tag:blogger.com,1999:blog-53955512134821083092024-03-25T09:35:07.295+05:30HumaneMaths Create Transformative Learning Environments in Classroom. Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.comBlogger428125tag:blogger.com,1999:blog-5395551213482108309.post-66866685362172213962023-10-29T10:56:00.001+05:302023-10-29T10:56:00.145+05:30Reflect on Dewey's (1938) <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOf_8B-mArcVv4La08CNP8ZmEy_g6xmD1iJmZAPeAJo1uF9arZ_EHDvWQxLFoUA7_zhcTbg-q09wYZ5mMOU0-iGVNoltvr9OHauoLkeE-_1JmvRprg9Q84pLFlD_8W_9-dDbkfJ2JAsxD07hX92-0xvh5E62RR2_GFPxtbyVNvrNVHhNfvw-ok6qcT/s280/106782449452511.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="280" data-original-width="280" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOf_8B-mArcVv4La08CNP8ZmEy_g6xmD1iJmZAPeAJo1uF9arZ_EHDvWQxLFoUA7_zhcTbg-q09wYZ5mMOU0-iGVNoltvr9OHauoLkeE-_1JmvRprg9Q84pLFlD_8W_9-dDbkfJ2JAsxD07hX92-0xvh5E62RR2_GFPxtbyVNvrNVHhNfvw-ok6qcT/s1600/106782449452511.jpg" width="280" /></a></div><br /><p><span style="font-family: "Times New Roman", serif; font-size: 12pt;">As I was reading the text, I recalled all the different types of schools
that I have worked in over the years. From traditional to completely
progressive. And I was disillusioned from all for as (Dewey, 2000) saw decades
ago, each was encased in a dogmatic mould of its own. I have gone through
‘traditional education’ to ‘free progress education’ to ‘international
education’ and also ‘spiritual education’! Each defined itself as a reaction to
others. I am astounded by the clarity of thought in John Dewey’s words and that
fact that he saw this happening decades before. His thought is still prevalent.</span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">My understanding of educative and mis-educative is that educative would
be a way of educating that has a long-term perspective. Education here would be
a space to learn skills and attitudes that stand the test of time.
Mis-educative would be where the focus is immediate, such as an exam. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><b>I’d like to illustrate through my milieu: Maths education in India. </b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">In teaching of Mathematics, in my country, my milieu, traditional view
is more prevalent. There is a hierarchy associated with the subject knowledge
and students are judged on basis of their knowledge of Maths facts in a
separatist way, instead of their applications in real life or integrity with
other subjects. The focus is doing well in examinations and not a long term
effect of studying the subject. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">In my opinion such an experience of Maths teaching is mis-educative (Dewey,
2000, p.13) as it creates a bubble of meaning of intelligence and that is good
or bad in maths as decided by the scores. It distorts the growth of students as
for them life revolves around Maths instead of a goal in itself. It does not
see the connection of Maths to the environment or its effect on development of
the mind. Since the approach is close minded, the ‘possibility of a richer
experience in future is restricted’ (Dewey, 1938, p.8) till they are able to
come out of the dogma around the subject.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">As outliers, progressive schools exist that believe in developing the
whole person. For these schools developing the integral or holistic perspective
of life as a continuous movement is a priority. Some of them, as IB schools (</span><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-color-alt: windowtext;">Iborganization, n.d.)</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">, have
examination structure however, they are very progressive within it. Some, such
as Shibumi (Shibumi, n.d.), have given up the structure of examinations
completely and are in a constant search for an evolving model to be developed
through dialogues and discussions. Their focus is to develop the skills to
create lifelong learners. Skills that stand the test of time and can be used in
any situation. Such as, developing an ‘adaptive expertise’ (Brandford, 2000,
p.233). Hence this could be classified as ‘educative’ (Dewey, 2000, p.13). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">However great the philosophy of education may be in these systems,
working it out practically is a challenge that anyone working in these schools
would be familiar with. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Perhaps it depends ultimately on the teacher and the depth to which he
or she is trying to reach through the experiences and recreating such depth for
the students. For ultimately education is an interaction between human beings
for the purpose of growth of both. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><b>References:</b><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; mso-add-space: auto; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Dewey, J. (1938). Experience and education.
Retrieved from </span><a href="http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN; text-decoration: none; text-underline: none;">http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; mso-add-space: auto; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;"><a name="OLE_LINK1"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-color-alt: windowtext;">Iborganization. (n.d.).
International education. Retrieved from </span></a><a href="https://www.ibo.org/"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">https://www.ibo.org/</span></span><span style="mso-bookmark: OLE_LINK1;"></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<span style="mso-bookmark: OLE_LINK1;"></span>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Bransford, J.D. (2000). How People Learn: Brain,
Mind, Experience, and School: Expanded Edition. Washington, DC: The National
Academies Press.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; mso-add-space: auto; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-color-alt: windowtext;">Shibumi. (n.d.). Retrieved from http://www.shibumi.org.in/</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-12359806357505539842023-10-15T10:56:00.001+05:302023-10-15T10:56:00.137+05:30Reinventing and Reuniting School Program Structures.<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC9J-IS1aKQLVl9nEnaZuQCtRe841dJcIlFE_JP7rdwR0K-vUKbKaw9iFJl2Prtj-ZNpHV0a162t8-pd0PXXA69Q0_sXThuw5xMN4tLgdTg__FVoSOwtRzne1HpaE96T2UNGtgpyRBb_H6a-sBpUwQRY2Mn5dSLD72FDEswBsIzVFItMkrH6RbfEi9/s600/371502219647198.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="337" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC9J-IS1aKQLVl9nEnaZuQCtRe841dJcIlFE_JP7rdwR0K-vUKbKaw9iFJl2Prtj-ZNpHV0a162t8-pd0PXXA69Q0_sXThuw5xMN4tLgdTg__FVoSOwtRzne1HpaE96T2UNGtgpyRBb_H6a-sBpUwQRY2Mn5dSLD72FDEswBsIzVFItMkrH6RbfEi9/s320/371502219647198.jpg" width="180" /></a></div><br /> <a href=" http://www.ascd.org/publications/books/109008/chapters/New-School-Versions@-Reinventing-and-Reuniting-School-Program-Structures.aspx" style="font-family: "Times New Roman", serif; font-size: 12pt;" target="_blank">Jacobs, H.H. (2010). New School Versions: Reinventing and
Reuniting School Program Structures. <span style="mso-bidi-font-style: italic;">Curriculum 21: Essential Education For A Changing World.</span> </a><span style="color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;"> </span><p></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">This
could be one of the most radical pieces of work that I have ever read! When I
read it, I felt as if all our reform work has been just readjustment of a
prison cell, and nothing more. And then comes the lady who breaks open the cell
itself! “New school designs, and even the reformation of existing school
programs, need to do more than stay out of the box—they need to dump the box
entirely.” (Jacobs, p.21)</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">As
per </span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Jacobs, p.2), there are 4 key structures that are set up for creating a
school and these are: “</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Schedule (long term and short term; Grouping
patterns of learners (institutional and instructional); Grouping patterns of
professionals (multiple affiliations) and Space (both physical and virtual)”.</span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">A
school functions best when it takes these as 4 parts of a whole,
interdependent, instead of each having a track of its own, independent of
others. For this she has given (a) a macro view, taking examples from how
students of different countries can learn together using technology; and (b) a
micro view, where an individual teacher in a class can play around with space,
curriculum, scheduling and groupings in a blended format with structure and
freedom hand in hand.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">This
reminds me, on a micro level, of a teacher I knew in a school that is in a
forest in south of India (</span><span style="background: white; color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">Krishnamurti
Foundation India, n.d.)</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">. His students, tired of classroom once, asked if
they could sit on a tree and work. He agreed and the class happened on a tree,
with students and the teacher perched on different branches. He was a maths
teacher and students were working on problems, all completely in harmony. If a
student needed work to be corrected, he or she passed the notebook branch by
branch to the teacher. Passers-by observed, smiled and walked on. The tree
chosen of course was one that was huge (this school has trees as far as 100
years old) and steady with enough branches for 20 students.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
teacher had broken the cell! Within the structure of schedule and curriculum,
he allowed flexibility in grouping and space. “Form should follow function”(Jacobs,
p.21). His objective was that students need to learn. How and where it does not
matter. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The classroom of
the future would be dictated by the learner. The question at the heart would be
‘What is it that best serves this learner right now?’ And not a system or an
ism.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">However,
one may wonder, when is the learner ready to take such decisions as are in his
or her best interest?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">On
a macro level, deep into south of India, there is a school, SAICE (</span><span style="background: white; color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">Centre of Education, 1999). Curriculum
in this school is divided into 2 phases: (a) run by the teachers and (b) run by
the students.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
children work on developing their skills from their childhood, till about 14
years of age. This is led by the teachers. <b>This is phase 1. </b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>Phase
2:</b> Once they have reached a certain level of clarity, competency and maturity,
they take over their lives. They decide the group, the subjects, the teacher
and the schedule. The role of the teacher is that of a facilitator, there to
lead and not instruct. Students decide who they wish to learn from among the
choices.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">The
curriculum and school structure is loosely held, ready to be changed if so
required. If a student is unhappy with a teacher or subject, he or she is
permitted to change it.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">There
is a blend of structure and fluidity. The overall schedule of the school is
loosely structured: there is time to study, learn a hobby, play and meditate.
Hence development of mind, emotions, body and spirit is encouraged. But the
detailing is left to the students. There are no exams from kindergarten to PG
but the certificate is acceptable throughout the world. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">However,
this school has maximum 10 students per group. Teachers start complaining if it
goes more than 7 or 8. There is no special needs section as each child is
special and unique programs can be developed for each of them. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">I
do not know if such a model can be replicated everywhere. However, this seems
to be a school that broke the forms in which most of the schools are caught. It
has created a perfect blend of structure and freedom.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p><b> </b></o:p></span><b style="font-family: "Times New Roman", serif; font-size: 12pt;">“Form
should follow function” </b><span style="font-family: Times New Roman, serif;"><span style="font-size: 12pt;">(Jacobs, p.21) is something that has broken the
cells of my way of thinking! I used to think, till now, that I have done a lot
of work in education. </span>However,<span style="font-size: 12pt;"> it seems like I have just babbled like a child so
far and have a long way to go!</span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">References</span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"></p><ul style="text-align: left;"><li><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Centre of Education. (1999). </span><a href="https://www.sriaurobindoashram.org/ashram/saice.php"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.sriaurobindoashram.org/ashram/saice.php</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="background-color: white; color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">Krishnamurti Foundation India. (n.d.).
Retrieved from https://thevalleyschool.info/.</span></li></ul><p></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-54652730460734527712023-10-08T10:56:00.001+05:302023-10-08T10:56:00.147+05:30Many teachers resist being taught to use technology.<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2Fp74PBv7NEbG5p-VhGYTxKlQMcBoSfbs9Sx_ZQuZzKl9ZQiBiZmmICAl9ZR8qMNCzw1T3HCYtDavsp_005ZDca_9z8S5KOV31STnqku2G-Mke5bnsptIKi4oVKRzUCH5zJzYcQRrcwA4cT7MviWBQu2pzIdTFVdWsKbK89Y_TXdLifSbyDfZzLXv/s1600/me%20and%20teachers.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="762" data-original-width="1600" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2Fp74PBv7NEbG5p-VhGYTxKlQMcBoSfbs9Sx_ZQuZzKl9ZQiBiZmmICAl9ZR8qMNCzw1T3HCYtDavsp_005ZDca_9z8S5KOV31STnqku2G-Mke5bnsptIKi4oVKRzUCH5zJzYcQRrcwA4cT7MviWBQu2pzIdTFVdWsKbK89Y_TXdLifSbyDfZzLXv/s320/me%20and%20teachers.JPG" width="320" /></a></div><span style="color: #0000ee;"><br /> <span style="font-family: "Times New Roman", serif; font-size: 12pt;">If we say that school is
a learning community, then teachers are learners too. For the teachers also the
space to differentiate (Teachings in education, 2017) their own learning is
required. Teachers, being implementers of curriculum require an autonomy to
decide for themselves strategies that they can utilize in the best manner to
teach their students.</span></span><p></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">Granted that there ought
to be some pressure to grow out of comfort zones, however to insist that
everyone uses technology in the same way is to insult the space of autonomy,
for teachers are human beings and not computers running on a software. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">As (Prensky, 2008) says,
“</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The teacher’s role should not be a technological one, but an
intellectual one – to provide the students with context, quality assurance, and
individualized help. (Of course, those teachers who love technology are free to
learn and use it.)” In that the teacher may or may not use technology,
depending on the situation. </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">The teacher’s real role would be to
develop or design a task to stimulate the thinking of the students.</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">I always believed
in empowering the students with self-study and tried textbook based work when I
was teaching in the national curriculum schools in India. However, it never
worked very well. Textbook as a tool did not attract attention of the students.
“</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">One
reason that the pedagogy of students teaching themselves never caught on as the
mainstream approach – although it has been advocated by many, certainly since
Dewey and probably since Socrates – is that the available tools for learners to
use just were not good enough”.</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">However, today we
have enough technology tools to use to create a learning environment that is
learner led. The tool I used was open source material readily used online. This
is because of the situation that I was in. I taught IGCSE Maths, where the
school had free Wi-Fi and each student and teacher had a laptop. The school
gave me the space to discover my own personal style of integrating technology
in the lessons. I used this space to develop Maths lessons that were primarily
self-paced within a broad structure. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">I had a system that
ran perfectly with the following steps:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">Email to students a task sheet with all
instructions, weblinks and reference to text book. A rubric with time lines was
handed too.<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">Help them to organize themselves into
groups.<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">Students wold work with their peers to
learn the content and solve problems. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">I would be called upon only if they
required. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">The students would wind up the work and
move to assessment at their own pace. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">A buffer day was given to those who
required. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 115%; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">In the end we gave each other our
reflections to improve the system continuously. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">I discovered the
following:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">To come to such a program, you require a
good base of relationship with students. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">As a teacher I had to be a meticulous
planner and organizer. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">As a mentor I had to guide students who
were not very well organized in managing their material. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">Overall, the students loved the classes, as
one of them said during a lesson on Percentages, “Now, I am learning the
concept properly!” (<span style="background: white;">% and
self-study using IT, 2019)</span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">While such lessons went
with my nature of going with a flexible flow, when I was asked to use a
smart-board by the head of department, I was quite paralysed. I found the rigid
structure of a smart-board with the content already inputted very off putting
and I avoided it at all cost. I was very hands on with open-source content and playing
around with it to suit the learners’ needs. Being learner centric, I preferred
to be able to tweak the content. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">But my colleague was
excellent with a smart board led class and created many successful learner
centric lessons using the same. We were different, but our end goals were same.
I used a blended program with many strategies, while she preferred few
structured programs. <o:p></o:p></span></p>
<p class="Default" style="line-height: 115%;"><span style="color: #0000ee;"><span style="font-family: "Times New Roman",serif;">“…technology’s
role – and its only role – should be to support students teaching themselves
(with, of course, their teachers’ guidance.)</span><span style="font-family: "Times New Roman",serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">” (Prensky, 2008)</span><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%;"><b style="mso-bidi-font-weight: normal;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">References:<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 115%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">% and
self-study using IT. (2019, September 12). Retrieved from </span><a href="https://humanemaths.blogspot.com/2019/09/and-self-study-using-it.html"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">https://humanemaths.blogspot.com/2019/09/and-self-study-using-it.html</span></a><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">.<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Prensky, M. (2008). The Role of
Technology in teaching and the classroom. <i>Educational Technology</i>.
Retrieved from </span><a href="http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 115%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo4; text-indent: -0.25in;"><span style="color: #0000ee;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;">Teachings in Education. (2017).
Differentiated instruction: Why, how, and examples. Retrieved from
https://www.youtube.com/watch?v=8BVvImZcnkw (5:30)</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span style="color: #0000ee; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-39405198270643945212023-10-01T13:57:00.001+05:302023-10-01T13:57:00.154+05:30Society is always moving in multi-dimensions. <p><span style="color: #800180;"> </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgySUtHWJKO94WE5eX7zwkKI9S4CtUMvBOgP9rbEHsw16kVIt0tqIo-b1mmZZAUsX5cY-xN7R422R5jLRH-8XtWnJy96rvwI6aFAZZfndn0AShQHhiXwAK-jxpOyxRQe2yy-Z4wLJO74sV3t7KRz7Ieqbllc_XcmeBz25I0A4mexqFqapT1FuhWwpMu/s640/280126632118091.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: #800180;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgySUtHWJKO94WE5eX7zwkKI9S4CtUMvBOgP9rbEHsw16kVIt0tqIo-b1mmZZAUsX5cY-xN7R422R5jLRH-8XtWnJy96rvwI6aFAZZfndn0AShQHhiXwAK-jxpOyxRQe2yy-Z4wLJO74sV3t7KRz7Ieqbllc_XcmeBz25I0A4mexqFqapT1FuhWwpMu/s320/280126632118091.jpg" width="320" /></span></a></div>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">I
am new to curriculum discussions at theoretical levels. My main grasp of
curriculum has been through reflection over my own work as a teacher of long
time. I have also been an avid observer of the way education has changed over
the 20 plus years that I have spent in the field. This written assignment is
based on my experiential wisdom. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Society
is always moving in multi-dimensions. On one end are layers that are still the
same decades after decades. On the other end are layers already in the newer
dimensions. Education has similar layers. So I would say, we are neither in a
straight line nor in circles, but we follow a spiral growth. (</span><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;">Chadkirk, B, 2012</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">).</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; mso-spacerun: yes;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">A </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">'the new
curriculum theory' (</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Pinar, 1978, pp.2) </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">is
constantly in the process of emerging in some part of humanity, while there are
those who still hold on the older versions. Then there are many hybrid versions
too, in between. I don’t think that there is a black or white answer to this
question.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">I have seen 4 levels of educational thought in my years of work.
There are areas where they overlap however I have tried to give a distinction
between them.</span></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Academics: Doing well
in exams only important. <o:p></o:p></span></u></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">“The purpose of education is to help
children learn the accumulated knowledge of our culture: that of the academic
disciplines” (Schiro, p.7). </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">This is where giving
out factual knowledge is the most important part and “…curriculum is
traditionally thought to include considerations such as evaluation and
supervision” (Pinar, 1978, pp.4.). Evaluation chiefly included recall of the
facts learnt. Learners were judged on basis of their position in the
examination. Individual differences were ignored and the concept of
‘differentiation’ is not exist. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Progressive: Exams are important
but so are relationships.<o:p></o:p></span></u></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">I experienced the next level
where the exams were put into perspective and the curriculum involved a number
of progressive teaching ideas. Individual differences were respected and the
boundaries of evaluation were relaxed a bit. The focus of the curriculum was
not doing well in the exam. It was believed that the “</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">purpose of schooling is to efficiently meet the needs of society by
training youth to function as future mature contributing members of
society” (Schiro, 2013, p.8). Building relationships was considered as
important as building concepts. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Learner Centric:
Everyone has a potential for growth.<o:p></o:p></span></u></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">These were curricula that
were learner centred. The belief system was that “</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The potential for growth lies within people. However, people are
stimulated to grow and construct meaning as a result of interacting with their
physical, intellectual, and social environments” (Schiro, 2013, p.9). In
this curricula, evaluation was a part of curricula. The curriculum included
development of skill, attitudes and values and continuous change. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This was also a curriculum that
questioned the way society is structured and attempted to restructure it as it
“…views education from a social perspective, the nature of society as it</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"> <i><span>is</span></i> <span>and as it</span>
<i><span>should be</span></i> <span>become
the determinants of most of their assumptions” (Schiro, 2013, p.9).</span><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Free progress: We grow
only when we have freedom</span></u></span></p><p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><span style="color: #800180;"><span> </span><span> </span>Curriculum where
evaluation as an examination was completely abandoned. Learners and teachers
were seen as both growing individuals and curriculum a process that evolved
with interaction between the two. Hence the curriculum is ‘community centric’,
with each member as a contributing member. This is where evolution itself is
the core of the work and curriculum also a part of it. There is a resistance to
bringing about a structured way of seeing.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Reconceptualists:
To each to his own</span></u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Is
it over? No! <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The
issue as I discovered with all these ways of thinking is that it revolves
around an ideology and that becomes the point of evaluation of the system. The
individual is still attached to the structure in which he/she is working. There
is an “…<span>intolerance among curricularists for work
differing from one's own…” (Pinar, 1978, pp.9.) And hence we can predict
further evolution of the curriculum. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">We
have the next movement possible given by. “Reconceptualists have no organized
group, such as ASCD or AERA. Individuals at work, while sharing certain themes
and motives, do not tend to share any common interpersonal affiliation”.
(Pinar, 1978, p8)</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">In
my opinion, this is a Synthesis of the best of all the ideas that have been
developed over the decades. The final step would be where the individual
teachers would be curriculum designers, however, without an affiliation to a
particular structure, yet respecting all of them.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Keeping
freedom of learning of the learner at the centre, they would use the strategies
as per the need. An attitude of ‘to each to his own’. There would be freedom
without adherence to an ideology. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">In
my person work in Maths teaching in middle school, this is where I came to
finally. A non-allegiance to any particular model. A free flowing movement from
one strategy to another depending on what is the need of the hour. A model of
simply bringing a lot of variety and novelty based on how does learning happen
in our brains as developed by Eric Jensen (ASCD, n.d.). The focus of the
curriculum being learning in the learner and not the curriculum itself.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">References:<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Ascd. (n.d.). Eric Jensen. Retrieved from </span><a href="http://www.ascd.org/Publications/ascd-authors/eric-jensen.aspx"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">http://www.ascd.org/Publications/ascd-authors/eric-jensen.aspx</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Chadkirk, B. (2012). The Spiral of Social
Change: A Model of Change in the Society of Friends. Retrieved from: </span><a href="https://www.academia.edu/10617411/The_Spiral_of_Social_Change_A_Model_of_Change_in_the_Society_of_Friends"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">https://www.academia.edu/10617411/The_Spiral_of_Social_Change_A_Model_of_Change_in_the_Society_of_Friends</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span>Pinar, W. (1978). The Reconceptualisation of
Curriculum Studies. Journal of Curriculum Studies, 10:3, 205-21. Retrieved
from: </span><a href="http://daneshnamehicsa.ir/userfiles/file/Resources/8-2%29%20Ideologies/ARTICLE_William%20Pinar.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">http://daneshnamehicsa.ir/userfiles/file/Resources/8-2%29%20Ideologies/ARTICLE_William%20Pinar.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Schiro,
M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd
ed.). Thousand Oaks: Sage Publications, Inc.
