Manipulative report cards--Malpractice to retain admissions

Q:  "Manipulative report cards--Malpractice to retain admissions"

ASHOK KUMAR-UNV

"why so called branded schools , after charging fee since 12 years, suddenly told parents in classes 9 and 11 that we can't continue with your child in board classes. This is the case of malpractices in education by preparing manipulative report cards to please parents in home exams till class 8, this starts from very begining when teacher practice worksheet with students and take test, obviously they scored 20/20in all UT's, parents starts ignoring the weakness and schools happy with retaining students with them.

In some cases parents know that their child doesn't deserve full Marks but they happy to see the report card.

This game of 20/20 is promoting rote learning, parents and teachers should be honest to each other and dare to share the TRUTH with each other.

Please save these children from rat race.
__________________________________
◼Solution to the above Problem:
Azeez-UNV

Fighting against the dangers of manipulative schools is a battle that is never finished and never completely won: every newly appointed staff and every newly hired employee has the potential to hit the “restart” button, and
the game begins again because it is a life long process of such schools for their survival and economical existence.

➖Source for this problem:

It starts from Classroom and results in schools. These incapable inmate teachers to show off their Classroom results good. Otherwise they may have been questioned by the school authorities...

It's happening in classes upto class 8...

When these children comes to the upper classes, they meet the teachers who can't help the children feeding by spoon.

The children till the classes are given limited topics and rehearsal again and again throughout the year. Naturally the children do shine well.

Whereas in higher classes that's impossible. The child fails. School worries at results and tries to drop.

Here who is the manipulation manufacturer?

➖Our problem is:

• System of Education is expecting ethical and effective implimentation of the curriculum in schools.

• Schools are expecting good results and good business through results with less expenses and huge fees.

• Parents are expecting their children to outshine in academics though they know the egg is cracked, still.

From every angle the focal point is school.

Now what can be done at the school level?

We can not change other two: system and parents

➖The best way to curb this malpractices in schools:

Let's think about Classroom.

Generally non board teachers are less burdened. It is quite true they are little free from result worries.

1. Autonomy to the teacher

Therefore the best way is grooming the children by the teacher concern of board from class 6 onwards till class 10. The teacher of a subject get 4 years time to get the children groomed. Also the very first year the teacher can understand the strength and weaknesses of every child and start teaching accordingly.

Here the teacher is accountable for the results in board.

Meanwhile if a student is not getting groomed, the teacher can try some other way of special extra teaching and care atleast upto the minimum pass level.

Still if not, Parents can be called and informed the status of the child, the corrective steps taken....

Still not, Parents can be convinced and whatever the school decides. But the school should keep proper records and anectode reports of the child to face in case any legal issues.

2. Common Question paper from outside

Make school examination question paper from outside teachers. You can take support from sahodaya group schools within the district or within the state or from known friendly schools. Or subject experts, online questions are also available for it.

This is possible because syllabus is same within the state or district of any board whether CBSE/ICSE/State board.....

3. Exchange answer scripts with other schools for evaluation

Answer scripts can be evaluated with the help of other school teachers. Reciprocating the same to them with the help of a standard key for evaluation.

4. Leader's role

• Be active in monitoring Classroom Activities specially syllabus covered.
• Be InTouch with exceptional children and their parents.
• Motivate children in the classroom and address their problems in learning.
• Have a one to one discussion with teachers very often. Find from them the slow learners and seek their guidance to help the children or guide him.
• Motivate Teachers to work in ethical environment.

What is the meaning of self directed learning?

What is the meaning of self directed learning?

• Dr. Sekar Srinivasan: SDL Self directed learning is an instructional strategy where the students, with guidance from the teacher decide what and how they will learn.  It can be done individually or with group learning, but overall concept is that students take ownership of their learning. 

BASICS OF SDL

1. SET GOAL

2. PLAN

3. LEARN

4.. SHOW

5.  REFLECT

These are fundamental strategies

• Azeez: Self-directed learning is a learning process in which the individual takes responsibility for their own learning. In this approach, the learner is actively involved in setting their own learning goals, selecting resources and materials for study, and evaluating their own progress.

• Farhana Khan: Self directed learning describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

• Nancy Dominic: Self-directed learning is a process, It is a form of learning that is driven by the learner's own interests, needs, and motivations, rather than by external factors such as teachers, curriculum, or exams.

Self-directed learners are able to identify what they need to learn, set their own learning goals, and then plan and execute their own learning strategies. They are able to find and use a variety of resources, such as books, online materials, and experts in the field, to facilitate their learning. They are also able to evaluate their own progress and adjust their learning strategies as needed.

Self-directed learning is often associated with adult education, but it can be applied to learners of all ages and in various contexts, including formal education, vocational training, and personal development. It is a valuable skill to develop, as it can enhance one's ability to learn throughout life, adapt to new situations, and achieve personal and professional goals.

Why do we need to know LOTS and HOTS...

Let's come to the point of discussion.

¶ Why do we need to know LOTS and HOTS...

LOT - Lower order thinking

HOT - Higher order thinking

We teach our students to learn. 

When we teach, we develop not only learning, reading and writing skills, but thinking skills as well. But how do we do that in a proper and consistent way? 

Therefore we need to know about LOTS and HOTS.

¶ What are LOTS and HOTS?

According to Lord Benjamin Bloom taxonomy:

There are three modules: 

1. Cognitive

2. Affective

3. Psychomotor.

Much focus on Cognitive modules are given here by Bloom.

The cognitive one is applied to the education and learning objectives and activities. 

