Quarterly Bulletin of the Central Board of Secondary Education ADVISORY COMMITTEE. Vineet Joshi, I.A.S Chairman. Dr. Veera Gupta Secretary

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Quarterly Bulletin of the Central Board of Secondary Education Vol.50, No.2, April-June 2011 ADVISORY COMMITTEE Vineet Joshi, I.A.S Chairman Dr. Veera Gupta Secretary M.C. Sharma Controller of Examinations
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Quarterly Bulletin of the Central Board of Secondary Education Vol.50, No.2, April-June 2011 ADVISORY COMMITTEE Vineet Joshi, I.A.S Chairman Dr. Veera Gupta Secretary M.C. Sharma Controller of Examinations Pitam Singh Director (Spl. Exams.) Shashi Bhushan Director (Edusat and Academic) EDITORIAL BOARD Dr. Sadhana Parashar Head (Innovation & Research) R.P. Singh Assistant Education Officer The views expressed by any author in his/her article /contribution published in Cenbosec do not represent the views of the Board. Published by the Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi , CBSE, Delhi-92 and Printed at India Offset Press, A-1 Mayapuri Industrial Area, Phase-1, New Delhi , Ph.: , CBSE Vision The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners. The Board commits itself to providing a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace. dsunzh; ekè;fed f'k{kk cksmz fon~;ky;ksa esa,slh lql` +] thoar o leiw.kz f'k{kk dh dyiuk djrk gs tks ekuoh; iz;kl ds izr;sd {ks=k esa mrñ vrk mriuu djok;sa cksmz dks,slh f'k{kk miyc/ djokus gsrq izfrc¼ gs tks muesa cksf¼d] lkekftd o lkalñfrd lthork dk izlkj dj ldsa cksmz,slh vf/xe izfø;k o okrkoj.k mriuu djokus dh fn'kk esas iz;kljr gs tks Hkkoh ukxfjdksa dks mhkjrs gq,s Kkuk/kfjr lekt esa lkozhkksfed usrk cuus esa l{ke dj ldsa ds leiw.kz fodkl gsrq cksmz lrr~,oa O;kid ewy;kadu dk lefkzu djrk gsa cksmz,slk rukojfgr vf/xe okrkoj.k miyc/ djokus gsrq izfrc¼ gs ftlls dk;z{ke] vkrefo'oklh o m e'khy ukxfjd cusa tks 'kkafr o ln~hkko dk izlkj djsaa CONTENT From the Chairman 4 Feedback Forum 8 Articles Creating Learning Environment for the Digital Native - The 21 st Century Learner 10 Ms. Monika Mehan 21 st Century Learners 13 Upasana Gautam 21 st Century Learners 16 K. Uma School, Teacher, Learner and Curriculum: for the 21 st Century 18 Mrs. Prerna Mitra An Empowered Learner 20 K.L. Nagaraju 21 st Century Learners 22 Dr. Dharam Veer Singh 21 st Century Learners 23 Karthik Venkatesh Twenty-First Century Learners 25 Paramjeet Kaur Neo Millennial : 21 st Century Learners 27 Dinesh Jindal What other Principals Say 29 What Teachers Say. 31 What Students say. 34 News from Schools 39 Green Page 53 Health and Wellness Clubs 70 Sahodaya Updates 76 Sports Arena 77 Academic Updates 79 Best Practices 90 News from Administration 99 fgunh fohkkx 101 Circulars 103 Page From the Chairman Technically we are in the 21st Century and our schools should be moving towards becoming 21st Century schools. They should be preparing students for 21st Century skills through a curriculum which is interdisciplinary, integrated project based, transacted in a mode of experiential learning where learners are allowed to construct their own knowledge in multiple ways. When I look back at my own childhood, I often think of the journey to school which was always on foot, alongwith a team of boys some of who were younger and some older. We were, as boys in that age group often are, naughty, boisterous, curious and the learning that happened in that five kilometer long journey back and forth every day of the school year was more permanent, long lasting, long term and influential than any which could have taken place in any conditioned classroom. The skills of collaboration, team work, adaptability, initiative, decision making through problem solving and critical thinking which were acquired in the hours spent walking were more useful than the notes made in the classroom and often forgotten at the end of an examination. The point I am making is that it