Retrieved from:
https://talkcurriculum.files.wordpress.com/2014/09/schiro-m-2013-introduction-to-the-curriculum-ideologies.pdf<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-27776547219042110842023-09-23T13:56:00.001+05:302023-09-23T13:56:00.157+05:30Why is this topic the way it is? <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg31RND_y0kbFhygidBRlf3594246GhzfOD6TxqDY2VZOKNTQtsEQVskkm6E_Yu9XlxfcfVBXhkkxehtNgWlzU5Ix4oV-ufrd_dEFxh4Z7H7rNPa_H8qr5nyFe_l8qBAXnyicpcLFLzmDHeNt8kp_oKI9L4lN-fWD-dm64dFVmNeoS_KYHNk-ZiRSLU/s960/2014-10-09%2023.20.01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="960" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg31RND_y0kbFhygidBRlf3594246GhzfOD6TxqDY2VZOKNTQtsEQVskkm6E_Yu9XlxfcfVBXhkkxehtNgWlzU5Ix4oV-ufrd_dEFxh4Z7H7rNPa_H8qr5nyFe_l8qBAXnyicpcLFLzmDHeNt8kp_oKI9L4lN-fWD-dm64dFVmNeoS_KYHNk-ZiRSLU/s320/2014-10-09%2023.20.01.jpg" width="320" /></a></div><p><b style="color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">I always had questions in my mind when I
started teaching in 1993 about Maths education. I always asked, </b></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"></p><ul style="text-align: left;"><li><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Why is this
topic the way it is? </span></li><li><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">What is the purpose of maths? </span></li><li><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">How do I teach this topic? </span></li><li><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">How do I reach out to everyone?</span></li></ul><p></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">I was very suffocated in the traditional
national curricula which never answered these questions. I later moved to a
Free Progress, non-examination, set up. However, the ordeal of getting all answers
on my own was too much. The structures were dissolved but since nothing
replaced them except an expectation of relationships, it was as difficult as
the traditional schools. It is when I came to the International Baccalaureate (Iborganization,
n.d.) school and worked in creating the middle school curriculum that was
independent to the school, that things fell into place.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">We created a curriculum that was an
amalgamation of the best practices in education. And I found the true base for education,
to learn the best practices as a toolkit with an attitude of empowerment with
safety net or the teacher to find his or her own roadmap.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #231f20; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="color: #231f20; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">“Raewyn Connell (1997, p. 1) describes the school curriculum as ‘the
most difficult area of educational study—where the theory of knowledge meets
the practice of classrooms in complex and turbulent ways”. (Ewing, 2013, p.6.).
</span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">As I reflect on my story, I can see that I
was a part of two distinct periods of curriculum development, both complex in
their own ways.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><u><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Traditional</span></u></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This was largely the period when curriculum
had only 1 role and that was evaluation of students. We were with
traditionalists and “</span><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">considerations such as
evaluation, supervision</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">” (Pinar, 1978) were most important. </span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The curriculum theory was completely given by
the department of education. However, when it comes to administration of
curriculum, I can further divide this period into two sub-phases:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>
<p class="MsoListParagraph" style="line-height: 150%; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.5in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">No
influence<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This was the time when I had no influence
over the design of curricula. What to teach and how to teach was all controlled
by the management of the school. “</span><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The
traditional scheme is, in essence, one of imposition from above and from
outside”</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">
</span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Dewey, 1938, p.5.) summed up the state of affairs
completely. I had to teach the content as given and everything had to be
covered in the given time for the examination. This was most suffocating as
here I found the roots of fear of Maths developing. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>
<p class="MsoListParagraph" style="line-height: 150%; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.5in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Some
influence<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This was the phase where the curriculum as
given by the board. However, the delivery was a space where a lot of freedom
was given. What to teach was fixed. However how to teach and also who to teach
was open. For example, for some of the students who were very weak in the
subject, I was able to develop IEP (Individualized Education Plans) and that
was very satisfactory. The students were not afraid of any subject as the
‘student’ was more important than the ‘subject knowledge’. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><u><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Progressive <o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This is the phase where curriculum, its
design as well as delivery gave a lot of space for individualised work from my
end. I would again divide this in two sub-phases:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>
<p class="MsoListParagraph" style="line-height: 150%; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.5in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><u><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Free
Progress<o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This is the phase of complete freedom at the
Mirambika Free Progress school (Free Progress School, n.d.). Curriculum,
delivery and style was all on us. There was a huge safety net too for failures.
Building relationships was the base for all the work in the system. “Narrative
inquiry” was a norm for the community (Mike, 2012) <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-spacerun: yes;"> </span>However, as we realized slowly, it was hard
for freedom is not easy to handle unless one has developed a strong sense of
discipline and dedication. I would often go into a comfort zone and give up. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt;"><br /></p>
<p class="MsoListParagraph" style="line-height: 150%; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.5in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><u><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">International
Baccalaureate <o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">I have kept this for the last for this is
where all fell into place. All the experiences that I had before. This is not any
of the IB structured programs. But a program that we created independently for
the middle school. It included exposing teachers to best educational practices,
creating a loosely held structure to practice it with lots of reflections and
there was an exam at the end of it. The school believed that, “</span><span style="color: #222222; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Using a wide variety of techniques, teachers encourage learning
by delivering content in creative and impactful ways. Whole-group instruction,
individualized attention, experiential education and using a global lens, are
methods that provide teachers with avenues for success in the curriculum
process” (Meier, K.s, n.d.).</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"> </span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">There was freedom to innovate with safety net, however with clear
boundaries that gave a lot of room to breathe.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">This is where the relationship with the
curriculum was finally very active. Keeping the learner at the heart of the
work, the practices were adapted, readapted and taken forward. There was no
ideology or dogma surrounding the work. Building a learning centred
relationship was the most important part of the work. The curriculum as well as
delivery could be modified. Hence finally I came to be a teacher who could
create lessons that were differentiated enough to cover almost all the
students. The model I took for the same was Brain Based learning by Eric
Jensen.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Hence overall the curriculum met the needs of
the students. There were outliers however, the approach of the school was to
never give up. For example, when a student, who was not able to grow and
achieve some depth in any area of curriculum, was discovered to have a talent
for photography, the school head pulled out all stops to help him further. We
excused him from classes so he could work on it and gave him extra time to
catch up with studies when he participated in competitions. Finally, he made
his mark in it and his portfolio was rated very high by the IB examiners.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Yet there were obstacles to student learning.
Since the school was owned by a private businessman, profit was the
bottom-line. Hence the pressure from parents was enough to influence our
relationship with the students. A student once told me, “You get paid out of
the money that my dad gives to the school. You don’t have the right to tell me
what to do”. While cases such as these were rare, however, they did happen.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The second obstacle was us, Indians and our
own educational upbringing. When I observed the expats working, they would be
able to create a task within minutes while it would take me few days! I had to
do a lot of unlearning before I could be a lifelong learner myself.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">And that finally gave me the basis for my
work in Teacher Education. “O</span><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">ne of the key elements
to success in teacher education is to make learning a site for inquiry”
(Chan, E.Y, 2012). I constantly strive for “strive for synthesis, for a
series of perspectives on curriculum that are at once empirical,
interpretative, critical, emancipatory” (Pinar, 1978). </span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt;"><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">References:<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">239Mike, O. (2012, September 16). A short video
interview with Prof. Jean Clandinin. [Video File]. Retrieved from </span><a href="https://www.youtube.com/watch?v=RnaTBqapMrE"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN; text-decoration: none; text-underline: none;">https://www.youtube.com/watch?v=RnaTBqapMrE</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"> (9:57)<br />
Chan, E.Y. (2012). The Transforming Power of Narrative in Teacher
Education. <i>Australian Journal of Teacher Education, 37 </i>(3),
111-127. Retrieved from </span><a href="http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1724&context=ajte"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN; text-decoration: none; text-underline: none;">http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1724&context=ajte</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Dewey, J. (1938). Experience and education. New
York: Touchstone Book, Simon and Schuster. Retrieved from </span><a href="http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN; text-decoration: none; text-underline: none;">http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Ewing, R. (2013). <i>Curriculum and
Assessment: Storylines.</i> (2<sup>nd</sup> Edition). Australia
and New Zealand: Oxford University Press. Retrieved from </span><a href="http://lib.oup.com.au/he/Education/samples/ewing_curriculum2e_sample.pdf"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN; text-decoration: none; text-underline: none;">http://lib.oup.com.au/he/Education/samples/ewing_curriculum2e_sample.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Free
Progress School. (n.d.). Retrieved from </span><a href="https://www.mirambika.org/Pgcw01.htm"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">https://www.mirambika.org/Pgcw01.htm</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Iborganization. (n.d.).
International education. Retrieved from</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"> </span><a href="https://www.ibo.org/"><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">https://www.ibo.org/</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">6.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Meier,
K.S. (n.d.). Role of Teachers in the Curriculum Process.
Retrieved from </span><a href="http://work.chron.com/role-teachers-curriculum-process-5344.html" target="_blank"><span lang="EN-US" style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-US; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN; text-decoration: none; text-underline: none;">http://work.chron.com/role-teachers-curriculum-process-5344.html</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #010101; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">7.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Pinar, W. (1978). The Reconceptualisation of
Curriculum Studies. <i>Journal of Curriculum Studies, 10</i>:3, 205-21. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Retrieved
from: </span><a href="http://daneshnamehicsa.ir/userfiles/file/Resources/8-2%29%20Ideologies/ARTICLE_William%20Pinar.pdf"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">http://daneshnamehicsa.ir/userfiles/file/Resources/8-2%29%20Ideologies/ARTICLE_William%20Pinar.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; margin-left: 18.75pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 18.75pt; mso-add-space: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-41292852526280130862023-09-23T13:55:00.001+05:302023-09-23T13:55:00.155+05:303 questions in curriculum<p><span style="color: #800180; font-family: inherit;"> </span></p><p style="line-height: 150%; margin: 0in;"><b style="mso-bidi-font-weight: normal;"><o:p><span style="color: #800180; font-family: inherit;"> </span></o:p></b></p><div class="separator" style="clear: both; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="color: #800180; font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeEdsaAziTMTp8Lcvx6yzFIz1ZsMUa1NN_jGNqpI6RoCVwQe-vlgRpYWrmpZO9nOUv1fePjz4FOnqdlRPYPHGX0PAM-x0BWj782kC5ha21rdZo-Dj5Yi6I3oaV-ujnUijPeuetxShpiK-VWVRdIyAsZNvCPMbcVnkDR-YAxUmaVHMGldBAWFyfCQ-_/s600/406960409434712.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="450" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeEdsaAziTMTp8Lcvx6yzFIz1ZsMUa1NN_jGNqpI6RoCVwQe-vlgRpYWrmpZO9nOUv1fePjz4FOnqdlRPYPHGX0PAM-x0BWj782kC5ha21rdZo-Dj5Yi6I3oaV-ujnUijPeuetxShpiK-VWVRdIyAsZNvCPMbcVnkDR-YAxUmaVHMGldBAWFyfCQ-_/s320/406960409434712.jpg" width="240" /></a></span></b></div><b style="mso-bidi-font-weight: normal;"><span style="color: #800180; font-family: inherit;"><br /></span></b><p></p>
<p style="line-height: 150%; margin: 0in;"><span style="color: #800180; font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><o:p> </o:p></b>(Eisner, 2001) poses many questions in
this piece. Some questions are answered but often, he leaves them
unanswered. For this assignment, I have taken three pieces and given a
brief answer to them.</span></p><p style="line-height: 150%; margin: 0in;"><span style="color: #800180; font-family: inherit;"><o:p></o:p></span></p>
<p style="line-height: 150%; margin: 0in;"><span style="color: #800180; font-family: inherit;">I have made an attempt to take the three
questions from three different areas of a school. <o:p></o:p></span></p>
<p style="line-height: 150%; margin: 0in;"><span style="color: #800180; font-family: inherit;">My first question is from interaction
between the syllabus and world outside the school. My second question is from
developing values of selflessness in the students. My final question involves
the place of teacher education in a school. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><a name="OLE_LINK1"><span style="line-height: 150%;"><o:p> </o:p></span></a><b style="mso-bidi-font-weight: normal;"><span style="line-height: 150%;">What connections are students helped
to make between what they study in class and the world outside of school?
(Eisner, E. 2001)</span></b></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="letter-spacing: 0.6pt; line-height: 150%; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-spacerun: yes;"> </span>“Project-based learning (PBL) is
a dynamic classroom approach in which students actively explore real-world
problems and challenges and acquire a deeper knowledge.” (</span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Project-Based Learning, n.d.) </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 0in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">As the definition indicates, PBL involves a ‘real-world’
problem yet is a ‘classroom approach’. Hence it would make a connection between
what they study in class and the world outside of school. </span></span><span style="mso-bookmark: OLE_LINK1;"></span><span style="mso-bookmark: OLE_LINK1;"><span style="letter-spacing: 0.6pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">(Kochar, M. 2009)
explores the idea using a simple newspaper. This is from her classroom for
Maths. It is a simple project with a question, “How much of the newspaper is
actually news?” </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">The idea appears to be
for students to be aware of the amount of real news a newspaper really has.
This probably would lead them to question the validity of the use of so much of
paper in printing a newspaper. Perhaps when they grow up, they would select a
newspaper that is mostly news or news from areas that they prefer, or they would
print a newspaper with sensitivity to the environment. </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">The project is based on
the students’ knowledge of middle school Maths that is ‘percentage, area and
perimeter’. This is a simple yet noteworthy way of connecting real life with
Maths in class. </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="line-height: 150%;"><o:p> </o:p></span></span><b style="mso-bidi-font-weight: normal;"><span style="line-height: 150%;">Do students have the opportunity to
serve the community in ways that are not limited</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><b style="mso-bidi-font-weight: normal;"><span style="color: #800180; font-family: inherit; line-height: 150%;">to their own personal interests?
(Eisner, E. 2001)<o:p></o:p></span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit; line-height: 150%;">Yes,
they have opportunities to serve the community. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit; line-height: 150%;">“More
than 5,000 schools so far have chosen to teach International Baccalaureate (IB)
programmes, with their unique academic rigour and their emphasis on students’
personal development.” (<span style="background: white; mso-color-alt: windowtext;">Benefits of the IB, 2015)</span><span style="background: white;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">One of the elements of
IB program at grade 11 and 12 is called Service. This is the element that
connects them to the needs of the community, and they are expected to serve
without any selfish expectations. </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Goldcrest International
school, Mumbai, India had as the service activity, “…a student lead project
that we refer to as the Maharashtra Rural Outreach Program where urban students
connect with rural India in activities and engagement that lead to greater
understanding and respect towards rural India.” </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">“IB students spend time
in rural Maharashtra working with a village school. They engage in various
activities from painting and refurbishing to running IT or sports classes,
building sanitation blocks, holding classes on adolescent health, donating
books and materials as well as setting up solar-powered lamps. This is funded
by year-long fundraising done by the students.” Braccia, Frank, (2018)</span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit; line-height: 150%;"><o:p> </o:p></span></span><b style="mso-bidi-font-weight: normal;"><span style="color: #800180; font-family: inherit;">To what degree is professional discourse an important
aspect of what being a teacher means in the school? (Eisner, E. 2001)</span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit;">This is something
that varies from school to school. I would take both sides of education in
India to elaborate.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit; line-height: 150%;">In
India, in the government led teacher education programs are dismal. “<span style="background: white; mso-color-alt: windowtext;">A study conducted
in Andhra Pradesh highlighted the fact that there was very little difference in
the performance of students taught by teachers with a professional teaching
degree vis-à-vis those taught by teachers with any other undergraduate degree.”
Samhita. (2016).</span><span style="background: white;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">However, teacher
education can be with the school as a centre. Pathways World School Aravali.
(2018) had a program in its primary years wing. It was teacher mentor teacher. </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK1;"><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">All primary teachers
would gather in the projector room. One by one they presented their best lesson
plan of the month. the other teachers would ask questions and comment on the
lessons. However, the whole work was done in an atmosphere of calm acceptance and
respect. Both the presenters and the viewers received something at the end of
it. It created a healthy space for teachers to walk up to each other and
discuss their plans. </span></span><span style="mso-bookmark: OLE_LINK1;"><span style="line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit; line-height: 150%;">In
other words, teacher education can be just in the name or a robust plan to develop
the teachers and have that as the centre of the program in the school. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="mso-bookmark: OLE_LINK1;"><span style="color: #800180; font-family: inherit; line-height: 150%;"><o:p> </o:p></span></span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><b style="mso-bidi-font-weight: normal;"><span style="color: #800180; font-family: inherit; line-height: 150%;">References:</span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><a name="OLE_LINK2"></a><a name="OLE_LINK3"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Benefits of the IB,
(2015). </span></span></a><a href="https://www.ibo.org/benefits/"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="background: white; line-height: 150%;">https://www.ibo.org/benefits/</span></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="line-height: 150%;"><o:p></o:p></span></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="line-height: 150%;">Eisner,
E. What does it mean to say a school is doing well? In
Flinders, D. J., & Thornton, S. J. (Eds.), The
Curriculum Studies Reader, Fourth Edition </span></span></span><a href="https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="line-height: 150%;">https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf</span></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="line-height: 150%;"><o:p></o:p></span></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Braccia, Frank, (2018). Empowering
students through CAS programme, </span></span></span><a href="https://brainfeedmagazine.com/empowering-students-through-cas-programme/"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="background: white; line-height: 150%;">https://brainfeedmagazine.com/empowering-students-through-cas-programme/</span></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="line-height: 150%;"><o:p></o:p></span></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span class="MsoHyperlink"><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman"; text-decoration: none; text-underline: none;"><span style="mso-list: Ignore;">4.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></span><!--[endif]--><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Kochar, M. (2009).
reviewing area and % using the newspaper. </span></span></span><a href="https://humanemaths.blogspot.com/2009/01/reviewing-area-and-using-newspaper.html"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="background: white; line-height: 150%;">https://humanemaths.blogspot.com/2009/01/reviewing-area-and-using-newspaper.html</span></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span class="MsoHyperlink"><span style="line-height: 150%;"><o:p></o:p></span></span></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Pathways World School
Aravali. (2018).<span style="mso-spacerun: yes;"> </span>https://www.pathways.in/aravali</span></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="line-height: 150%;"><o:p></o:p></span></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span class="MsoHyperlink"><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman"; text-decoration: none; text-underline: none;"><span style="mso-list: Ignore;">6.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></span><!--[endif]--><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Project-Based Learning.
