DELHI WORLD FOUNDATION

DELHI WORLD FOUNDATION

• INTRODUCTION AND ICE BREAKER

• Grouping and logo

• Table tents

DELHI WORLD FOUNDATION

VISION, MISSION AND ETHOS
Delhi world foundation

DELHI WORLD FOUNDATION

Our understanding of Vision

The ability to think about or plan the future

with imagination or wisdom is Vision.
Vision gives you direction & then your vision
becomes your mission.
Vision is a statement- a roadmap.

WHAT YOU WISH TO ACHIEVE OR ACCOMPLISH AS AN

INDIVIDUAL OR AN ORGANIZATION…………….IS YOUR VISION.

DELHI WORLD FOUNDATION

TASK

WHO ACCORDING TO YOU IS A

VISIONARY?
WHY DO YOU THINK SO?

DELHI WORLD FOUNDATION

“Your vision will become clear only when you can look into your
own heart. Who looks outside, dreams; who looks inside,
awakes.” ~ Carl Jung
Walt Disney was fired from a newspaper because he “lacked
imagination and had no good ideas.”
Oprah Winfrey, at the age of 22, was fired from her job as a
television reporter because she was ‘unfit for TV.”
Steven Spielberg was rejected from film school, not once…not
twice…but three times.
Michael Jordan was cut from his high school basketball team.
Thomas Edison failed some 10,000 times before successfully
inventing the light bulb.
What led these successful and talented people
to continue despite failure and rejection?
DELHI WORLD FOUNDATION
VISION !!

DELHI WORLD FOUNDATION

What is Vision?
Vision is a mental picture of the future. It is an idea
of what the future can hold, but has not yet
happened.
Vision is the thing inside of us that guides us. It
creates a desire to grow and improve. Vision
embodies our hopes and ideals. It gives us a sense of
purpose. Visions brings us flashes or glimpses of
what is possible.
Vision is when architects dream of new buildings and
designs. Or when business people dream of growing
their business.

DELHI WORLD FOUNDATION

So,, why is Vision important in EDUCATION ?
1) Vision shows us where we are headed.
As a leader you have to look forward and see where you and your
team are headed. Vision keeps a leader on course during rocky
times or unexpected set backs.
2) Vision provides motivation and inspires us to keep on going.
A leader’s vision needs to be strong enough to carry them through
to the end. Otherwise they will stop short of their goals.
3) Vision helps to keep us moving forward and move through
obstacles.
If a leader has a strong vision, little set backs and obstacles will
seem small and / or insignificant. They will work through them and
persevere to the end, learning as they go. Vision helps leaders to
persevere.

DELHI WORLD FOUNDATION

4) Vision provides focus.
As a leader, acting on your vision will provide you
with the focus needed to accomplish your
goals. Vision helps leaders work on what is important
to achieve the end results and not get caught up in
the mundane stuff. It helps leaders to focus on the
20% that is important instead of the remaining 80%
that can be delegated and handled by others.
5) Vision gives us meaning and purpose to what we
do.
As a leader, it will help you to see the end result of
your efforts. It will give you your “why?” and the
reason that you are doing what you do.
DELHI WORLD FOUNDATION
TASK

AS A TEACHER, DO YOU HAVE A VISION?

WORK IN GROUPS
• IDENTIFY A VISION FOR YOUR GROUP
( PROFESSIONAL)
• OUTLINE YOUR MISSION ACCORDINGLY

DELHI WORLD FOUNDATION

VISION of DELHI WORLD
FOUNDATION
Delhi World Public Schools are committed
to provide state-- of –the – art education
incorporating Indian values and World
cultures, aiming to create global citizens as
torch bearers of a dynamic & harmonious
world.

DELHI WORLD FOUNDATION

ETHOS – DELHI WORLD FOUNDATION
BELIEVES THAT

 Every child is Unique and is a Hero at Delhi

World Public School.
 Our ethos is built on LOVE, JOY and HAPPINESS.
 We provide
* high quality teaching and learning with
rich and joyful learning experiences.
* a conducive environment brimming with
love and care to make our children

optimistic and happy individuals.

DELHI WORLD FOUNDATION

ETHOS
•We believe in awakening curiosity and
channelizing our students’ energies in a positive
manner.
•We offer equal opportunities to all,, where
individual differences are accepted appreciated,
understood , and celebrated.
•We develop creative, confident, values-driven
individuals who will achieve their full potential
as skilled global citizens, contributing value to
the world.

DELHI WORLD FOUNDATION

ETHOS
•We want our children to become good
citizens, to have love for their nation, caring
attitude and respect towards themselves
and the community.
•Our constant endeavour is to nurture
inquisitive spirit of our children,
encouraging scientific temperament and
strengthening social bonds.
•We strive towards preparing our children
for the road and not the road for the
children.

DELHI WORLD FOUNDATION

DELHI WORLD FOUNDATION
21ST CENTURY
EDUCATION
DELHI WORLD FOUNDATION
NEW DELHI

DELHI WORLD FOUNDATION, NEW DELHI

TASK- GROUP WORK

• WHAT ACCORDING TO YOU IS 21STCENTURY

EDUCATION?

• DISCUSS IN YOUR GROUP

• GROUP REP TO SHARE THE OUTCOME.

DELHI WORLD FOUNDATION, NEW DELHI

FRAMEWORK FOR 21ST CENTURY LEARNING
WHAT IS IT?
It is a framework that was developed to define and
illustrate the skills and knowledge students need to
succeed in work, life and citizenship, as well as the
support systems necessary for 21st century learning
outcomes.
This is being used by thousands of educators and
schools in progressive countries all over the world, to
put 21st century skills at the center of learning.
All elements of the Framework are critical to ensure
21st century readiness for every student.

DELHI WORLD FOUNDATION, NEW DELHI

When a school builds on this foundation,
combining knowledge and skills with the
necessary support systems of standards,
assessments, curriculum and instruction,
professional development, and learning
environments - students are more engaged in the
learning process and graduate better prepared to
thrive in today’s digitally and globally
interconnected world.

DELHI WORLD FOUNDATION, NEW DELHI

The Framework represents both 21st
century student outcomes (as
represented by the arches of the
rainbow) and support systems (as
represented by the pools at the
bottom).

DELHI WORLD FOUNDATION, NEW DELHI

DELHI WORLD FOUNDATION, NEW DELHI
21st Century Student Outcomes

Key Subjects and 21st Century Themes

Mastery of key subjects and 21st century themes is essential
to student success. Key subjects include English, reading or
language arts, world languages, arts, mathematics,
economics, science, geography, history, government and
civics.
In addition, schools must promote an understanding of
academic content at much higher levels by weaving 21st
century interdisciplinary themes into key subjects:

• Global Awareness • Financial, Economic,

Business and Entrepreneurial Literacy •
Civic Literacy • Health Literacy •
Environmental Literacy

DELHI WORLD FOUNDATION, NEW DELHI

Learning and Innovation Skills
Learning and innovation skills increasingly
are being recognized as the skills that
separate students who are prepared for
increasingly complex life and work
environments in the 21st century, and those
who are not. A focus on creativity, critical
thinking, communication and collaboration is
essential to prepare students for the future.
They include: • Creativity and Innovation •
Critical Thinking and Problem Solving •
Communication • Collaboration
• Creativity and Innovation • Critical Thinking
and Problem Solving • Communication •
Collaboration

DELHI WORLD FOUNDATION, NEW DELHI

Information, Media and Technology Skills
Today we live in a technology and media-suffused
environment with: 1) access to an abundance of
information, 2) rapid changes in technology tools,
and 3) the ability to collaborate and make individual
contributions on an unprecedented scale. To be
effective in the 21st century, citizens and workers
must be able to create, evaluate, and effectively
utilize information, media, and technology.
Effective citizens and workers must be able to
exhibit a range of functional and critical thinking
skills, such as:
• Information Literacy • Media Literacy • ICT
(Information, Communications and
Technology) Literacy
DELHI WORLD FOUNDATION, NEW DELHI
Life and Career Skills
Today's students need to develop thinking
skills, content knowledge, and social and
emotional competencies to navigate complex
life and work environments. Essential Life
and Career Skills include:

• Flexibility and Adaptability • Initiative and Self-

Direction • Social and Cross-Cultural Skills •
Productivity and Accountability • Leadership and
Responsibility

DELHI WORLD FOUNDATION, NEW DELHI

21ST CENTURY SUPPORT SYSTEMS

21st century learning requires an innovative

support system to engage learners through
applicable skills and knowledge, appropriate
technologies, and real-world connections to make
learning relevant, personalized, and engaging.
Five critical support systems have been identified
to ensure all students receive the kinds of learning
experiences that build 21st century competency:
• 21st Century Standards • Assessments of
21st Century Skills • 21st Century Curriculum
and Instruction • 21st Century Professional
Development • 21st Century Learning
Environments
DELHI WORLD FOUNDATION, NEW DELHI
ACTIVITY 1
1. 21st Century Standards
• Focus on 21st century skills, content
knowledge and expertise.
• Build understanding across and among
academic subjects as well as 21st century
interdisciplinary themes
• Emphasize deep understanding rather than
shallow knowledge
• Engage students with the real world data,
tools, and experts they will encounter in
college, on the job, and in life--students learn
best when actively engaged in solving
meaningful problems
• Allow for multiple measures of mastery
DELHI WORLD FOUNDATION, NEW DELHI
2. Assessment of 21st Century Skills
•Support a balance of assessments, including high-quality
standardized testing along with effective classroom formative
and summative assessments
•Emphasize useful feedback on student performance that is
embedded into everyday learning
•Require a balance of technology-enhanced, formative and
summative assessments that measure student mastery of
21st century skills
•Enable development of portfolios of student work that
demonstrate mastery of 21st century skills to educators and
prospective employers
•Enable a balanced portfolio of measures to assess the
educational system's effectiveness at reaching high levels of
student competency in 21st century skills.

DELHI WORLD FOUNDATION, NEW DELHI

3. 21st Century Curriculum and
Instruction
•Teaches 21st century skills discretely in the
context of key subjects and 21st century
interdisciplinary themes
•Focuses on providing opportunities for applying
21st century skills across content areas and for a
competency-based approach to learning
•Enables innovative learning methods that
integrate the use of supportive technologies,
inquiry- and problem-based approaches and higher
order thinking skills
•Encourages the integration of community
• resources beyond school walls
DELHI WORLD FOUNDATION, NEW DELHI
4. 21st Century Professional Development
•Highlights ways teachers can seize opportunities for
integrating 21st century skills, tools and teaching
strategies into their classroom practice — and help them
identify what activities they can replace/de-emphasize
•Balances direct instruction with project-oriented
teaching methods
•Illustrates how a deeper understanding of subject
matter can actually enhance problem-solving, critical
thinking, and other 21st century skills
•Enables 21st century professional learning communities
for teachers that model the kinds of classroom learning
that best promotes 21st century skills for students
DELHI WORLD FOUNDATION, NEW DELHI
•Cultivates teachers' ability to identify students' particular
learning styles, intelligences, strengths and weaknesses
•Helps teachers develop their abilities to use various strategies
(such as formative assessments) to reach diverse students and
create environments that support differentiated teaching and
learning
•Supports the continuous evaluation of students' 21st century
skills development
•Encourages knowledge sharing among communities of
practitioners, using face-to-face, virtual and blended
communications
•Uses a scalable and sustainable model of professional
• development
DELHI WORLD FOUNDATION, NEW DELHI
5. 21st Century Learning Environments
•Create learning practices, human support and physical
environments that will support the teaching and
learning of 21st century skill outcomes
•Support professional learning communities that
enable educators to collaborate, share best practices
and integrate 21st century skills into classroom
practice

DELHI WORLD FOUNDATION, NEW DELHI

•Enable students to learn in relevant, real world 21st
century contexts (e.g., through project-based or other
applied work)
•Allow equitable access to quality learning tools,
technologies and resources
•Provide 21st century architectural and interior designs
for group, team and individual learning.
•Support expanded community and international
involvement in learning, both face-to-face and online

DELHI WORLD FOUNDATION, NEW DELHI

Video 01 - 20thC vs 21thC Education

DELHI WORLD FOUNDATION, NEW DELHI

In today’s dynamic world, transformation and
developments have been brought about by
the evolution of how people think. It is only
apt that as educators, our methods of
shaping the minds of the future generation
should also be able to adapt to these changes
as well.To become better educators, it’s best
to know the type of learners we are dealing
with.

DELHI WORLD FOUNDATION, NEW DELHI

SOME CHARACTERISTICS OF 21ST
CENTURY LEARNERS
Broad, deep understanding of the world
Students these days know that they live in the world where
there is diversity and a lot of issues to address such as
health concerns, environment protection, economic growth
and many more. They try to play an important role in
taking care of the environment and help lessen the
contribution of society to its destruction. They also tend to
be more financially literate and can make economically
sound decisions.

DELHI WORLD FOUNDATION, NEW DELHI

Makes interdisciplinary connections
These days, students can apply and relate what they learn in
different subject areas such as mathematics, science, history
and the arts to address an issue or achieve a certain project.
Doing so gives them a deeper sense of understanding and
appreciation of the complex concepts and equations that
they have to study every day.