This module includes six levels that you can use to structure your lesson or the whole syllabus from the easiest to the most difficult.

Those Six levels are:

1. Knowledge — an ability to remember and recognize facts, information, skills.

2. Comprehension —  an ability to understand, describe, compare facts, information, skills.

3. Application —  an ability to use the acquired information, knowledge, facts.

4. Analysis — an ability to examine the new information.

5. Evaluation —  an ability to assess the information and ideas.

6. Creation —  an ability to generate, design new ideas, concepts.

And these six levels can be categorised into two types of skills: 

1. High order skills (HOTs)

2. Low order skills (LOTs). 

In simple words:

• LOTs are about gathering information 

• HOTs are about processing it

Let’s imagine you are going to teach a lesson in any subject.

¶ How do we apply these skills to teaching?

1. Remembering: Students know the rules, principles, concepts......

2. Understanding: Students can describe it. 

3. Application: Students can give examples relevant to it. 

4. Analyzing:  Students can examine, use and know to describe differences..... 

5. Evaluating: Students can change the rules, principles according to the situation. 

6. Creating: Students can describe their daily routines or talk about their day from their known facts, rules, principles....

¶ How do we create these skills in Students:

For example, you are teaching a lesson.

Step 1:. Remembering: Recall “old”, “new” and other key words related to content of the lesson.

2. Understanding: Students say what is known to them - Old,  and unknown to them - New. 

3. Application: Students choose what things are new and old.

4. Analyzing: Students compare old and new things.

5. Evaluating: Students discuss which things are better and why.

6. Creating: Students design their own old and new things or find old and new things at home and describe them.

Sometimes teachers confuse the skills and cannot identify skills their tasks refer to or cannot design activities for each skill. 

I think this upcoming taxonomy wheel with examples and it's explanation may quite useful when you plan your lessons and think of aims.

¶ DIVING DEEPER INTO THINKING 

Recall: Blooms taxonomy stages are as follows. 

Remembering 

Understanding 

Applying 

Analyzing 

Evaluating 

Creating

In which 

¶ LOTS - Lower order thinking stages are:

• Remembering 

• Understanding 

• Applying

¶ Use of Lower-Order Thinking Skills (LOTS) 

Lower-order thinking skills are used to understand the basic story line or literal meaning of a story, play, or poem. 

This includes: 

• Wh questions. 

• teaching relevant lexical items. 

• relating to grammatical structures when relevant.

¶ Key Words for LOTS Questions:

Who?  What?  Where?  When?  Do you know…?  Can you identify…?

After the LOTS……. 

Once a student has mastered the basic understanding of a text, s/he is ready to move on to the next level which involves using that information in some way.

After the LOTS……. 

¶ HOTS -Taxonomy stages are:

• Analyzing 

• Evaluating 

• Creating

¶ HOTS - Higher-order thinking skills are used to:  interpret a text on a more abstract level. 

 manipulate information and ideas in ways that transform their meaning and implications.

Indicators are:

 Predicting 

 Explaining cause and 

 Applying effect 

 Inferring 

 Distinguishing different 

 Sequencing perspectives 

 Identifying parts and 

 Problem solving whole 

 Uncovering motives 

 Classifying 

 Generating possibilities 

 Comparing and 

 Synthesizing contrasting 

 Making connections 

 Explaining patterns 

 Evaluating

While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." 

When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: 

• Analysis, 

• Synthesis, and 

• Evaluation.

Lower Order Thinking Skills:

 Answers given in the reading 

 Students state or recite answers 

Higher Order Thinking Skills:

 Answers NOT provided 

 Student use information from the reading to figure out the answer.

¶ Is higher level thinking activities only for high level achievers??

When a student crosses the primary stages of taxonomy -  Remembering, Understanding and Applying, He is into the next stage of LOTS, that's HOTS.

Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. 

Usually questions at the lower levels are appropriate for: 

▪ Evaluating students’ preparation and comprehension.

▪ Diagnosing students’ strengths and weaknesses 

▪ Reviewing and/or summarizing content

Higher level questions are those requiring complex application, analysis, evaluation or creation skills. 

Questions at higher levels of the taxonomy are usually most appropriate for: 

• Encouraging students to think more deeply and critically 

• Problem solving 

• Encouraging discussions 

• Stimulating students to seek information on their own

¶ Taxonomy Level

HOTS:

• Analyzing: can the student distinguish between the different parts?

Verbs to trigger thinking at this level:

appraise, compare, contrast, criticize, differentiate,

• Evaluating: can the student justify a stand or decision?

Verbs to trigger thinking at this level:

appraise, argue, defend, judge, select, support, value, evaluate. 

• Creating: can the student create a new product or point of view?

Verbs to trigger thinking at this level:

assemble, construct, create, design, develop, formulate, write.

LOTS:

• Remembering: Can the student recall or remember the information shared?

Verbs to trigger thinking at this level:

define, duplicate, list, memorize, recall, repeat, reproduce, state. 

• Understanding: Can the student explain ideas or concepts?

Verbs to trigger thinking at this level:

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

• Applying: Can the student use the information in a new way?

Verbs to trigger thinking at this level:

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

¶ Takeaway: To climb a mountain, start from the mountain’s foothills first. Same way, if you like to build good critical thinking skills, you need to improve your Lower Order Thinking Skills. And then move on to HOTS.