is not the passage of time and arrival of 21st Century and therefore the 21st Century skills which is of immediate concern but the journey through school which needs to be valued both from the formal and non-formal perspective of learning. We are all aware of the ICT and other media enabled natives that our own children and grand children are in school environment. Certainly, they have immense information around them and they need skills to sift through this information ocean and learn from the same. Moreover, this information is changing very rapidly! Old themes are being challenged and new discovered. So what is it that a 21st Century school will look like in terms of infrastructure, what should the teachers unlearn and relearn, what should Heads of Institutes be focused on, what should managements be aiming for and finally what kind of learners do schools need to prepare for the next few decades? When we think of learning we also think of various dimensions of growth such as physical, emotional, social, intellectual and spiritual. Irrespective of the infrastructure all schools need to cater to all these dimensions so that they can look at the `learners as a whole person rather than someone who has to be helped in scholastic and co-scholastic areas alone. The moment the management and a school head focuses on the entire gamut of development of learners in a cohesive manner then every space inside and outside of school becomes a platform where multifold learning experiences can be garnered to support learning in all directions. When we transact curriculum in the classroom our primary purpose as educators in the contemporary world is to engage students in addressing real world problems and issues which are 4 21 st Century Learners important to us as humanity living on planet earth. These concerns can be related to depletion of natural resources, sustainable development or even mundane topics such as walking rather than being driven to school. Teachers are also channeling their energies into becoming co-creators of knowledge rather than mere dispensers of information. The classroom today needs to engage, excite, create, collaborate and instill curiosity among learners. This requires flexibility in the teaching materials, teacher time table, classroom appearance, seating arrangements, black and white boards and structure of learning. Obviously this needs to also translate into multiple modes of assessments which should help the teacher to know about which group of students need more help than the others without labeling them or pushing them into narrow pre-determined groups. To achieve all of this is no mean task and I salute teachers who are able to enthuse their learners with the sense of purpose and excitement. When I hear a child say that he loves going to school it ignites within me a respect for the school, management, the Head and all the teachers of that school. I hope the schools with CBSE are open to the various schemes and suggestions that we are suggesting and advising whether it is the Effective School Management Programmes for Heads of Schools or it is conduct of Proficiency Test or the Science Exhibition for students or the Celebration of the 150th Birth of Anniversary of Gurudev Rabindra Nath Tagore through recitation of verses from Gitanjali or enactment of drama penned by him. The Heritage India Quiz remains an important enrichment activity initiated by the Board and must be disseminated widely to ensure maximum participation of student. The CBSE in collaboration with TERI also initiated a Green Olympiad for the first time which is an important area for awareness raising to address the Challenges of 21st Century through School Education. We hope that the schools benefit from the various initiatives of the Board and resolve the need to address the 21st Century Education head on. VINEET JOSHI Chairman CBSE April-June vè;{k dh dye ls rduhdh :i ls ge 21oha lnh esa gsa vksj gekjs Ldwyksa dks 