Thinks critically and creatively

21st-century learners can process the information that they
receive, ask questions, analyze them and make arguments,
beliefs or decisions based on this information. They do not
limit themselves to becoming one-trick ponies only. They
often think outside the box, not only sticking to a single
approach to attacking a dilemma.

DELHI WORLD FOUNDATION, NEW DELHI

Communicates and collaborates with others

Two heads are better than one. The students of today

realize the power of a unified group and learn how to deal
with different personalities in an effective and courteous
manner.

Career-ready and prepared for life

For people like us who have already experienced it, we can
agree on the fact that the real world can be harsh and
cruel, very much unlike the environment the students
have been used to. It is certainly going to take more than
just knowledge and theoretical ideas that are going to
make a person survive the grown-up life. But students of
today are more flexible and can easily adapt to new
environments.

DELHI WORLD FOUNDATION, NEW DELHI

Create, Evaluate and Utilize Information
Technology has made it possible for us to gain access to a
diverse and abundant amount of information. Students can
harness this, evaluate which ones are accurate and have
significance, and use it to address a certain issue.

Eyes on the Prize

Given the set of skills above, as modern day educators, we
now have a daunting task ahead of us. How do we modify
our courses to help the students further their skills?
Education today is more than just giving lessons and
assignments. It is now a two-way process where both the
student and the teacher learn from each other side by side.
A lot of resources are available to help achieve this goal.
What’s important is that we remain focused and push
through our desire to make this world a better place,
starting with the people who live in it.

DELHI WORLD FOUNDATION, NEW DELHI

ROLE OF A DWPF
TEACHER
DELHI WORLD FOUNDATION
NEW DELHI

DELHI WORLD FOUNDATION, NEW DELHI

VIDEO – 02 Teacher or Educator?

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“There are two kinds of teachers:

the kind that fill you the kind that just

and gives you a little prod
with so much quail
shot that you can't behind and you jump
move, to the skies.”

DELHI WORLD FOUNDATION, NEW DELHI

TASK- GROUP WORK

• DISCUSS IN YOUR GROUP AND IDENTIFY

ATTRIBUTES OF A 21ST CENTURY EDUCATOR.
PRESENT YOUR INFORMATION AS A

MIND MAP.

• WHAT ARE THE DIFFERENT HATS A 21ST

CENTURY TEACHER WEARS

DELHI WORLD FOUNDATION, NEW DELHI

DELHI WORLD PUBLIC FOUNDATION, NEW DELHI
DELHI WORLD PUBLIC FOUNDATION, NEW DELHI
Hallmark of a 21st Century Educator
• Adaptable – adapt to a dynamic teaching experience
• Visionary – look across the disciplines and through the
curricula
• Collaborative – able to leverage collaborative tools
• Organiser – Plan out in advance. Be prepared with a
backup plan too
• Communicator – Set your tools and techniques for
communication in place
• Role Model – Show your students what you expect
them to be. Be an example for them

DELHI WORLD FOUNDATION, NEW DELHI

• Leader – Lead your students ably. Ignite your students.
• Far sighted -Broaden your horizons. Network, attend
seminars, workshops, conferences, share ideas, create space
for all.
• Humble – Stay grounded .
• Passionate– Teachers who love teaching, teach children to
love learning…….
• Risk taker – Have a clear vision of what you seek and what
can help in achieving it. Trust your students
• Learner – Be a life long learner, constantly update yourself
on the happenings all around

DELHI WORLD FOUNDATION, NEW DELHI

A Teacher is…

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• Driving Question: How Do Changing Times Impact
the Description of Teacher Effectiveness?
• When we think of the classroom teacher role and
responsibilities, most likely planning instruction,
delivering instruction, assessing student learning, and
managing the classroom environment come to mind.
Teachers have been prepared in very traditional ways to
address these specific domains.
• New Perspectives For This Century
In this 21st century's new perspectives on teaching and
learning: it is necessary to open a new window for
thinking about how 21st century skills and standards
impact these traditional teaching roles. The goal is to
make these roles relevant for today's evolving learning
needs.

DELHI WORLD FOUNDATION, NEW DELHI

TASK – GROUP WORK

• ACTIVITY -2 (JIGSAW READING)

• READ THE GIVEN HANDOUT AND SHARE THE

INFORMATION WITH THE LARGER GROUP.

DELHI WORLD FOUNDATION, NEW DELHI

(1)A Planner for 21st Century Careers
We predict there will be greater diversity and autonomy for
21st century students to choose what and how to learn and, in
many cases, students' potential may lie in areas that are
beyond the core standards and must incorporate new ways to
integrate technology.
When planning instruction, teachers must abandon the
mentality that they are content experts only and that their
responsibility is to transmit a certain canon of knowledge.
Instead, to remain effective in the new context where the 4Cs
and learning to learn are central, teachers must plan to be
facilitators who provide scaffolding to support students in
developing their own personal ways of knowing and thinking.
Careers for today's students will be increasingly diversified.
Rather than sticking with one static, linear, and predefined
career path that former generations tended to follow, today's
young citizens are likely to pursue several multidisciplinary
jobs in a lifetime with more choices to frame their predictably
diverse working experiences.

DELHI WORLD FOUNDATION, NEW DELHI

• To prepare students for a multiple career life-path, we will
need teachers capable of developing learning plans for
students who are ready to fulfill their capacity as a whole
person adaptable for whatever career paradigm that will
emerge. If trends hold, we will need more students who can
specialize in science, technology, engineering, and
mathematics (STEM) areas, but we also will need good
journalists, media designers, storytellers, entertainers, and
talents for careers that do not even exist now.

Given these multidisciplinary demands, effective teachers

will plan lessons and learning units that give priority to the
skills students will have to carry across the disciplines and
into new and different jobs. Thinking, problem solving,
collaborating and communicating must emerge onto center
stage and provide the means for all students, not just a
select handful, to traverse this multi-disciplinary landscape.
DELHI WORLD FOUNDATION, NEW DELHI
• (2) An Instructor for Different Ways of Learning
Instead of using uniform strategies for all students, this
century's effective teachers must design instruction that
motivates each student by providing experiential, authentic,
and challenging experiences. These teachers communicate
content in such a way that students are able to comprehend
based on their individual prior learning and ability.
Because these students are learning in various ways and at
different rates, effective teachers deliver their lessons with
appropriate differentiation. Researchers highlight a number
of well-known high- yield instructional strategies that are
supported by meta-analyses and allow teachers to
differentiate their instruction.

DELHI WORLD FOUNDATION, NEW DELHI

• Effective teachers can explore these tested strategies to find ones
that are most aligned with their specific subject area, grade level,
or instructional purposes. Examples of Marzano et al.'s strategies
that promote the 4CS are cooperative learning; generating and
testing hypotheses; identifying similarities and differences; using
questions, cues, and advance organizers; and summarizing.
strategies include actions such as students setting cognitive goals,
giving and receiving feedback, and making metacognitive
reflections.
It is important to note that effective teachers to not implement
high-yield strategies in isolation. They must be implemented
simultaneously and in a differentiated manner to create meaningful
learning opportunities for all students. Implementing a variety of
classroom strategies also enhances student motivation and
decreases discipline problems.
• Furthermore, differentiated instruction enables teachers to adjust
their curriculum, materials, learning activities, and assessment
techniques to ensure that all students in a mixed classroom can
have different avenues to process new knowledge and develop
skills, even while having equal access to high-quality learning.

DELHI WORLD FOUNDATION, NEW DELHI

• (3) A Technology Designer for Learning
The implementation of these strategies in the future will be
increasingly harnessed by technology. We predict there will
be an increasing emphasis on teachers' technological-
pedagogical content knowledge (TPACK) marked by an
integration of knowledge in all three key components:
technology, pedagogy and content.

Designing technology-integrated learning will continue

playing a crucial role. Teacher-related factors such as
confidence, attitudes toward technology integration, and
willingness to undertake a change incorporating technology
use for student learning are hallmarks of this century's best
teachers.

DELHI WORLD FOUNDATION, NEW DELHI

• It is becoming imperative to integrate the teaching of
information literacy and technology skills into to regular
curriculum. Such skills are essential for effective functioning
in today's knowledge society. Effective integration of
technology into the classroom depends on teachers who have
the knowledge of how to use technology to meet instructional
goals.

Exemplary technology-using teachers often times has greater

personal technology skills, allow for open-ended learning
activities, and see technology less as an add-on or as
electronic drill sheets, and more as integral component of a
learning plan.

DELHI WORLD FOUNDATION, NEW DELHI

• (4) The Facilitator of the 4Cs
In the learning of 21st Century skills, the effective teacher
is more of a knowledge facilitator than the dominant
content expert. Nonetheless, this teacher will still actively
guide the learning experiences. One important approach
to facilitate students learning in any context is scaffolding.
Scaffolding provides the incentive for students to take a
more active and participative role in their own learning.
The key scaffolding techniques include the following:
• Anchoring the learning activities to real-life authentic
problems
• Modeling thinking process or procedures of performing a
new task
• Prompting students to manage their own learning
• Using advance organizers
Providing examples and explanations
Questioning
Providing feedback

DELHI WORLD FOUNDATION, NEW DELHI

• Facilitating instruction so that it is relevant is
among the most powerful feature of instruction
that increases student learning. This kind of
instruction allows students to explore, inquire,
and meaningfully construct knowledge of real
problems that are relevant to their lives.
Moreover, students are motivated and engaged
when their learning is authentic, especially when
the real-world tasks performed have personalized
results. According to researchers there will be
more and more attention for instructional models
such as inquiry learning, project-based learning,
and cooperative learning, which combine the
development in knowledge, skills (or processes),
and attitudes.

DELHI WORLD FOUNDATION, NEW DELHI

• These models reflect a student-centered active learning
approach focused on questioning, critical thinking,
problem solving, and practicing knowledge and skills on
authentic questions. These teaching modes require
teachers to have robust content knowledge and
exploratory skills themselves. Teachers are preparing
young students for a new world that they themselves
haven't experienced and cannot foresee. It is a
challenging task, but if the teachers can stay open to
change and embrace new ways of teaching, they can
and will equip students with facts, skills, and attitudes
that will be successful in any new situation.

DELHI WORLD FOUNDATION, NEW DELHI

• (5) The Multi-dimensional Assessor of Learning
Effective teachers who teach for 21st century competencies
and skills have a broad repertoire of assessment tools and
techniques and know which tools and techniques are best to
use. With quality assessment in the classroom, teachers
create overarching and discipline-specific assessments for
big questions.
• For instance, in a secondary Indian History course, it is
suggested using enduring themes such as democracy,
justice, equality, and freedom to help students define and
understand the parameters of the subject, and then use the
themes as lenses to view and compare historical events.
These assessments design authentic tasks and criteria
through which students can demonstrate their
understanding of big themes, and they measure critical
abilities, including problem solving and planning.

DELHI WORLD FOUNDATION, NEW DELHI

• In addition, to assess this deeper, more complex
learning, assessments such as teacher-developed
performance tasks, in-depth investigations, and
portfolios are necessary, as are assessment tools and
techniques that include technology use in assessing
student learning. A number of cloud-based apps are
available to enable students to respond to assessment
questions.

The most effective assessments of the more complex

and deeper learning already use portfolios and
exhibitions, as well as informal, formative assessments
that closely monitor students' progress on a daily basis
to focus on longer-term cumulative knowledge and
skills.

DELHI WORLD FOUNDATION, NEW DELHI

Going Forward
The picture of who the learner is in a 21st Century classroom
has changed. So have expectations of who the successful
student is. Because the definition of the successful student is
likely to continue changing to meet emerging changes in
society, it is important that we view who is the effective
teachers through those changing lenses.

For the immediate future, what we can best tell about the
most effective teachers is that they will help students most
by accentuating facilitation of the thinking, problem solving
processes that help them learn how-to- learn.

DELHI WORLD PUBLIC FOUNDATION, NEW DELHI

What is the role of teachers ?
Is it to provide ……
*Content ?
*Formulas?
*Research?
*Theories? *Stories?
* Dates? * Facts?
*Information?
All are available …….
So, Is then our role in Students’ life
OBSOLETE ???

No, Not at All

This is where a 21st Century Facilitator comes in….
We help them
*Validate *Synthesize * Leverage
* Communicate *Collaborate *Create
We also
*solve problems
* Ignite their minds
Be SMART……
• Spell out your expectations right at the beginning.
• Set the rules of the class ( class constitution )
taking the students into your fold .
• Analyse your class based on MI and plan your
lessons and activities accordingly.
• Ensure individual attention for different
styles/levels of learners.
• Bear in mind the responsibility of imparting Social,
Cultural, Life Skills and Value System to the young
learners .
Value your students
• Be a source of encouragement

• Involve everyone in class

• Have fun with them

• Look at a child in the eyes

• Be a sharp observer and a keen listener

• Use door openers … “I see”.. “Oh! Tell me more”..

“Really ?”… “ How sweet of you “.