¶ The interdependence of Bloom’s different learning levels can be articulated through logic:

1. Before we can understand a concept, we must be able to remember it.

2. Before we can apply the concept, we must be able to understand it. 

3. Before we analyse it, we must be able to apply it.

4. Before we can evaluate its impact, we must have analysed it. 

5. Before we can create something based on the concept, we must have remembered, understood, applied, analysed and evaluated the concept.

¶ Bloom’s taxonomy in different learning situations:

Situation 1: Primary section [Ex: English-language classroom]

• Remembering – Teaching learners the letters of the alphabet through rote learning. 

• Understanding – Learners realise how words, for example, their names, are constructed by combining letters. 

• Applying – Learners use the letters of the alphabet to write words they are shown. 

• Analysing – Learners appraise a list of words and can point out correctly and incorrectly spelt words.

• Evaluating – Learners determine that the alphabet can be used to form written communication. 

• Creating – Learners construct simple pieces of communication from the words and phrases learnt.

Situation 2: Secondary school [biology class]

• Remembering – Teaching learners the scientific parts of a flowering plant using a diagram. 

• Understanding – Learners realise how different parts of the plant relate and work together. 

• Applying – Learners are divided into groups and given plants to cultivate for a set period. Each group is instructed to give their plant different amounts of water and sunlight and to use different soils.

• Analysing – The groups examine their own and each other’s plants under microscopes, to see the effects of variable cultivation on the plants’ different parts. 

• Evaluating – Learners propose optimal cultivating guidelines and their likely outcome.  

• Creating – Learners plant a vegetable garden at the school and create a cultivation roster.

Situation 3: University-level [politics class]

• Remembering – Teaching learners history’s most prominent political movements. 

• Understanding – Students gain an understanding of their different values, priorities and manifestos.

• Applying – Students divide into groups where each group represents a different political movement and conduct a class debate on a topical issue, taking the standpoint of the different movements.

• Analysing – Students appraise how the different political parties addressed the same issue and identify which parties shared the most common ground with each other.

• Evaluating – Students give reasons for the merits and relevance of the different political movements for today’s society.

• Creating – In groups, the students create new fictional political parties with their own names, values, priorities and manifestos.

Situation 4: Training in the workplace  

• Remembering – Employees remember and recite the steps of a trust-building training session.

• Understanding – Employees grasp why each step is important and how they build on each other.

• Applying – The employees put the steps of the training session into action.

• Analysing – Afterwards, they discuss the impact and benefits they experienced from each of the steps and rank the steps from most impactful to least. 

• Evaluating – The employees suggest changes to the training, and put forward related training topics that would be relevant for their workplace.

• Creating – In their different departments, the employees map out tailored trust-building sessions that they can take their different teams throughout.

Situation 5:  Training course 

[English as a second language]

• Remembering – Teaching learners to recite commonly used English phrases. 

• Understanding – There is a realisation of when and how these phrases are used in everyday life.

• Applying – In pairs, the students role-play using the phrases in everyday situations. 

• Analysing – The students are able to group English phrases into different categories – greeting, question, request, order, praise, criticism, warning, complaint, etc. 

• Evaluating – The students are able to assess different messages written in English and put forward better or clearer ways to express what is being said.  

• Creating -The students can create a written conversation between two people in English.

What are the main features of the New Education Policy 2020?

What are the main features of the New Education Policy 2020?

The Union Cabinet on Wednesday 29- 07–2020 approved the New Education Policy and and renamed the ministry of human resource and development (MHRD) as the ministry of education.

The main feature of NEP 2020 are :

1.Major Reforms: School Education :

• NEP 2020 is doing away with the existing 10+2 system and replacing it with a 5+3+3+4 system .
• This will be split as follows:
• Age 0-3 : motherhood care at home
• Age 3–8 : foundational stage : 3 years at anganwadi’s, pre-school or as commonly called play schools and the kindergarten classes catering to ages 3 to 6. The grades 1 and 2 or classes 1 and 2 for students of ages 6 to 8 would also be added, keeping the focus on development of language skills and teaching by play based and activity based curriculum.
• Age 8–11 : Three years of pre-primary stage (for class 3 -5) The focus till this stage would remain on development of language and numeracy skills, in accordance with the cognitive development of a child. Medium of instruction till Grade 5 would be home language or mother tongue or local language. Three languages would be taught to all students – and states would decide which ones.
• Age 11–14 : a preparatory stage ( for class 6–8) :the new structure aims at transforming the pedagogy from the existing system to a more experiential learning in the sciences, mathematics, arts, social sciences and humanities. Focus would be on critical learning objectives and not on rote learning.
• Age 14 -18 : a secondary stage (for class 9 -12 ) :The changes suggested at this stage include a multidisciplinary study where students would be able to pick and choose any set of subjects from the available structure. The focus would be on greater critical thinking and flexibility, allowing the child to pick subjects as per their interests – even technical and arts.
• According to the government the revised structure will "bring hitherto uncovered age group of three to six years, recognised globally as crucial stage for development of mental faculties, under school curriculum".

(Source :timesnow)

Major Reforms in school education :

• Board exams will be low stakes & test actual knowledge instead of rote learning.
• Mother tongue to be a medium of instruction till 5th grade.
• Report card will be a comprehensive report on skills and capabilities instead of just marks and statements.
• Nation mission to focus on basic literacy and basic numeracy.
• Major changes in the pedagogical structure of curriculum with no rigid separation between streams.
• All separation between vocational and academic and curricular and extra curricular will be removed.
• Board Examination will be Low Stakes, Based on Knowledge Application.
• Medium of Instruction till at least Grade 5, and preferably till grade 8 and beyond in home language/mother tongue /regional language.
• No Rigid Separation between Arts & Sciences, between vocational and academic.