21oha lnh ds Ldwy cuus dh vksj vxzlj gksuk pkfg,a mugsa Nk=ksa dks,d ikb~;p;kz ds }kjk 21oha lnh ds dks kyksa ds fy, rs;kj djuk pkfg, tks fd fofhkuu kk[kkvksa ls vurj& lac) gas],dhd``r ifj;kstuk ij vk/kkfjr gas] vuqhkokred vf/kxe dh fof/k esa leikfnr gsa vksj tgka f k{kkffkz;ksa dks vusd i)fr;ksa ls vius Kku dk fuekz.k djus dh vuqefr gsa tc esa vius cpiu dks ;kn djrk gwa] esa izk;% Ldwy tkus dh ;k=k ds ckjs esa lksprk gwa tks NksVs vksj dqn cm+s ym+dksa dh,d Vhe ds lkfk isny gh dh tkrh FkhA ge Hkh bl vk;q lewg ds vu; ym+dksa dh Hkkafr uv[kv] rst] ftkklq gksrs Fks vksj izfrfnu Ldwy tkus vkus dh bl ikap fdyksehvj yech ;k=k esa tks vf/kxe gksrk Fkk og fdlh vuqdwfyr d{kk esa izkir gksus ls vf/kd LFkk;h] nh?kzdkfyd] fpjlfkk;h vksj izhkkoh gksrk FkkA lel;k lek/kku vksj foosdkred fprau ds }kjk fu.kz; djus] igy] vuqdwyu {kerk] Vhe odz rfkk lg;ksx ds dks ky tks bu?k.vksa esa isny pyus ds nksjku vftzr fd, tkrs Fks] d{kk esa cuk;s x, uksv~l ftugsa ge izk;% ijh{kk lekfir ij Hkwy tk;k djrs Fks] ls vf/kd mi;ksxh gksrs FksA esa tks ckr dj jgk gwa og le; chrus vksj 21oha lnh ds vkxeu dh ugha gs vksj bl izdkj 21oha lnh ds dks ky tks rrdky fpark ds fo k; gas oju~ Ldwy ds }kjk r; dh tkus okyh ;k=k dks vf/kxe ds vksipkfjd vksj vuksipkfjd ifjis{k esa egro nsus dh vko';drk gsa ge lc vkbzlhvh vksj vu; ek/;eksa ds ckjs esa voxr gsa tks fo ky; esa gekjs vius cppksa vksj cppksa ds cppksa dks lefkz cukrs gsaa fuf pr :Ik ls] muds vkl&ikl vlhe lwpuk gksrh gs vksj mugsa bl lwpuk egklkxj ds ek/;e ls dks ky ifjofrzr djus vksj muls lh[kus dh vko ;drk gsa bl ds vykok] ;g lwpuk cgqr rsth ls cny jgh gsa iqjkuh fo k;olrqvksa ¼Fkhe½ dks pquksrh nh tk jgh gs vksj u, dh [kkst dh tk jgh gsa vr% voljapuk ds ekeys esa 21oha lnh ds Ldwy dsls fn[ksaxs] f k{kdksa dks D;k ugha lh[kuk pkfg, vksj D;k iqu%lh[kuk pkfg,] lalfkkuksa ds izeq[kksa dks fdl ij /;ku dsfunzr djuk pkfg,] izca/ku dk fdl ij y{; gksuk pkfg, vksj var esa Ldwyksa dks vxys dqn n kdksa ds fy, fdl izdkj ds Nk=ksa dks rs;kj djus dh vko ;drk gsa tc ge vf/kxe ds fo k; esa lksprs gsa rks ge fodkl ds fofhkuu vk;keksa tsls kkjhfjd] HkkokRed] lkekftd] cksf)d,oa v/;kfred ds fo k; esa Hkh lksprs gsaa vk/kkjhkwr lajpuk dk /;ku fd, fcuk lhkh fo ky;ksa dks bu lhkh vk;keksa dk izca/k djus dh vko ;drk gs rkfd os ^^,d leiw.kz O;fDr ds :i esa f k{kffkz;ksa** dk /;ku j[k ldsa ctk; blds dh mldh vdsys ksf{kd,oa lg& ksf{kd {ks=ksa esa lgk;rk djuh im+sa ftl {k.k izca/ku vksj fo ky; izeq[k f k{kkffkz;ksa ds fodkl ds leiw.kz {ks= ij /;ku dsfunzr djrs gsa rc fo ky; ds vunj vksj ckgj izr;sd txg 6 21 st Century Learners ,d eap cu tkrk gs tgka lhkh fn kkvksa esa vf/kxe dk lefkzu djus ds fy, vusd vf/kxe vuqhkoksa dks,d= fd;k tk ldsa tc ge d{kk esa ikb~;p;kz dks varfjr djrs gsa rks ledkyhu fo o esa f k{kd ds :i esa gekjk izkfkfed mís ; fo kffkz;ksa dks oklrfod fo o lel;kvksa vksj eqn~~nksa dk lek/kku djus esa layxu djuk gs tks fd i``foh xzg ij jgus okyh ekuotkfr ds :i esa gekjs fy, egroiw.kz gsa ;s fpurk,a izkd`frd lalk/kuksa] lrr~iks k.kh; fodkl dh deh vfkok ;gka rd fd lk/kkj.k fo k;ksa tsls fd fo ky; pydj tkus vfkok ys tk;s tkus ls lacaf/kr gsa f k{kd Hkh lwpuk dk dsoy forjd cuus dh ctk; Kku ds lg&l`td cuus ds fy, viuh ÅtkZ dks,d fo ks k ekxz dh vksj ys tk jgs gsaa vkt d{kk esa Nk=ksa dks mùksftr djus] jpuk djus] lg;ksx djus vksj ftkklk ds fy, layxu djus dh vko ;drk gsa blds fy, f k{k.k lkexzh] v/;kid le; lkj.kh] d{kk esa miflfkfr] csbus dh O;oLFkk,a lqsn,oa ';ke iv~ vksj vf/kxe kapsa esa yphysiu dh vko ;drk gsa fu'p; gh bls fu/kkzj.k dh fofo/k i)fr;ksa esa :ikurj.k djus dh vko ;drk gsa ftlls f'k{kdksa dks ;g tkuus esa lgk;rk feysxh fd fo kffkz;ksa ds fdl lewg dks nwljksa dh ctk; lgk;rk djus dh vf/kd vko ;drk gs] rfkk og mu ij dksbz yscy u yxk;s vfkok mudks ladh.kz iwoz&fu/kkzfjr lewg esa u Mkyk tk;sa ;g lc gkfly djuk mpp dksfv dk dk;z gs vksj esa f k{kdksa dks lyke djrk gwa tks mís ; vksj mrlkg dh Hkkouk ds lkfk vius Nk=ksa esa mrlkg Hkjus esa l{ke gsaa tc esa,d cppks dks ;g dgrs lqurk gwa fd mls Ldwy tkuk ialn gs