• Encourage family stories

• Nurture their self esteem

Do’s
• Encourage use of Magic Words … “Please”, “Thank You”,
“Excuse me”, “May I ?” , “My Pleasure”, “Sorry”…..

• Expose them to good body language and demeanor by

practical examples and role play.

• Share small grooming tips for boys and girls positively,

remember You are the Role Model

• Address all their doubts and questions attentively and

positively.

• Bring in Art, Music, Theatre to the class to make it lively

and ensure all learners are benefitted
Do Not’s……
• Never reprimand in public

• Never correct mistakes in bold strokes or in RED

• Never compare classmates or siblings

• Never snub or be sarcastic

• Never use door closers “ What a stupid thing to do!”… “

I’m busy, come later”… “Shut up”.. “ Your work is
ridiculous”… “Foolish”…

• Never bring your personal mental baggage to the class…

switch off from personal issues.

• Never encourage /accept gifts of any kind

VIDEO 03 – PROUD TO BE A TEACHER

DELHI WORLD FOUNDATION, NEW DELHI

DELHI WORLD FOUNDATION, NEW DELHI
MANAGING 21ST
CENTURY CLASSROOMS
DELHI WORLD FOUNDATION
NEW DELHI

DELHI WORLD FOUNDATION, NEW DELHI

“I know the kids don’t like you and they
pick on you, but you have to go to
school…… you’re the teacher!”

76
ah-ha’!! - ‘Oh no’ / OMG moments !!I
ACHIEVEMENTS - CHALLENGES‘

• Write one ‘ah-ha’ moment and one ‘Oh no’

moment during your teaching.

77
“I don’t need to go to a gym. One of my classroom
management strategy is to circulate frequently
around the room. I figure I walk 3 miles a day.”

78
“I circulate around the classroom all day to
make sure the class runs smoothly. I need a
pair of comfortable walking shoes.”

79
ACTIVITY ( GROUP WORK )

• Name two teacher’s behavior or actions

and two students’ actions or behaviors
which are seen predominantly in a well-
managed classroom

• Video 04- Had A Teacher Like This

80
WHAT IS IT ?

Classroom management can be defined

as all the things that teachers do to
organize students, space, time and
materials so that instruction in content
and student learning can take place.

81
Purpose of Classroom Management
• To create a supportive, respectful learning environment
( rapport- teacher – student and among students)
• To promote the growth of students in terms of their personal,
social and emotional selves
• To increase students’ motivation, learning and self esteem
• To have excellent rapport with class and encouraging learners
to have good rapport with each other
• To have motivated learners who participate readily and
actively in different activities
• To inculcate positive attitude in students towards the subject

82
Factors affecting Classroom
Management

Environment
Teacher/student relationships
Student/student relationships
Motivation

83
Classroom management requires that
teachers should:

• Be well versed with teaching methodology of the

concerned subject
• Have proper skills and techniques to manage the class
effectively
• Understand students’ behavior and their needs
• Understand students’ motivation
• Know approaches to managing student misbehavior
• Have proper overall classroom management plan
• Have positive approach towards all the approaches
required for teaching learning and classroom
management.
84
Components of Classroom Management

85
Conduct
Management

Content Covenant
Management Management

COMPONENTS
OF CLASSROOM
MANAGEMENT

86
• Occurs when teachers manage space,
Content materials, equipment, the movement of
Management people and lessons that are part of a
curriculum or program of studies.

• Refers to the set of procedural skills that

Conduct teachers employ in their attempt to address
Management and resolve discipline problems in the
classroom.

• Focuses on the classroom group as a social

Covenant system that has its own features that teachers
Management have to take into account when managing
interpersonal relationships in the classroom.

87
• There are 3 main aspects to components of
classroom management

• Content Management – This includes lesson

plans, organization and structure of the class.

• Conduct Management – This involves behaviour,

discipline and classroom rules.

• Covenant Management – This includes facilitation

of trusting and respectful relationship that
promote optimal success for all children.
88
• CONTENT MANAGEMENT INCLUDES
• Curriculum and Instructional Planning or Managing
Instruction
• Management of Physical Environment
• Management of Time
• Teaching Style
• CONDUCT MANAGEMENT INCLUDES
• Rules, Procedures and Routines
• Consequences and Rewards
• Knowledge of child Psychology
• COVENANT MANAGEMENT (in education) is the facilitation
of trusting, respectful relationships, willingly entered into,
that promote optimal success for all children.

89
CONTENT MANAGEMENT
• Curriculum and Instructional Planning or
Managing Instruction
• Management of Physical Environment
• Management of Time
• Teaching Style

90
Content Management - Instructional Planning

• Learning styles – VARK Styles

• Physical environment – Classroom Layout/
Seating
• Time management – Manage time
• Teaching style – your teaching style

91
• The VARK MODEL OF LEARNING STYLES suggests that
there
are four main types of learners. They are:
• Visual learners
• Auditory learners
• Reading / writing learners
• Kinesthetic learners
• VISUAL LEARNERS
• Visual learners learn best by seeing. Graphic displays
such as charts, diagrams, illustrations, handouts, and
videos are all helpful learning tools for visual learners.
People who prefer this type of learning would rather
see information presented in a visual rather than in
written form.
92
• AURAL/AUDITORY LEARNERS
• Aural
• Aural (or auditory) learners learn best by hearing
information. They tend to get a great deal out of
lectures and are good at remembering things they
are told.

• READING AND WRITING LEARNERS

• Reading and writing learners prefer to take in
information displayed as words. Learning
materials that are primarily text-based are
strongly preferred by these learners.
93
• KINESTHETIC LEARNERS
• Kinesthetic (or tactile) learners learn best by touching and
doing. Hands-on experience is important to kinesthetic
learners.
• People commonly have a main preferred learning style,
but this will be part of a blend of all the four. Some people
have a very strong preference; other people have a more
even mixture of different styles.
• When you know your preferred learning style(s) you
understand the type of learning that best suits you. This
enables you to choose the types of learning that work best
for you.
• There is no right or wrong learning style. The point is that
there are types of learning that are right for your own
preferred learning style.
94
As a teacher, identifying your students as
visual, auditory, reading/writing or
kinesthetic learners, and aligning your
overall curriculum with these learning styles,
will prove to be beneficial for your entire
classroom. Allowing students to access
information in terms they are comfortable
with will increase their academic confidence.
95
• Case Study (Group Activity)
• Teacher ‘Y’ is working hard to develop engaging lessons and
accompanying resource material(s). Students enjoy her class
but at times they also take advantage of her. She finds a few
students of her class VII very challenging. It is frustrating for
her that in spite of her best efforts, Kamal and Kamini are
not showing any signs of improvement in their academic
performance. Often students bunk her classes and keep
moving in and out to complete their other pending
activities. The students often delay in submitting their
written assignments thereby she is overloaded with
checking and giving reminders. Parents of her students also
have a mixed opinion about her. For some parents she is
very cooperative and understanding whereas other parents
feel that children have become too casual under her
guidance. It is as if she has jigsaw puzzle pieces but cannot
get all the pieces to get together. How can you help her?

96
Good instruction helps in preventing failure,
frustration, boredom and confusion in classroom.

97
The basic role of a teacher is to be the instructional
leader.

Masters
Well
Have clear and of their
prepared and
well moderated material
well
speech organized
Effective
Firm,
Firm, Teachers
reasonable
reasonable, Enthusiastic
are
, fairand
fair and
consistent
consistent
Warm and
Alert and
approachable
watchful
98
Aspects of Instruction

Organization and presentation of information

Sequencing
Pacing
Transitions
The Management of activities within a class period
Discussions
Presentations
Checking of homework and classwork
Group work, etc.

99
We differentiate in
response to the learner’s

Learning
Profile
Interests Readiness

These three components represent the WHY in

differentiated instruction.
100
Content Management – Physical Environment -
ACTIVITY
• ODD number groups make a dream classroom layout and
assign EVEN number groups to sketch the layout of their
existing classroom.
• Make a pictorial representation of the seating arrangement or
Arrange their tables and chairs as per the seating arrangement
allotted to them.
• Physical environment of classroom and its components (Desk
Arrangement, Student placement, Classroom decoration- Visual Aids,
Bulletin Boards, etc.)
• Write the method(s) of teaching for which seating arrangement is
best suited
• Write pros and cons of the seating arrangement
• Write for which classes the seating arrangement is suitable (age
group / grades of students and number of students in a classroom

101
Seating Arrangement

Seating is a prime consideration, and it can do a great

deal to either facilitate or hinder what goes on in your
classroom.
-Wald

102
There are many types of seating arrangements,
and each is valuable in different situations.

Traditional Rows or Columns

103
• Horseshoe or U-Shape

104
Clusters

105
MORE STYLES

• Runway

106
• Combination • This configuration is great
for classes with students
of varying learning levels,
methods of learning, and
behavioral issues.
• For example, set up part
of the room as rows for
students who need to
focus on individual work
and another part as a mini
horseshoe / clusters for
students who require
more discussion-based
activities.

107
Physical Arrangement in the Classroom

The best classroom setup is one that is useful to the

students and easy to supervise for the teacher
Appropriately using and maximizing classroom space
is key to creating an effective classroom
environment. While arranging the classroom, several
considerations must be taken into account.
 Content to be taught

Teacher’s philosophy and method of teaching to be

adopted
Types of learners
108
WHILE SETTING UP THE PHYSICAL ENVIRONMENT OF THE CLASSROOM,
THE TEACHERS SHOULD ALSO CONSIDER THE FOLLOWING THINGS:

Management of space to be conducive to learning

Physical environment to support the tasks that will
be carried out in the class
Space for students to work individually and in
groups
Enough space for the teacher to roam around
freely in the classroom
Minimizing crowding in the class
Decorating the classroom with the student work
Safe and comfortable seating arrangement for the
students, if possible 109
• Each student should have an unrestricted view of the
chalkboard
• Arrange seats to reduce traffic disruptions
• Have a set seating chart, and do not allow students to
constantly change their seats
• Permit students to sit next to their friends
• Accommodate an inclusive learning environment
• Place easily distracted students away from each
other, doorways, windows and areas of high traffic
• Change the seating arrangement every few weeks
or months to prevent monotony
• Make children of mixed-ability, gender and ethnic
background sit together 110
Content Management – Management of Time

• Instruct half the groups to enlist all the activities which

they carry out in their school (from entry to exit) and rest
of the groups to enlist all the activities which they carry
out in their classroom (from entry to exit).

URGENT NOT URGENT

QUADRANT 1 QUADRANT 2

IMPORTANT

QUADRANT 3 QUADRANT 4
NOT IMPORTANT

111
Steps to minimize wasted hours in classroom

• Do proper lesson planning

• Outline learning objectives
• Make a list of all the things that you need to get done in a
given time period (day, week, month, etc.)
• Realistically approximate the amount of time each task
will take to complete
• Factor in easily overlooked tasks, such as transportation
time and preparation
• Prioritize the tasks in order of importance and urgency
• Set about accomplishing these tasks as soon as possible,
avoiding procrastination
• Reflecting on Your Lesson Plan 113
Some final tips

• Make students aware of the learning objectives for the day.

Indicate activities that will be done in the class along with
the time allocated for each.
• Always keep an eye on the passage of time during class.
• Assess the success of the lesson plan after each class and
adapt for the next week.
• Try to maximize the academic learning time of the students
when students
• 1) participate actively and 2) are successful in learning
activities.

114
CONDUCT MANAGEMENT
• Rules, Procedures and Routines
• Consequences and Rewards
• Knowledge of child Psychology

• VIDEO 05 – CLASS OF ROWDIES

115
Conduct Management - Developing Rules and
Procedures

1. What are classroom rules?

2. What are classroom procedures?
3. What are routines?
4. Differentiate between rules and procedures.
5. Write some specific classroom rules.
6. What should be the criteria of establishing rules?
7. Which persons should be responsible in setting rules and
procedures in the classroom?
8. When should we implement rules and procedures?
9. How should we implement rules and procedures?
10. What is the purpose of setting rules and procedures?116
Rules, Procedures and Routines

• Rule – a fixed principle that determines conduct

• Procedure - specific ways of doing things
• Routine - what the student does automatically without
prompting or supervision. When procedures are explained,
rehearsed and reinforced, they eventually become routines.

“A rule is a dare to be broken, whereas, a procedure is

not. A procedure is a do, a step to be learned.”
Harry Wong
117
Guidelines for preparing rules in the classroom

• Involve the class in making the rules.

• Rules should be necessary and reasonable.
• Keep the rules short and easy to understand.
They should be stated clearly.
• Phrase rules in a clear and positive way so that
the students know what is expected from them.
• Remind the class of the rules at times other than
when someone has misbehaved.
• Make different rules for different kinds of activities
consistent with the instructional goals.
• Should be consistent with the school rules.
• Post the rules and review them every so often.
• If a rule isn’t working, change it. 118
ACTIVITY Make a poster-sized list of the rules

• ON A CHART PAPER , MAKE A LIST OF RULES FOR YOUR

CLASSROOM . MAKE IT AS ATTRACTIVE AS POSSIBLE.