2. Major Reforms: higher Education :

UG Programme - 3 or 4 years

• At graduate level,the NEP 2020 offers the students the option of choosing a 1 year Diploma, a 3 year bachelors degree or a 4 year bacherlors' degree with research across disciplines.
• A student would now have the option of multiple exit options – study for 1 year, 2 year, 3 year or 4 year. Under the multiple-exit programme, students will have the option to leave college whenever they want — if a student completes one year, he or she will get a certificate, two years will get them a diploma, three years will get them a degree, and if a student pursues a four-year programme with research, he or she will be eligible for direct admissions for a PhD.
• With multi-disciplinary approach, most of the bachelor’s degree would aim at becoming a 4-year programme with the fourth year adding to the ‘degree with research’.
• The undergraduate courses would be credit based and an Academic Bank of Credit or ABC would be available to digitally store the credit. Students would have an option to exit at different stages and also re-enter the higher education system, bringing with them the credits earned.

PG programme - 1 or 2 years

• For master’s level, HEIs would now have the option of offering a 1 year master’s degree. They can offer a two year program where the second year would be devoted entirely to research for those who have completed an undergraduate degree of three years.
• For those students who have completed 4 years of bachelors’ programme with research, there would be an option of a one year master’s degree.
• 5 year integrated bachelors’ and masters’ degree would continue.

M.Phil:

• The M. Phil programmer would be discontinued, as proposed by the NEP.
• M.Phil would be discontinued, paving way for students with masters' degree to get a Ph. D.

Ph. D

• The minimum eligibility for a PhD will now either be a four-year programme with research, or Master’s after a three-year programme.

1. Another major change at the level of higher education is the focus on making universities multi-disciplinary. This means that an institution will have to teach arts, science, social science, basically everything under one roof.
2. Single-stream institutions will fade out and, by 2040, all institutes will aim to become multidisciplinary, it states.
3. The NEP also does away with multiple regulators like the University Grants Commission (UGC), the All India Council for Technical Education (AICTE), and the National Council for Teacher Education (NCTE). All these will now be replaced by a single regulator.
4. National assessment center - PARAKH
5. NTA to offer Common Entrance Exam for Admission TO HEIs.

Thank you.... 

Evaluation of Learning

Evaluation of Learning

• azeezaugp@gmail.com

Educational successfulness which its primary goal is to increase human resource is influenced by many factors. 

In the world of education, one of the competencies that must be mastered by the teacher is the evaluation of learning.  

One of  the  factors is teacher ability  in performing  and  utilizing the assessment, evaluation process, and learning outcome. The ability is very important to know that the aims of the learning process determined in the curriculum reached. 

Besides, the ability can also be used to revise or to increase the learning process performed by teachers. 

The assessment principle and standard emphasizes two main ideas which are assessment must improve the learning process of the student and assessment is a valuable tool for teaching decision making.

Assessment Questions is not only data collection of the students but also data processing to obtain an overview of the learning process and learning outcome of the students.

Most of us feel free about assessment. Assessment is only asking questions to students and stopped. No, in true sense it is not called an assessment.

I will say a big No to this kind of assessment. 

True Assessment is not only about questioning the students then finished but also about following up for the learning significance. 

We should know the importance of following ups. 

To perform an assessment, the teacher needs assessment instruments in the form of good questions for testing the cognitive, affective, and psychomotor abilities of the students. 

For that reason, the questions need to be analyzed and then the questions are developed based on HOTS with Bloom's Taxonomy based which refers to Tessmer's development model.

This model has two phases: 1. A preliminary evaluation and  2. Formative evaluation. 

A learning outcome is a statement of learning accomplishment which may be the acquisition of knowledge, understanding, or an Intellectual/practical skill.

Well articulated statements of intended learning outcomes help both teachers and students, as they provide a clear explanation of what is required to successfully complete a module provided there are strong links between the learning outcomes and the assessment methods.

Evaluation of learning:

Evaluation of learning refers to the process of measuring and assessing a learner's progress and achievement in a particular subject or skill. 

There are different types of evaluations that can be used to evaluate learning, including formative assessment, summative assessment, and diagnostic assessment.

• Formative assessment involves providing ongoing feedback to learners as they are learning. This type of assessment helps learners identify areas where they need to improve and make adjustments in their learning approach. Formative assessment can take many forms, such as self-assessment, peer assessment, or teacher feedback.

• Summative assessment, on the other hand, evaluates a learner's progress and achievement at the end of a learning unit or course. Examples of summative assessment include tests, exams, and essays.

• Diagnostic assessment is used to identify a learner's strengths and weaknesses in a particular subject or skill. This type of assessment can help teachers identify areas where they need to provide additional support to learners.

Evaluation of learning is essential in ensuring that learners are making progress and achieving their learning goals. It also helps teachers make adjustments to their teaching approach and provide targeted support to learners who are struggling.

In addition to the traditional forms of evaluation mentioned above, technology has provided new ways of evaluating learning. Online quizzes, interactive simulations, and machine learning-based assessment are some of the new tools being used to evaluate learning. These new tools allow for more personalized and adaptive learning experiences and provide real-time feedback to learners.

Students are significant for learning. We, as teachers, should ensure that learning is significant for them. Unless and until they know the fact that they are coming to school for learning significance.

If they know not the purpose of coming to school, they cannot be a better student. It is not the school environment that makes learning significant. It is not the curriculum of the school that makes learning significant. Above all, it is the mind set of students and this mind set up should be built up by the school. The school environment, curriculum....all are just a tool to set up this mind sets in students.