rks ;g ckr esjs vunj fo ky;] izcu/ku] izeq[k vksj ml fo ky; ds lhkh v/;kidksa ds izfr vknj mriuu djrh gsa eq s vk kk gs lhch,lbz ls lac) Ldwy fofhkuu ;kstukvksa,oa lq koksa ftuds ckjs esa ge lq ko vksj lykg nsrs gas pkgs ;g Ldwyksa ds izeq[kksa ds fy, izhkkoh Ldwy izca/ku dk;zøe gks vfkok izoh.krk ijh{kk dk vk;kstu djus vfkok Nk=ksa ds fy, fokku izn kzuh vfkok xhrkatfy ls Nanksa ds lloj ikb ds ek/;e ls xq:nso jfcunz ukfk VsSxksj dh 150oha o kzxkab vk;ksftr djus vfkok muds }kjk fy[ks ukvdksa dk vk;kstu djuk gksa cksmz ds }kjk vkjahk dh xbz ^n gsfjvst bafm;k fdot*,d egroiw.kz lao/kzu dk;zdyki jgk gs vksj Nk=ksa dh vf/kdre lghkkfxrk lqfuf pr djus ds fy, bldk O;kid :i ls izlkj fd;k tkuk fd;k tkuk pkfg,a lhch,lbz us ^Vsjh* ds lg;ksx ls igyh ckj,d gfjr vkfyfei;km dh kq:vkr Hkh dh gs tks Ldwy f k{kk ds ek/;e ls 21oha lnh dh pquksfr;ksa dk lek/kku djus ds fy, tkx:drk isnk djus dk,d egroiw.kz {ks= gsa gesa meehn gs fd cksmz dh fofhkuu igyksa ls fo ky; ykhkkfuor gksaxs vksj 21oha lnh dh f k{kk dh vksj /;ku nsus dh vko ;drk dk ladyi djsaxsa ¼fouhr tks kh½ v/;{k dsuæh; ek/;fed f'k{kk cksmz April-June Feedback Forum Respected Sir, In a steady moving global race where nations are running on sword's edge. Where every citizen needs to play his best to make a note in country wealth. We must at present do our best to form a class who may be go-getters between us and the millions whom we govern, a class of citizens, Indians in blood and color, but groomed intellects in thoughts, in deeds, in opinions and in morals. And nothing more can be thought about other than CCE which can provide an ideal environment in grooming human breed. In due course of time it shall strengthen the intellectual fervour. Teacher stands for (Talented, Educated, Adorable, Charming, Helpful, Encouraging and Responsible) qualities covering every aspect of Continuous & Comprehensive Evaluation in a pupil. Good teaching is as much about a passion as it is about reason. Its not about insisting or motivating students to learn, but teaching them how to learn and doing so in a manner that is relevant, meaningful and memorable. CCE helps to care for your imaginative craft, having a passion for it and conveying that to students encouraging their knowledge, innovations, thoughtfulness and materialization of the same in the form of marks statement. For comprehensive evaluation due care should be taken in remembering the principle that good teaching is about listening, questioning, being responsive and remembering that each student is different in each class. It s more about the bridging the gap between the theory and practical aspects of life. This comprehensive evaluation shall keep a teacher in not being fixed with an agenda and being rigid but being rational, flexible, fluid, experimenting, developing a confidence to react and adjust to changing students psychological traits. As an educator, it aggrieves me that CCE has created more chaos rather than being welcomed by schools. The bewilderment it has generated is equivocal amongst school managements, teachers, students, parents, publishers and other agencies working in the field of education. Thus, there are schools demanding intensive CCE training. Students feel that it will mean more assessments for them on an ongoing basis. Teachers feel that their work has increased exhaustively with assessments having additional documentation procedures. However, what is visible through all these efforts is the lack of understanding of the framework and ideology behind implementing CCE. The publishers think adding more exercise tables will highlight CCE based study material more for sales. Whereas its actually more about that thoughtful evaluation in behavioural sciences. The system facilitates a teacher to justify students' performance assessment through overall activities & not only with a pen paper test. For the teachers who stand confused in making columns for this assessment are advised to inculcate deep thought in