119
120
121
122
123
124
125
126
Techniques ?
Corporal Punishment ?
Rote Discipline ?
OR

Preventive

Techniques ?
Techniques That Backfire
• Raising voice

• Yelling

• Saying “I’m the boss here”

• Insisting on having the last word

• Using tense body language, such as rigid posture or

clenched hands
• Using degrading, insulting, humiliating, or

embarrassing put-downs

• Using sarcasm

• Attacking the student’s character

• Acting superior

• Using physical force

• Drawing unrelated persons into the conflict

• Having a double standard — making students do
what I say, not what I do

• Insisting that I am right

• Preaching

• Making assumptions

• Backing the student into a corner

• Pleading or bribing

• Bringing up unrelated events

• Generalizing about students by making remarks such

as “all you kids are the same”

• Making unsubstantiated accusations

• Holding a grudge
• Nagging

• Throwing a temper tantrum

• Mimicking the student

• Making comparisons with siblings or other students

• Commanding, demanding, dominating

• Rewarding the student

• Any behavior management book offering
“sure-fire” or “quick-fix” strategies should
be filed under “fiction”.

142
Conclusion

If we are to ever close the learning gap in

urban classrooms, it must first be with strong
CLASSROOM MANAGERS. Learning these
skills will benefit any teacher enormously and
have a stronger effect on better learning
outcomes.
143
• When it comes to Classroom Management…
• “Teach everything - assume nothing”

144
145
MULTIPLE
INTELLIGENCES
Helping Students
Reach Their Potential

DELHI WORLD FOUNDATION

DELHI WORLD FOUNDATION

Howard Gardner

• VIDEO 06 – MULTIPLE
INTELLIGENCES

DELHI WORLD FOUNDATION

The Theory of Multiple Intelligences

• The Theory of Multiple Intelligences One way to

understand how your students differ from each
other and what each brings to the classroom is
through Howard Gardner’s theory of multiple
intelligences. Gardner’s work (1993, 2000) proposes
that instead of a single, fixed intelligence, there are
actually eight facets of intelligence. In other words,
we are all smart, but in different ways. The exciting
part of this theory is that teachers can organize
learning to take into account the differing
intelligences in the classroom
DELHI WORLD FOUNDATION
MULTIPLE INTELLIGENCES
• There are nine identified intelligences: LINGUISTIC,
LOGICAL-MATHEMATICAL, SPATIAL, BODILY-KINESTHETIC,
MUSICAL, INTERPERSONAL, INTRAPERSONAL,
NATURALISTIC, AND EXISTENTIAL. Each correlated to a
specific part of the brain.

• Every person possesses each of the nine intelligences;

however, some may favor one intelligence over another
(Gardner, 2006). They all work together in an ordinary
person. DELHI WORLD FOUNDATION
Multiple Intelligences

DELHI WORLD FOUNDATION

Verbal/Linguistic Intelligence

• Listens and responds to

the spoken word.
• Enjoys reading, writing,
and discussing.
• Remembers what has
been said.
• Remembers what has
been read.
• Speaks and writes
effectively.
• Can learn other languages.

DELHI WORLD FOUNDATION

Logical/Mathematical
Intelligence

• Is familiar with the

concepts of quantity, time,
and cause and effect.
• Uses abstract symbols to
• Likes math and using
represent concrete objects
technology to solve
and concepts.
complex problems.
• Expresses interest in
careers such as
accounting, computer
technology, and law.

DELHI WORLD FOUNDATION

Bodily/Kinesthetic
Intelligence

• Prefers to touch, handle, or

manipulate what is to be learned.
• Develops coordination and a sense of timing.
• Learns best by direct involvement and
participation.
• Remembers most clearly what was done, rather
than what was said or observed.

DELHI WORLD FOUNDATION

Bodily/Kinesthetic
Intelligence

• Enjoys concrete learning experiences such as field

trips, model building, or participating in role play,
games, assembling objects, or physical exercise.
• Demonstrates skill in acting, athletics, dancing,
sewing, carving, or keyboarding.

DELHI WORLD FOUNDATION

Visual/Spatial
Intelligence

• Learns by seeing and observing. Recognizes

faces, objects, shapes, colors, details, and scenes.
• Thinks in pictures and visualizes detail.
• Uses visual images as an aid in recalling
information.
• Enjoys doodling, drawing, painting, sculpting, or
otherwise reproducing objects in visible form.

DELHI WORLD FOUNDATION

Musical Intelligence

• Listens and responds with interest to a variety of

sounds including the human voice, environmental
sounds, and music, and organizes such sounds
into meaningful patterns.
• Is eager to be around and learn from music and
musicians.
• Develops the ability to sing and/or play an
instrument.
DELHI WORLD FOUNDATION
Interpersonal
Intelligence

• Bonds with parents and interacts with others.

• Forms and maintains social relationships.
• Perceives the feelings, thoughts, motivations,
behaviors, and lifestyles of others.
• Expresses an interest in interpersonally-oriented
careers such as teaching, social work, counseling,
management, or politics.

DELHI WORLD FOUNDATION

Intrapersonal
Intelligence

• Is aware of his range of emotions.

• Is motivated to identify and pursue goals.
• Works independently.
• Establishes and lives by an ethical value system.
• Strives for self-actualization.

DELHI WORLD FOUNDATION

Naturalist Intelligence

• Recognizes and can name many different types of

trees, flowers, and plants.
• Has an interest in and good knowledge of how
the body works and keeps abreast of health
issues.
• Is conscious of tracks, nests, and wildlife on a
walk and can “read” weather signs.
• Has an understanding of, and interest in, the main
global environmental issues.
DELHI WORLD FOUNDATION
• Verbal/Linguistic Students who have strength in
verbal/linguistic intelligence learn best through the
language arts: reading, writing, speaking, and
listening. These constitute the traditional methods of
instruction.

• Mathematical/Logical Students who show evidence

of mathematical/logical intelligence demonstrate skill
with numbers and problem solving. They think
abstractly and analytically. They do well when
instruction is logically sequenced.
DELHI WORLD FOUNDATION
• Visual/Spatial Students with visual/spatial
intelligence excel at spatial relationships and learn
visually. They enjoy drawing, creating, illustrating, and
learning from photographs, videos, and other visual
aids.

• Bodily/Kinesthetic Students who exhibit

bodily/kinesthetic intelligence have good motor skills
and are coordinated. They learn best through hands-
on activity: games, movement, role-play, and building
DELHI WORLD FOUNDATION
• Musical/Rhythmic Students who excel in
musical/rhythmic intelligence learn through songs,
patterns, rhythms, instruments, chants, listening to
music, and other forms of musical expression.

• Intrapersonal Students who shine in intrapersonal

intelligence are introspective and in touch with their
feelings, values, and beliefs. They need time alone to
reflect on their learning and how it relates to them.
DELHI WORLD FOUNDATION
• Interpersonal Students who demonstrate
interpersonal intelligence are outgoing, sociable,
and people-oriented, and they learn best working in
groups or interacting with others.

• Naturalist Students whose forte is naturalist

intelligence, demonstrate an ability to find patterns
in the natural world and the plant and animal life
therein. They learn best through classifying and
visual discrimination activities, especially when
environmental education is involved. Field trips and
gardening are two activities they enjoy!
DELHI WORLD FOUNDATION
Existential intelligence.
• The existential intelligence is the capacity to think about the big picture
and why things or people exist. Students with this intelligence strength
may ponder questions such as "who are we, why do we die, [and] how did
we get here." Students who display a "strong existential intelligence need
the freedom to ponder, conceptualize, and hypothesize about the content
presented in class" Activities for these types of learners may include:
analyzing and thinking about questions that do not have a clear answer,
pondering how variables interact, and evaluating how concepts relate to
one another.

DELHI WORLD FOUNDATION

DELHI WORLD FOUNDATION
How you are smart . . .

impacts the way you teach.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching

Learning Style Effect on Teaching

The This teacher stresses a curriculum
Verbal/Linguist based on language—reading, writing,
ic Learner and speaking.

Stay alert to students with more concrete learning

styles.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching

Learning Style Effect on Teaching

The This teacher tends to

Logical/Mathematical concentrate on concepts
Learner that are both logical and
abstract.

Make a deliberate effort to focus on the fact that it is

appropriate for students to be artistic and to think in
intuitive leaps.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching
Learning Style Effect on Teaching

The Visual/Spatial This teacher will provide a

Learner great learning environment for
visual learners. The artistic
students will do well in this
classroom.

Build in adequate opportunities for students who

are linguistic learners and for those who feel
artistically inhibited.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching

Learning Style Effect on Teaching

The This teacher will encourage

Bodily/Kinesthetic experiential learning and have
Learner lots of movement in class. It
may be a challenge to both the
logical learner and the
intrapersonal learner.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching

Learning Style Effect on Teaching

The This teacher will tend to have a

Musical/Rhythmic relaxed classroom but may find it
Learner harder to relate to those
students who are not “in tune
with” music.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching

Learning Style Effect on Teaching

The This teacher generally uses
Interpersonal cooperative learning in the
Learner classroom. Students will feel free to
interact and are expected to do so;
perfect for the extrovert.

Be sensitive to the students who need to be

alone in order to create, to learn, or just to be.

DELHI WORLD FOUNDATION

The Effects of Teachers’ Learning Styles on
Teaching

Learning Style Effect on Teaching

The Intrapersonal This teacher will be a great support

Learner for the student who has trouble
functioning in groups.

DELHI WORLD FOUNDATION

MI Lesson Planning Guide

Logical/Mathematical Intrapersonal
Visual/Spatial
How can I use How can I provide
How can I use
numbers, lists, choices or involve
visualization, art,
classifications, logic, personal memories
colors, or metaphors?
scientific inquiry? or feelings?

Musical - How can

Theme/Concept I use music,
Verbal/Linguistic How
can I use language rhythm, songs,
(stories, poems, reader’s raps, chants, or
theater)? Bodily/Kinesthetic instruments?
How can I use
Naturalist – How can
Interpersonal - How movement or hands-
on activities? I get students to
can I use partners or
collect data or observe
cooperative group
nature?
activities? DELHI WORLD FOUNDATION
MI IN Practice

• When a teacher is planning to implement MI into their

classroom, one variable to keep in mind is not to create eight
or nine different lesson plans to accommodate each of the
intelligences. Rather, the idea is to choose a few intelligences
to target for each lesson.
• A teacher can target a few intelligences and then have
students make representations and connections to other
intelligences while bridging ideas and concepts in their
learning.
• It is harder to compare student achievement levels

DELHI WORLD FOUNDATION

By using MI and Bloom's taxonomy
together, teachers can use the
educational objectives to create
activities that will engage students to
use their intelligences at various levels
of thought. Giving students experience
thinking at higher levels is a skill they
will use and apply throughout their
lifetime.

DELHI WORLD FOUNDATION

We are all smart!
We are smart in different ways.

One way is not better than another.

DELHI WORLD FOUNDATION

• VIDEO 07 – ANIMAL SCHOOL

DELHI WORLD FOUNDATION

TASK

APPLY MULTIPLE INTELLIGENCES

TO LEARNING IN YOUR
CLASSROOM

DELHI WORLD FOUNDATION

Ideas for MI Activities in the Classroom

VERBAL-LINGUISTIC
word games, storytelling, speeches, debates,
journals, dialogues, reading aloud, poetry writing,
oral presentations, blogging
LOGICAL-MATHEMATICAL
problem solving, math games, logic puzzles,
creating codes, socaratic questioning, computer
programming, timelines
BODILY-KINESTHETIC
creative movement, dance, mime, field trips,
imagery, manipulatives, hands-on activities, body
language, role playing

DELHI WORLD FOUNDATION

• VISUAL-SPATIAL
diagrams, visualization, maps, visual puzzles, mind
mapping, patterns, pictorial metaphors, videotaping,
photography
MUSICAL-RHYTHMICAL
singing, humming, raps, chants, rhythms, listening to
music, creating melodies for concepts, musical games,
compose tunes, pod casting
NATURALIST
exploring outdoors, identifying flora/fauna, gardening,
wildlife observation, studying natural phenomena, science
projects
INTERPERSONAL-SOCIAL
mediation, peer collaboration, simulations, cross-age
tutoring, clubs, community projects, cooperative
activities, interviews, blogging
INTRAPERSONAL
individualized projects, journal writing, reflective time,
quiet spaces, independent studies, self-evaluation,
autobiography DELHI WORLD FOUNDATION
DELHI WORLD FOUNDATION
The mind is not a vessel to
be filled, but a fire to be
ignited.