Learning is important in all ways. Every living being are learners. But what makes it more significant is the question here?

¶ Does school make learning significant?

No, school makes learning naturally less significant. Because school is place now a days for training and drilling. It is heading towards opposite side of learning significance.

How?

Competitions, completing syllabus, making and cooking something for examination points of view, shortcuts.... So many things. 

True significant learning is different. 

If we know the answer to the question why should we learn?

Learning is significant in many different ways, both for individuals and for society as a whole. 

¶ Here are some reasons why learning is important:

• Personal growth and development: Learning provides an opportunity for personal growth and development. It allows individuals to acquire new knowledge and skills, challenge themselves, and expand their horizons. This can lead to increased self-confidence, a sense of accomplishment, and a greater sense of purpose and direction in life.

• Career advancement: Learning is often essential for career advancement. Many professions require individuals to continually update their skills and knowledge to stay competitive and relevant in their field.

• Social and cultural engagement: Learning allows individuals to engage more fully with their communities and society as a whole. It can help people understand and appreciate different cultures, perspectives, and worldviews, and contribute to building more inclusive and empathetic communities.

• Innovation and progress: Learning is essential for innovation and progress. Advances in science, technology, and medicine are all the result of people continually learning and building upon the knowledge and discoveries of those who came before them.

• Problem-solving and critical thinking: Learning can help individuals develop critical thinking skills and the ability to solve complex problems. This is essential for success in many areas of life, from personal relationships to professional and civic responsibilities.

Overall, learning is a key driver of personal and societal growth, innovation, and progress. It is essential for building a better future for individuals and for society as a whole.

Learning becomes more significant if it helps us to either acquire or require something new.

Acquiring something new and 

Requiring for existing. 

Logic is very simple. Every learning ends in acquiring and requiring.

¶ Also here are some additional points on the significance of learning:

• Improved mental and physical health: Learning has been shown to have a positive impact on mental and physical health. For example, learning new skills and engaging in new activities can help stave off cognitive decline, reduce stress, and improve overall well-being.

• Adaptability and resilience: Learning is essential for adaptability and resilience in a rapidly changing world. It can help individuals navigate new challenges and opportunities, and respond to changing circumstances with flexibility and agility.

• Citizenship and social responsibility: Learning can also help individuals become better citizens and contribute to their communities in meaningful ways. It can help people understand the issues and challenges facing their communities and the world, and empower them to take action and make a positive difference.

• Lifelong learning: Learning is not just important for children and young adults, but also for individuals of all ages. Lifelong learning can help people stay engaged, active, and fulfilled throughout their lives, and continue to grow and develop in new and meaningful ways.

• Economic growth and prosperity: Finally, learning is essential for economic growth and prosperity. Education and skills development are key drivers of innovation, productivity, and competitiveness, and can help individuals and societies thrive in the global economy.

In a nut shell, learning is significant for personal growth and development, career advancement, social and cultural engagement, innovation and progress, problem-solving and critical thinking, improved mental and physical health, adaptability and resilience, citizenship and social responsibility, lifelong learning, and economic growth and prosperity.

We teachers teach and test whether our teaching is reached or not. This is also called learning outcomes.

What are the steps for teachers to ensure whether learning outcomes are achieved?

¶ If our teachings are not reached to the students, then what a teacher should do?

There are several ways to ensure or guarantee that teaching is effective and learning outcomes are met:

• Clearly define learning outcomes: Before teaching a particular subject or skill, it is important to clearly define the intended learning outcomes. This will help guide the teaching process and ensure that students have a clear understanding of what they are expected to learn.

• Use formative assessments: Formative assessments, such as quizzes, homework assignments, and class discussions, can provide ongoing feedback on student learning and help identify areas where students may be struggling. This can help teachers adjust their teaching approach and provide targeted support to students who need it.

• Use summative assessments: Summative assessments, such as exams and final projects, can provide a final measure of student learning and help determine whether learning outcomes have been met.

• Use a variety of teaching methods: Using a variety of teaching methods, such as lectures, group discussions, and hands-on activities, can help reach students with different learning styles and engage them in the learning process.

• Provide timely feedback: Providing timely feedback to students on their performance can help reinforce learning and provide opportunities for students to make adjustments and improve their understanding of the subject or skill.

• Create a supportive learning environment: Creating a supportive learning environment, where students feel comfortable asking questions and participating in class discussions, can help promote learning and ensure that all students have the opportunity to achieve the intended learning outcomes.

• Continuous improvement: Teachers should also continually reflect on their teaching practice and look for ways to improve. This could involve seeking feedback from students, attending professional development sessions, or collaborating with other teachers.

By following these steps, teachers can help ensure that their teaching is effective and that learning outcomes are met, thereby providing students with the knowledge and skills they need to succeed.

We see, how to use these assessments in a classroom one by one in the coming days.

Because for preparing for these assignments Blooms taxonomy helps us. 

Our topic is lower order thinking and Higher order thinking

¶ What should a teacher do if learning outcomes are not met? 

If learning outcomes are not met, a teacher should take several steps to address the issue. Here are some possible actions a teacher can take:

• Analyze the situation: The first step is to analyze the situation and determine why the learning outcomes were not met. Was it due to a lack of student engagement, ineffective instructional strategies, or other factors?

