discover on their own. The students are not just memorizing information, but they are allowed to work with and use the information alone or with peers."

In problem-based learning, the traditional teacher and student roles change. The students assume increasing responsibility for their learning, giving them more motivation and more feelings of accomplishment, setting the pattern for them to become successful life-long learners. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts.

A systematic teaching method that engages learners in acquiring knowledge and skil ls through an extended inquiry process structured around complex, relevant questions, carefully designed products, and authentic tasks.

M a j o r P o i n t s t o R e m e m b e r

A n c h o r s t h en e w l e a r n i n g

t o e x i s t i n gd e n d r t i e s .

A l l o w s t h en e w m a t e r i a l t o

e n t e r i n t ol o n g - t e r m m e m o r y

F i n d o u t w h a tt h e s t u d e n t a l r e a d y

k n o w s .

U s e p e e r - t e a c h i n ga n d c o o p e r a t i v e

g r o u p i n ge x p e r i e n c e s

U t i l i z e g r o u pl e a r n i n g e x p e r i e n c e s

f o r p r a c t i c e .

G i v e s t u d e n t si m m e d i a t e

f e e d b a c k w h e np o s s i b l e

A l l o w s t u d e n t s t ol e a r n f r o m t h e i ro w n m i s t a k e s .

S t u d e n t s m u s t b ea c t i v e t o l e a r n .

Students are expected to l isten, take notes, hand in homework and assignments on time, and pass frequent tests.

Students engage in some activity. Students spend at least half their t ime doing par tnering

activit ies, f inding their guiding questions and goals on their own, and selecting activit ies from a teacher-provided menu.

Students discuss upcoming lessons with the teacher, help create guiding questions, suggest activit ies and tools, and do their own research. There is sti l l some listening and note taking.

Students are expected to, and do, f ind or create guiding questions, do research, make presentations, self-form into groups when necessary, complete self-designed projects, and lead and par ticipate in crit iques and discussions

Students do also help the teacher design classes for maximum engagement and teach their peers whenever necessary

Students: focus on using new tools, f inding information, making meaning, and creatingTeachers: focus on questioning, coaching, and guiding, providing context, ensuring rigor and meaning, and ensuring quality results

Prepare an environment which provides interesting, relevant and challenging tasks.

Provide for ‘active’ learning. I hear and I forget, I see and I remember, I do and

I understand Take multiple intell igences into account when

planning and assessing. Ask questions, guide thinking, facil itate the

process of building understanding. Make children/students responsible for their

own learning.

Make content relevant to students lives

Take the students out to the world

Bring the world into the classroom

Creating opportunities for students to interact with each other, with teachers and with other knowledgeable adults in authentic learning experiences

We must measure both core subjects and 21st century skills

Standardized tests must be balanced appropriately with classroom assessments to measure the full range of students skills

Classroom assessment must be strengthened and integrated with instructional process to reinforce learning

All teaching is done by lecturing and all student practice is with worksheets

the teacher tries to keep lectures shor t, shows presentations . Students do a variety of in class activit ies.

The teacher lectures while using interactive whiteboards and showing PowerPoint presentations and videos. In addition to worksheets, some computer and search-based student activit ies are introduced in class.

Partnering ( i .e., guiding questions given, students work on their own, followed by presentations and discussions) is done on some days, with some topics. Lectures, explanations, and worksheets are sti l l used for some material

All teaching is done through par tnering. The teacher never lectures, even when giving instructions. Students always work on their own or in groups, always have clear goals that they know where to f ind, and accomplish the goals regularly using a variety of tools. Discussions and critiques are student led, fully par ticipative, and l ively.