(Plutarch)

DELHI WORLD FOUNDATION

Overview
• Bloom’s Taxonomy and higher-order thinking
• Take a walk down memory lane
• Investigate the Revised Taxonomy
• New terms
• New emphasis
• Explore each of the six levels
• See how questioning plays an important role within the
framework (oral language)
• Use the taxonomy to plan a unit
• Look at an integrated approach
• Begin planning a unit with a SMART Blooms Planning Matrix

DELHI WORLD FOUNDATION

Bloom’s Revised Taxonomy
• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organise thinking skills into six levels, from the
most basic to the higher order levels of thinking
• 1990s- Lorin Anderson (former student of Bloom) revisited the
taxonomy
• As a result, a number of changes were made

DELHI WORLD FOUNDATION

DELHI WORLD FOUNDATION
Original Terms New Terms

• Evaluation •Creating

• Synthesis •Evaluating

• Analysis •Analysing
•Applying
• Application
•Understanding
• Comprehension
•Remembering
• Knowledge
DELHI WORLD FOUNDATION
Change in Terms
• The names of six major categories were changed from noun to verb
forms.
• As the taxonomy reflects different forms of thinking and thinking is
an active process verbs were more accurate.
• The subcategories of the six major categories were also replaced by
verbs
• Some subcategories were reorganised.
• The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking
and was replaced with the word remembering instead.
• Comprehension became understanding and synthesis was renamed
creating in order to better reflect the nature of the thinking
described by each category.

DELHI WORLD FOUNDATION

Change in Emphasis
• More authentic tool for curriculum planning,
instructional delivery and assessment.
• Aimed at a broader audience.
• Easily applied to all levels of schooling.
• The revision emphasises explanation and description
of subcategories.

DELHI WORLD FOUNDATION

BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging

Analysing
Breaking information into parts to explore understandings and
relationships
Comparing, organising, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining

Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding

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A turtle makes progress
when it sticks its neck out.

Anon)
(

DELHI WORLD FOUNDATION

Remembering
The learner is able to recall, restate and remember learned information.
• Recognising
• Listing
• Describing
• Identifying
• Retrieving
• Naming
• Locating
• Finding
Can you recall information?

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Remembering cont’
• List
• Memorise
• Listen
• Relate • Group Recall or
• Show
• Locate
• Choose recognition of
• specific
• Distinguish Recite information
• Give example
• Review
• Reproduce
• Quote • Quote
• Repeat •
• Label
Record
• Recall • Match Products include:
• Know • • Quiz
• Group
Select • Label
• Read • Underline • Definition • List
• Write • Cite • Fact • Workbook
• Outline
• Sort • Worksheet • Reproduction
• Test •Vocabulary
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Classroom Roles for Remembering
Teacher roles
Student roles

• Responds
Directs
• Absorbs
Tells
•• Remembers
Shows
•• Recognises
Examines
•• Memorises
Questions
•• Defines
Evaluates
• Describes
• Retells
• Passive recipient
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Remembering: Potential Activities
and Products
• Make a story map showing the main events of the
story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• What characters were in the story?
• Make a chart showing…
• Make an acrostic poem about…
• Recite a poem you have learnt.

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Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
• Interpreting
• Exemplifying
• Summarising
• Inferring
• Paraphrasing
• Classifying
• Comparing
• Explaining
Can you explain ideas or concepts?

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Understanding cont’
• Restate • Describe
• Identify • Report Understanding
• Discuss • Recognise of given
• Retell information
• Review
• Research • Observe
• Annotate
• Outline
• Translate
• Account for
• Give examples of Products include:
• Interpret • Recitation • Example
• Paraphrase
• Give main • Summary • Quiz
• Reorganise
• Associate
idea • Collection • List
• Estimate • Explanation • Label

• Define • Show and tell • Outline

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Classroom Roles for Understanding
Teacher roles
Student

• Explains
Demonstrates
• Describes
Listens
• Outlines
Questions
• Restates
Compares
• Translates
Contrasts
• Demonstrates
Examines
• Interprets
• Active participant

DELHI WORLD FOUNDATION

Understanding: Potential Activities
and Products
• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.
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Applying
The learner makes use of information in a context
different from the one in which it was learned.

• Implementing
• Carrying out
• Using
• Executing
Can you use the information in another
familiar situation?

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Applying cont’
• Translate • Paint
• Manipulate • Change Using strategies,
• Exhibit • Compute concepts, principles
• and theories in new
• Illustrate Sequence situations
• Calculate • Show
• Interpret • Solve
• Make • Collect
• Practice • Demonstrate Products include:
• Apply
• Dramatize • Photograph • Presentation

• Operate
• Construct • Illustration • Interview
• Use • Simulation • Performance
• Interview
• Adapt • Sculpture • Diary
• • Demonstration • Journal
Draw
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Classroom Roles for Applying

Teacher roles
Student

• Solves
Shows problems
• Demonstrates
Facilitates use of knowledge
• Calculates
Observes
• Compiles
Evaluates
• Completes
Organises
• Illustrates
Questions
• Constructs
• Active recipient

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Applying: Potential Activities and
Products
• Construct a model to demonstrate how it looks or works
• Practise a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Continue the story…
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Analysing
The learner breaks learned information into its parts to best
understand that information.
• Comparing
• Organising
• Deconstructing
• Attributing
• Outlining
• Finding
• Structuring
• Integrating

Can you break information into parts to explore

understandings and relationships?

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Analysing cont’
• Distinguish • Compare
• Question • Contrast
• Appraise • Survey Breaking
• Experiment • Detect information down
• Inspect • Group into its component
• Examine elements
• Order
• Probe • Sequence
• Separate • Test
• Inquire • Debate
• Arrange • Analyse Products include:
• Investigate •
• Sift Diagram • Graph • Survey
• Relate • Spreadsheet
• Research • Database
• Calculate
• Dissect • Checklist • Mobile
• Criticize • Categorise
• • Chart • Abstract
Discriminate
• Outline • Report
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Classroom Roles for Analysing
Teacher roles
Student roles

•• Discusses
Probes
•• Uncovers
Guides
•• Argues
Observes
•• Debates
Evaluates
• Thinks deeply
• Acts as a resource
• Tests
• Questions
• Examines
• Organises
• Questions
•• Dissects
Calculates
• Investigates
• Inquires
• Active participant
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Analysing: Potential Activities and
Products
• Use a Venn Diagram to show how two topics are the same and different
• Design a questionnaire to gather information.
• Survey classmates to find out what they think about a particular topic. Analyse the results.
• Make a flow chart to show the critical stages.
• Classify the actions of the characters in the book
• Create a sociogram from the narrative
• Construct a graph to illustrate selected information.
• Make a family tree showing relationships.
• Devise a roleplay about the study area.
• Write a biography of a person studied.
• Prepare a report about the area of study.
• Conduct an investigation to produce information to support a view.
• Review a work of art in terms of form, colour and texture.
• Draw a graph
• Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase

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Evaluating
The learner makes decisions based on in-depth reflection, criticism and
assessment.
• Checking
• Hypothesising
• Critiquing
• Experimenting
• Judging
• Testing
• Detecting
• Monitoring
Can you justify a decision or course of action?

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Evaluating cont’
• Judge • Choose
• Rate •
• Validate
Conclude Judging the value of
• Predict
• Deduce ideas, materials and
• Assess • Debate methods by developing
• Score • Justify and applying standards
• and criteria.
• Revise Recommend
• Infer • Discriminate
• Determine • Appraise
• Prioritise •
• Tell why
Value
• Probe Products include:
• Compare
• Evaluate • Argue • Debate • Investigation
• Defend • Decide • Panel • Verdict
• Select • Criticize • Report • Conclusion
• Measure • Rank • Evaluation •Persuasive
• Reject speech
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Classroom Roles for Evaluating
Teacherroles
Student roles

•• Judges
Clarifies
•• Disputes
Accepts
• Compares
• Guides
• Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies
• Active participant
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Evaluating: Potential Activities and
Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on…
• Evaluate the character’s actions in the story

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Creating
The learner creates new ideas and information using what has been
previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
Can you generate new products, ideas, or ways of viewing things?

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Creating cont’
• Compose
• Assemble
• Formulate
• Organise • Improve Putting together ideas
• Invent or elements to develop
• Compile • Act a original idea or
engage in creative
• Forecast • Predict thinking.
• Devise
• Propose • Produce
• Construct • Blend
• Plan
• • Set up Products include:
Prepare
• Develop • Film • Song
• Devise
• Originate • Story • Newspaper
• Imagine • Concoct • Project • Media product
• Generate • Compile • Plan • Advertisement
• New game • Painting
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Classroom Roles for Creating

Teacherroles
Student roles

•• Designs
Facilitates
• Formulates
• Extends
• Plans
•• Reflects
Takes risks
•• Analyses
Modifies
•• Evaluates
Creates
• Proposes
• Active participant

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Creating: Potential Activities and
Products
• Use the SCAMPER strategy to invent a new type of sports shoe
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example
• Write a jingle to advertise a new product.
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Practical Bloom’s
• Suitable for use with the entire class
• Emphasis on certain levels for different children
• Extend children’s thinking skills through emphasis on higher levels
of the taxonomy (analysis, evaluation, creation)
• Possible approaches with a class could be:
• All children work through the remembering and understanding
stages and then select at least one activity from each other level
• All children work through first two levels and then select
activities from any other level
• Some children work at lower level while others work at higher
levels
• All children select activities from any level
• Some activities are tagged “essential” while others are “optional”
• A thinking process singled out for particular attention eg.
Comparing, (done with all children, small group or individual)
• Some children work through the lower levels and then design
their own activities at the higher levels
• All children write their own activities from the taxonomy
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Sample Unit : Space
Cut out “space” pictures from a magazine. Make a display or a
Remembering collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.
Make your desk into a spaceship, Make an astronaut for a puppet
Understanding play. Use it to tell what an astronaut does. Make a model of the
planets in our solar system.

Keep a diary of your space adventure (5 days). What sort of

Applying instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.
Make an application form for a person applying for the job of an
Analysing astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Compare the benefits of living on Earth and the moon. You can
Evaluating take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Write a newspaper report for the following headline: “Spaceship out
Creating of control”. Use the SCAMPER strategy to design a new space suit.
Create a game called “Space Snap”. Prepare a menu for your
spaceship crew. Design an advertising program for trips to the
moon. DELHI WORLD FOUNDATION
Sample Unit : Travel
How many ways can you travel from one place to another? List and
Remembering draw all the ways you know. Describe one of the vehicles from your
list, draw a diagram and label the parts. Collect “transport” pictures
from magazines- make a poster with info.
How do you get from school to home? Explain the method of travel
Understanding and draw a map. Write a play about a form of modern transport.
Explain how you felt the first time you rode a bicycle. Make your
desk into a form of transport.
Explain why some vehicles are large and others small. Write a story
Applying about the uses of both. Read a story about “The Little Red Engine”
and make up a play about it. Survey 10 other children to see what
bikes they ride. Display on a chart or graph.
Make a jigsaw puzzle of children using bikes safely. What problems
Analysing are there with modern forms of transport and their uses- write a
report. Use a Venn Diagram to compare boats to planes, or
helicopters to bicycles.
What changes would you recommend to road rules to prevent traffic
Evaluating accidents? Debate whether we should be able to buy fuel at a
cheaper rate. Rate transport from slow to fast etc..
Invent a vehicle. Draw or construct it after careful planning. What
Creating sort of transport will there be in twenty years time? Discuss, write
about it and report to the class. Write a song about traveling in
DELHI WORLD FOUNDATION
different forms of transport.
BLOOM’S TAXONOMY
• Listen to, discuss and retell and record a range of myths and legends
from the folktales.

Remembering Make a list of the villains and heroes that

(recall) appear in each of the fairytales and legends
that the class has explored. Make a chart
displaying these characters and include
captions of what each character would typically
say!
Understanding Make a list of the villains and heroes that
appear in each of the fairytales and legends
that the class has explored. Make a booklet of
these characters and give the reason why each
is a hero or a villain.
Applying Choose one of the stories and create a timeline
(solving) with pictures and words showing the five main
events in the story.
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Analysing (reasoning) Compare two villains or two
heroes from two different
stories? Use a chart or a
Venn diagram to show how
they are the same and how
they are different
Evaluating (judging) Choose one of the magic
powers of the various
villains and heroes you have
read about. Write a diary
with pictures about how you
used this power if you had it
for a whole week.
Creating Choose a villain from one of
the folktales and tell their
story from their point of
view. Share your story by
creating a comic strip

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A good teacher makes you
think even when you
don’t want to.

(Fisher, 1998, Teaching Thinking)

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Blooming Questions

• Questioning should be used purposefully to achieve

well-defines goals.
• Bloom's Taxonomy is a classification of thinking
organised by level of complexity. It gives teachers
and students an opportunity to learn and practice a
range of thinking and provides a simple structure
for many different kinds of questions and thinking.
• The taxonomy involves all categories of questions.
• Typically a teacher would vary the level of questions
within a single lesson.

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Lower and Higher Order Questions
• 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 summarising content

DELHI WORLD FOUNDATION

Lower and Higher Order Questions
• 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

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Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?

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Questions for Understanding
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?

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Questions for Applying

• Do you know of another instance where…?

• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a set
of instructions about…?

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Question for Analysing

• Which events could not have happened?

• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
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Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?
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Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal
with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?

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He who learns but does not
think is lost

(Chinese Proverb)

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LESSON PLANS

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TEMPLATE

• Learning Outcomes:
• Learning Objectives:
• Materials and preparation

INTRODUCTI TEACHER GUIDED INDEPENDE DIFFERENTIATI ASSESSMENT REVIEW

ON INSTRUCTIO PRACTICE NT ON AND
N WORKING CLOSING

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• Before you do anything, you’ll need to focus your
objective(s) for the class. After collaborating on
shared goals with the faculty member, formulate
your learning outcomes for the class so that you can
keep them in mind as you plan and teach the class.
Well thought out learning outcomes will give
structure to the discussion, activities and
assessment of the class.