(Some students are not expertised their skills in reading and writing. Most of our problems would be solved if you care about their reading and writing skills)

* Re-teach: If the learning outcomes were not met because the students did not understand the material, the teacher should re-teach the content in a different way to ensure that students understand it.

• Provide extra support: If some students are struggling to meet the learning outcomes, the teacher should provide extra support, such as one-on-one tutoring or additional practice materials, to help them catch up.

• Adjust instructional strategies: If the learning outcomes were not met due to ineffective instructional strategies, the teacher should adjust their teaching methods to better engage students and help them learn.

• Collaborate with colleagues: The teacher can also collaborate with colleagues to get new ideas and strategies to help students meet the learning outcomes.

(Just analyse their performance in other subjects. Are they same in other subjects or only in your subject? If they are not performing only in your subject, then they need your help. If their performance levels are same in all other subjects, then they need the whole team support. Any how they are in need of your support. That's all)

• Communicate with parents and students: The teacher should communicate with parents and students about the situation and work with them to develop a plan to help the students catch up.

(Here you are seeking the support of parents. Parents are called for not complaining about the child.)

• Assess and reassess: Finally, the teacher should continually assess and reassess the students' progress to ensure that they are making progress towards the learning outcomes. If they are not, the teacher may need to revisit the previous steps and make additional adjustments.

(A small size of progress makes a big difference in children's life)

¶ How to communicate with parents about their child's progress in studies? 

Communicating with parents about their child's progress in studies is an important part of a teacher's role. 

Here are some steps you can take to communicate effectively:

• Schedule a meeting: First, schedule a meeting with the parents to discuss their child's progress. This could be in person, over the phone, or via video call. Make sure to pick a time that is convenient for the parents.

• Be prepared: Before the meeting, review the child's academic performance and prepare notes about their strengths and weaknesses. Be prepared to share specific examples of the child's work, such as assignments, projects, and tests.

• Be positive: When discussing a child's progress, it's important to focus on the positive aspects of their performance. Start by highlighting the child's strengths and achievements, and then move on to areas where they could improve.

• Be specific: Use concrete examples to illustrate the child's progress. For example, you might say, "I noticed that your child has been making good progress in math. They were able to solve these complex equations with ease."

*(Restrict your talk on specific area. Don't use words such as, your child is poor in studies, he or she cannot pass if he or she studies in this way, Basics are poor in your child.......)*

• Listen to the parents: Allow the parents to share their thoughts and concerns about their child's progress. Listen actively and respond with empathy. Take note of any suggestions or requests they may have.

• Offer suggestions for improvement: Discuss ways in which the child can improve their performance. This could include strategies for studying, additional resources, or specific areas of focus for future assignments.

• Follow up: After the meeting, follow up with the parents to provide updates on their child's progress. This could include progress reports, emails, or additional meetings.

Remember that effective communication with parents is an ongoing process. By working collaboratively with parents, you can help support a child's academic success.

¶ Ways to reteach

Reteaching is an important strategy that educators use to help students who are struggling with a particular concept or skill. Here are some ways to reteach:

• Assess Understanding: Before reteaching, it's important to assess the student's understanding of the concept or skill. This can be done through formative assessments, such as quick quizzes, exit tickets, or observations. This will help you determine what the student knows and what they need help with.

• Use Visuals: Visual aids can be an effective tool for reteaching. Try using diagrams, charts, or graphic organizers to help the student better understand the concept. 

For example, if the student is struggling with fractions, you could use a visual aid to show how to add and subtract fractions.

• Break it Down: If the concept is complex, try breaking it down into smaller, more manageable parts. This can help the student better understand the concept and prevent them from becoming overwhelmed. 

For example, if the student is struggling with long division, you could break it down step by step.

• Use Real-Life Examples: Using real-life examples can help students connect the concept to their own experiences. This can make the concept more meaningful and easier to remember. 

For example, if the student is struggling with decimals, you could use examples from everyday life, such as money or measurements.

• Provide Additional Practice: Extra practice can be helpful for students who need more time to master a concept. 

This could include additional worksheets, online resources, or hands-on activities. Make sure to provide feedback on the student's work to help them improve.

• Re-teach in a Different Way: Sometimes, a student may struggle with a concept because it was not presented in a way that they can understand. 

Try presenting the concept in a different way, such as through a video or a hands-on activity. This can help the student better understand the concept.

Remember that reteaching is not a one-time event, it is an ongoing process. By using a variety of strategies, you can help students who are struggling to achieve success.

¶ Collaborate with colleagues? 

Collaborating with colleagues is an important part of being a successful educator. Here are some tips for effective collaboration:

• Establish a Common Goal: Before beginning any collaboration, it's important to establish a common goal. This could be a shared objective, a particular project or initiative, or a student outcome that you are working towards.

• Communicate Clearly: Clear communication is key to effective collaboration. Make sure to communicate your ideas clearly and listen actively to your colleagues' ideas. Be open to feedback and willing to compromise.

• Utilize Strengths: Every member of the team has unique strengths and skills that can contribute to the collaboration. Identify each other's strengths and utilize them to maximize the effectiveness of the team.

• Share Responsibility: Collaborating means sharing responsibility for the success of the project or initiative. Make sure that everyone on the team has a clear understanding of their role and responsibility in achieving the common goal.

• Set Deadlines: Set clear deadlines for each stage of the project or initiative. This will help keep the collaboration on track and ensure that everyone is working towards the same goal.

• Establish Clear Roles: Establish clear roles for each team member, including leadership roles, task assignments, and communication responsibilities. This will help ensure that everyone is clear on their responsibilities and can work together effectively.