(n.d.). </span></span></span><a href="https://www.edutopia.org/project-based-learning"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span style="background: white; line-height: 150%;">https://www.edutopia.org/project-based-learning</span></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK2;"><span class="MsoHyperlink"><span style="line-height: 150%;"><o:p></o:p></span></span></span></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK3;"><span style="color: #800180; font-family: inherit; mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span style="line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="background: white; line-height: 150%; mso-color-alt: windowtext;">Samhita. (2016). The
parody that is teacher education in India: Forbes India Blog. http://www.forbesindia.com/blog/economy-policy/the-parody-that-is-teacher-education-in-india/</span></span></span><span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK3;"></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-73462241553442632023-09-17T21:03:00.001+05:302023-09-17T21:03:00.138+05:30Global citizenship education <p><span style="color: #800180; font-family: inherit;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="color: #800180; font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCb974CJOVcdunHGsZWnc5ta4VXvmx3SgHw8wsvlh4XnrUhlat0TOmqNXedtoE-EfgZcpiOXhgRD7ff9ljWP_leayRxzT_It0ON7DSaQIIc8VpWH_5mUwnIKb_2JNytWoNHMztJeL1RuWSd6oBL_tPzAnMFgN8W4LG-beOX2_Nvk7DxkFwUo7DZ5zX/s1080/2016-02-06%2013.13.09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCb974CJOVcdunHGsZWnc5ta4VXvmx3SgHw8wsvlh4XnrUhlat0TOmqNXedtoE-EfgZcpiOXhgRD7ff9ljWP_leayRxzT_It0ON7DSaQIIc8VpWH_5mUwnIKb_2JNytWoNHMztJeL1RuWSd6oBL_tPzAnMFgN8W4LG-beOX2_Nvk7DxkFwUo7DZ5zX/s320/2016-02-06%2013.13.09.jpg" width="320" /></a></span></div><span style="color: #800180; font-family: inherit;"><br /> </span><b style="color: #800180; font-family: inherit;">“Global
citizenship education refers to a pedagogical approach that fosters K to 12
students’ inquiry skills and their ability to be agents of social change”, (</b><span style="color: #800180; font-family: inherit;"><b>Evans, Montemurro, Gambhir, & Broad, 2014, pp.22).</b></span><p></p>
<p class="MsoNormal" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">I have taught
maths to middle and high school. I’d like to focus on my subject. I think maths
can integrate into it any topic of global significance as everything boils down
to data and analyses. However, here are 3 topics of global significance that I
have used in my middle school as projects or research work. <span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180; font-family: inherit;"><span lang="EN-IN" style="line-height: 115%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-indent: -0.25in;"><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;">
</span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal; text-indent: -0.25in;"><span lang="EN-IN" style="line-height: 115%;">Gender</span></b></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">“Sex
Ratio” (Aayog, n.d.) India, is biased towards men in most of the states. Here
is how I wove it into maths curriculum for grade 7.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">Topic:
Ratio and Proportion<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">Task:
Explore the gender ratio in India or the boy:girl in the Indian states. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">Strategy:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">Students
worked alone (we have quite a few states and they keep breaking further as
everyone wants to be free! As of today we have 28 states and 9 union
territories/UT.)<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">Each
student chose a state or UT and researched based on questions such as, (a) find
the boy:girl ratio for past 10 years; (b) write any 3 observations; (c) write
some reasons for the ratio to be what it is from the culture of the state. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">Write
a short reflective piece describing your feelings at the end of the task <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-left: 0.25in;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">When
the class regrouped, and each student shared the finding, everyone realised
that most of the states had a very low place for women and the students were
stunned. The best part was when I asked the class, “how does this affect your
life?” The answers I got were, (from a boy) “I will help mum and sister in
housework” and (from a girl) “I will not allow my brother to bully me”. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-left: 0.25in;"><span style="color: #800180; font-family: inherit;"><span lang="EN-IN" style="line-height: 115%;">Olds
(2012, para 4) says “…</span><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">awareness of the
world around each student begins with self-awareness”.</span></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 115%; mso-list: l2 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"> 2.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="line-height: 115%;">Health
<o:p></o:p></span></b></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">“<span style="background: white; mso-bidi-font-weight: bold;">Body Mass
Index</span><span style="background: white;"> is a
simple <span style="mso-bidi-font-weight: bold;">calculation</span> using
a person's height and weight. The <span style="mso-bidi-font-weight: bold;">formula</span> is <span style="mso-bidi-font-weight: bold;">BMI</span> = kg/m<sup>2</sup> where
kg is a person's weight in kilograms and m<sup>2</sup> is their height in
metres squared. A <span style="mso-bidi-font-weight: bold;">BMI</span> of
25.0 or more is overweight, while the healthy range is 18.5 to 24.9. <span style="mso-bidi-font-weight: bold;">BMI</span> applies to most adults 18-65
years, (CA, 2020, para 1).” <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="background: white; color: #800180; font-family: inherit; line-height: 115%;">Grade 8 students calculated their BMI. They
worked in pairs, measured weight and height and then calculated BMI. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="background: white; color: #800180; font-family: inherit; line-height: 115%;">The actual work was following questions:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; line-height: 115%;">What is your BMI?</span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; line-height: 115%;">Where does it place you: Overweight, healthy or under weight?</span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">If healthy, what are your
healthy habits? How will you sustain them and what more can you add to them?<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">If not healthy, how will
you change your life to accommodate better health? <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-left: 0.75in; mso-add-space: auto;"><span style="color: #800180; font-family: inherit;"><b style="mso-bidi-font-weight: normal; text-indent: -0.25in;"><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;">
</span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal; text-indent: -0.25in;"><span lang="EN-IN" style="line-height: 115%;">Education</span></b></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">When
students come from primary to middle school, the first thing that shocks them
is the amount of work in academics that increases for them. It stresses them
out. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">For
the topic Data Handling, students were asked to choose topics to do a survey
and then draw graphs. A group chose “Does academics become very hard when we
come to middle school?” <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;">They
devised their own survey tools, conducted the survey and presented their
findings. It was extensive with details as to which subjects are most stressful
and what can be done about them. They took the presentations to the school with
the principal present and ended up changing the timetable for grade 6. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-left: 0.5in;"><span style="color: #800180; font-family: inherit;"><span lang="EN-IN" style="line-height: 115%;">Olds
(2012, para 7), “</span><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Global citizens feel a connection to
their communities (however they define them) and translate that sense of
connection into participation”. This group of students felt a disconnect with
the level of academics in middle school and paved the way for a change. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%; margin-left: 0.5in;"><span style="color: #800180; font-family: inherit;"><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">In none of the 3 tasks, I had predicted the outcomes. I had a clear
intention of them creating a shift in the mind-set of the learners and the rest
happened. Classrooms where global issues are integrated need to have a certain
openness about them in order to allow the learning to happen. It cannot be
caught in a formula. </span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;"><b>References</b><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="background: white;">Aayog, N. (n.d.). Sex Ratio
(Females/ 1000 Males). Retrieved from </span><span class="MsoHyperlink"><span lang="EN-IN" style="background: white;"><a href="https://niti.gov.in/content/sex-ratio-females-1000-males">https://niti.gov.in/content/sex-ratio-females-1000-males</a></span></span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="background: white;">CA, D. (2020). Body Mass
Index (BMI) Calculator. Retrieved from
https://www.diabetes.ca/managing-my-diabetes/tools---resources/body-mass-index-(bmi)-calculator</span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; line-height: 115%;">CA, D. (2020). Body Mass Index (BMI)
Calculator. Retrieved from </span><span class="MsoHyperlink"><span lang="EN-IN" style="background: white; line-height: 115%;"><a href="https://www.diabetes.ca/managing-my-diabetes/tools---resources/body-mass-index-(bmi)-calculator">https://www.diabetes.ca/managing-my-diabetes/tools---resources/body-mass-index-(bmi)-calculator</a></span></span><span lang="EN-IN" style="background: white; line-height: 115%;">.</span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.).
(2014). Inquiry into Practice: Learning and Teaching Global Matters in
Local Classrooms. Ontario Institute for Studies in Education of the
University of Toronto (OISE). <span style="background: white;"> URI:</span></span><span class="MsoHyperlink"><span lang="EN-IN" style="line-height: 115%;"><a href="http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf"><span>http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf</span></a></span></span><span lang="EN-IN" style="line-height: 115%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 115%; mso-list: l3 level1 lfo3; text-indent: -0.25in;"><span style="color: #800180; font-family: inherit;"><!--[if !supportLists]--><span lang="EN-IN" style="line-height: 115%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-IN" style="line-height: 115%;">Olds,
K. (2012). Global Citizenship – What are we talking about and why does it
matter. Inside Higher Ed. Retrieved <span>from <span class="MsoHyperlink"><span><a href="https://www.insidehighered.com/blogs/globalhighered/global-citizenship-%E2%80%93-what-are-we-talking-about-and-why-does-it-matter"><span>https://www.insidehighered.com/blogs/globalhighered/global-citizenship-%E2%80%93-what-are-we-talking-about-and-why-does-it-matter</span></a></span></span></span>.<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 115%;"><span lang="EN-IN" style="color: #800180; font-family: inherit; line-height: 115%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-70022874535734636352023-09-16T20:59:00.001+05:302023-09-16T20:59:00.154+05:30I define global competency as-<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHj9oWTIbhAxoAsgyjfFSzullikwDgpRrQhGFyKcRV21r7yALt8UapIsttQh9_EN_PVpp-K-saj48YJuj8umaw-kFQnfcstttNM_7dOgD9RHAbevLkm_9mjxdHRh2aGDEpitATD4c5wCeQcbWtDMWj_iA4tHh9ykx3Ag0WDk9mxZsZjxkezMoBFwZA/s229/349665741830846.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="229" data-original-width="226" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHj9oWTIbhAxoAsgyjfFSzullikwDgpRrQhGFyKcRV21r7yALt8UapIsttQh9_EN_PVpp-K-saj48YJuj8umaw-kFQnfcstttNM_7dOgD9RHAbevLkm_9mjxdHRh2aGDEpitATD4c5wCeQcbWtDMWj_iA4tHh9ykx3Ag0WDk9mxZsZjxkezMoBFwZA/s1600/349665741830846.jpg" width="226" /></a></div><br /><div><br /></div><div><b>“I define global competency as the knowledge and skills people need to understand today's flat world and to integrate across disciplines so that they can comprehend global events and create possibilities to address them”</b>, (Leading for Global Competency, para 3).</div><br />1<b>. Why is it important to employ active and inquiry-based learning in the endeavour to understanding global issues? </b><br /><br />Globally competent students must develop capacity to “Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research”, (Mansilla, & Jackson, 2013, pp.2). <br /><br />It wouldn’t be possible to investigate into anything unless we approach it with an open mind, ready to learn. “Globally competent students do not seek a pre-established “right answer”; <br /><br />rather they engage intellectually and emotionally in searching for and weighing informed <br /><br />responses”, (Mansilla, & Jackson, 2013, pp.21). <br /><br />Consider today’s situation with covid19. It is easy to blame one or the other. This is a global issue as it affects the mankind. How would one deal with it in the classroom? Blame games would not lead anywhere. Inquiry is the only way to talk about it. <br /><br />Inquiring into covid19 would be to gently explore the whole situation and probe into it without forming any opinion or judgment. The focus is not to get an answer, but to develop one’s own insight by probing into it. <br /><br />Global issues are generally controversial and can lead to unhealthy arguments. Inquiry, a way that puts the effort to understand than explain, is a way to continue stay connected in a diversified classroom. <br /><br />2<b>. What skills and competencies do teachers need to flourish in a complex, interconnected world as a globally connected educator? </b><br /><br />The teachers would be passionate and driven with a sense of purpose. <br /><br />“Good teachers and principals, in the United States and elsewhere, know that good education begins with clarity of purpose”, (Leading for Global Competency, para 1). <br /><br /> “What's your purpose? What's your cause? What's your belief? Why does your organization exist? Why do you get out of bed in the morning? And why should anyone care?”, (Sinek, 2009, 01:05) <br /><br /><b>Open minded ness </b><br /><br />They would be open minded to diverse cultures knowing that each culture has something to learn from. They would be willing to be travelling teachers to multiple countries. reminds me of an American IB teacher who worked in 15 countries, and finally found Bangladesh closest to his heart and retired there. <br /><br /><b>Seeker </b><br /><br />I don’t mean seeker as in seeker of truth. The teachers would be seekers of knowledge of their subject, teaching methods and how it connects with other disciples. They would deeply explore the big ideas that connect all diverse threads. <br /><br /><b>Empathy </b><br /><br />Imagine someone from developed world in a developing country! The teacher could not possibly work without being empathic to the citizens of the developing country. <br /><br />As I moved from IB teaching to working with teachers in India, this is the 1st lesson I had to learn – to be empathic to Indian public-school teachers, who were not exposed to the tools and techniques in teaching. <br /><br /><b>Interpersonal and Intrapersonal </b><br /><br />To learn to be and work with others and to be with oneself, both skills are needed for global minded teachers. We need to be able to be with others and also be in our own silence, develop the capacity of reflection and stillness. Both feed into each other. <br /><br />As we learn to work with others, we develop synergetic relationships. As we reflect over our day, we develop deeper understanding of ourselves. <br /><br /><b>Curricular framework </b><br /><br />Teachers would be designers! They would be able to develop curriculum that integrates their subject with life skills such as needed for a global citizen. The life skill framework would be the design within which they would design the classrooms. The ‘intent’ of each class would be to focus on skills. For example, I may be teaching maths but if my class ir organized around collaboration, then I would use that as a method for students to learn. <br /><br /><b>Digital Literacy </b><br /><br />Digitization is uniting the world globally as nothing did before. To build global mind-set, teachers would need to develop ‘rational expertise’ towards integrating digital world into the classroom. I emphasize rational for one needs to be grounded in pedagogy as the mainstay of a class and digital products as a support for the same. <br /><br />It would also be needed to help students develop the right way to use information on the internet. For example, I may organize a class that is based on researching information on internet, however, to avoid blank copy pasting I could integrate into my rubric ‘rationale’ in order to make the students think about the material. <br /><br /> <br /><br /><b>References </b><br /><br />1. Leading for Global Competency, Retrieved from <a href="http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx">http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx</a> <br /><br />2. Mansilla, V. B., & Jackson, A. (2013). Educating for Global Competence: Learning Redefined for an Interconnected World. In H. Jacobs (Ed.), Mastering Global Literacy (5-27). New York: Solution Tree. Retrieved from <a href="http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf">http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf</a> <br /><br />3. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York, N.Y.: Portfolio. Retrieved from <a href="https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en">https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en</a>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-91458481138584319952023-09-09T21:05:00.001+05:302023-09-09T21:05:00.144+05:30Where is home?<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgPTzm1H6fGdb3kGBOs7v58izGyAOGtLHnwphXJuItfNIe2_LbyxOuDACXyw-jdO7oEVrjomYBAN_cn56t__7MOVUgMp4DGsweU7_RQ8iIV6x27Ktj58CiLzwvVHr8scCSePKXxcbhNR198khTCJ3K-kjDN2rex-GomnH4HZ2sQe4misYD4hacjLN4/s280/106782449452511.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="280" data-original-width="280" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgPTzm1H6fGdb3kGBOs7v58izGyAOGtLHnwphXJuItfNIe2_LbyxOuDACXyw-jdO7oEVrjomYBAN_cn56t__7MOVUgMp4DGsweU7_RQ8iIV6x27Ktj58CiLzwvVHr8scCSePKXxcbhNR198khTCJ3K-kjDN2rex-GomnH4HZ2sQe4misYD4hacjLN4/s1600/106782449452511.jpg" width="280" /></a></div><p></p><p><span style="font-family: "Times New Roman", serif; font-size: 12pt;">I met a veteran IB teacher at a
get-together once in the IB school that I used to teach in. He had been a
travelling teacher for 30 years with his wife. Originally from the USA, he and
his wife had decided finally to settle in Bangladesh, and he called it ‘home’. “There
is emerging literature on modes of belonging that focuses on migrants’
constructions of their own identities in relation to different places, groups
and countries”, (</span><span style="color: #555555; font-family: "Times New Roman", serif; font-size: 12pt;">Bauböck, 2006, pp.6).</span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Home, today, is where you feel a
‘connection’. <span style="mso-spacerun: yes;"> </span><b>“What you realize is that
connection is why we're here. It's what gives purpose and meaning to our
lives”, </b>(Brown, 2010, 3.01). un-conditioning yourself from the system you were
born into, one can choose consciously the home by staying attentive to what
feels as home. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">It can’t be easy though to be able to feel
the connection to a place far away from one’s ethnography. It requires a set of
skills, attitudes and values that can be consolidated in the term ‘global
mind-set’. “The biggest challenge is to change our mind-set regarding
migration, to change how we represent migrants. Our most common assumptions
regarding migration are too often based on stereotypes, myths and fantasies
regarding the “radical difference” of the migrants”, (<span style="background: white; color: #333333;">Crépeau, 2018, para. 3)</span>. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">If we approach others with the intention
of understanding them and finding commonalities than feel fearful of the
differences, then we are onto the track of developing a global mind-set. Perhaps
we can stop seeing ourselves and others as migrants but approach as a
prospective friend. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">I don’t think that any of my own education
ever touched upon the global mind-set. My education was in India in the space
of maths and we followed the national curriculum. The set-up was traditional,
the focus on exams and marks with no other purpose expected. However, where
subconsciously the global mind-set seeped in was in the cosmopolitan set up of
the city I studied in, New Delhi, the capital of India. Being the capital, it
has no main cultural anchor as we have individuals from all possible states and
some countries who reside here and mingle with each other. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">My parents were first generation migrants
from the village where they belonged to and worked hard to find a footing in
the city life. For two decades we lived in harmony with our neighbours as
individuals from three different cultures in our country. So, the culture of
hard work, open mindedness, acceptance and tolerance was set in us right from
childhood. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">My father was in a government job that
required a transfer every 3 years and hence we moved from Nepal to some cities
in India. This movement brought about a natural affinity with other cultures.
Since the schools I studied in were central government schools, my classroom
was filled with similar students with migrant parents. Hence, I learn to see
myself not as part of a particular culture with its set rituals, but a citizen
of the world. <o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Perhaps that is why when I consciously
moved to work and study with an international group of individuals, I found it
easy to <b>adapt, accommodate and adjust, the 3 AAA’s of teaching life! </b><o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><b>References</b><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Bauböck, R. (2006). Citizenship and migration – concepts and
controversies. In Bauböck R. (Ed.), Migration and Citizenship: Legal Status,
Rights and Political Participation (pp. 15-32). Amsterdam: Amsterdam
University Press. Retrieved from</span><u><span lang="EN-IN" style="color: #ff007a; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><a href="http://www.jstor.org/stable/j.ctt46mvkf.6"><span style="color: #ff007a;"> </span></a><a href="http://www.jstor.org/stable/j.ctt46mvkf.6"><span style="color: #ff007a;">http://www.jstor.org/stable/j.ctt46mvkf.6</span></a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">
<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Brown, B. (2010). The power of vulnerability.
Retrieved from </span><span class="MsoHyperlink"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><a href="https://www.ted.com/talks/brene_brown_the_power_of_vulnerability#t-5885">https://www.ted.com/talks/brene_brown_the_power_of_vulnerability#t-5885</a></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Crépeau, F. (2018, August 27). Diversity
Statement: Changing our Mindset and Understanding the Complexity of Migration.
Retrieved from https://francoiscrepeau.com/diversity-statement-changing-our-mindset-and-understanding-the-complexity-of-migration-2/</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-73355833460099585882023-09-03T13:53:00.001+05:302023-09-03T13:53:00.140+05:30Milieu and Curricular issues.<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp_gMw-a3rDNrmLP7jI-aQaqIAbGwusYihv3iy10mPhixMpgrmm-DZ8CE2h7C5_MmnlHMBIVl1JjqtowK8iCKJK3cwdYJ9BDrDVzgyGPzFFC8qKLykKetdEXRnQW_2jkhs2Vu8-Art9Vv4tBrv_YaWdtCkC-VQ4D9lpp2CjWAW8BL6PjRt0zJ8JPOz/s1600/IMG-20160127-WA0009.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp_gMw-a3rDNrmLP7jI-aQaqIAbGwusYihv3iy10mPhixMpgrmm-DZ8CE2h7C5_MmnlHMBIVl1JjqtowK8iCKJK3cwdYJ9BDrDVzgyGPzFFC8qKLykKetdEXRnQW_2jkhs2Vu8-Art9Vv4tBrv_YaWdtCkC-VQ4D9lpp2CjWAW8BL6PjRt0zJ8JPOz/s320/IMG-20160127-WA0009.jpg" width="320" /></a></div><br /> <p></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><b style="font-family: "Times New Roman", serif;">Milieu and Curricular issues.</b></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><b>Milieu
is defined as</b> “the people, physical and social conditions and events that
provide the environment in which someone acts or lives.”<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>Curriculum
is defined in multiple ways. </b>The one I feel resonance to is “all the
experiences that a learner has under the guidance of the school”. (Su, S, 2012)</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">The
milieu I am taking is a school that runs International Baccalaureate programs (</span><span style="color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">Iborganization, n.d.)</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> at primary and senior levels
and (</span><span style="color: #333333; font-family: "Times New Roman", serif; font-size: 12pt;">Cambridge IGCSE curriculum, n.d.) </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">at
the high school level. For middle school, that is grades 6 to 8, it has no
formal program. The school builds its own multi-sensory curriculum (Morin, A,
n.d.). I take maths for grade 6 in this school</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>The
first issue is the diversity of learners in my class.</b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Our
school believes that “<a name="OLE_LINK14"></a><a name="OLE_LINK15"><span style="mso-bookmark: OLE_LINK14;">adaptation of the curriculum to meet the
learning needs of all children is the responsibility, after all, of the teacher
and not of the curriculum itself”</span></a>. <a name="OLE_LINK16">(UNESCO-IBE,
2016).</a><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Hence,
I am learning to meet the needs of a diverse group of learners on my own. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The
diversity in capabilities in the maths class is very intense. On one side is P
who is a gifted kid and on the other side is N who is frightened at the thought
of maths. To make it worse, P is very emotional and requires constant validation
whereas N needs special help. The rest of the class is somewhere within this
spectrum. Although I bring a lot of new ideas in the class, I feel mostly that
there are some students who were left behind in each lesson. I am not
satisfied. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Both
P and N are affected by any decision that I take. If I keep the needs of P in
mind, N is affected and if I focus on N, P is affected. If I stay in the
middle, both are affected. How do I map the two ends of the spectrum? What kind
of planning would assist me in meeting the needs of diverse learners?</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">In
my opinion, the reason for this difficulty is that the school has decided to
call itself inclusive, created inclusive classrooms, set up a Special needs
department with an incharge, however there is no inclusive policy or inclusive
curriculum. That is a “… permanent search for the intersection points among the
curricular proposal, the school conception, and the teacher’s profile, role and
practices.”. (UNESCO-IBE, 2013, p.12.). We are a school, working within “constraints
of a prescribed curriculum …and a wishful teacher (me).”. (UNESCO-IBE, 2013,
p.12.).</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>To
combat this, we need to work on multi levels:</b></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
need to move away from a ‘top down’ school to a school that opens the space for
collaborative learning of teachers from each other. “The deeper problems of
schooling have to do with teacher isolation…”. (Eisner, E, 2001)<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
need to first define for ourselves what is curriculum. “There are a variety of
definitions in relation to the term “curriculum.” The indecisive nature of the
term is owing to divided perceptions of stakeholders, e.g. students, educators,
researchers, administrators, evaluators with their own agenda of emphasis in
educational discourse.” (Su, S., 2012) <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
need to understand for ourselves, “…what is curriculum and what is not
curriculum?” (Kliebard, H, 1977) “Through continuous discussions, all teachers
need to come to a single answer, that should have a range of points to it.”