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• Learning outcomes are statements that specify what
learners will know or be able to do as a result of a
learning activity. Outcomes are usually expressed as
knowledge, skills, or attitudes. Learning outcomes
have three distinguishing characteristics.
• (1) The specified action by the learners must be
observable.
(2) The specified action by the learners must be
measurable.
(3) The specified action must be done by the learners.

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• The ultimate test when writing a learning outcome is
whether or not the action taken by the participants
can be assessed. If not, the outcome probably does
not meet all three of the characteristics.
Familiarize yourself with Bloom’s Taxonomy, a
hierarchical classification of learning objectives. Bloom
recommends specific verbs to use when writing
learning objectives so that the objectives can be
measured.
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What Are Learning Outcomes?
• “… think first about what is essential that students
know or be able to do after the course or program –
what students need to know and could make powerful
use of to enhance their lives and more effectively
contribute to society. We believe that such reflection
will lead instructors to focus on a broad synthesis of
abilities that combine knowledge, skills and values
into a whole that reflects how people really use
knowledge.” DELHI WORLD FOUNDATION
• Learning outcomes are statements that describe the knowledge or
skills students should acquire by the end of a particular assignment,
class, course, or program, and help students understand why that
knowledge and those skills will be useful to them. They focus on the
context and potential applications of knowledge and skills, help
students connect learning in various contexts, and help guide
assessment and evaluation.
• Good learning outcomes emphasize the application and integration of
knowledge. Instead of focusing on coverage of material, learning
outcomes articulate how students will be able to employ the material,
both in the context of the class and more broadly.

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Here are some examples
• Original version: Understand the Indian criminal justice
system.
• Revised version: Describe the history of the Indian criminal
justice system.
• Understand is not a measurable verb, however the intent of
the instructor was to have the students be able to describe,
which is measurable.
• Original version: Describe and create a social media plan for
your organization.
• Revised version: Create a social media plan for your
organization.
• Describe and create are two different levels of learning, and
it’s strongly suggested that you avoid having more than one
action verb. Create is a higher level of learning than describe,
therefore it can be assumed that you will be able to describe
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the process prior to applying it.
 Original version: Understand elements of editing.
 Revised version: Identify elements of editing,
including composition, setting and lighting.
• Understand is not a measurable verb, and it was
too broad for a unit level objective. Therefore, we
narrowed the focus.
• Original version: Students will understand how to
use the Physical Balance AND and OR.
Revised version: Students will demonstrate how to
use the Physical Balance AND and OR.
• Demonstration is a behavior that can be assessed.
Assessing understanding is vague and difficult.
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• Original version: Teach students to search the library
catalog.
Revised version: Students will be able to perform a title
search in the library catalog.
• Focus on the students, not yourself as the instructor.
• Original version: Students should know and apply
evaluating strategies for choosing articles in popular
magazines.
Revised version: Students will able to distinguish
between scholarly and popular magazines.
• Be realistic of what can be accomplished in a session.
• You will never be able to fit everything you want to
communicate to your students in a one shot instruction
session. You have too much valuable information.

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• Complete the quiz is an action item for the student, not a
learning objective. If your assessment is being used to
meet your objective, then you will want to write a
measurable objective that describes the content of the
assessment. For a course to meet the Quality Matters
standards, it must have learning objectives that are
measurable and the assessments must align with the
learning objectives. For example, if your learning objective
has the action verb “identify”, then you do not want to
have an assessment that is above that level of learning,
such as analyzing the topic. On the other hand, if you have
an application level verb, such as “design”, then you do
not want to assess the learning objective with only a
multiple choice, knowledge level quiz. Remember, when
creating assessments, look at the action verb being used
for your learning objective and the level of learning to
apply DELHI WORLD FOUNDATION
• Example of Learning Outcomes:
By the end of this course, students will be able to:
• identify and describe the political, religious,
economic, and social uses of art in Italy during the
Renaissance
• identify a range of works of art and artists
• analyze the role of art and of the artist in Italy at this
time
• analyze the art of the period according to objective
methods
• link different materials and types of art to the
attitudes and values of the period
• evaluate and defend their response to a range of art
historical issues DELHI WORLD FOUNDATION
LANGUAGE ACQUISITION

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HOW ?

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• ACTIVITY- 2
• Mrs. X is a teacher of English in a Government
School. She supports her learners speak the
English language by making them use the language
for day-to-day purposes. She uses and asks her
students to use formulaic usages, like
• May I come in?
• How are you?
• Can I borrow your pen?
• May I go to toilet?
• What is the price of your bag?
• Would you mind switching off the light?
• I beg your pardon.
• Keep quiet. DELHI WORLD FOUNDATION
• She has also made all her learners write the names
of the objects and things available in the classroom
and in the school in English and Hindi. The names of
the objects like, door, window, table, black board,
roof, water pot, etc. These are written in full
sentences like, This is a door. These are windows
and so on.

What does the above practice by the teacher

suggest?
Why does she believe that she has to create
an environment where the English language is
seen and noticed by learners?
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• She says, “This will help my learners know the meaning
of the language chunks i.e. words and phrase as a
whole, like “May I go to the toilet?’. Here the learners
understand the meaning first that it is a request to go to
the toilet, rather than knowing the grammatical rules.
Once meaning is known the grammatical understanding
can develop on its own.” For the second activity of
writing the names of things and objects in English, she
says, This helps the learners in noticing the visible
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INFERENCE…

• Learners need to use the language in

meaningful contexts in order to learn the
language well.
• Language learning has to provide
opportunities for the learners to use as they
notice and get exposed to new language.
• The purpose is communication in a context.

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• This ‘input rich environment’ where the language is
seen, noticed and used by the learners helps them
learn the language and the proficiency in the
language also increases.
• It is not enough to just provide language rich input in
the classroom, it is also necessary for the learners to
interact with their peers and the teachers and use
the language for purposes more than what has been
given to them during the input time.

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INTERACT WITH PEERS

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HOW IS LANGUAGE
ACQUIRED?

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HOW IS LANGUAGE ACQUIRED?

• Language teachers should be aware of language

acquisition process.
• Language acquisition patterns follow a similar
sequence in both first and second language
learning.
• Therefore, your students will most likely
progress from single word utterances to simple
phrases and finally to complete sentences.

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• "Language acquisition, first or second, occurs when
• 1) comprehension of real messages occurs and
• 2) the acquirer is not 'on the defensive”.
• Language acquisition does not require extensive
use of rules, and does not require tedious drills. It
does not occur over night.
• Real language acquisition occurs slowly and
speaking skills emerge significantly later than
listening skills even when conditions are perfect.

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• Teachers must differentiate between
• 1) Social and
• 2) Academic language acquisition.
• 1) Basic Interpersonal Communication Skills are
language skills needed in social situations. It is
the day-to-day language needed to interact
socially with other people - like on the
playground, in the lunch room, on the school
bus, at parties, playing sports and talking on the
phone.
• They occur in a meaningful social context and
are not very demanding cognitively. The
language required is not specialized.
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• 2) Cognitive Academic Language Proficiency
refers to the form academic learning. This
includes listening, speaking, reading, and writing
about subject area. It isn't just the
understanding of content area vocabulary but
includes skills such as comparing, classifying,
synthesizing, evaluating, and inferring.
• Tasks are context reduced, information is read in
a textbook or presented by the teacher.

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• The best methods are, therefore, those that
supply comprehensible input in low anxiety
situations.
• These methods do not force early production
in a second language, but allow students to
produce when they are ready.
• Improvement comes from supplying
communicative and comprehensible input,
and from not forcing and correcting
production.

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Problems arise when
teachers and
administrators think that
a child is proficient in a
language when they
demonstrate good social
English.

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Stages of Language Acquisition
• Language acquisition into two categories: first-
language acquisition and second-language
acquisition.
• First-language acquisition is a universal process
regardless of home language. Babies listen to the
sounds around them, begin to imitate them, and
eventually start producing words.
• Second-language acquisition assumes knowledge in
a first language and encompasses the process an
individual goes through as he or she learns the
elements of a new language, such as vocabulary,
phonological components, grammatical structures,
and writing systems.
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Stages of Second-Language Acquisition

• This is also called "the silent period," when

Pre- the student takes in the new language but
does not speak it. This period often lasts six
production weeks or longer, depending on the
individual.

• The individual begins to speak using short

Early words and sentences, but the emphasis is
still on listening and absorbing the new
production language. There will be many errors in the
early production stage.

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• Speech becomes more frequent, words and
sentences are longer, but the individual still
Speech relies heavily on context clues and familiar
topics. Vocabulary continues to increase and
Emergent errors begin to decrease, especially in
common or repeated interactions.

• Speech is fairly fluent in social situations with

minimal errors. New contexts and academic
Beginning language are challenging and the individual
will struggle to express themselves due to
Fluency gaps in vocabulary and appropriate phrases.

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• Communicating in the second language is fluent,
especially in social language situations. The individual
is able to speak almost fluently in new situations or in
academic areas, but there will be gaps in vocabulary
Intermediate knowledge and some unknown expressions. There are
Fluency very few errors, and the individual is able to
demonstrate higher order thinking skills in the second
language such as offering an opinion or analyzing a
problem.

• The individual communicates fluently in all

contexts and can maneuver successfully in new
contexts and when exposed to new academic
Advanced information. At this stage, the individual may
still have an accent and use idiomatic
Fluency expressions incorrectly at times, but the
individual is essentially fluent and comfortable
communicating in the second language.

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HOW LONG DOES IT TAKE FOR A
LANGUAGE LEARNER TO GO
THROUGH THESE STAGES?
• It depends on the individual. One of the major
contributors to accelerated second language learning is
the strength of first language skills.
• The general consensus is that it takes between five to
seven years for an individual to achieve advanced
fluency. This generally applies to individuals who have
strong first language and literacy skills. If an individual has
not fully developed first language and literacy skills, it
may take between seven to ten years to reach advanced
fluency. It is very important to note that every ELL
student comes with his or her own unique language and
education background, and this will have an impact on
their English learning process.
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Classroom Example
• Story:The Three Little Pigs.
• For each stage of language acquisition, the
teacher could ask the following types of tiered
questions:
Preproduction: Ask questions that students can
answer by pointing at pictures in the book ("Show
me the wolf," "Where is the house?").
Early Production: Ask questions that students
can answer with one or two words ("Did the brick
house fall down?" "Who blew down the straw
house?").

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Speech Emergence: Ask "why" and "how"
questions that students can answer with short
sentences ("Explain why the third pig built his
house out of bricks." "What does the wolf want?").

Intermediate Fluency: Ask "What would happen if

…" and "Why do you think …" questions ("What
would happen if the pigs outsmarted the wolf?"
"Why could the wolf blow down the house made of
sticks, but not the house made of bricks?")

Advanced Fluency: Ask students to retell the

story, including main plot elements but leaving out
unnecessary details.
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LANGUAGE COMPONENTS

•LISTENING,
•SPEAKING,
•READING
•WRITING

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Creating Lesson Plans
1. Identify your student learning outcomes.
2. Outline your activities.
3. Review your activities and look for ways to make
them more student-centered, to appeal to some of
the eight intelligences, and to treat the four skills
plus grammar.

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Sample listening activities

• Dictation
Listening activities (any chapter from the
book)
Listening comprehension
Listening games
Listening tests
Other listening worksheets
Picture dictation

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PICTURE DICTATION

• Example: This is just a skeleton description, you can

make it more descriptive by adding lots of adjectives
such as colours etc. or you can simplify it even more for
lower-level students if necessary.
• • In the middle of the picture there is a big house
• • The house has a door and two windows
• • On the roof of the house there is a chimney
• • In the top right hand side of the picture there is a very
big sun
• • Beside the house and under the sun there is a little hill
• • On top of the hill there is a big apple tree

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• In front of the hill there is a little girl and little boy
skipping
• • In front of the house there is a little garden path
• • In the left hand side of picture there is a big pond
• • There is a small toy boat in the pond
• • There is long grass all around the pond
• • In the top left hand side of the picture there are
two clouds
• • Below the two clouds there are two big birds
flying
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SPEAKING ACTIVITIES IN THE CLASSROOM

• i. Looks at the following pair of pictures. There are

six differences in them. With your partner find the
differences between the pictures. You may use the
following phrases.
• Picture A has ……..while the picture B....
• The man in picture A is wearing ……………. But in
picture B…..
• There is no ……. in A but it is there in B.

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Solution

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Role Play
• The government proposes to set up a Special Economic Zone
(SEZ) in your area. This will have long term as well as short
term impact on people and land of your area. Some people
welcome the building of SEZ and some oppose it. Here is a
group of people involved or affected by the building of SEZ.
They discuss in a meeting. The people involved are:
• 1. The District Collector; 4. Farmer who loses the land;
• 2. SEZ (corporate) Owner; 5. A Housewife,
• 3. Town/Village Sarpanch; 6. A Young Entrepreneur
Now assume and play the roles.