• Evaluate and Reflect: Regularly evaluate and reflect on the progress of the collaboration. Use this feedback to make adjustments and improvements to the process and to celebrate successes along the way.

By following these tips, you can work effectively with your colleagues to achieve common goals and support student success.

¶ How to Provide extra support for students'academic success? 

Providing extra support for students who are struggling can make a big difference in their academic success. 

Here are some ways to provide extra support:

• Identify Struggling Students: The first step is to identify students who are struggling. This could be through observations, formative assessments, or feedback from parents or other teachers.

• Develop a Plan: Once you have identified the struggling students, develop a plan to provide them with extra support. This plan could include additional practice opportunities, small group instruction, or one-on-one support.

• Use a Multi-Sensory Approach: When providing extra support, it's important to use a variety of instructional strategies that engage different senses. This could include visual aids, such as diagrams or graphic organizers, auditory explanations, and hands-on activities.

• Provide Additional Practice: Extra practice is key to mastering a concept. Provide the student with additional practice opportunities, such as extra worksheets, online resources, or hands-on activities. Be sure to provide feedback on their work to help them improve.

• Use Technology: Technology can be a powerful tool for providing extra support. There are a variety of online resources, such as instructional videos, interactive games, and educational apps, that can help students better understand a concept.

• Collaborate with Colleagues: Collaborate with other educators, such as special education teachers, counselors, or other support staff, to develop a plan for providing extra support to struggling students.

• Monitor Progress: It's important to monitor the student's progress to ensure they are making progress towards mastery of the concept. This could include additional formative assessments, observations, or check-ins with the student.

Imitation of learning

Imitation of learning
Group discussion

Azeez

We are always particular about our learning outcomes are achieved and we do follow certain ways or modes of teaching which are time tested or not.

If you ask me what are your best ways to teach, then I say , I don't know. Because teaching and learning is a process and not a procedure to follow.

If my teachings reach my students mind, then I feel like standing on the top of the world and looking forward.

Teaching is reached when it is delivered from your heart to the taught.

Now let us see how children learn from what we taught them. What are the steps or procedures they follow to learn from us. That's learning income. Everyone learns… how they learn is unknown. Is teaching a method of learning. To some it is.

It is believed, most kids learn by imitating. So, it is so very important to have the right examples available to children. Yes, everyone learns differently, and teaching can be a method of learning for some people. It is important to understand that there is no one-size-fits-all approach to teaching or learning, and educators need to be flexible and adaptable to meet the needs of their students.

As mentioned, children often learn by imitating, and having positive role models and examples is important for their development.

In addition to imitating, children also learn through play, exploration, and hands-on experiences.

It's important to provide opportunities for children to engage in these types of learning experiences, as they can be highly effective for promoting development and helping children make connections between concepts.

Ultimately, the goal of teaching is to support students in their learning journey and help them reach their full potential.

This requires a commitment to ongoing learning and growth, as well as a willingness to adapt to the changing needs of students over time.

Now it comes into our mind the meaning of imitation. What is imitation and why is it important?

Imitation is not imagination. Imagination cannot be used for imitation.

¶ Imitation in learning :

Imitation is a common and effective way of learning, especially for young children. When children imitate, they observe and copy the behavior of others, which can help them learn new skills and behaviors.

Children often imitate the actions and language of parents, teachers, and other role models, and this can be a powerful way for them to learn social norms, language, and other important skills. For example, when a child imitates their parents by saying "please" and "thank you," they are learning important social skills and manners.

In addition to learning social skills, imitation can also help children learn new physical skills, such as sports or musical instruments. By observing and copying the movements of others, children can develop muscle memory and coordination, which can help them improve their performance over time.

It's important to note, however, that not all imitation is positive or beneficial. Children can also imitate negative behaviors, such as aggression or disrespect, if they are exposed to them.

As an example here to quote for you is, a language teacher should be a language teacher who is blessed with cultural values, body language and lifestyle.

For example, an English teacher should be able to live in the cultural values of English.

Now something pricks our mind. Can imitation support children to learn subjects like physics, maths and science....

I will say YES. Here comes learning methods like discovery method, project method, experiments, assignments....Learning of this kind naturally equals machine learning technique. There is no doubt that our brain is a machine made out of neurons, memory....

Once you start dancing as you are a dance teacher, they start to imitate you. A dance teacher gets her learning outcomes achieved.

If I m a physics teacher, I should behave like a physicist with lots of discovery ideas, various definitions of thinking about learning than teaching.

Naturally children start working with you. My physics teacher gives a better answer to any solutions.... These are the residues deposits in children's minds and that trust upon you makes the learning outcomes to attain.

On the other side, if a physics teacher behaves as physical health care teacher and physical health care teacher behaves as physics teacher, surely both of them cannot attain their goals.

Therefore in short:

Imitation learning is a type of machine learning technique where an agent learns to perform a task by observing an expert performing the same task.

It is a useful approach for learning subjects because it allows the learner to model the expert's behavior and quickly acquire the necessary skills to perform the task.

In the context of education, imitation learning can be used to teach a wide range of subjects, from basic motor skills to complex cognitive tasks.

For example, it could be used to teach a student how to solve a math problem by observing a teacher solving similar problems. Similarly, it could be used to teach a student how to write a compelling essay by studying examples of excellent writing.

Imitation learning has several advantages over other forms of learning, such as trial-and-error learning, which can be time-consuming and potentially hazardous.

With imitation learning, the learner can avoid making mistakes and can quickly acquire the necessary skills to perform the task.