(Fell, R, 2014)<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
need to work on teacher isolation. For “…teachers don’t often have access to
other people who know what they’re doing when they teach and who can help them
do it better.” (Eisner, E, 2001)<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
need to ask ourselves, “What is the quality framework within which curriculum
developers can set goals, develop and implement change processes, and
eventually gauge their success?” (UNESCO-IBE, 2006). <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
also need to undergo continuously “Evaluation of curriculum”. (UNESCO-IBE,
2006, pp.9.). <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">We
need to learn to “…create diversity in curriculum” (Robinson, K, 2011), in
order to cover the diversity of learners. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>The
second issue is the school policy.</b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The
students have come from primary program of the IB and are moving to IGCSE and
then IBDP. Between three structured programs, they are in a loosely structured
program without adequate evaluation of the same. That creates a gap in the
quality of curricular programs. From a rich program of IB at primary years,
they are exposed to a content heavy middle school program. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Since
there isn’t an evaluation structure that can be used the work is largely
dependent on teacher capability. Some teachers, aware and attentive, work at
their level. While others largely stay with formal content and ignore the
hidden side of curriculum, i.e. “…</span><span style="background: white; color: #464749; font-family: "Times New Roman", serif; font-size: 12pt;">the
unintended development of personal values and beliefs of learners, teachers and
communities; unexpected impact of a curriculum; unforeseen aspects of a
learning process”</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">. (International Bureau of Education, n.d.).</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">This
affects everyone. Students, teachers and parents. Hence the solution would be
multi fold.</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; text-indent: -0.25in;"><span style="mso-list: Ignore;">-<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; text-indent: -0.25in;">Educate
the teachers: Develop teacher capacity in designing curriculum, as most of us
are Indians and not developed enough to think in the way of a curriculum designer.
We need to develop “…a continuous dynamic cycle of development, implementation
and evaluation, which leads to and informs a new cycle.” (UNESCO-IBE, 2016).</span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Educate
the parents: Develop the perspective of parents, as despite being independent
in 1947, we are a largely examination driven community. This is an
International school, but most of the students are from India. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">-<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Become
a full IB school: Now that IB middle years’ program has an examination too, the
school could become a completely an IB school which would ensure a basic
quality framework in place. This would ensure that the gap between a rich
primary and rich senior school program would be covered.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span>One needs to be sure of sending out deeply
committed human beings to the larger society who will “…learn the challenge of
facing life creatively”. (Robinson, K, 2011)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">References:<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><a name="OLE_LINK1"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Eisner, E. What does it mean to say a school
is doing well? In Flinders, D. J., & Thornton, S. J.
(Eds.), <i>The Curriculum Studies Reader, Fourth Edition </i>(pp.297-305).
New York, NY: Routledge. Retrieved from: </span></a><a href="https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf"><span style="mso-bookmark: OLE_LINK1;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf</span></span></a><span style="mso-bookmark: OLE_LINK1;"></span><a name="OLE_LINK2"></a><span style="mso-bookmark: OLE_LINK2;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK2;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Kliebard,
H. (1977). Problems of Definition in Curriculum. Journal of Curriculum and
Supervision Fall 1989 (5) 1, pp.1-5. Retrieved from </span></span><a href="http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf"><span style="mso-bookmark: OLE_LINK2;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf</span></span></a><span style="mso-bookmark: OLE_LINK2;"></span><a name="OLE_LINK3"></a><a name="OLE_LINK4"></a><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">MILIEU.
(n.d.).<span style="mso-spacerun: yes;"> </span>Retrieved from </span></span></span><a href="https://dictionary.cambridge.org/dictionary/english/milieu"><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">https://dictionary.cambridge.org/dictionary/english/milieu</span></span></span></a><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Morin, A.
(n.d.). Multisensory Instruction: What You Need to Know. Retrieved from </span></span></span><a href="https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know"><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know</span></span></span></a><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Su, S. (2012). <i>The Various Concepts of
Curriculum and the Factors Involved in Curricula-making. </i>Retrieved
from:<i> </i></span></span></span><a href="https://www.researchgate.net/publication/268348184_The_Various_Concepts_of_Curriculum_and_the_Factors_Involved_in_Curricula-making"><span style="mso-bookmark: OLE_LINK4;"><span style="mso-bookmark: OLE_LINK3;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">https://www.researchgate.net/publication/268348184_The_Various_Concepts_of_Curriculum_and_the_Factors_Involved_in_Curricula-making</span></span></span></a><span style="mso-bookmark: OLE_LINK3;"></span><span style="mso-bookmark: OLE_LINK4;"></span><a name="OLE_LINK5"></a><span style="mso-bookmark: OLE_LINK5;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK5;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">6.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">What is
Curriculum? (n.d.). Retrieved from </span></span><a href="https://www.igi-global.com/dictionary/curriculum/6468"><span style="mso-bookmark: OLE_LINK5;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">https://www.igi-global.com/dictionary/curriculum/6468</span></span></a><span style="mso-bookmark: OLE_LINK5;"></span><a name="OLE_LINK6"></a><a name="OLE_LINK7"></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK6;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK6;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">7.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">International Bureau of Education. (n.d.).
Different Meanings of “Curriculum". Retrieved from </span></span></span><a href="http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK6;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D</span></span></span></a><span style="mso-bookmark: OLE_LINK6;"></span><span style="mso-bookmark: OLE_LINK7;"></span><a name="OLE_LINK8"></a><span style="mso-bookmark: OLE_LINK8;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-bookmark: OLE_LINK8;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">8.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">UNESCO
International Bureau of Education <a name="OLE_LINK13">(UNESCO-IBE). (2016)</a>.
What makes a quality curriculum? <i>Current and Critical Issues in
Curriculum and Learning (2)</i>, pp.1-41. Retrieved from </span></span><a href="http://unesdoc.unesco.org/images/0024/002439/243975e.pdf"><span style="mso-bookmark: OLE_LINK8;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">http://unesdoc.unesco.org/images/0024/002439/243975e.pdf</span></span></a><span style="mso-bookmark: OLE_LINK8;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></span></p>
<span style="mso-bookmark: OLE_LINK8;"></span>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">9.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">7 . <a name="OLE_LINK9">UNESCO International Bureau
of Education (UNESCO-IBE). (2013). The Curriculum Debate: why it is important
today. Geneva: UNESCO-IBE. Retrieved from </a></span><span style="mso-bookmark: OLE_LINK9;"></span><a href="http://www.ibe.unesco.org/sites/default/files/resources/wpci-10-curr_debate_eng.pdf"><span style="mso-bookmark: OLE_LINK9;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">http://www.ibe.unesco.org/sites/default/files/resources/wpci-10-curr_debate_eng.pdf</span></span></a><span style="mso-bookmark: OLE_LINK9;"></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><br />
8. <a name="OLE_LINK10"></a><a name="OLE_LINK11"><span style="mso-bookmark: OLE_LINK10;">Fell, R. (2014, April 09). <i>What is Curriculum</i> [Video
File]. Retrieved from </span></a></span><span style="mso-bookmark: OLE_LINK11;"><span style="mso-bookmark: OLE_LINK10;"></span></span><a href="https://www.youtube.com/watch?v=zHM9AGmF7T8"><span style="mso-bookmark: OLE_LINK11;"><span style="mso-bookmark: OLE_LINK10;"><span color="windowtext" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">https://www.youtube.com/watch?v=zHM9AGmF7T8</span></span></span></a><span style="mso-bookmark: OLE_LINK11;"><span style="mso-bookmark: OLE_LINK10;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"> (2:06)</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">10.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">9. <a name="OLE_LINK12">lwf. (2011, March 21). <i>Sir Ken Robinson, Creativity,
Learning & the Curriculum</i> [Video File]. </a></span><span style="mso-bookmark: OLE_LINK12;"></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-43185537847297255662023-09-02T21:18:00.001+05:302023-09-02T21:18:00.144+05:30My Philosophy for Globally Oriented Education<p><span style="color: #800180;"> </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaJtRr9Mok8LAaKbPRRW6zhHHb99Jdt_TIQ8LGWdPbTzWGgg0O2XlvHED19MM8TFb4ydEuHxaoy9sBGH4OCBaNDM3KB1vsjNq_d6hyaKZvWh_Wacx8p0V3oWZnZVpuPc401Tn2KX4TdwvxouwhehAjQqvnlPHg7KWAHHSi3Ldwo8NdiPVHEV7hoE22/s147/me8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: #800180;"><img border="0" data-original-height="147" data-original-width="147" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaJtRr9Mok8LAaKbPRRW6zhHHb99Jdt_TIQ8LGWdPbTzWGgg0O2XlvHED19MM8TFb4ydEuHxaoy9sBGH4OCBaNDM3KB1vsjNq_d6hyaKZvWh_Wacx8p0V3oWZnZVpuPc401Tn2KX4TdwvxouwhehAjQqvnlPHg7KWAHHSi3Ldwo8NdiPVHEV7hoE22/s1600/me8.jpg" width="147" /></span></a></div><span style="color: #800180;"><br /></span><p></p><p align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">My
Philosophy for Globally Oriented Education</span></b></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">“During
the middle school years, young teens undergo multiple physical, social
emotional, and intellectual changes that shape who they are and how they
function as adults”, (Juvonen et al, 2004, pp.3). This is the time when seeds
of the adult life are sown and sprouted. Middle school is a space of tension
because of “…the need for middle schools to ease the transition from elementary
school, with an emphasis on the developmental needs of young teens, versus the
need to facilitate the transition to high school, with an emphasis on academic
rigor”,”, (Juvonen et al, 2004, pp.4). And this is when I taught maths to
students!<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">It may seem very narrow to some, but my curricular
decisions, developments and all that I have done in education was provoked by
the utter phobia for maths I saw among a lot of students in my classes. Phobia
“…may be defined as a feeling of anxiety that stops one from efficiently
tackling mathematical problems”, (Raghunathan, 2012). They were riddled with
low self-esteem, believing that they are fools because they are not good at
maths, and would often chase me for few marks after each summative to get their
overall grade up. I believed with all my heart that this was something very
false in education, although I was a new teacher, all of 23 years and did not
know what to do!</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">My work to face this over 20 years spent in the
classrooms of schools spanning traditional education, free progress and IB
resulted in chiselling out my philosophy. This was based on ‘humane connection’,
for “…what you realize is that connection is why we're here. It's what
gives purpose and meaning to our lives, (Brown, 2010, 3.01)”. I realised that
for me, the purpose of education was to learn to build humane connection with
the students or relationships. “And to me, the hard part of the one thing that
keeps us out of connection is our fear that we're not worthy of
connection” (Brown, 2010, 6.59). The students with low self-esteem did not
believe that I would accept them and I would keep hearing, ‘I can’t believe
that you talk to me for I suck at math!’</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">My philosophy has been chiselled out at two levels,
Inner and Outer.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; text-align: center;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The
Inner – Mindful Relationships</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span>“Mindfulness meditation asks us to suspend
judgment and unleash our natural curiosity about the workings of the mind,
approaching our experience with warmth and kindness, to ourselves and others”,
(Getting started with mindfulness, 2018). This is what helped me to be aware of
my own conditioned response to some students and get over it. That in turn
worked towards accepting them fully and build a relationship of acceptance by
suspending my judgment. I look at students as human beings in full
expansiveness and not through the small window of ‘performance in maths’. I
opened myself, learnt to live “…with vulnerability and to stop controlling and
predicting”, (Brown, 2010, 10.35). “Vulnerability is basically
uncertainty, risk, and emotional exposure, (<span>Schawbel,
2013). <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 150%;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">This relaxed the
students, adolescents, as my base is middle school, for they felt accepted
unconditionally. The sense of safety that they felt enhanced learning. “</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">"<span>From a neuroscience perspective,</span> <i><span>learning</span></i> <span>is a
change in the receptivity of cells brought about by neural connections
formed, strengthened, and connected with others …” (Schunk, 2012, pp.33). </span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">To expose myself emotionally, I stepped off my authority as a
maths teacher and became one of the adults with the kids. It was a risk for
having an attitude of ‘I love you as you are’ could have had students taking it
easy, but surprisingly it never happened!</span></span></p>
<p class="MsoNormal" style="line-height: 150%;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Not only did I
connect with them, I also made it a culture of the classes for students to be
kind and empathic to the others. As the schools I worked in were inclusive
school, I found that it was needed for students to be empathic to each other. I
did whatever was needed for this, such as (a) going out into the field and
playing cricket with the class, (b) trying different types of collaborative
learning, (c) bringing in buddy system in the classes or (d) having extensive
discussions with the students on relating to each other. It was not very hard
as students of middle school are open to listening to rational perspectives if
conveyed positively. This is what sowed the seeds for the global mind-set of
empathy, compassion and kindness among the students.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; text-align: center;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The
Outer – The curricula</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">The outer is how I teach maths. The tools and
techniques of teaching and assessing. “Two factors strongly influence whether
the brain pays attention to a piece of information: (1). If the information has
meaning. (2). If the information causes an emotional response”, (Sun Protection
Outreach by Students, n.d., pp.7). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">To make maths classes meaningful, I brought in context
in maths by answering each time the question ‘why are we learning this?’ was
raised by the students. <span>“…to make
learning meaningful—and thereby build more extensive neural
connections—teachers should incorporate context as much as possible” </span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Schunk, 2012, pp.40). I brought in real life applications to answer the
questions incessantly put by the students. I brought in History to give a
perspective to the evolution of maths. I made them explore the ‘what, why, how,
who and where’ of maths.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">"You can take any unit and change it a little so
that students really start to see the world globally," (JSIS, 2013). I
integrated maths with global issues. For example, data handling became the time
to explore population growth; ratio brought in human sex ratio; calculus
brought in the question of war as the time of innovation and symmetry brought
in a deep reflection of teenage life, (Kochar, 2011).</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">To make the class emotionally positive, I used variety
of strategies. Collaboration, flip the class, use of colours in the notebooks,
projects, self-assessment, peer assessment and problem solving. There was also
a steady rhythm created by the routine of work with feedback on regular basis. As
I moved from national to international curriculum, the diversity of students
widened more and more. In attempting to include all kinds of learners, my
toolbox of strategies grew. Gradually my classes were an integration of life
skills, Multiple Intelligences and Perspective.</span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; text-align: center;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Conclusion</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">What kind of a human am I creating? The road to my
philosophy stems from trying to answer this question. It is an exploration and
an inquiry into my own mind-set to question the kind of human-being I am moving
towards. As the layers of conditioning peeled off, I realised “…that
vulnerability is the core of shame and fear and our struggle for
worthiness, but it appears that it’s also the birthplace of joy, of creativity, of
belonging, of love” (Brown, 2010, 12.21). When I stand before a student deeply
open emotionally, a connection is formed, and creativity explodes fully into it.
<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></p>
<span style="color: #800180;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%; mso-ansi-language: EN-IN; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br clear="all" style="break-before: page; mso-special-character: line-break; page-break-before: always;" />
</span></b>
</span><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; text-align: center;"><br /></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-74108349202091335182023-09-02T13:58:00.001+05:302023-09-02T13:58:00.140+05:30Standardized Testing<p> <span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span></p><p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFB28D0CNv1RrVauRoROoEJuRsW8tvj_UyfQLmKUj7evx_5uOujjJHGDyMq5UijaJrwSH9SdQxrTYTGvIBqeoWudcmS0Oa-ReroMWU4gJqzMG9zBbzielAgQnj8V1IbVpC308ZjNunb58zM-oYAeaagukXIQoSkCi9YIynTn04PcrUZMeyJ-W4REUu/s586/6%20(1).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="441" data-original-width="586" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFB28D0CNv1RrVauRoROoEJuRsW8tvj_UyfQLmKUj7evx_5uOujjJHGDyMq5UijaJrwSH9SdQxrTYTGvIBqeoWudcmS0Oa-ReroMWU4gJqzMG9zBbzielAgQnj8V1IbVpC308ZjNunb58zM-oYAeaagukXIQoSkCi9YIynTn04PcrUZMeyJ-W4REUu/s320/6%20(1).jpg" width="320" /></a></span></div><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><br /></span><p></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Personal Definition of Standardized
Tests</span></b></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">In
teaching 5 sections of grade 6, at the end of every chapter, I take a test that
is common to all students. It is for 1 hour and the rubric to measure their
grades is also the same. End of it I compare performances of different
sections. The test is ‘Standardized’. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><u><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">S<span style="background: white; border: 1pt none windowtext; color: #2c2e35; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0in; padding: 0in;">tandardized Test</span></span></u><span style="background: white; color: #2c2e35; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">: A form of test where all test takers answer
the same questions in the same way. The test is scored in a manner that is
“standard”. The chief purpose is to compare the relative performance of
individual students or groups of students. They can include any type of
questions. They can be pen and paper or use a computer. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Pros
and Cons of using Standardized Tests<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
pros of Standardized Testing are as follows.<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; margin-left: 39.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 39pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #2c2e35; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">It is an “Assessment for <i>accountability”
</i><span style="mso-bidi-font-style: italic;">(UNESCO, 2015, p.7). There are
certain objectives with which one starts a school year and Standardized Test is
a tool to evaluate the outcome and that holds the imparters of education
accountable. </span><span style="background: white; color: #2c2e35;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; margin-left: 39.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 39pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #2c2e35; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #2c2e35; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
“standardized format, coupled with computerized scoring, reduces the
potential for favouritism, bias, or subjective evaluations.” (</span><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Standardized Test., 2015, para. 3).</span><span style="background: white; color: #2c2e35; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; margin-left: 39.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 39pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #2c2e35; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">They can be
used for a variety of purposes, such as to decide if a student should be in
special needs care, aptitude tests or college admission tests or determine if
students have achieved a certain level of competency in the required area. </span><span style="background: white; color: #2c2e35; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-bottom: 0in; margin-left: 39.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 39pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #2c2e35; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">They can
serve as a check to see if the learning objectives are met or not. </span><span style="background: white; color: #2c2e35; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
cons of using Standardized Testing are as follows.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Let’s
go back to my own example of grade 6 testing of all 5 sections. The data that I
get at the end in the form of marks is used by the school head to label the
sections as ‘weak, average or bright’. This is emotionally damaging to the
students. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Although
Standardized Tests are marked as free from subjectivity, “Test Bias” (<span style="background: white; color: #333333;">Partnership, 2015) </span>is a human
reality that we cannot escape from. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Holding
a school or teachers accountable for learning gaps can be very stressful and
misused by authorities. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">They
are discriminatory against the outliers, such as students of different culture
or with special needs. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
portion of educational achievement that they measure is very less. If education
is preparation for life, standard tests measure very minimal part of it. The
teachers would end up teaching for the test instead of using best practices. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Final
Thoughts<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Every
year, in my country, at the end of grades 10 and 12, the students of the whole
country, appear for central examinations. Irrespective of who they are and what
their level of expertise in a subject is, everyone writes the same exam, is
graded based on the same rubric and the final grades or marks are given as per
the same mark scheme. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
previous government, before 2019, abolished exams at grade 10 and brought in “CCE
or Continuous and Comprehensive Evaluation” (CCE Aims and Objectives, 2019). A
very comprehensive manual was prepared by the curriculum policy makers listing
in detail the philosophy and practice. In my opinion, it was a brilliant
document. It created a lot of changes in the society. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The positive changes
were:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Student
suicide rate dropped as the stress of learning reduced.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">A
number of schools moved from being completely conventional to experimental and
creative.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Teachers
learnt to be creative as national lever professional development started. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">However, there were
difficulties too:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
grade 12 standardized exam was not abolished. But students who entered grade 11
after CCE for grades 1 to 10 were not prepared enough academically. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Students
were stress free, however there was no way of measuring how they were growing. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
teachers had to conduct multiple formative assessments and write descriptive
reports. This had to be done by hand as all teachers did not have access to
technology. This increased their burden. In a nutshell, while students
blossomed, the teachers suffered. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Hence
the first thing that the present government did, in 2019, was to abolish CCE
and return to exams in grade 10. The current situation is that we have (a) standardized
examinations at the end of grades 10 and 12; (b) no examinations at the primary
level, (c) and middle school is left for the individual schools to decide. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 21pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">I
believe instead of abolishing CCE, the new government could have set up a
committee of educators to watch over the whole cycle of (a) setting objectives,
(b) implementing objectives, (c) assessing outcomes and (d) redefine
objectives; using “Tyler’s Objectives-Centred model” (Okyere, n.d., p.6) of
curriculum evaluation. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 21pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Standardized
Testing would have helped in evaluating the whole model year after year and
modify it as required. That would have been a middle path, that could have been
made a standard model for the country’s public education network. As of now,
the vigilance for students committing suicide after the Standardized
Examinations of grades 10 and 12 has returned. There is regular police patrol
placed on the bridge of Yamuna River in New Delhi during and post the
examination season. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></b><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: center;"><b>References</b></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">CCE aims and objectives. (2019, February 21). Retrieved from <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.educationworld.in/cce-aims-and-objectives/.
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Okyere. P.