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SPEAKING INVOLVES THESE AREAS OF
KNOWLEDGE:
1. Mechanics (pronunciation, grammar and
vocabulary): using the right words in the right order
with the correct pronunciation.
2. Functions (transaction and interaction): knowing
when clarity of message is essential
(transaction/information exchange) and when precise
understanding is not required (interaction/relationship
building).

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3. Social and cultural rules and norms (turn-
taking, rate of speech, length of pauses between
speakers, relative roles of participants):
understanding how to take into account who is
speaking to whom, in what circumstances, about
what and for what reason.
4. Body language: Body language (gesture,
posture, rise and fall of voice) is as important as
the verbal utterances. Body language adds to the
meaning of the spoken word.

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DRILLING ( natural chunking)

• A recent example from one of my classes is:

• “a camel”
• “riding a camel”
• “used to”
• “get used to”
• “get used to riding a camel”
• “have to”
• “‘ll have to”
• “he’ll have to”
• “he’ll have to get used to riding a camel”

• VIDEO 09 - IMITATING
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OTHER TECHNIQUES

• Mumble /Silent Drilling

• Changing Emotions
• Jazz Chants
• Substitution Drills (“there is a car” [dog] “there is a
dog,’ “dogs”
• Change Accents
• Vary the Speed/Volume

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VOCABULARY-INTRODUCING
NEW WORDS
• A number of techniques can be used to introduce/
teach new words to learners. Some of them are:
• • showing a picture/object/illustration
• • act/mime (hyponyms)
• • giving synonyms and antonyms
• • explaining through context
• • introducing associated ideas or collocations
• • using dictionaries
• • examples – give another word

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FEW ACTIVITIES

• 1– Word networks
• 2 – Words we know
• 3 – Word Formation (prefix- suffix)
• 4 – Word Wall

• VIDEO 08 – ENGLISH WORDS YOU ARE PROBABLY

MISPRONUNCIATING

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Some Writing Tasks
• Language Function: Making invitations (write a
formal invitation for a school function –content.
Layout, visual)
• Language Function: Politely Agreeing or
Disagreeing (hot current topic from a newspaper,
task of agreeing or disagreeing with the topic)
• Language Skill: Reassembling, coherence, re-
writing.(strip story, re-assemble the story so that
it reads coherently)
• Advertisements

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ICT IN ELT

• E -mail:
• Blogs:
• Chat rooms :
• Skype:
• Videos:
• Films:
• video conference:
• Social networking sites like Face book, twitter
• YouTube:
• Wiki:
• Mobile phones functions:
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ACTIVE LEARNING METHODS

Behind every good teacher is an exhausted

class!

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WHOEVER EXPLAINS, LEARNS

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ACTIVE LEARNING METHODS

• Think, Pair, Share • Visits

• Brainstorming • Presentations
• Structured discussion • Demonstrations
• Case studies • Multimedia
• Role Play/ Drama • Problem solving
• Fieldwork • Debating
• Games
• Surveys/Questionnaires
• Interviewing
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Think to yourself

Turn to a partner and

discuss

Share with a group

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THINK, PAIR, SHARE

• When used at the beginning of a lecture, a Think-

Pair-Share strategy can help students organize prior
knowledge and brainstorm questions.
• When used later in the session, the strategy can
help students summarize what they're learning,
apply it to novel situations, and integrate new
information with what they already know.
• The strategy works well with groups of various sizes
and can be completed in as little as two or three
minutes.

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TIPS AND TRICKS FOR ENGAGING STUDENTS -
VISUAL LITERACY

Art & Images

• The power of the visual (e.g. photography, graphic
design, architecture, animation, painting etc.) can
be captured and used to motivate the learner and
open up a world of imagination that can bring
content knowledge to life.

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VISUAL LITERACY

Pictures can stimulate writing/discussion. Sample

activities include;
What is the first word that comes into your head
when you see this picture?
Quick-fire/brainstorm/list.
‘Stream of consciousness’- jot down any random
thoughts that the picture suggests.
Compose captions for a series of photographs.
Write a dialogue between the characters featured
in the picture.
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FOR 30 SECONDS TALK ABOUT THE PICTURE WITHOUT DEVIATION, HESITATION
OR REPETITION.

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SUMMARISE THE CONTENT AS AN IMAGE.

• On 11 March 2011 Japan suffered its worst ever

earthquake. For two and a half minutes the ground

surface in parts of Japan shook. Earthquake proof

skyscrapers cracked and people were buried alive in

their collapsed homes. Big fires broke out as gas and

oil pipes were fractured by the tremors. A tsunami

followed the quake destroying homes, villages and

destroying coastland. In all more than 27,000 people

died. DELHI WORLD FOUNDATION

Japan Tsunami

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Key words relating to a
topic/spellings/definitions are written on strips
of card, sorted alphabetically and displayed on
Word Bank
a large poster.
New words are added after every lesson having
been identified and defined in context of the
lesson.
Constant revisiting of lists reminds students of
their extent and purpose. Draw attention to
lists when completing written work also.

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WORD/DEFINITION CARDS

• Design two separate bundles of cards, one for

words/terms and the second containing the
definition.
• Students required to match them up. ICT, this
exercise could form a cut and paste exercise on
computer.
• Alternatively, distribute blank cards to students and
assign the task of designing a definition card with an
accompanying picture if appropriate.

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Brainstorm

Brainstorming is an
active learning
strategy in which
students are asked to
recall what they know
about a subject by
generating terms and
ideas related to it. In
brainstorming,
however,

students are encouraged to stretch what they know by forming

creative connections between prior knowledge and new
possibilities. DELHI WORLD FOUNDATION
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LIFE SKILLS
Dr. Radha singh
“It is not what you do for your children but
what you have taught them to do for
themselves that will make them successful
human beings.”
The primary aim of education is
not to enable students to do well
in school, but to help them do
well in the lives they lead
outside school.
WHAT ARE LIFE SKILLS

• Life Skills are defined as “The abilities that will help

learners to be successful in living a productive life.
They help students improve their personal and
social qualities”.
• WHO (1997) has defined Life Skills as, “The abilities
for adaptive and positive behaviour that enable the
individuals to deal effectively with the demands
and challenges of everyday life”.
• Here 'adaptive' means that a person is flexible in
approach and is able to adjust indifferent
circumstances and 'positive behaviour' implies
that a person is forward looking and even in
challenging situations, can find a ray of hope.
Life Skills fall into three basic categories which
compliment, supplement and reinforce each other

Social
Skills

Life
Skills

Emotional Thinking
Skills Skills
LIFE SKILLS

Thinking Skills Social Skills Emotional Skills

1. Self-Awareness 6. Interpersonal 9. Managing
2. Problem Solving Relationships Emotions
3. Decision Making 7. Effective 10. Coping with
4. Critical Thinking Communication Stress
5. Creative Thinking 8. Empathy
ACTIVITY

• WORK IN GROUPS.

• MAKE A PAPER TOWER WITH NEWSPAPERS. MAKE

SURE THEY STAND WITHOUT SUPPORT.

• THE TALLEST TOWER THAT STANDS FOR A MINUTE

WITHOUT SUPPORT WINS.
Ten Core Life Skills as identified by WHO
• Thinking Skills
• Self-Awareness includes the recognition of 'self',
our character, our strengths and weaknesses,
desires and dislikes. Developing self-awareness
can help us recognize when we are stressed or
under pressure. It is often a prerequisite to
effective communication and interpersonal
relations, as well as for developing empathy.
• Creative Thinking is a novel way of seeing or
doing things that is characteristic of four
components-fluency (generating new ideas),
flexibility (shifting perspective easily), originality
(conceiving of something new), and elaboration
(building on others' ideas).
• Critical Thinking is an ability to analyze information
and experiences in an objective manner. Critical
Thinking can contribute to a well balanced way of life
by helping us to recognize and assess the factors that
influence attitudes and behaviour, such as values,
peer pressure and the media.
• Decision Making helps us to deal constructively with
decisions about our lives. It can teach people how to
actively make decisions about their actions in relation
to a healthy assessment of different options and, what
effects these different decisions are likely to have.
• Problem Solving helps us to deal constructively with
problems in our lives. Significant problems that are left
unresolved can cause mental stress and give rise to
accompanying physical strain.
• SOCIAL SKILLS
• Empathy is required to develop a successful
relationship with our loved ones and society at
large. It is the ability to imagine what life is like
for another person. Without empathy, our
communication with others will amount to a
one-way traffic. It can help us to accept others,
who may be very different from ourselves. This
can improve social interactions, especially, in
situations of ethnic or cultural diversities.
Empathy can also encourage nurturing
positive behaviour towards people in need of
care and assistance, or tolerance.
• Interpersonal skills help us to relate in positive
ways with people we interact. This may mean being
able to make and keep friendly relationships, which
can be of great importance to our mental and social
well-being. It may mean maintaining good relations
with family members who are the most important
source of social support. It may also mean an
ability to end relationships constructively.
• Effective Communication means that we are able
to express ourselves, both verbally and non-
verbally, in ways that are appropriate to our
cultures and situations. This means being able to
express opinions and desires, and also needs and
fears. And, it would also mean being able to ask for
advice and help in the time of need.
EMOTIONAL SKILLS
• Coping with Stress means recognizing the
sources of stress in our lives, recognizing how
they affect us, and how we act in a way that
helps us control our levels of stress by changing
our environment or lifestyle, and learning how to
relax.
• Managing Emotions means recognizing
emotions within us and others, being aware of
how emotions influence behaviour and being
able to respond to emotions appropriately.
Intense emotions like anger or sadness can
have negative effects on our health if we don't
respond to them appropriately.
HOW DO LIFE-SKILLS HELP?

Thinking Skills
Thinking skills help a person to:
 Demonstrate the ability to be original, imaginative and
flexible
 Raise questions and think critically, identify and analyse
problems
 Implement a well thought out decision and to take
responsibility
 Feel comfortable with one's own self at the same time
accepting or trying to overcome weaknesses while
building on the strengths for positive self-concept
Social Skills
Social-skills help a person to:
 Demonstrate the ability to identify, verbalize and respond
effectively to others' emotions in an empathetic manner.
 Get along well with others without prejudices
 Take criticism constructively
 Listen actively
 Communicate effectively using appropriate words,
intonation and body language

Emotional Skills
Emotional Skills help a person to:
 Identify causes and effects of stress on oneself
 Develop and use multi-faceted strategies to deal with stress
 Express and respond to emotions with an awareness of the
consequences
Importance of Life Skills for students
• Life Skills Education is very effective in:
• Promoting positive attitudes and behaviours
among the young adolescents
• Improving communication abilities
• Promoting healthy decision making
• Preventing negative and high risk behaviours
• Promoting greater sociability
• Teaching anger control
• Increasing self-esteem and self confidence
• Improving academic performance
• Well designed and well delivered Life Skills Program can
help young adolescents become more responsible, healthy
and resilient both during adolescence and adulthood.
Characteristics of a Classroom environment
supportive of Life Skills Education

• Reflections of real life situations and contexts.

• Collaboration among teachers, disciplines and
students.
• Encouragement of curiosity, exploration and
investigation.
• Responsibility for learning opportunities.
• Acknowledgement of effort, not just performance.
• Focus more on process than product or final
presentation.
The role of teachers and facilitators

• Requiring justification for ideas and probing for

reasoning strategies.
• Confronting learners with alternatives and
thought provoking questions.
• Asking open ended questions.
• Serving as a master of apprentices rather than a
teacher of students as in vocational education.
• Using Socratic discussion techniques, enquiry
and debate to stimulate critical thinking.
• Assigning simple assignments and projects based
on Life Skills.
• Life Skills as an independent subject as well as
integrating it with other disciplines.
• Providing opportunities for developing Life Skills.
• Allowing students to practice the skills in different
situations, as actual practice of skills is a vital
component of Life Skills Education.
• Seeking cooperation and participation of parents in
developing right attitudes towards life among the
students, as family is also one of the basic
institutions that lay the foundation of Life Skills.
• Acting as positive role models, as Life Skills are
better caught than taught.
The schools should promote Life Skills Education
by:

• Creating a friendly, supportive, stimulating and structured

learning environment
• Catering to the needs of all the students
• Promoting mutual respect and individual empowerment
• Encouraging collaboration among teachers, disciplines
and students
• Strengthening community action by involving parents and
outside agencies in schools.
• Life skills are part of everything that learners do and they
can be part of everything they learn. Schools should
provide settings for enhancing these skills through
experiential learning experiences.
Transacting Life Skills
Technique Meaning
Discussion  Involves exchange and sharing of ideas,
experiences, facts and opinions on given topic.
 Can be used in large and small group.

Debate  A discussion involving two opposing parties with

each group expressing opinions or views about a
given topic or subject.
Role Play  Short drama episodes or simulations in which
participants experience how a person feels in a
similar real life situation.
Brainstorm  Free expression of ideas among participants on a
given issue or question.

Story telling  Telling of narratives with particular theme, based

on actual events.