Moreover, imitation learning can be easily integrated with other machine learning techniques such as reinforcement learning and deep learning, which can enhance the learning process and enable the learner to perform even more complex tasks.

In conclusion, imitation learning is a powerful and effective technique for learning subjects, and it has the potential to transform the way we teach and learn in the future.
💕

Dr. Sekar Srinivasan

Imitating an act or sequence is more psychological.

It swings between the complexes in the early childhood. This is much evident from primary and kg children  trying to reflect  what teacher or mother or any close associate does.
It developed later into mockery at times and to make pun or fun at others.

No doubt it is a form of skill but natural.
Heroic deeds starts from imitation which enhances imagination.
💕

Dr. Jaqualine Mahadhik

Imitation means copying the words, facial expressions, or actions of another person. Sometimes imitation is flattering, but often it's just annoying — like when your little brother does it to drive you crazy.

Imitation helps children to mimic verbal language, which is a step to further their language development. When used correctly, it will show children how words connect to actions and behaviors which helps children learn to associate specific tasks with words.

Imitation leads to the development of motor skills in children. It is also an important mechanism for cognitive development. Modelling through imitation is a preferred way of teaching social skills and proper etiquette to school-goers. Students learn much better when it is linked to the concept where they model their behaviour on the basis of “imitating” the instructor. Teachers also gain a lot of advantages while incorporating this practice of imitation in their lesson modules.

Imitation is a crucial aspect of skill development, because it allows us to learn new things quickly and efficiently by watching those around us. Most children learn everything from gross motor movements, to speech, to interactive play skills by watching parents, caregivers, siblings, and peers perform these behaviors.

Consider the following interaction: a mother covers her face with her hands, then quickly removes her hands to reveal her smiling face and says, “peekaboo!” The young child loves this, tries on her own, but can’t quite get her arms and hands to cooperate. Mom provides some hand-over-hand prompting to help her daughter cover and reveal her face. For each attempt, the child gets a lot of positive feedback from mom, even though she got some help. Mom then takes a turn, and her daughter tries again, on her own this time, doing more of the movement independently. Again, mom praises, as this time the child has done even better. Over time, mom fades the prompts until her daughter can participate independently and imitate more complex behaviors. Her hands may flail about at first, but after lots of practice, she gets better. She may even respond in a more complex fashion by pairing the action with a vocalization and surprised look. Eventually, as she gets really good, mom will praise only the more complex behavior.

Imitation helps children to mimic verbal language, which is a step to further their language development. When used correctly, it will show children how words connect to actions and behaviors which helps children learn to associate specific tasks with words.

Imitation can be taught to kids in a variety of different ways:

-Gross Motor Imitation: Clapping hands or touching your nose
-Play Imitation: Driving a toy car or pretending to eat/drink
-Sound Imitation: Imitating sounds during play (animal sounds or car sounds)

What are the steps for teachers to ensure whether learning outcomes are achieved?

What are the steps for teachers to ensure whether learning outcomes are achieved?

AZEEZ

There are several ways to ensure or guarantee that teaching is effective and learning outcomes are met:

• Clearly define learning outcomes: Before teaching a particular subject or skill, it is important to clearly define the intended learning outcomes. This will help guide the teaching process and ensure that students have a clear understanding of what they are expected to learn.

• Use formative assessments: Formative assessments, such as quizzes, homework assignments, and class discussions, can provide ongoing feedback on student learning and help identify areas where students may be struggling. This can help teachers adjust their teaching approach and provide targeted support to students who need it.

• Use summative assessments: Summative assessments, such as exams and final projects, can provide a final measure of student learning and help determine whether learning outcomes have been met.

• Use a variety of teaching methods: Using a variety of teaching methods, such as lectures, group discussions, and hands-on activities, can help reach students with different learning styles and engage them in the learning process.

• Provide timely feedback: Providing timely feedback to students on their performance can help reinforce learning and provide opportunities for students to make adjustments and improve their understanding of the subject or skill.

• Create a supportive learning environment: Creating a supportive learning environment, where students feel comfortable asking questions and participating in class discussions, can help promote learning and ensure that all students have the opportunity to achieve the intended learning outcomes.

• Continuous improvement: Teachers should also continually reflect on their teaching practice and look for ways to improve. This could involve seeking feedback from students, attending professional development sessions, or collaborating with other teachers.

By following these steps, teachers can help ensure that their teaching is effective and that learning outcomes are met, thereby providing students with the knowledge and skills they need to succeed.

🍁

Dr Sekar Srinivasan - UN Educationist 

1. Teachers should evaluate themselves how the learnt that concept in the initial stages.

2. They should justify the clarity focus and strength of communication. 

3. Teachers should identify the relevance to the children 

4. Teachers should ensure the leadpoints explained is useful in correlation with application and self learning 

5. Teachers can narrate intra discipline questions to make sure the level of understanding is in crux.

6.when provided with the opportunities to conduct peer lecturing or debates or extempo presentations the learning objectives achievement can also be measured.

7. Teachers can improvise tools for this testing with both enquiry as well as technologies inducted questions where accuracy and differential learning outcomes could be tested summarized and graded.

🍁

Mr. Rajesh T 

In today's times, I would suggest that application/problem solving practical assignments are far better tools than exams as far as assessing the knowledge level or depth of learning in subjects like science (Phy, Chem & Bio) & maths.

Whereas in subjects like literature, social (History and Geography) or other arts related subjects like politics,economics etc. the best tools are quizzes , viva mode assessment or oral testing.