(n.d.) Curriculum Evaluation Models. Pp. 1-16. Retrieved from <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><a href="https://www.academia.edu/9846526/CURRICULUM_EVALUATION_MODELS"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.academia.edu/9846526/CURRICULUM_EVALUATION_MODELS</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Standardized Test. (2015). Retrieved from <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><a href="https://apastyle.apa.org/learn/faqs/cite-website-material"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://apastyle.apa.org/learn/faqs/cite-website-material</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Partnership,
G. S. (2015, May 22). Test Bias. Retrieved from </span><a href="https://www.edglossary.org/test-bias/"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.edglossary.org/test-bias/</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">UNESCO
(2015). Student Learning Assessment and the Curriculum: Issues and Implications
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">for Policy, Design, and
Implementation. <i>Current and Critical Issues in the
Curriculum and Learning. </i>Pp. 1-29.<i> </i>Retrieved
from <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: 0.5in;"><a href="http://unesdoc.unesco.org/images/0023/002354/235489e.pdf"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">http://unesdoc.unesco.org/images/0023/002354/235489e.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-63393487473950640842023-08-26T21:27:00.000+05:302023-08-26T21:27:00.138+05:30General purpose of education<br /><div style="text-align: center;"><br /></div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxBVA4zr6qPBYakC8pJ3DJjulGZUjTLzY8wfJzqiDnuqFEe4IhY6ieNS8EDE5aiYXxrfgRhKROyHZd6lw0PTfOoWE55LYsVRcmo_AwczSPoV3za6eT_k1oIGTJLMSx6QJUt6Q1rGBTeMeh65L028JaeiIi0I8_nd-TewY8vPiJVJmsJXyn3x4JrUgc/s640/dochula%20(7).jpg"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxBVA4zr6qPBYakC8pJ3DJjulGZUjTLzY8wfJzqiDnuqFEe4IhY6ieNS8EDE5aiYXxrfgRhKROyHZd6lw0PTfOoWE55LYsVRcmo_AwczSPoV3za6eT_k1oIGTJLMSx6QJUt6Q1rGBTeMeh65L028JaeiIi0I8_nd-TewY8vPiJVJmsJXyn3x4JrUgc/s320/dochula%20(7).jpg" /></a></div><br /><h2 style="text-align: left;">General purpose of education </h2>Is it academics? Is it being ready for college? Is it to build a human being? There is no one answer to this question. These do not have to be mutually exclusive but the curriculum that would implement it perfectly does not exist so far (Walker, 2016)! There are multiple pathways and literature abounds for each of them. One can say that there is no purpose of education that is agreed upon by all, or even most, educators (Learning in Mind, n.d.). However, we do agree that Education reform is the great social justice because of our times. Hence, we must secure the highest standards of education for all young people, regardless of their background (GOV.UK, 2015). <br /><br /><h2 style="text-align: left;">Education in India over time </h2>Modern Indian education has been shaped by the formal colonial rule by the Great Britain. Pre-colonial times saw education with spiritual growth as the base. It had an ancient tradition dating back to the Vedic Period (1500 to 500 BC). By the time European colonialists arrived, education mostly took place in traditional schools. The British colonialists imposed an education system based on the British system and introduced English as a language of instruction (Trines, 2019). <br /><br /><h2 style="text-align: left;">Education in India presently </h2>The focus of Indian education is economic prosperity as of now. India is a rapidly changing country in which inclusive, high-quality education is of utmost importance for its future prosperity (Trines, 2019). However, it would be hard to give a single perspective on Indian education. We have schools giving the most traditional education to schools that have broken all barriers towards progress. Traditional schools focus on examinations whereas progressive schools focus on building a person with skills for life. The entire spectrum is present in India. There are islands of progressive schools amidst closed structured examination-oriented schools (Trines, 2019). <br /><br /><h2 style="text-align: left;">References </h2>1. GOV.UK. (2015, July 9). The purpose of education. <a href="https://www.gov.uk/government/speeches/the-purpose-of-education">https://www.gov.uk/government/speeches/the-purpose-of-education</a> <br /><br />2. Learning in Mind. (n.d.). The Meaning and Purpose of Education. <a href="http://learninginmind.com/meaning-of-education.php">http://learninginmind.com/meaning-of-education.php</a> <br /><br />3. Trines Stefan. (2019). Education in India. WENR. <a href="https://wenr.wes.org/2018/09/education-in-india">https://wenr.wes.org/2018/09/education-in-india</a> <br /><br />4. Walker, T. (2016, August 29). What’s the Purpose of Education? The public doesn’t agree on the answer. <a href="http://neatoday.org/2016/08/29/the-purpose-of-education-pdk-poll/">http://neatoday.org/2016/08/29/the-purpose-of-education-pdk-poll/</a> <br /><br /> <br /><br /> Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-70149871230375548172023-08-26T21:21:00.001+05:302023-08-26T21:21:00.141+05:30Global Competence<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwIbe3WiSa6dPV0GWF8AUsAIp_qxHMdgT3EuOB66_OPUDO38p4BgoztaIys5v4RDCvE3iF356gTuSEDXsJfGMo8yALCLwAZPOjVygqH8-ytkQiaLX4n78QEbByvyhFOU5WJGmEaCWFttJFzKqG5HyN_DZU4TmRiiCF60vaQfT1_IBdnMzvxUgbNbE/s334/logo.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="230" data-original-width="334" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwIbe3WiSa6dPV0GWF8AUsAIp_qxHMdgT3EuOB66_OPUDO38p4BgoztaIys5v4RDCvE3iF356gTuSEDXsJfGMo8yALCLwAZPOjVygqH8-ytkQiaLX4n78QEbByvyhFOU5WJGmEaCWFttJFzKqG5HyN_DZU4TmRiiCF60vaQfT1_IBdnMzvxUgbNbE/s320/logo.JPG" width="320" /></a></div><br /> <p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><b>Global
Competence</b><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.25in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Global competence, by its very
name, would indicate that it is to do with living in the world with a certain
degree of competence. It can be defined in multiple ways. Two of them stand out
for me and these are:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>What Is Global
Competence? (n.d, para 1) defines it as “…<span style="background: white;">the
skills, values, and behaviors that prepare young people to thrive in a more
diverse, interconnected world”. </span></b></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Reimers
(2009, para 3) defines it as “Global competencies are also the attitudinal and
ethical dispositions that make it possible to interact peacefully,
respectfully, and productively with fellow human beings from diverse
geographies”.</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.25in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Synthesising the definitions,
building global competence would require, as a base, building in oneself a set
of behaviours, values and skills that facilitate living and working
harmoniously Globally. Hence the need for parents and schools to set a clear foundation
for the same. Some of these are open mindedness, empathy and critical thinking.</span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><b>What a
school can do</b><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">First of all, schools would need
to have a diverse culture of individuals in its space. These are students,
teachers, leaders and support staff. This diversity is not just of countries
but also religions and cultures. When I joined my first IB school coming from
national curriculum, I was accepted even though I was from national curriculum.
This was because the school director wanted the culture of the school that I
was coming from. The IB school I joined had individuals from 43 different
countries, making it a melting pot of many cultures. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Schools need to have a culture of
continuous dialogue on the meaning of education, and not settle for the easiest
definition that we get. Krishnamurti (2001, para 2) said, in one of his
dialogues with students, “</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Education is not only
learning from books, memorizing some facts, but also learning how to look, how
to listen to what the books are saying, whether they are saying something true
or false”. One can take a number of definitions of education coming from
various cultures, from both east and west, and use them as a starting point for
dialogues. One needs to ask, ‘What is the world view of different parts of the world?’<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Schaps (2003, para 13), “<span style="background: white;">School wide community-building activities link
students, parents, and teachers; help foster new school traditions; and promote
helpfulness, inclusiveness, and responsibility”. </span>Schools are
totally focused on students as learners. I think that is a mistake. Schools need
to consider themselves as a ‘community of learners’ for everyone, children and
adults. The expectation for teachers to be solvers of all problems is very
unrealistic and leads to loss of motivation. Schools need to be as much
considerate to adult needs as to the children. One of the ways is to have a
differentiated teacher education program, as teachers are growing too and need
the same safety net that students need. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">A Dutch colleague of mine
said, ‘In my country we are told that all that we are learning in the teacher
education program is like a back pack of tools. We need our own intelligence
and common sense to use what is needed in the classroom’. Schools need similar
attitude of continuously educating teachers and also balance common strategies
with autonomy. Reimers (2009, para 27) “<span style="background: white;">An
organized, bottom-up, teacher-led movement can advance global education in ways
that advocates have been unable to do so far”. <o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Boix & Jackson (2011, pp. 78)
“Indeed</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">, establishing a school wide culture of
global competence involves more than teaching for global competence: it entails
creating an environment where students are acculturated into globally competent
ways of thinking and acting, ways that become habits of mind and heart”.</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-align: center;"><b><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: center;">How we can
bring it in the classroom</span></b></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Reimers (2009, para 1) “</span><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The purpose of schooling is to prepare students for life in
the real world in their communities and societies, both in the present—while
students are in school—and in the future—after they leave school behind”.
However, </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Reimers (2009, para 7), “</span><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The challenge is not simply figuring out which specific
activities contribute to fostering aspects of global competency, but also
finding out how to integrate those activities into the regular work of schools
and how to align them with existing curriculum, assessment, and opportunities
for teacher professional development”. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The classroom is the crucible in
which the behaviours, values and skills for the global competency can be built.
The classroom sessions need to create experiences that bring students together
to be with each other in harmony. This would require, as per Boix & Jackson
(2011, pp.53), “…</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">teachers to (a) Identify engaging
topics of local and global significance. (b) Focus on global competence outcomes.
(c) Design performances of global competence. And (d) Employ ongoing global
competence–centered assessments”.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">In creating classroom
experiences, teachers can also use V.I.F.I (n.d., pp.3) “grade-level frameworks
for integrating global awareness into classroom practices”. </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; text-align: center;"><b><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: center;">Conclusion</span></b></p>
<p class="MsoNormal" style="line-height: 200%;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-tab-count: 1;"> </span>In
conclusion, I think Global Competency is about building a human being that
relates well to himself or herself and to others in ways that are productive
for everyone. It can be initiated at school level but its fruition would be a
lifelong process embedded in oneself.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Summed up
well by What is global competence? (2020), “</span><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Building global competence is a journey, not an endpoint. It
is an evolving, ongoing process that we engage in throughout our lives
— not a checklist or a destination.”</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<h2 style="background: white; line-height: 200%; margin-bottom: 0in; text-align: left;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">References</span></h2>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Boix Mansilla, V. & Jackson, A.
(2011). Educating for global competence: Preparing our youth to engage the
world. New York: Asia Society. Retrieved from <u><a href="https://asiasociety.org/files/book-globalcompetence.pdf"><span color="windowtext">https://asiasociety.org/files/book-globalcompetence.pdf</span></a></u>.
</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Krishnamurti, J.
(2001). </span><i><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Krishnamurti on education</span></i><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">. KFI. doi: <span class="MsoHyperlink"><a href="http://jiddu-krishnamurti.net/en/krishnamurti-on-education/1974-00-00-jiddu-krishnamurti-krishnamurti-on-education-talks-to-students-chapter-1">http://jiddu-krishnamurti.net/en/krishnamurti-on-education/1974-00-00-jiddu-krishnamurti-krishnamurti-on-education-talks-to-students-chapter-1</a></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Raudys, J. (2020, April
17). 7 Experiential Learning Activities to Engage Students. Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="https://www.prodigygame.com/blog/experiential-learning-activities/"><span color="windowtext">https://www.prodigygame.com/blog/experiential-learning-activities/</span></a></span></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Reimers, F. (2009). Leading for Global
Competency. Retrieved from <span class="MsoHyperlink"><span color="windowtext" style="background: white;"><a href="http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx"><span color="windowtext">http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx</span></a></span></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Schaps, E. (2003). Creating a School
Community. Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx"><span color="windowtext">http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx</span></a></span></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">V. I. F. I. (n.d.). Teacher Guide, K-12
Global Competence Grade-Level Indicators. Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="https://s3.amazonaws.com/com.appolearning.files/production/uploads/uploaded_file/818f97c9-21e2-4de3-82fa-30b2e63aecc6/K-12GlobalCompetenceGrade-LevelIndicators.pdf"><span color="windowtext">https://s3.amazonaws.com/com.appolearning.files/production/uploads/uploaded_file/818f97c9-21e2-4de3-82fa-30b2e63aecc6/K-12GlobalCompetenceGrade-LevelIndicators.pdf</span></a></span></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -28.9pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">What Is Global Competence? (2010).
Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="https://www.worldsavvy.org/our-approach/global-competence/"><span color="windowtext">https://www.worldsavvy.org/our-approach/global-competence/</span></a></span></span>.</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-81235688008773126302023-08-26T21:20:00.001+05:302023-08-26T21:20:00.154+05:30My entire philosophy of education has been in the context of maths education. <p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUcbMIJpC31TmTUUKP1bn3U6Na5c5yEdyDLEUWBZzbOE2pa9NbalDp_o-yZvMTHEaE4dvLD8Ru7mVVCpMQ9HeA99rlM-I7lPL92mGxQHi67uCtv-b_xHRd5alNX7t9n4mxGnhIEp8q_-keD4u8DN9u64FlEbfbFj1oSjdYlBAaFQ-lfJ-1yu4-VpCG/s1600/me%20and%20teachers.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="762" data-original-width="1600" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUcbMIJpC31TmTUUKP1bn3U6Na5c5yEdyDLEUWBZzbOE2pa9NbalDp_o-yZvMTHEaE4dvLD8Ru7mVVCpMQ9HeA99rlM-I7lPL92mGxQHi67uCtv-b_xHRd5alNX7t9n4mxGnhIEp8q_-keD4u8DN9u64FlEbfbFj1oSjdYlBAaFQ-lfJ-1yu4-VpCG/s320/me%20and%20teachers.JPG" width="320" /></a></div><br /><p></p><p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>Historical
context</b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">My own education left me completely
confused and mistrustful of the adults in my society. When I became a teacher,
I was again very disillusioned by the approach to teaching by my senior peers,
most of who were there without any passion and focused on examination alone. My
students dreaded maths, wanted to excel in it only for it was socially an elite
subject and hence my efforts to focus on creative ways of teach were met well
however not to the extent that I wished for.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Hence I moved to progressive education
field, although it meant for a while a big dip in my earnings, and found the
space to explore the meaning of education that felt personal to me. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>My
Philosophy</b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“<span style="background: white;">The
teaching design that I have created, to make the shift in the Maths classes,
has two such aspects—The Inside and The Outside”,</span> (Kochar, 2011, para.3).
I call it HumaneMaths. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“<span style="background: white;">The
inside approach refers to the attitude of the teacher. It is the ‘connect’ that
the teacher has with the students”, (</span>Kochar, 2011, <span style="background: white;">para.4). </span>We have four “…<span style="background: white;">basic psychological needs—for emotional and physical safety; for close,
supportive relationships—a sense of “connectedness” (Resnick et al., 1997) or
“belongingness” (Baumeister & Leary, 1995); for autonomy, or a say in what
happens to us; and for a sense of competence—a belief that we are capable
people and able to learn”, (Schaps, n.d.). The inner part of education is when
the teacher stretches all her boundaries to build a positive connect with the students.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“The
outside approach is the curriculum in Maths designed by the teacher”, (</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar,
2011, <span style="background: white;">para.p). In my view it should be focused
on building a sense of self-empowerment in the students by keeping the intent
as developing skills and values. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">This
would be done by developing classroom experiences that require the students to
work in collaboration with others, explore applications of the subject, write
research papers and be a reflective student. “</span><span lang="EN-IN" style="color: #404040; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">In a rapidly changing world, the ability to be engaged citizens and
collaborative problem solvers who are ready for the workforce is essential” (</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">What Is Global Competence, n.d., para.2). <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>Teacher Role</b></span><span lang="EN-IN" style="color: #404040; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">To accomplish this,
we need teachers who are continuous learners, both for the inner and outer
space of the curriculum. These would be teachers who would grow deeper into
discovering their true selves, hence removing boundaries that separate us as
individuals. They would work towards being mindful of their own cultural
barriers in accepting all students. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Externally they
would be continuous learners, expanding their knowledge of skills to teach
their subject and manage their classrooms. They would be reflective learners
with a approach of growth mind-set towards their own efforts. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>School’s Role</b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">None of this is
possible unless the school does not see teachers as growing learners. One of
the schools where I learnt a lot had the head of school say often, “teachers
are our best resources”. Needless to say, we all had the space to grow and be
better teachers through the years. Such schools expand the notion of
differentiation for teachers too and would not have a one size fits all
approach for teaching methods. Teachers would have a ‘backpack of tools’ to
teach and would be free to use them in the class as the context requires it.
Their classes would be learner centric.</span><span style="background-color: white; font-family: "Times New Roman", serif; font-size: 12pt; text-align: center; text-indent: 0.5in;"> </span><span style="background-color: white; font-family: "Times New Roman", serif; font-size: 12pt; text-align: center; text-indent: 0.5in;"> </span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>Social set up</b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: 0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The social set up,
that comes through in a school via the parents, can push or pull the educative
philosophy either way. One needs for my philosophy to be practiced, parents who
believe that each child has a genius, just not in the same space. They would be
parents who would be involved in the whole space of parenting by giving an
emotionally safe zone for the children. To engage them further and build a
community that includes them, the schools would have constant sessions for
dialogue with parents. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.5in; vertical-align: baseline;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>Integration</b><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.5in; vertical-align: baseline;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The chief reason for my vision in education is the whole
approach of social pressure for education for job, money and a house does not
feel right. Education needs to be the crucible in which both the teacher and
student find a space to find themselves. Their strengths, limitations and their
driving force in life. It is a space for discovery and hence requires a smaller
number of students, a loosely structured curriculum, positive attitude to
mistakes and social acceptance of all kinds of individuals.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.5in; vertical-align: baseline;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>It also requires a
belief system that “</span><span lang="EN-IN" style="color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The purpose of schooling is to prepare
students for life in the real world in their communities and societies, both in
the present—while students are in school—and in the future—after they leave
school behind” (</span><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Reimers,
n.d.).<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.5in; vertical-align: baseline;"><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The world is changing. We are moving to a world
where there is a flatness brought about from migration and internet. The chief
contemporary issue is grounding in one’s own sense of self and a global
mind-set. </span><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-ansi-language: EN;">Reimers (2009)
defined global competence as “the attitudinal and ethical dispositions that
make it possible to interact peacefully, respectfully, and productively with
fellow human beings from diverse geographies.</span></p>
<h2 style="line-height: 200%; margin-bottom: 0in; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>References</b></span></h2>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar, M. (2011, October 29). Designing a logo with symmetry.
Retrieved from</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"> <u><span style="color: blue;"><a href="https://humanemaths.blogspot.com/2015/08/what-is-humanemaths.html?view=timeslide">https://humanemaths.blogspot.com/2015/08/what-is-humanemaths.html?view=timeslide</a></span></u><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Ranker, G. (2018, April 6). Global Mindset Definition: what it
really means? Retrieved from </span><u><span lang="EN-IN" style="background: white; color: blue; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="https://www.garyranker.com/global-mindset/global-mindset-leadership-what-it-really-means/">https://www.garyranker.com/global-mindset/global-mindset-leadership-what-it-really-means/</a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Reimers, F. (n.d.). Leading for Global
Competency. Retrieved from </span><u><span lang="EN-IN" style="background: white; color: blue; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx">http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx</a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Schaps, E. (n.d.). Creating a School Community. Retrieved
from <span class="MsoHyperlink"><a href="http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx">http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx</a></span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">What Is Global Competence? (n.d.). Retrieved from<span style="background: white;"> </span></span><span class="MsoHyperlink"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="https://www.worldsavvy.org/our-approach/global-competence/">https://www.worldsavvy.org/our-approach/global-competence/</a></span></span><span lang="EN-IN" style="background: white; color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-44100919795921006462023-08-26T21:14:00.001+05:302023-08-26T21:14:00.136+05:30Global Mind-set<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB3L_Qn8A3SHsaodQANEw42e8VFCghx6Z5Hyy0xIFO31JwtxG-yQXJ9M4jy7SekSez3zo1Bb8KXbWoY0tMlNB-1CgB7c1grMRKdQ7i1UlBhsDKSicRU64DJ3YV_TldKL2sF6aJlRlJEU_tnt1qUqb3Us74RBragYljcDCJOG90JT4yDImNAAhU45N8/s376/me.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="375" data-original-width="376" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB3L_Qn8A3SHsaodQANEw42e8VFCghx6Z5Hyy0xIFO31JwtxG-yQXJ9M4jy7SekSez3zo1Bb8KXbWoY0tMlNB-1CgB7c1grMRKdQ7i1UlBhsDKSicRU64DJ3YV_TldKL2sF6aJlRlJEU_tnt1qUqb3Us74RBragYljcDCJOG90JT4yDImNAAhU45N8/s320/me.jpg" width="320" /></a></div><br /><div style="text-align: center;"> <b style="mso-bidi-font-weight: normal; text-align: center;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Global Mind-set</span></b></div><p></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">“</span><span lang="EN-IN" style="background: white; color: #0a0a0a; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Despite debates over immigration policy, or perhaps in light of it, it’s
important to teach students to see themselves as global citizens. The world’s
economy is deeply intertwined, and technology continues to evaporate borders”, </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">(Barack,
2018, para. 4)<span style="background: white; color: #0a0a0a;">.</span></span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Global mind-set is here to stay and grow. And with
that come new challenges, especially in education. The industrial model of
education, with its sameness across borders, is no longer relevant. When you
have classrooms with multi-linguistic and multi-culture students and a
staffroom filled with similar variety, education as it is seems fossilized. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">“</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">If there is a growing realization of the
desirability of flexibility and diversity and of the<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">need
to move away from a ‘one size fits all’ mentality in education, what vision of<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">development is this thinking related to?” (Dighe,
2000, pp. 2).<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">A number of attempts have been made. Special needs
support, language support for second languages and remedial classes. However,
each of this further divides a set of individuals with new labels. Hence its
effect is limited. “…what is required is designing diversified educational
models that meet the specific needs of each group”, (Dighe, 2000, pp. 2). That is,
a model that caters to variety in the groups that we meet. Hence, principles of
learning design must change. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">“<span style="background: white; color: #0a0a0a;">Curriculum
designers can explore offering immersion programs to expose students to
cross-cultural experiences”, </span>(Barack, 2018, para. 5)<span style="background: white; color: #0a0a0a;">. I never knew when I was teaching that
I was working towards global mind-set. In an honest reflection, I can see that
the experiences curated by me, amateur though, had several objectives at heart
that pointed to developing global mind-set. <o:p></o:p></span></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Maths
Classroom<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">"You can take any unit and change it a little so
that students really start to see the world globally”, (JSIS, 2013, para.4). When
one weaves skills into lessons with learning about global issues, the immersion
is ready!<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span>“I define
global competency as the knowledge and skills people need to understand today's
flat world and to integrate across disciplines so that they can comprehend
global events and create possibilities to address them”, (Reimers, 2009, para.