themselves for figuring out student activities in purview of Continuous and Comprehensive Evaluation. Thanking You! Yours Sincerely, Sr. Tejveer Singh PGT-English V.K.S.Public School, Delhi Road, Moradabad (U.P) 8 21 st Century Learners Respected Sir, It was a delightful experience to go through the very comprehensive 11 handouts developed by the Board for the verification of Evidence of Assessments given to us today. I would like to take the liberty of complimenting you and your team in preparing such well thought out and detailed guidelines for verification of Evidence of Assessments collected from the schools with regard to the assessments done by them of the students of class X. The effort and energy put in by the team is well spent. We have made sincere effort to plan our formative assessment and various co-scholastic assessment as per the guidelines mentioned in the Teacher's Manual IX & X. We have also used the Manual (for class VI-VIII) as a reference point for the planning of various tools and techniques. All our teachers have an access to the various Formative Assessment Manuals (which are beautifully composed by CBSE) and the teachers are very transparent and authentic in their various assessments. We have departmental sessions to comprehend the implication of each technique & tool that can be used for Formative Assessment of the scholastic subjects and continuous assessment of the various co-scholastic subjects. Each technique is cautiously considered so that the most appropriate tool can be used to evaluate it. The three main tools that we are using are checklist (criteria), rating scale and standardized directives. We pursue the following methodology for preparing our CCE planners: If the technique is objective in nature, we choose a checklist. If the technique has multiple assessments, such as note book evaluation & practical, then we select a rating scale. If the technique is subjective in nature, we use standardized directives. In this tool each check point is rated as per the required frequency. Thus we are able to validate even a 0.5 mark that we assign or deny to the student. All these criteria of assessments are also shared with the students & parents well in advance. Always in your support for CCE. Regards Himani Jain CCE Coordinator, St. Columba's School, Delhi Respected Sir, Since the introduction of Physical Education as the (optional) additional subject for classes XI & XII, in our school, the students have become more agile & vigilant. This subject has helped students to work more effectively & participate in all the activities by putting in their heart & mind. This has also helped to make the school environment more lively. The students shoulder the responsibility of monitoring the morning assembly. They have showed a remarkable sense of discipline & co-ordination by performing parade on 26 th Jan Principal Alok Sansthan, Udaipur, Rajasthan April-June Creating Learning Environment for the Digital Native- The 21 st Century Learner Ms. Monika Mehan* Welcome to the 21st Century where a certain creature has started calling us obsolete and out-dated. We always thought that generation gap was a thing that existed and was acceptable. But the technology gap has widened the generation gap and the bridges will have to be built by us The Digital Immigrants. U N L E A R N Y E A R N T O L E A R N Gathering facts Understanding what to learn Teacher as a figure of authority Teacher as a facilitator Teacher as a knowledge provider Teacher as a co-learner Blackboard and chalk, lectures Methods that use ICT Content-based learning Experiential Learning Teacher-centric Learning Student-centric Learning We need to get closer to the digital native if we want to create a favourable learning environment for him. A digital native is a person who was born during or after the general introduction of digital technology, and through interacting with digit
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