3). However, it need not be complex. Integration of global thought processes in
lessons is not that hard when you want to keep things simple. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">I give here 5 examples of lessons and assessment to
illustrate this point. For all these examples, the setting is mixed. It changes
between collaboration to individual. The other skills that come into question
are communication, organisation, technology use, empathy and intrapersonal
intelligence. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Geometry: Explore
geometric art as practiced by artists across the world when doing geometry.
Especially one can explore mosaics in a church or even Islamic art, which is
heavily based on geometry. One can set up an inquiry lesson with questions such
as ‘why geometry?’ and take it deep into the culture. Then bring it back to
local by designing art based on geometry for the immediate environment. What
kind of art would be best for the same? The design can be of the choice of the
student to bring in personal creativity. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Ratio: Explore girl boy
ratio in different countries and inquire into the reasons for the ratio tilting
more towards boys in various countries. Watch movie clippings to show how
cinema treats this issue and organize a debate. Then bring it to local by brainstorming how each of the students can make a difference in the school and at
home. Each student can write a short reflective note on how he or she is going
to make a difference. The best note can go into the school magazine. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Number System: With number
system, one can dive deep into history and explore the origins of numbers and
how various civilizations came together to have the final number system that we
have for now. Inquire into the positives and negatives of the various systems
that we have had. For personal creativity, students can work in groups and take
any number system. Then build a game for others to play for mastery of the
system. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Data Handling: “…<span class="A3"><span style="font-family: "Times New Roman",serif; line-height: 150%; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt;">students can also learn
mathematics by using real data concerning significant global issues such as
population growth…”, (</span></span><span style="color: #555555;">Asia
Society/OECD, 2018, pp.21). Data handling is a topic that can be stretched in
any directions as much as one want. Students can study population dynamics in
different countries and compare and contrast them using graphs. Then they can
assess if the growth is reasonable in different countries and what can be done
to improve it. Finally, they present it with the medium of their choice. </span><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Percentage:
Use percentage to analyze urban and rural choices of food and infer which strata
is more intelligent about diet patterns. Then they can create a presentation to
educate the rest of the school on informed choices for food, as learnt from
both sectors. </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Assessment<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">If one is aiming to develop global mind-set through
the local classroom subject teaching, then to have an assessment that caters to
subject knowledge and analyses only is very narrow. Such an assessment would
ultimately defeat all the efforts of the learning design. For why should I work
towards learning about global ideas if I am heading for an exam that tests my
subject knowledge only?<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">All the five examples given above use inquiry model to
learn. They can be converted to a project or to a problem solving class. Some
of the work can be collaborative, marked as C in the list or individual, marked
as I in the list. Either way, the assessment needs to be integrated and can
focus on the following:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">(a) Questions on Geometry
properties (C/I), (b) reflective piece on geometry and art with examples
globally (I) and (c) the design created (C). <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">(a) Questions on ratio
(C/I), (b) essay on girl boy ratio across nations with analyses (C) and (c)
individual changes for choices in future (I). <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">(a) Problems from various
number systems (C), (b) games prepared (C) and (c) reflection on the session
(I).<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">(a) Mathematical accuracy
(C), (b) presentation (C) and (c) reflections (I)<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 150%; margin-bottom: 12pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">(a) Questions on
percentage(C), (b) presentation (C) and (c) reflections (I)<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">While the assessment for maths can be done using
traditional methods. The rest would require rubrics and involve self, peer as
well as teacher assessment. Asking students to assess each other with reasoning
is a great exercise in learning and communication!<o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">Conclusion<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">A class of maths studies I took once with students
completely closed to maths. I showed them a video on how maths is present in
the world of nature and gave them a sheet with questions requiring maths a
reflection. Most of my classes used to fail with them. This one was a success
with stars in the eyes of the students as they explored nature, creative
writing and…bit of maths. There was a visible change in their attitude to maths
and learning. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">We don’t need to do anything to develop students’ intrinsic motivation
for learning with a global mind-set. It is already there! All we need is to
create experience that give space for it to be expressed creatively. And when
we add formative assessment to it, they feel their efforts are recognized, and
there is no end to learning. “</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;">An organized, bottom-up,
teacher-led movement can advance global education in ways that advocates have
been unable to do so far, (Reimers, 2009, para. 26).<o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span></b></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 150%; margin-bottom: 12pt; text-align: center;"><br /></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-64751032992017284532023-08-20T21:10:00.001+05:302023-08-20T21:10:00.135+05:30This is the milieu -India.<p> </p><p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;"></b></p><div class="separator" style="clear: both; text-align: center;"><b style="mso-bidi-font-weight: normal;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBR2BwA-YKh1kGOZ9G2yTleBaBXNsyHgjQrGJFBw6AnYlTzdzQEhZMS0raiX3spz9vVJwox4xHGssS3h8iVjC1DVtYilQXTgVh36d3PhWGY1PctfhY23ytiy39aDWR88CaxIdYNSt25-WUrgJ8wZhyc91r92cWCLQRyV5Ktdy3W29sWSuQwu4iJjfn/s2048/5.6.2015%20447.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1152" data-original-width="2048" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBR2BwA-YKh1kGOZ9G2yTleBaBXNsyHgjQrGJFBw6AnYlTzdzQEhZMS0raiX3spz9vVJwox4xHGssS3h8iVjC1DVtYilQXTgVh36d3PhWGY1PctfhY23ytiy39aDWR88CaxIdYNSt25-WUrgJ8wZhyc91r92cWCLQRyV5Ktdy3W29sWSuQwu4iJjfn/s320/5.6.2015%20447.JPG" width="320" /></a></b></div><p></p><p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal; text-indent: 0.5in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">My Milieu</span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: 0.5in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">At the moment, my situation is the situation of teacher education in
India. This is the milieu. By and large, education is board and chalk and
focused on examinations. To put the pressure to shift even a little from that
evokes anxiety among the educators. “</span><i><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Conditions
for learning </span></i><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">refers to the factors that can
enhance or diminish a student’s ability to learn”, (<span style="color: #555555;">Juvonen,
Kaganoff, Augustine, & Constant, 2004, pp.5).</span></span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"> This is a space where learning to grow into global mind-set is very
difficult as the examination expects mostly rote learning alone. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-align: center; text-autospace: none; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Outliers<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.25in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">In this milieu, however,
there are several outliers. These are progressive schools that have broken away
from being chained to examination and are focused on developing a human being. 3
of which are mentioned in my discussion, which are “…</span><span lang="EN-IN" style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">adopters breaking the mold of industrial age
schools…”, (Lars, 2017)</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="color: #555555; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">There is a school
called ‘keystone’ (</span><u><span lang="EN-IN" style="color: blue; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="http://keystoneeducation.in/">http://keystoneeducation.in/</a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">)</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">, based on Project Based Learning. “I</span><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">nstead of working on a single project in a math
class, project-based learning combines multiple disciplines in one project. It
promotes active and deeper learning”, (Missouri, 2018).</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="color: #555555; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">There is
‘riverside’ (</span><u><span lang="EN-IN" style="color: blue; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="http://www.schoolriverside.com/">http://www.schoolriverside.com/</a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">)
</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><span style="mso-spacerun: yes;"> </span>that is
focused design thinking in education. This is a “</span><strong><span lang="EN-IN" style="background: white; color: black; font-size: 12pt; line-height: 200%;">Fundamental redesign</span></strong><span lang="EN-IN" style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"> means adopting drastically different designs for
learning”, (Lars, 2017)</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="color: #555555; font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">There is Shibumi (</span><u><span lang="EN-IN" style="color: blue; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="https://www.shibumi.org.in/">https://www.shibumi.org.in/</a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">)</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">, that is a learning centre for young as well as adults. They have gone
in for “</span><strong><span lang="EN-IN" style="background: white; color: black; font-size: 12pt; line-height: 200%;">Creation</span></strong><span lang="EN-IN" style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"> means implementing a new design in a
totally new school or program”, (Lars, 2017)</span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-indent: 0.25in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">These schools have a
core team of leaders that have broken away from conventional thought process
and set up something radically new. They were discontented enough from the
conventional education to break out from the system. They had a clear vision,
capacity to mentor others and the resilience to face the obstacles. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; text-align: center; text-indent: 0.25in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Innovation</span></b></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">● <b style="mso-bidi-font-weight: normal;">Looks like…Disruptive</b>. Shibumi has moved beyond all models of
education and focuses only creating self-awareness among young and adult. This
is a modern-day version of schools in the ancient civilization where the
purpose of existence was finding of the self. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">● <b style="mso-bidi-font-weight: normal;">Feels like…Vulnerable</b>. “…</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">the willingness to
do something where there are no guarantees ...”, (Brown, 2010, 9.31) exposes
all our fears and puts us in the space where we feel vulnerable to failure or
ridicule. Innovation brings us to such a space. Keystone takes students to
IGCSE exam. To be in the space where students are being prepared for
examination yet hold on to the vision of having a life skill integrated
project-based learning is a vulnerable space. </span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">● <b style="mso-bidi-font-weight: normal;">Sounds like…Radical</b>. Riverside thought the impossible. They focus
on building humane individuals within the bounds of structure. They brought in
principles of design thinking into designing the curriculum and planning. This
is a parent initiative, turned to an education paradigm. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Conclusion</span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The presence of these schools, 3 among so many, give
me faith in the social structure. I believe that we will approach innovation in
the society fully albeit progressively. These spaces are an inspiration. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></b></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" lang="EN-IN" style="color: #555555; font-size: 10.5pt; line-height: 200%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Brown, B.
(2010). The power of vulnerability. Retrieved from </span><u><span lang="EN-IN" style="background: white; color: blue; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="https://www.ted.com/talks/brene_brown_the_power_of_vulnerability#t-5885">https://www.ted.com/talks/brene_brown_the_power_of_vulnerability#t-5885</a></span></u><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">
<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" lang="EN-IN" style="color: #555555; font-size: 10.5pt; line-height: 200%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Juvonen,
J., Le, V., Kaganoff, T., Augustine, C., & Constant, L. (2004).
Whole-School Reform Models. In Focus on the Wonder Years: Challenges
Facing the American Middle School (pp. 98-111). Santa Monica, CA;
Arlington, VA; Pittsburgh, PA: RAND Corporation. Retrieved from<span style="background: white;"> </span></span><span class="MsoHyperlink"><span lang="EN-IN" style="color: #ff007a; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><a href="https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG139.sum.pdf"><span style="color: #ff007a;">https://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG139.sum.pdf</span></a></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" lang="EN-IN" style="color: #555555; font-size: 10.5pt; line-height: 200%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Lars, E. (2017, March 10). Four Dimensions of Innovation in Education.
Retrieved from http://blogs.edweek.org/edweek/rick_hess_straight_up/2017/03/four_dimensions_of_innovation_and_the_strategy_for_scaling_it_up.html</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span face=""Arial",sans-serif" lang="EN-IN" style="color: #555555; font-size: 10.5pt; line-height: 200%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Missouri, N. W. (2018, January 8). Why Innovation Absolutely Matters in
Education. Retrieved from https://online.nwmissouri.edu/articles/education/innovation-matters-in-education.aspx</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-13790723743224890802023-08-20T13:52:00.001+05:302023-08-20T13:52:00.143+05:30Content, Process and Product<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi26ncU16HWxm02IJxPTgBGKSFRH7k3ySL995fvtIIw-zP2pLaSA0uBu9oNC5-t25k4mcTAdP1mnXR1F0pi3oX5mgkAghoHVwN1JQZ5wupPqCoFJKL9qazoKFXnUju5M0z4ljExOrFOn2DH0eHmfHdNojhjDc0yeWeEXxXZI7K_apwwNU3oFfv_G5Kc/s1015/poem.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="762" data-original-width="1015" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi26ncU16HWxm02IJxPTgBGKSFRH7k3ySL995fvtIIw-zP2pLaSA0uBu9oNC5-t25k4mcTAdP1mnXR1F0pi3oX5mgkAghoHVwN1JQZ5wupPqCoFJKL9qazoKFXnUju5M0z4ljExOrFOn2DH0eHmfHdNojhjDc0yeWeEXxXZI7K_apwwNU3oFfv_G5Kc/s320/poem.jpg" width="320" /></a></div><br /><p></p><p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">New Strategies of Evaluation</span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">A curriculum has 3 components: “Content, Process and Product” </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Perler,
2015). The content that is taught through any process is evaluated using a tool
and; the product is the evidence as presented by the student towards learning
of the content. For example, if I use a test as my tool to check learning in
the content for fractions, then the student test paper would be the product. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The “new” strategies of evaluation, in my opinion, are ones that use
multiple tools of evaluation other than a pen and paper test. The purpose would
be to allow students multiple ways to express their learning based on their
dominant processing style. Such as “Passion Projects” </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Perler,
2015); or “</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“... formal and informal observations, discussions,
learning conversations, questioning, conferences, homework, tasks done in
groups, demonstrations, projects, portfolios, developmental continua,
performances, peer and self-assessments, self-reflections, essays, and tests”
(UNESCO, 2015, p.14)<o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Strategies
Used by Author<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Research <o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">“If it is on Google and you are teaching, you are wasting the students’
time”, said one of my school heads, </span><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Dr. Advani, </span><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(</span><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">School, 2018). I found so much good open source information on the web
that I turned to creating lessons that had students researching for
information, analysing it and expressing it in their own words. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">This was generally done in groups and had some
key questions to trigger their thought processes. An example is the lesson
“What is Pi?”, (Kochar, 2019). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The intention for such lessons was for students
to (a) learn to do independent research, (b) be honest about their work, (c)
use web based material intelligently and (d) work effectively with peers. My
role was more of a facilitator and project manager. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Students learnt a lot of skills through
research and I got a chance to be a facilitator. My throat got a good rest!
Evaluation was done using a rubric.</span><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Peer Assessment<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Since my subject is Maths and my area grades 6 to 12, peer assessment
model can be used very easily for simple problem solving. A typical model of
peer assessment is where “Students design problems”, (</span><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar, 2011). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">A typical session goes in the sequence:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Each
student designs a set of numerical problems, easy to solve, and also gets the
answers. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Partners
exchange notebooks to solve each other’s’ problems. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The
notebooks go back for corrections by the original writers. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The work is
marked and the partners discuss with each other their results. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">I found this to be quite effective as a
formative. For it (a) gave us a break from me being the incharge, (b) the
students learnt the thinking involved in designing questions, (b) correcting
work gave them the dopamine effect and (d) I got a breather for paper setting
and marking! Evaluation was done by the peers using their own solutions.
Disputes were solved by me. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Projects<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">One of my favourite ways to teach Maths is
combining it with art. So my favourite project had to be “Art and Maths project
“, (Kochar, 2015). Projects is where it all comes together …Maths, values,
skills and real life. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Every project that I conducted had 2
components, (a) structure and (b) choice. Structure was the task sheet, with
rubric, that I gave to them and choice was that of how they presented the work,
(Kochar, 2015). This ensured that they felt safe and had enough space to be creative.
Projects are where they learnt about (a) real life use of maths, (b) got a
chance to be creative (c) developed critical thinking and (d) learnt to work
alone or with a group. For me the challenge was to design a task sheet in such
a manner that they could learn to manage the tasks independently. The rubric
was used to assess the project. </span><b style="mso-bidi-font-weight: normal;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><b style="mso-bidi-font-weight: normal; text-align: center;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Impact
of the Strategies on the Author’s Teaching Practice</span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“The
main <b><i>Impacts of assessment </i></b>fall across three broad domains of
decision. One concerns policy, program and planning for which the <i>education
system </i>is responsible.” (UNESCO, p.14) While the policy and program were
decided by the school, having these strategies for evaluation helped me to
continuously work on my planning to adapt more and more student learning and
process. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“The third domain
is the <i>classroom</i>, providing information that teachers<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">(and other
educators) might use (as described above) to adjust and<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">strengthen their design,
delivery, assessment and feedback of lessons and<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">that students (and
their parents) may use to revise and invigorate their<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">learning
strategies, conditions and outcomes; or perhaps to abandon school<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">and pursue another
kind of education.” (UNESCO, p.15)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"> I also (a) got to know the students
better, (b) got to know myself better, (c) had a lot of students lose fear of
maths as their skills got a chance to express, such as the artists, and (d) I
learnt to be a facilitator using structure and choice where learning flowered
naturally. I developed “An expertise that is adaptable and open to be
challenged.” (Bransford, Brown, & Cocking, 2001, p.133)</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>References</b><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -28.9pt;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Bransford, J. D., Brown, A. L., & Cocking, R. R. (2001).
How people learn: brain, mind, experience and school. Retrieved from </span><a href="https://www.amazon.com/How-People-Learn-Experience-Expanded/dp/0309070368"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.amazon.com/How-People-Learn-Experience-Expanded/dp/0309070368</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -28.9pt;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar, M. (2011, October 29). Student design problems.
Retrieved from </span><a href="https://humanemaths.blogspot.com/2011/10/making-problems.html"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://humanemaths.blogspot.com/2011/10/making-problems.html</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -28.9pt;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar, M. (2019, September 12). What is Pi?<span style="mso-spacerun: yes;"> </span>Retrieved from </span><a href="https://humanemaths.blogspot.com/2019/09/what-is-pi-flip-class.html"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://humanemaths.blogspot.com/2019/09/what-is-pi-flip-class.html</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -28.9pt;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar, M. (2015, March 11). Art and Maths project. Retrieved
from
https://humanemaths.blogspot.com/2015/03/a-complete-art-based-geometry-project.html.</span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">School, P. W. (Ed.). (2018). School Director's Profile.
Retrieved from </span><a href="https://www.pathways.in/Noida/noida_director_profile"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.pathways.in/Noida/noida_director_profile</span></a><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Seth
Perler. (2016, February 14). An Excellent Way to Evaluate Curriculum [Video
File]. Retrieved from </span><a href="https://www.youtube.com/watch?v=XyOIqlRWrg8"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">https://www.youtube.com/watch?v=XyOIqlRWrg8</span></a><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"> (8:24)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -28.9pt;"><span style="color: #333333; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">UNESCO
(2015). Student Learning Assessment and the Curriculum: Issues and Implications
for Policy, Design, and Implementation. <i>Current and
Critical Issues in the Curriculum and Learning. </i>Pp. 1-29.<i> </i>Retrieved
from </span><a href="http://unesdoc.unesco.org/images/0023/002354/235489e.pdf"><span style="color: #b20055; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">http://unesdoc.unesco.org/images/0023/002354/235489e.pdf</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-32833462690113176252023-08-19T21:25:00.001+05:302023-08-19T21:25:00.134+05:30Teaching Culturally and Linguistically Diverse (CLD) learners <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuL6fAuaXqg61wIjRQL6Z2xat_pzt_94urSwDdE8hYvgGFR4vxvcSU3b2n8zq8thYXwcEOufauR7GmIBwAUe7dstn1DwnHOz_z3XSu_X0mPN6dWXfFAAuFf8KJMULxUl6cVaEn6StSflsiRPFRfa6gK2OGpzVIyrl4NmyabYpWPMaaJgBj9DYCG9Kz/s1632/1%20(13).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="916" data-original-width="1632" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuL6fAuaXqg61wIjRQL6Z2xat_pzt_94urSwDdE8hYvgGFR4vxvcSU3b2n8zq8thYXwcEOufauR7GmIBwAUe7dstn1DwnHOz_z3XSu_X0mPN6dWXfFAAuFf8KJMULxUl6cVaEn6StSflsiRPFRfa6gK2OGpzVIyrl4NmyabYpWPMaaJgBj9DYCG9Kz/s320/1%20(13).jpg" width="320" /></a></div><br /><p class="Default" style="line-height: 200%; text-indent: 0.5in;"><span color="windowtext" lang="EN-IN"><span style="text-indent: 0.5in;">I imagine a classroom for myself where I have students
from 7 Indian states, all with extremely different dialect and 4 different
countries, non-native English speaking. I wonder how I will design my lessons!
Considering maths is a universal language, so much of learning maths happens
through English language in my country for all private schools, that I wonder
how I will map the English speaking with the non-English speaking students. These
are culturally and linguistically diverse [CLD] students, henceforth addressed
in this paper as CLD. While cultural diversity can be managed with immersive
experiences including various cultures, language diversity is a challenge
considering I speak English alone as an international language!</span></span></p>
<p class="Default" style="line-height: 200%; text-indent: 0.5in;"><b style="mso-bidi-font-weight: normal;"><span color="windowtext" lang="EN-IN">“</span></b><span color="windowtext" lang="EN-IN">Today’s teachers are faced with the complex
responsibility of educating the growing student population who speaks a wide
variety of languages/ dialects (more than 177), come with varying levels of
formal schooling, and represent a varying number of cultural traditions.
Creating instructional environments as well as implementing instructional
strategies to support learning outcomes aligned to state standards and core
curriculum for this student population have become essential for classroom
teachers”, <span style="background: white;">(Gonzalez et al., 2011, pp.6)</span>.
<o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; text-indent: 0.5in;"><span color="windowtext" lang="EN-IN">Nevertheless, “This preparation for diversity must
begin with the teacher”, (Brisk, et al, 2002, pp.7). And it starts with
reflecting over my own cultural filters. What goes in my mind when I see
students from different cultures? What are my set of belief systems? Reflect,
investigate and negate them in order to learn afresh about the students. my
central value for the pedagogy is humaneness. To learn to connect with the
students at human level. To make myself vulnerable in the ‘I do not know’
space. This is because finally “…what you realize is that connection is why
we're here. It's what gives purpose and meaning to our lives”, (Brown,
2010, 3.01). <o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; text-indent: 0.5in;"><span color="windowtext" lang="EN-IN">Curiosity is hugely useful in a situation where
connection is to be established. Curiosity about the culture from where the
students have come, the pros and cons of where they are and extending help for
positive integration. However, this connection also requires some professional
tools and techniques in order to make the classroom experience fruitful for the
CLD students. Both feed into each other. These are in several areas.<o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span color="windowtext" lang="EN-IN">Language: “Teachers need experiences in
their preparation that allow them to understand the realities of negotiating
academic instruction in another language”, (Brisk et al, 2002, pp.7). I think
if we just understand the challenge of following instruction in another
language, it may make us empathic to the CLD students. while it may be a lot to
expect for me to learn multiple languages, there are a number of things I can
do as a teacher in the class such as (a) avoid local expressions, especially
those involving stereotypes such as girls don’t cry, (b) support words with
visuals and gestures, (c) write clearly on the board, (d) have a clear routine
for the class to avoid multiple instructions, (e) give information byte size
and (f) emphasize key vocabulary. <o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span color="windowtext" lang="EN-IN">Cultural Integration: Every culture has
given something beautiful to the planet. I would love to know the background of
CLD students and “…incorporate their cultures and backgrounds into the
curriculum through examples…”. The best examples for maths are games. Local
games can be integrated with maths. This not only makes the culture alive
through story telling by the student (s) about the games, but also often brings
commonality as one discovers similarity in games of different cultures. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span color="windowtext" lang="EN-IN">Reflection: To enable the CLD learners to
reflect authentically on the content learnt, “Learning logs can be used to help
learners practice writing as they collect and organize information…”,
(Gonzalez, 2011, pp. 17). Here students can communicate in the way they find
best what they understood and not in the content taught. The expression in the
logs can be differentiated so they can choose their way. <o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span color="windowtext" lang="EN-IN">Teaching Strategies: Considering I teach
maths, which is an international language, a lot of issues are not expected to
arise, as the symbols used are mostly similar. What I will bring is
differentiation of teaching strategies in the class. Differentiation is in a
way “…just shaking up the classroom so it’s a better fit for more kids,
(UNESCO, 2004, pp.8)” This is an all-round differentiation in rigor, content,
process, product and assessment. <o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; text-indent: 0.5in;"><span color="windowtext" lang="EN-IN">There would be choice in (a) using method
of solving appropriate to the students’ culture, (b) amount of content the
student is able to do without the stress of it, (c) product design for a
project and (d) expression of content as a visual, descriptive or verbal. <o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; text-indent: 0.5in;"><span color="windowtext" lang="EN-IN">I would organize group study ensuring CLD
students have empathic buddies in the groups to help them to be a fruitful
member of the group. Buddy system would be a part of the class, ensuring each
CLD student has someone to reach out to in any situation. <o:p></o:p></span></p>
<p class="Default" style="line-height: 200%; margin-left: 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span color="windowtext" lang="EN-IN">Null curriculum: I am an Indian, India and
Pakistan are at war at political level since 1947 and we had a Pakistani
student amidst us in the class. All events between India and Pakistan, cricket
match or war on the border or international mediation turns into hate filled
messages on social media. This was an innocent kid with special needs who had
come to the school for it gave space for special needs students to learn well. “<span style="background: white;">Due to structures and systems designed to maintain
business as usual, many educators will not work to explicitly help students
heal and work toward building strategies to pursue justice themselves”, </span><span style="mso-spacerun: yes;"> </span>(Milner, 2017, para. 6). In this situation, it
would be prudent to have a discussion with the student to explore his feelings.
Then, if required, have a frank talk in the class to bring students to a level
of empathy needed to accept each other in a situation that can lead to a
confrontation. <o:p></o:p></span></p>
<p align="center" class="MsoHeader" style="line-height: 200%; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Conclusion<o:p></o:p></span></b></p>
<p class="MsoHeader" style="line-height: 200%;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Although the
solutions to individual situations would be very contextual, dependent on the
cluster of the CLD students one has. However, with some preparation and a tool
box of practices, one ought to be able to face most of the challenges
presented. It would lead to an intense learning in the teacher. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Brisk,
M. E., Barnhardt, R., Herrera, S., & Rochon, R. (2002). Educators'
preparation for cultural and linguistic diversity: A call to action.
Washington, DC: American Association <span style="background: white;">of
Colleges for Teacher Education. (ERIC Document Reproduction Service No.
ED477737). Retrieved from <span class="MsoHyperlink"><b><span color="windowtext"><a href="https://files.eric.ed.gov/fulltext/ED477737.pdf">https://files.eric.ed.gov/fulltext/ED477737.pdf</a></span></b></span></span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; text-indent: -0.5in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Brown,
B. (2010). The power of vulnerability. Retrieved from <span class="MsoHyperlink"><span color="windowtext" style="background: white;"><a href="https://www.ted.com/talks/brene_brown_the_power_of_vulnerability#t-5885">https://www.ted.com/talks/brene_brown_the_power_of_vulnerability#t-5885</a></span></span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: 28.35pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 28.35pt; text-indent: -28.35pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Gonzalez, R., Pagan, M., Wendell, L., & Love, C.
(2011).<span style="background: white;"> <i>Supporting ELL/Culturally and
Linguistically Diverse Students for Academic Achievement</i></span>. <span class="MsoHyperlink"><span color="windowtext"><a href="http://brown.edu/">Brown.edu</a></span></span>.
Retrieved 10 May 2020, from <span class="MsoHyperlink"><span color="windowtext"><a href="https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/sites/brown.edu.academics.education-alliance.teaching-diverse-learners/files/uploads/ELL%20Strategies%20Kit_Intl%20Ctr%20for%20Leadership%20in%20Educ%202011.pdf">https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/sites/brown.edu.academics.education-alliance.teaching-diverse-learners/files/uploads/ELL%20Strategies%20Kit_Intl%20Ctr%20for%20Leadership%20in%20Educ%202011.pdf</a></span></span>.<o:p></o:p></span></p>
<p style="line-height: 200%; margin-bottom: 0in; margin-left: 28.35pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 28.35pt; text-indent: -28.35pt;"><span lang="EN-IN">Milner,
R. (2017). <i>Confronting Inequity / Reimagining the Null Curriculum</i>.
Reimagining the Null Curriculum - Educational Leadership.
http://www.ascd.org/publications/educational-leadership/nov17/vol75/num03/Reimagining-the-Null-Curriculum.aspx.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; margin-left: 28.35pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 28.35pt; text-indent: -28.35pt;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">UNESCO (2004). Changing teaching practices: Using
curriculum differentiation to respond to students’ diversity. Retrieved from
http://unesdoc.unesco.org/images/0013/001365/136583e.pdf<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-59451156962419074362023-08-19T21:12:00.000+05:302023-08-19T21:12:00.137+05:30What is Culture?<div><span style="color: #800180;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmw0BXN3mdeDp3tDIyQeilXlVSuJ4KsS-CKonfL1BJQ_EHcIESyxu33kibMZ0AsWGeGRWLAOnZfrmZgIyEshG9UqNlozSDgLdr_hE7J8isR0NVXk6mW5GoOxwyZgNHiFd_hH3Xb5F9ziZoSO7Flp6O8iD5SpWLzDTyu-8e46Ngw2DKn9QquAjb4gk6/s640/kerala%20jan%202016%20104.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmw0BXN3mdeDp3tDIyQeilXlVSuJ4KsS-CKonfL1BJQ_EHcIESyxu33kibMZ0AsWGeGRWLAOnZfrmZgIyEshG9UqNlozSDgLdr_hE7J8isR0NVXk6mW5GoOxwyZgNHiFd_hH3Xb5F9ziZoSO7Flp6O8iD5SpWLzDTyu-8e46Ngw2DKn9QquAjb4gk6/s320/kerala%20jan%202016%20104.JPG" width="320" /></a></div><br /><span style="color: #800180;"><div><br /></div><b>““culture" refers to a group or community with which we share common experiences that shape the way we understand the world”. (Axner, n.d, para. 7) </b><br /><br />We are a part of collective, born and brought up, and there is a collective consciousness that we carry. This is what distinguishes us from other collective consciousness. Hence, we can say that culture is a collective programming of our minds. This is what distinguishes one group from the other. <br /><br />It comes up for battles very often in India, as we have as much diversity in a single country as there is in the world. There are places in India where I am asked if I am a foreigner! In the school I worked in, in southern part of India, it came up often for I am from the north of India. It came up in food, in accent, in dressing sense and most of all, in the way of relating to each other. This is The Valley school, Bangalore. <br /><br />Even though I am from north, the culture I comes from, respect is the core value for us to practice. In the school I was, relationship was the core value in the culture to be practiced. Hence there was some resonance between us for relationship without respect is not possible. <br /><br />“If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allows them to participate fully in public, community and economic life”, (Huddart, 2014, pp.2). For The Valley school, learning to relate was the mission of education. Relationship was the base from which all work was done. For teachers, students, leaders and support staff. For the school creators believed that relationship is life or learning to relate is learning to live. <br /><br /><b>Its implication was felt in all dimensions. <br /></b><br />· In order to relate to the colleagues, a diverse group from different states and some from other countries, we needed to learn to listen to each other. <br /><br />· Our staff meetings were held in a round space to convey equality to all. <br /><br />· The school is in a forest, ensuring a sensitive relationship to the nature. The forest guards were respected and their rules followed. <br /><br />· The students were respected as people with their own identity. Each student teacher conflict was encouraged to be resolved through relationship building. <br /><br />· The support staff was treated respectfully. We washed our own dishes after meals and the support staff had full right to send us back to rewash them if they were not satisfied. <br /><br />· Students were not pushed for best grades but to identify the best capacities and helped to chalk out a career for themselves. For example, some students who were very poor in maths were encouraged to drop it and move to environmental sciences. Some of them found their vocation in it and are doing deep work in it today. <br /><br />· We used English as the basic language to be used as India is has not found one language that the whole country agrees upon as yet. I learnt some basic sentences of the south to communicate with support staff members that did not speak in English, but refrained from using north Indian languages in public spaces. <br /><br />· We had a special educator whose chief role was to educate us for the needs to the SEN students. <br /><br />· The morning assembly had the whole school sit together and sing songs of various languages from India, including Sanskrit chants and gospel music. <br /><br />In conclusion I would say that the school was not perfect. There were times we felt that it took the scope of relationships too far, however having that as a base culture helped us relate to each other better and work and live together as a community. <br /><br />“Relationships are powerful. Our one-to-one connections with each other are the foundation for change. And building relationships with people from different cultures, often many different cultures, is key in building diverse communities that are powerful enough to achieve significant goals”, (Axner, n.d, para. 1) <br /><br /><br /><b>References <br /></b><br />1. Axner, M. (n.d.). Building Relationships with People from Different Cultures. Retrieved from <a href="https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main">https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/building-relationships/main</a> <br /><br />2. Huddart, D. (2014). English in the Conversation of Mankind: World Englishes and Global Citizenship. In Involuntary Associations: Postcolonial Studies and World Englishes (pp. 52-74). Liverpool: Liverpool University Press. Retrieved from <a href="http://www.jstor.org/stable/j.ctt18kr776.6">http://www.jstor.org/stable/j.ctt18kr776.6</a> <br /></span><br /> Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-4748712243847500672023-08-13T21:28:00.001+05:302023-08-13T21:28:00.137+05:30Dewey’s Understanding of Education<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-zbA5e7kWSL7aV8lepm2UNh0MPgTSI8m_n1w56fZfFIsCq75cmzItGD-jHY1Kw7ffXhUrAEblCnXfkhqD5rPNFWb9kV-IIReiSALqQmy_UoHcOxMiOm-NgRancLWTQOso5pgnIKvnxqlkgW9AHGy75KqPcC7s9CuoWp9nHadHs3ktfQg9ik6nGvx8/s285/2015-06-10%2008.49.38.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="285" data-original-width="285" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-zbA5e7kWSL7aV8lepm2UNh0MPgTSI8m_n1w56fZfFIsCq75cmzItGD-jHY1Kw7ffXhUrAEblCnXfkhqD5rPNFWb9kV-IIReiSALqQmy_UoHcOxMiOm-NgRancLWTQOso5pgnIKvnxqlkgW9AHGy75KqPcC7s9CuoWp9nHadHs3ktfQg9ik6nGvx8/s1600/2015-06-10%2008.49.38.jpg" width="285" /></a></div><br /> <p></p><p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Dewey’s Understanding of Education</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">John
Dewey believed in a society that was set up on the principles of democracy
leading to citizens involved in open minded inquiry as a way of life (Talebi,
2015). Education, for him, was the way to achieve it. But not an education that
was based on mastering a set of syllabi but one where social interaction was
the base between individuals involved in it and experiencing the curriculum.
All of this led to a clear focus and that was to develop a human being that
lived a life in full command to fit using his or her skill set optimally.
Creation of an independent human being was the aim of education, as per John
Dewey. This resonates very well with the IB program that focuses on teaching
students to think critically and independently, and inquire but with care and
logic (IBO, n.d.). <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 6pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Principles of Dewey’s Philosophy and
their Influence on Education</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Three of the most influential
arguments in Dewey's education have been that of nature, social
efficiency, and culture (Mintz, n.d.), for we receive education from 3 sources:
Nature, men, and things (Dewey, 1976). He further expands them to bring about a
set of granulated principles that can be implemented in the sphere of
education. The ones that interested me are (a) Traditional vs Progressive
Education, (b) Progressive Organization of Subject-Matter and (c) Experience –
The Means and Goal of Education (eiclsresearch.wordpress.com, 2017). I will
write about them along with their alignment with the principles of an IB
education (IBO, 2013). <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> (a)
Traditional vs Progressive Education.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">According to Dewey, traditional
education is where there is a fixed system of information, skills and standards
to be transacted for a student. Students are expected to have an attitude of
docility, receptivity and obedience. Progressive education provides active
participation by students in development of subject matter. Dewey’s perspective
is that neither progressive nor traditional education is the solution, but a
perspective that knows how to use either depending on need of the hour. Experience
justifies the method. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">PBL or Problem Based Learning is a
proponent of this model of thinking. This is where one takes a problem and
resolves it through inquiry involving the content knowledge for the process and
result. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">This perspective has influenced my
way of educational perspective a lot. As I do not reject any system nor do I
place any system on a pedestal. I look at all with objectivity, learning from
each. In IB education, this is the skill of Inquiry and research (IBO, 2013).
This is where education focuses on being a lifelong learner, drawing from all
experiences. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>(b) Progressive Organization of
Subject-Matter.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Dewey believes in experiential
education. However he also advocates an experience to lead to an acquisition of
new ideas and an orderly arrangement of the same. He believes that to get the
best out of an experience, we must cultivate an intellect that can convert it
to a coherent set of thoughts. This is when each experience constructs and
reconstructs experience. The educator forms ideas, acts on them, reflects on
the outcome and reorganizes the thoughts. Dewey was quite alarmed at the way in
the name of child-centered education, teacher and content were ignored by the
way side. He had a specific and clear place for organization of subject matter
in his theory (Talebi, 2015). <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">More than school education, this is
a way of life for a lifelong learner! To never get caught in a web of thought
but to never also have a scattered mindset. To experience each experience fully
and then to derive from it a thought process that helps receive further
experiences is the focus of a life led through experiences. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">IB education creates knowledgeable
thinkers. Exploring across a range of disciplines, the education exposes students
to a range of issues and ideas with global significance. Then use the critical
thinking skills to analyze and act. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>(c) Experience – The Means and Goal of
Education.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><br />
Experience is the means of education and the goal. However an experience that
has quality in it and reflection built at the end of it. But as per Dewey, this
experience must be as close as possible to the real life of the learner. This
is what made him a proponent of experiential education (Talebi, 2015).
Experiential education or hand on learning is the movement that has humanized
education by keeping learner at the heart of the same. In IB, the closest I can
think of is the IB project, an intrinsic part of the curriculum that is a
student-centered exploration in which students consolidate their learning
throughout the programme using a project of their choice (IBO, n.d.). <o:p></o:p></span></p>
<span face=""Calibri",sans-serif" style="font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br clear="all" style="break-before: page; mso-special-character: line-break; page-break-before: always;" />
</span>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 6pt; text-align: center;"><br /></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-30582194551247089352023-08-13T21:13:00.001+05:302023-08-13T21:13:00.148+05:30Global Competency in Teachers<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbDRKVKayZoLloGuxtzSrMTKkIThFfxTtKiwYgUNYGwQPf9cYw_zOFxIFxXbCxTi5wRQd4Ezx2vr_wBOeyFxy27Iwo96L6feNo7RoP1nPDyydaozYgy0Ht_6qdbkpAeq2L2hQrU1vBPb8jd1btSVFx4fqakRNiJrgkf0OUKxfhGo_8WLwlB7_als1C/s3872/2012-08-02" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2592" data-original-width="3872" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbDRKVKayZoLloGuxtzSrMTKkIThFfxTtKiwYgUNYGwQPf9cYw_zOFxIFxXbCxTi5wRQd4Ezx2vr_wBOeyFxy27Iwo96L6feNo7RoP1nPDyydaozYgy0Ht_6qdbkpAeq2L2hQrU1vBPb8jd1btSVFx4fqakRNiJrgkf0OUKxfhGo_8WLwlB7_als1C/s320/2012-08-02" width="320" /></a></div><br /> <span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Reimers (2009, para 7), <b>“</b></span><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><b>The challenge is not simply figuring out which specific
activities contribute to fostering aspects of global competency, but also
finding out how to integrate those activities into the regular work of schools
and how to align them with existing curriculum, assessment, and opportunities
for teacher professional development”.</b></span><p></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">As a teacher, hence,
my work would be three-fold:</span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><u><span lang="EN-IN" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Self-Development</span></u></p>
<p class="MsoNormal" style="line-height: 200%;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">I taught in an IB school till few
years ago. It is only now, as I am doing this course, that I am beginning to
understand fully the philosophy! The perspective for the work we were doing is
getting clarified. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">One of the key areas that I must
work on, if I were to teach again, is to be constantly stay engaged in self-development
myself. The focus of this would be to understand for me what global competence
is and the method to develop it for myself. I would keep learning about myself,
notice the gaps, choose one at a time and work on myself. I would read, develop
hobbies, engage with colleagues from different countries beyond school hours
or/and travel with a focus on learning about culture. Axner (n.d., para 6) “(a)
Becoming aware of your own culture as a first step in learning about other people’s
culture and (b) Building relationships with people from many different
cultures”.</span></p>
<p class="MsoNormal" style="line-height: 200%;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">I would though keep it as a
journey and not a destination. Summed up well by What is global competence?
(2020), “</span><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Building global
competence is a journey, not an endpoint. It is an evolving, ongoing process
that we engage in throughout our lives — not a checklist or a
destination.”</span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><u><span lang="EN-IN" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Curriculum
Development</span></u></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Reimers (2009, para
3) defines Global Competence as “Global competencies are also the attitudinal
and ethical dispositions that make it possible to interact peacefully,
respectfully, and productively with fellow human beings from diverse
geographies”. Keeping this as perspective, I would some very clear attitudes
that I’d like to build for each group, based on their psychology and age. Then
I would integrate my lessons around those attitudes by creating clear
experiences.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">For example:</span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Collaboration) Problem solving
in collaboration with 3 other peers. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Inquiry) Research into a topic
with a partner. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Empathy, Choice) Gifted students
to have a choice between helping others or doing advanced work, as
differentiation. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Global issues) Creating project-based learning around global issues. For example, to check the girl:boy ratio
of all Indian states while learning ratio and proportion.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Open mindedness) Compare and
contrast method of solving problems of any topic in different countries.
analyzing the effectiveness of each. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Accepting failure) Have ongoing
formative assessment on daily basis.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Critical Thinking) Bring in
discussions and reflections as a culture in the classroom. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Critical Thinking) Engage in
creation of rubrics for assessment with students help. <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-IN" style="font-family: Symbol; font-size: 12pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-IN;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">(Critical Thinking) Bring in
self-assessment for the students in the class assignments. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">It
is one thing to integrate skills and values in lessons. However, if it is not
measured against a framework, then one may be just following one’s own way
blindly. I would hence use V.I.F.I (n.d., pp.3) “grade-level frameworks for
integrating global awareness into classroom practices”. This would be a
reflection for me to learn about my own capabilities.</span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><u><span lang="EN-IN" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Beyond Academics</span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">‘So, you can teach maths well. That is great. What else can you do’? The
director of the IB school I worked in would badger us with this question over
and over. </span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Evans, Montemurro, Gambhir,
& Broad (2014, pp. 15, para 1) state, </span><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">“</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">It is a cliché that teachers wear multiple
hats in our work—educator, coach, caregiver, social worker, to name a few”.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="background-color: white; color: #555555; font-family: "Times New Roman", serif; font-size: 12pt;">There is a school beyond our
classrooms. It is the area of travelling with students, participating in annual
day preparations, engaging in community service or running clubs. Each of these
provides a unique opportunity to be with the students. A space without
academic’s pressure. This is where one meets the students face to face and can
do a lot to facilitate skills and values in the students.</span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span style="color: #555555; font-family: "Times New Roman", serif; font-size: 12pt;">Community service provides an
opportunity to explore the issue of wealth and inequality in society. Traveling
opens up the cultural differences between countries. India is so diverse that
traveling within one’s own country also gives space for cultural exploration. Camping
brings to forefront climate issues and what human beings are doing to the
planet. Cultural events bring forward skills and attitudes in the students. Sports
brings forward the subject of success and failure in our lives and how to face
them both.</span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><span lang="EN-IN" style="background-color: transparent; color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">For me, </span><span lang="EN-IN" style="background-color: transparent; color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Evans, Montemurro,
Gambhir, & Broad (2014, pp. 15, para 2)</span><span lang="EN-IN" style="background-color: transparent; color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"> “…</span><span lang="EN-IN" style="background-color: transparent; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">teaching means creating a space for
transformative education…” and any area of work with students can be used for
the same, when one has the right intent in the heart and mind.</span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span><u><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Conclusion</span></u></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Reimers (2009, para 1) states, “</span><span lang="EN-IN" style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Good teachers and principals, in the United
States and elsewhere, know that good education begins with clarity of purpose”.
If one is clear about the purpose as evoking critical thinking, empathy,
collaboration or other skills and values that go towards building a global
citizen, one can use any situation to one’s advantage for the same. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">That is
the inner purpose of education, to use any external situation as a transformative
space for the students (and oneself). Keeping that on, one gives the students a
framework to face all events in life. As an ex-student of mine said, <b>“You did
not just teach me how to face maths but also how to face life”.</b></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; mso-spacerun: yes;"><b> </b></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #555555; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-50075330258414622222023-08-13T21:12:00.001+05:302023-08-13T21:12:00.142+05:30The only constant in life is change!<p><span style="color: #800180;"> </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1h58rsjx3McG1_v90tBDAadurOnH35uacC1AWgoMc3vcTyc3SHibHz6d8-lZVHyNeY1PEAaBXfmFaXnVnSrwBSjVMW0VeweIGeSzPDzOXPkTTlJDrDWZ80UoZaRdUhuPaTaDiY7UKpsvANrTrbIME-pWPSCNPyowUnMIUXUFCaNLx8l-q_6TerO5r/s2048/kashmir%20071.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: #800180;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1h58rsjx3McG1_v90tBDAadurOnH35uacC1AWgoMc3vcTyc3SHibHz6d8-lZVHyNeY1PEAaBXfmFaXnVnSrwBSjVMW0VeweIGeSzPDzOXPkTTlJDrDWZ80UoZaRdUhuPaTaDiY7UKpsvANrTrbIME-pWPSCNPyowUnMIUXUFCaNLx8l-q_6TerO5r/s320/kashmir%20071.JPG" width="320" /></span></a></div><span style="color: #800180;"><br /></span><p><span style="color: #800180;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; mso-spacerun: yes;"> </span><span lang="EN-IN" style="font-family: "Times New Roman", serif; font-size: 12pt;"><b>“The only constant in life is
change!”</b> (<span style="background: white;">crossroadsantigua, 2018, para 1)</span></span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">To me the given sentence means constantly reinventing
my relationship with myself, my subject, education and the community that I
work in, as I face the challenges.<span style="mso-spacerun: yes;"> </span>It
means being open to step out of my “comfort zone” (Cambridge, n.d.) to
accommodate new challenges which leads to new learnings and growth in skills
and values. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">I am writing the reflective piece using 4 narratives
that I grew in, during my years as a teacher. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">My
self<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; vertical-align: top;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">People
don't buy what you do; they buy why you do it. If you talk about what you
believe, you will attract those who believe what you believe” (Sinek,
2009, 10:49). <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; vertical-align: top;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Dependency <o:p></o:p></span></u></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; vertical-align: top;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">My world started with taking
birth in a society that believed that women are subjugated to men. The skills
expected to learn were household chores etc. The world changed completely when
I moved as a teacher to progressive education and came in touch with the
principles of ‘autonomous choices’. It was a game changer for me. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; vertical-align: top;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Independent Thinking<o:p></o:p></span></u></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; vertical-align: top;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">Instead of looking for authority,
I was challenged to think for myself. With the result that I became an
independent thinker over the years. To survive in the world of progressive
educators, this is indispensable as it is rift with thought processes that push
you out of your comfort zones. My belief system changed from looking for
support to giving out my opinions freely. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">My
subject<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Maths for exams<o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">In the beginning maths was just a subject to be taught
for the exam skills. However, when I saw the devastating effect it on the
students who would chase me across school for half a mark, I changed my
approach to focusing on the child and not the subject. I encouraged them to
think for themselves and focus on their best skills. For example, I asked a
girl, who was obsessed about maths, to focus on her strengths which were
language and drama. As she did that, she went on to become the school editor
and head girl! <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Maths for applications<o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The next challenge was the stuffy system I was in, the
Indian national curriculum. I felt that I had done as much as I could do within
it and then moved to progressive education, where I felt the breathing space to
explore education, for the pressure on academics was rational. This is where I
faced the challenge of redefining maths as a tool and studied extensively to
understand the role of maths in human evolution to understand it deeply. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">My understanding of my subject enhanced. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Maths for developing thinking<o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">My relationship with the subject enhanced further in
IB schools. Since the focus was on developing skills for a life in a global set
up, I saw my subject more as a tool through which I could develop a thinking
mind. <o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Educator<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Syllabus <o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">In the initial years, the purpose of education was to
finish the syllabus. The concept of learning design was never there in my mind.
The tools were the textbook, board and chalk. But the question ‘what is
education?’ was always there in my mind and I searched for the answer. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><u><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Curriculum designer<o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The answer to this dawned on me when I reached the IB
school in my journey within school education. And that was: “</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">The
purpose of schooling is to prepare students for life in the real world in their
communities and societies, both in the present—while students are in school—and
in the future—after they leave school behind” (Reimers, n.d., para 1). <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">What are these capacities that the students need? </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-IN;">What
should I focus on in my classroom if I need to go beyond maths? For, </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">“To
succeed in this new global age, our students will need capacities that include
but go beyond reading, mathematics and science”, (Mansilla, & Jackson,
2013, pp.2).<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">This is where I learnt, faced with the challenge of IB
curriculum, the role of teacher as a designer weaving experiences for students
that enhance the best of maths ability, learning skills and attitudes for life.
I saw that these go hand in hand, that if a student is unable to learn alone, a
collaboration set up works wonders. A lot of my experiences are on my blog,
“humanemaths”, (Kochar, 2009)<o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Community<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">We have four “…<span style="background: white;">basic
psychological needs—for emotional and physical safety; for close, supportive
relationships—a sense of “connectedness” (Resnick et al., 1997) or
“belongingness” (Baumeister & Leary, 1995); for autonomy, or a say in what
happens to us; and for a sense of competence—a belief that we are capable
people and able to learn”, (Schaps, n.d.).<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Initially as a teacher, I was alone. I
was different. I asked questions and I played cricket with my classes to get
them to bond with each other. I had a sense of purpose in a community that
chiefly consisted of teachers who were there without any passion. I did not
value them. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">As I moved to progressive education,
I encountered a community that believed in building relationships and my
Achilles heel was discovered! I watched, observed and tried to imbibe what I
could best. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">But in the community of an IB
boarding school is where I finally realised the role of community. Our maths
HOD asked us, middle school maths teachers, to figure out a way to work with
each other. She also tied us up nicely by dividing work in such a way that each
affected the others. For example, each of us was responsible for test papers of
a particular class. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="background: white; color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">This is where after a year of wars,
that we slowly learnt to work with each other. We discovered our weaknesses and
others’ strengths. This is where I discovered synergistic relationships, that
is, “…when two people create a greater contribution together than they would
independently. Synergistic relationships are based on co-creating outcomes”,
(Ferrick, 2017).<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="color: #800180;"><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">This was by far the most beautiful
year of my working life! </span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Conclusion<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Although I have given 4 narratives, they are
intertwined for one of the four streams could not have developed without the
other. As I discovered my independence, I learnt to give it to the students
too. With that came the need to learn to design curriculum better and I learnt
to integrate life skills. As I needed to learn more of how to do it, I reached
out at the community and discovered synergetic relationships. The four streams,
like DNA, run intertwined and each affects the other. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">The challenge could come from any stream, but it went
finally back to my quest to find out ‘myself’. Who am I? and it finally ended
with understanding that I am an evolving personality who would, with each
experience, grow more towards an integrated whole in sync with the community
that I am a part of. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">This is the gift of teaching. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">References:<o:p></o:p></span></b></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Cambridge.
(n.d.). COMFORT ZONE. Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="https://dictionary.cambridge.org/dictionary/english/comfort-zone"><span color="windowtext">https://dictionary.cambridge.org/dictionary/english/comfort-zone</span></a></span></span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></b></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">crossroadsantigua.
(2018, April 2). "The only constant in life is change"-Heraclitus -
Executive Drug Rehab: Private Drug Rehab. Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="https://crossroadsantigua.org/the-only-constant-in-life-is-change-heraclitus/"><span color="windowtext">https://crossroadsantigua.org/the-only-constant-in-life-is-change-heraclitus/</span></a></span></span></span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Ferrick,
M. (2017, June 5). Synergistic Relationships are Superior. Retrieved from
https://marshaferrickcoaching.com/synergistic-relationships-are-superior/</span><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></b></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Kochar, M. (2009).
reviewing area and % using the newspaper. Retrieved from <u><a href="https://humanemaths.blogspot.com/2009/01/reviewing-area-and-using-newspaper.html"><span color="windowtext">https://humanemaths.blogspot.com/2009/01/reviewing-area-and-using-newspaper.html</span></a></u>
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Mansilla, V. B., &
Jackson, A. (2013). Educating for Global Competence: Learning Redefined for an
Interconnected World. In H. Jacobs (Ed.), Mastering Global Literacy
(5-27). New York: Solution Tree. Retrieved from <u><span style="background: white;"><a href="http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf"><span color="windowtext">http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf</span></a></span></u>
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Reimers,
F. (n.d.). Leading for Global Competency. Retrieved from
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx</span><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">
<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Schaps,
E. (n.d.). Creating a School Community. Retrieved from <span class="MsoHyperlink"><span color="windowtext"><a href="http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx"><span color="windowtext">http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx</span></a></span></span></span><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></b></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: 200%; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="color: #800180;"><!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">8.<span style="font: 7pt "Times New Roman";">
</span></span></span></b><!--[endif]--><span lang="EN-IN" style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;">Sinek, S. (2009). Start
with why: How great leaders inspire everyone to take action. New York, N.Y.:
Portfolio. Retrieved from<span style="background: white;"> <span class="MsoHyperlink"><span color="windowtext"><a href="https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en"><span color="windowtext">https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en</span></a></span></span></span><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span lang="EN-IN" style="color: #800180; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%;"><o:p> </o:p></span></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-89274264041129269012023-08-12T21:34:00.000+05:302023-08-12T21:34:00.143+05:30My Educational Theory<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwIbe3WiSa6dPV0GWF8AUsAIp_qxHMdgT3EuOB66_OPUDO38p4BgoztaIys5v4RDCvE3iF356gTuSEDXsJfGMo8yALCLwAZPOjVygqH8-ytkQiaLX4n78QEbByvyhFOU5WJGmEaCWFttJFzKqG5HyN_DZU4TmRiiCF60vaQfT1_IBdnMzvxUgbNbE/s334/logo.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="230" data-original-width="334" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzwIbe3WiSa6dPV0GWF8AUsAIp_qxHMdgT3EuOB66_OPUDO38p4BgoztaIys5v4RDCvE3iF356gTuSEDXsJfGMo8yALCLwAZPOjVygqH8-ytkQiaLX4n78QEbByvyhFOU5WJGmEaCWFttJFzKqG5HyN_DZU4TmRiiCF60vaQfT1_IBdnMzvxUgbNbE/s320/logo.JPG" width="320" /></a></div><br /><p></p><p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6.0pt; margin-left: 0in; margin-right: 0in; margin-top: 6.0pt; margin: 6pt 0in; text-align: center;"><b style="mso-bidi-font-weight: normal; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">My
Educational Theory</span></b></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">It is impossible to prepare a child
for any set of conditions for life. For we do not know what the future may
carry within its seed. The only thing we can do is to impart to the student a
set of skills and values that will stand him or her in good stead to face
anything that life may offer. For this, we need to move away from the
examination focused education to a life focused education. This is only
possible by setting curated experiences for a child in schools that enable him
or her to develop the life skills needed as he or she faces the challenges set
through the experience. Hence my educational theory can be summed as
Progressivism, where education follows the cycle of (a) experience, (b)
reflection and (c) action. The aim is to develop in each individual the unique
way of facing life as they learn through curated experiences based in thematic
units <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="background: white; color: #373d3f; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-highlight: white;">(</span><span style="background: white; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-highlight: white;">Amidon, Monroe, & Ortwein, n.d.). <span style="color: #212121;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Why
Progressivism?<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">The focus of Progressivism is the
whole child. The philosophy respects development of a child as an individual.
However, this is not a static development, but a dynamic one that sows the
seeds of being a lifelong learner in the child (Shook, 2016, 0.24).<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">It speaks to me for two reasons:<o:p></o:p></span></p>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="background: white; border: none; color: black; line-height: 200%; margin-bottom: 6pt; mso-border-shadow: yes; mso-list: l0 level1 lfo2; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">It resonates with my own core
belief system. <o:p></o:p></span></b></li>
</ol>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6.0pt; margin-left: .25in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 6pt 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">My belief system in education has as its base Integral
Education by Sri Aurobindo Ghosh. The basis of this is to lead a child to
integral perfection, that is body, mind, emotions and what can be called as
spirit (Thuruthiyil, n.d.). The method of this is summed in one of the
principles that he gave which is ‘nothing can be taught’. This entails creating
a space where the innate knowledge in the child is evoked instead of being fed.
And this is the core of a progressive space. Where the experience set up is such
that as the child faces it, with teacher’s facilitation, he or she discovers
knowledge instead of being handed it. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6.0pt; margin-left: .25in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 6pt 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">In such a space the role of the teacher is to be intensely
progressive herself and continuously grow as a person. This is what makes the
space welcoming to me as I grow each day, admiring its uniqueness. There is no
dull moment in the class as the focus is not to pass the examination but
keeping it as one of challenges to fulfill.</span></p>
<ol start="2" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="background: white; border: none; color: black; line-height: 200%; margin-bottom: 6pt; mso-border-shadow: yes; mso-list: l0 level1 lfo2; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">It gives me ample space for
creative exploration in the classroom. <o:p></o:p></span></b></li>
</ol>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><span style="font-size: 12pt;">In progressivism, students are
actively experimenting with ideas in the classroom (Shook, 2016, 0.57). </span><span style="background: white; color: #373d3f; font-size: 12pt; mso-highlight: white;">Education according
to Dewey is the “participation of the individual in the social consciousness of
the race” (Dewey, 1897, para. 1). As such, education should take into account
that the student is a social being </span><span style="background: white; mso-highlight: white;"><span style="color: #373d3f;">(Amidon</span><span style="font-size: 12pt;">, Monroe, & Ortwein, n.d.). If we focus on
creating individuals that participate in social consciousness of the race, then
education itself needs to be a space where consciousness of the child evolves
continuously. </span><o:p style="font-size: 12pt;"></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="background: white; color: #212121; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-highlight: white;">A progressive classroom is centered on exploration and
experience and teachers are facilitators for growth and not prescribers.
Teaching strategies in such a classroom will include: small groups debating,
custom-made activities, and learning stations. Teachers are not centered on
their station but walk freely around the class, engaging with students through
questions or discussions (Lynch, 2016). They are less concerned with passing on
their culture and strive to allow students to develop an individual approach to
tasks provided to them. In such a space I find the room to engage with students
freely and grow as a person. </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Classroom
Practice<o:p></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">A progressivism based space is based
on the needs and development of the students. The focus is student growth and
they are allowed to ask questions (Shook, 2016, 0.57). Development of social
qualities is indispensable as are other skills that are needed for life such as
inquiry, critical thinking and self reflection (Shook, 2016, 0.57).<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Cooperative learning is the core
strength of my classroom, and that is a key strategy for progressivism (Shook,
2016, 2.59). My students are often divided into group work for (a) solving math
problems, (b) doing a team project, (c) discussing a Historical snippet about
math, or (d) working in pairs to help each other develop the core math
strengths. If any group does not wish to work together, I engage in a dialogue
about team work as a life skill. This usually calms them as they make an effort
to work with those that they would not otherwise. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">The other core strength is dialogue.
There is a free-flowing dialogue through which I teach, where there is space
for asking questions from both sides. As a student once said, “She asks more
questions than she answers”.</span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 6pt; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">References<o:p></o:p></span></b></p>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="background: white; border: none; line-height: 200%; margin-bottom: 0in; mso-border-shadow: yes; mso-list: l1 level1 lfo1; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-highlight: white;">Amidon,
J., Monroe, A., & Ortwein, M. (n.d.). Progressive education. In <i style="mso-bidi-font-style: normal;">Education, society, & the K-12
learner</i>. Retrieved March 02, 2018, from <u><a href="https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/"><span style="color: black;">https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/</span></a></u></span><o:p></o:p></li>
<li class="MsoNormal" style="background: white; border: none; line-height: 200%; margin-bottom: 0in; mso-border-shadow: yes; mso-list: l1 level1 lfo1; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-highlight: white;">Lynch,
M. (2016, November 03). Philosophies of education: 3 types of
student-centered philosophies. Retrieved March 07, 2018, from <u><a href="http://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/"><span style="color: black;">http://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/</span></a></u></span><o:p></o:p></li>
<li class="MsoNormal" style="background: white; border: none; line-height: 200%; margin-bottom: 0in; mso-border-shadow: yes; mso-list: l1 level1 lfo1; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-highlight: white;">Sharpes,
D. K. (2013). Modern educational philosophies. <i style="mso-bidi-font-style: normal;">In Advanced educational foundations for teachers: The history,
philosophy, and culture of schooling </i>(pp. 399-430). Retrieved
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<span face=""Calibri",sans-serif" style="font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><br clear="all" style="break-before: page; mso-special-character: line-break; page-break-before: always;" />
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<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></b></p>Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0tag:blogger.com,1999:blog-5395551213482108309.post-44291731107320174332023-08-12T21:31:00.001+05:302023-08-12T21:31:00.141+05:30Do any of the points made by Freire speak to you?<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFmIwzueyJ8AFB3YWjlBE_ap0exQpWmIhvF-AzEI7ObhFlyi3xXjMvTjzGsNOo1auxAPvaYTMps9iDvaZGZ5aHxeOL0a_fJDXezn5oM_Hq77jZ995Gemg4ujsHKBWJ6RfYGfGBKjKQk5n44zpigP8VxSVv9-JhxymkmM5cNDSQn_Zmb6AjIMIsVySC/s1015/poem.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="762" data-original-width="1015" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFmIwzueyJ8AFB3YWjlBE_ap0exQpWmIhvF-AzEI7ObhFlyi3xXjMvTjzGsNOo1auxAPvaYTMps9iDvaZGZ5aHxeOL0a_fJDXezn5oM_Hq77jZ995Gemg4ujsHKBWJ6RfYGfGBKjKQk5n44zpigP8VxSVv9-JhxymkmM5cNDSQn_Zmb6AjIMIsVySC/s320/poem.jpg" width="320" /></a><br /><br /><br />Paulo Freire’s Pedagogy of the Oppressed and the idea of what has come to be known as "critical pedagogy" pose education in a different light than many other educational philosophies. <br /><br /><b>Do any of the points made by Freire speak to you? </b><br /><br />Problem solving as a way to link education to the lives of the children speaks to me a lot. But not in a way that is directed to others but in a way that is focused on exploring oneself (Wiseman, 2013, 2.46). Often we learn to think in the way of problem solving by treating others as a problem and solve them in our heads. But to use the critical thinking to laser focus on oneself is the aim offered here. Question the dominant understanding but within one’s own minds. <br /><br />A problem-posing pedagogy is dialogical and I love it for I hold capacity of dialogue as a base for a life filled with learning (Stinson, 2016, pp.6). <br /><br /><b>Is there something you intensely disagree with? </b><br /><br />I disagree with turning it into an ideology, where the life within the new thought ends. Once a living thought of a mind is turned into an idea to be followed, it dies. For then intellectuals turn it into a sword to protect their own thinking as against others who differ. As long as one stays with the pedagogy of Freire as ‘a way of thinking’, one is safe from getting caught in the web of the domination, while one is fighting the domination of other thoughts. <br /><br /><b>What are your views on the idea of critical pedagogy? </b><br /><br />The fundamental effort of education is to help with the liberation of people, never their domestication (Schor, 1992, pp.1). Critical thinking, the art of questioning, leads one from depth to another depth of minds unwrapping what lies beyond. However, I wonder, where is the place for feeling? Where is the place for allowing intuition to flow through the mind? <br /><br />I would say that Freire’s educational philosophy is a great step from banking education, which domesticates students, towards a life where one thinks for oneself (Schor, 1992, pp.2). But one must take it as a step and not the destination. <br /><br /> <br /><b>References </b><br /><ul style="text-align: left;"><li> Schor, I. (1992). Education is politics: Paulo Freire's critical pedagogy. In Paulo Freire: A critical encounter. [pdf] (pp. 24-36). eBook Central in LIRN. </li><li>Stinson, D. W. (2016). Dewey, Freire, and Foucault and an every evolving philosophy of (mathematics) education. Journal of Research in Curriculum & Instruction, 20(2), 70–78. <a href="https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1038&context=mse_facpub">https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1038&context=mse_facpub</a></li><li>Wiseman, A. (2013, April 18). Human Rights: Frieres (sic) Pedagogy of the Oppressed, Part 1. [Video file]. https://youtu.be/rk6zyEiyaXA</li></ul><br /> <br /><br /> <div class="separator" style="clear: both; text-align: center;"><br /></div><br />Monica Kocharhttp://www.blogger.com/profile/14237284630035741844noreply@blogger.com0