Drama  Composition in verse or prose intended to portray

life or character or to tell a story usually involving
conflicts and emotions through action and
Technique Meaning
 True or imaginary story which describes a problem, a
Case Studies situation or a character.
 May also be a dilemma in which the participants should
come up with opinions on how they would resolve the
conflict.
 Acting without words by use of gestures, signs, physical
Miming movement and facial expression.
 Whole idea is communicated through actions.

 Compositions which capture events, themes and

Poetry and situations in a short and precise manner.
recitals  Used in communicating feelings, opinions, ideas, habit
and other experiences.
 Can be in the form of songs, recitations, chants or they
can be dramatized to enhance acquisition of various Life
Skills.

 Here a teacher or the learner tries to find out information

Question through asking questions and getting answers from the
and Answer respondent.
 An effective method of teaching Life Skills Education as it
stimulates learner’s thinking and creativity.
Technique Meaning
Games  A structured play which can sometimes be used as an
educational tool for the expression of aesthetic or
ideological elements.
 Generally involves mental and physical simulation, and
often both.
Working in small  Students may be organized to do work in pairs and
small groups in the classroom.
groups and pairs  Promotes maximum participation from all the students
as they are involved both in “thinking and doing” and
cooperative skills such as listening and communication
skills, problem solving and sharing of tasks.

Simulations  Imitation or enactment, as of something anticipated or

of a particular appearance or form.

Songs and  Musical compositions on topical issues and

themes.
dances
Demonstrations  A method teaching by example rather simple
explanation or an act of showing or making evident.
ACTIVITY
TIT FOR TAT
• After suffering loss in business what did Naduk
experience and how did he cope?

• 2. After hearing that his stick has been eaten by

mice, how did Naduk react?

• 3. What did Naduk do to get his stick back?

• Problem Solving
• Problem solving enables us to deal constructively with
problems in our lives. Significant problems that are left
unresolved can cause mental stress and give rise to
accompanying physical strain.
• Empathy
• Empathy is the ability to understand what life is like for
another person, even in a situation that we may not be
familiar with. Empathy can help us to accept others who
may be very different from ourselves. This can improve
social interactions, especially in situations of ethnic or
cultural diversity. Empathy can also help to encourage
nurturing behavior towards people in need of care and
assistance, or tolerance, as is the case with AIDS sufferers,
or people with mental disorders, who may be stigmatized
and ostracized by the very people they depend upon for
support.
• Creative Thinking
• Creative-thinking contributes to both decision-making and
problem solving by enabling us to explore available
alternatives and the various consequences of our actions or
non-action. It helps us to look beyond our direct experience,
and even if no problem is identified, or no decision is to be
made, creative- thinking can help us to respond adaptively
and with flexibility to the situations of our daily lives.
• Decision Making
• Decision making helps us to deal constructively with
decisions about our lives. This can have positive
consequences for the health of young people when they
actively make decisions about their own health practices by
assessing different options and the effects of different
decisions.
• Effective Communication
• Effective communication is the ability to express oneself, both
verbally and non-verbally, in ways that are appropriate to our
cultures and situations. This means being able to express
opinions and desires, and also needs and fears. And it may
mean being able to ask for advice and help in a time of need.

• VIDEO – 010 THE POWER OF WORDS.

•
ACTIVITY

• STORIES AND LIFE SKILLS

• VIDEO – 011 HARE AND THE TORTOISE.

• Key Messages
• Life-Skills are an integral part of life.
• Managing Life-Skills is the ability to identify and express
oneself in life.
• Life-Skills in varied contexts empower young people to make
informed choices.
• Life skills are psychosocial abilities that enable individuals to
translate knowledge, attitude, and values regarding their
concerns into well informed and healthy behaviours.
• Life-skills are abilities to be developed in every individual to
equip them to meet the challenges of life and optimize
opportunities to live a healthier, happier, productive, and
fulfilling life.
• Empowered with skills, young people are able to take decisions
based on a logical process of 'what to do, why to do, how to
do, and when to do'
Integrating Life Skills with other subjects

• ACTIVITY
While While learning about
understanding speed, distance and
Nazism, students time, students
develop their improve their problem
empathetic and solving skills
analytical skills

While writing
some composition,
they refine their
creative skills
PERSONALITY

Body language

positive thinking
What is Personality?

The term personality was taken from the two Latin words “per” and
“sonare” which means “to sound through”. The two words were later
coined to “persona” meaning “an actor’s mask through which the sound
of his voice was projected. Traditionally, in Greek plays, the actors
wore a mask while performing in the theatre. Persona was, therefore,
referred to the actor who was playing the role. It consists of habits,
traits, emotions, attitudes and ideas of an individual.
COMPONENTS

Some important characteristics of personality are:

• Consistency – is generally a recognisable and regular behaviour.
• Psychological and Physiological Aspects affect our personality.
Our physical appearance is the initial impression and
psychological aspects like attitude, values, communication skills
etc play an important role.
• Multiple Expressions – are displayed in more than just
behaviour. It can be seen in our thoughts, feelings, close
relationships and other social interactions.
UNDERSTANDING PERSONALITY
• Thus the personality of a person is
defined as the amalgamation of
qualities and attributes which
contribute to the person’s
character and image.
• It arises from within and makes us
who we are.
It is determined and judged by:
• His/her appearance
• Behaviour
• Attitude
• Education
• Values
• And other varying
characteristics
THEREFORE, PERSONALITY CONSTITUTES…

• The overall profile or combination of characteristics that capture the

unique nature of a person as that person reacts and interacts with
others.

• Combines a set of physical and mental

characteristics that reflect how a person
looks, thinks, acts and feels.

• Predictable relationships are

expected between people’s personalities
and their behaviours.
PERSONALITY DEVELOPMENT
• Cannot happen in a day but happens over time, as there
are multiple characteristics which need to be worked
on.
• Is often confused with enhancing your sense of
dressing or just gaining proficiency in English
language.
A person who dresses well and speaks fluent English
may not necessarily have a good personality.
TIPS TO ENHANCE PERSONALITY

• Be Optimistic and Positive in

• Be Confident
Outlook and Attitude
• Improve your Communication • Be a Patient Listener
Skills • Be a Good Learner
• Dress up well • Do what you are Passionate
about
• Watch your Body Language
• Be Polite and Courteous
• Improve your Social Skills
• Interact and Form Rapport with
• Develop Leadership Qualities New People
• Be Helpful and Respectful
FIVE TRAITS OF PERSONALITY
1. a. Extraversion – pertains to outgoing,
sociable, full of energy, enthusiastic, action-
oriented.
b. Introversion – refers to lack of energy, not
sociable, lack of enthusiasm.
2. a. Agreeable – refers to cooperation and social
harmony.
b. Disagreeable – refers to self interest and
personal well-being.
3. Conscientiousness – focus
on managing and controlling
our impulses and desires.
4. Neuroticism – evident in
emotionally reactive
individuals who may have
gone through or are going
through a strong negative
feeling.
5. Openness to experience –
characterises people who are
creative imaginative curious
and intellectual .
JOHARI WINDOW MODEL
• Is a technique used to help
people better understand their
relationship with themselves
and others.

• Created by psychologists
Joseph Luft and Harrington
Ingham.

• It is called Johari Window as

the psychologists combined
their first names Joe and
Harry.
JOHARI ADJECTIVES
A Johari window consists of the following 56 adjectives used as possible
descriptions of the participant.
able extrovert modest sensible
accepting friendly nervous sentimental
adaptable giving observant shy
bold happy organised silly
brave helpful patient spontaneous
calm idealistic powerful sympathetic
caring independent proud tense
cheerful ingenious quiet trustworthy
clever intelligent reflective warm
complex introvert relaxed wise
confident kind religious witty
dependable knowledgeable responsive
dignified logical searching
empathetic loving self-assertive
energetic mature self-conscious
Grammar

CONCLUSION
The ultimate goal of the Johari Window is to enlarge the Open Area. The Open Area is the
most important quadrant, as, generally, the more people know about each other, the more
productive, cooperative and effective they’ll be when working together.
EXPRESSIONS
Positive Signals Negative Signals

 Upright Posture  Slouching

 Good Eye Contact  Avoiding Eye Contact

 Own Comfort Level  Fidgeting

 Radiance  Touching Face/Hair

 Non Responsive  Defensive Gestures

 Active Listening  Frowning

BODY LANGUAGE
Is non-verbal communication in which physical behaviour, as opposed to
words, are used to express of convey information. It includes –
• facial expressions
• body posture
• Gestures
• Eye movement/Contact
• Touch
• Use of space
Body language must not be confused with sign language. It does not have a
Grammar and must be interpreted.
Facial Expression
• Is integral when expressing emotions through the body.
Combination of eyes, eyebrows, lips, nose and cheek
movements help form different moods of an individual (e.g.
happy, sad, depressed, angry, stressed, relax etc.) Eye contact is
vital.

Body Postures
• Emotions can also be detected through body postures. (e.g. in a
standing discussion, a person standing with arms akimbo with
feet pointed towards the speaker would suggest that they are
attentive and interested in the conversation.)
Gestures
• Movements made with body parts (e.g. hands, arms, fingers,
head, legs). They may be voluntary or involuntary.
• Standing, sitting or walking with folded arms is not a welcoming
gesture and could mean a closed mind or unwilling to listen,
displaying insecurity and lack of confidence.
• Relaxed hands indicate confidence and self-assurance.

Handshake
• Regular greeting rituals done on meeting, greeting, offering
congratulations etc.
• They indicate the level of confidence
• A firm, friendly handshake makes a good first impression.
Breathing
• Can be indicative of a person’s moods and state of mind
• Deeper breathing conveys a relaxed and confident impression but,
shallow or rapid breathing conveys a nervous and anxious impression.

What you communicate through your body language and non verbal
signals affects how others see you, like, respect or trust you.
EYE CONTACT
• Non-verbal form of communication
• Sign of confidence, respect and social communication
• Indicates positive and negative moods
• Direction of gaze may indicate the speaker’s/ listener’s attention
• Has positive impact on the retention and recall of information and
may enhance efficient learning.
• Can promote knowledge sharing with co-workers
HAND SHAKE
COMMUNICATION
• Make people feel heard
• Listen patiently, don’t just give instructions
• Acknowledge other people’s point of view
• Stay calm and pleasant at all times
• Accept mistakes from people you teach/train
• Seek confirmation of understanding (ideally verbal
responses) Don’t just assume.
BENEFITS
• Reduces stress

• Enhances confidence

• Boosts health

• Promotes happier and longer life

• Helps in getting friends

• Increases ability to take important

decisions
LEAVING A LASTING IMPRESSION
• Dressing Up
Eminent people are well groomed than the
rest of the people. Raghuram Rajan is said
to always stand out as the best-dressed
person in the room.
In photographs, meetings, and public
appearances, Raghuram Rajan consistently
looks sharp and immaculately groomed.
TELEPHONE ETIQUETTES
 Always keep your mobile on silent mode.
 Restrict use of mobile phone when at work.
 Use your mobile only when it is urgent.
 Always excuse yourself and take permission to attend an urgent
call.
 Be brief and to the point.
 Do not shout or speak loudly on mobile/landline phone.
 Do not discuss personal matters on the phone as no one is
interested in personal matters.
The key to leave a lasting impression is in the :
• Art of greeting and introductions
• Art of sitting, standing and walking
• Art of dressing (wardrobe and makeup)
• Art of addressing protocol
• Art of leadership
• Art of conversation (accent and modulation)
• Anger and anxiety management
• Art of decision making
• Art of being, polite yet business-like
• Personality is a unique “blend” of traits.
• We all aspire for a good personality, but nothing comes easy.
• Our personality shapes our behaviour.
• We can understand people if we know something about his/her personality.
Therefore, personality is the sum total of ways in which an individual
interacts and reacts with other people or groups.
POCSO ACT 2012
CBSE has taken several initiatives and actions for creating awareness
about sexual exploitation among the school children for strict
compliance.
• All children have an equal right to access education in an environment
that is safe, protective and conducive to the overall development.
• Gender inequality, eve teasing and sexual abuse in school environment
call for increased awareness and creating synergy among parents,
teachers and schools.
ROLE OF SCHOOLS
Teachers, Management and all employees of institutions need
to be made aware about the provisions of the Act, some of
which cast a duty on them to report instance of child abuse, as
in Sections 19(I) and 21.

• In- house induction sessions should be held for all teachers to

include a specific module on gender sensitization.
Sexual offences committed by the persons who are in the
ownership, management of staff of education institutions and
persons in positions of Trust and Authority over children are
liable for higher punishment as per the provisions of the Act.
• School/Classroom Environment – Schools must
ensure and promote a harmonious school/classroom
environment and inclusiveness.

• Provision for guidance and counselling facilities in

schools – Teachers in general should be trained to
attend to adolescent (gender) related issues and
promote adolescent education programmes and
special activities to promote gender equality and
sensitivity.
• Programmes for empowerment of girls – Camps on
sensitization of girls on health and sanitation issues,
karate/ self defence training of girl students should be
conducted at regular intervals. Programmes like folk
dance, nukkad natak, poster competitions, quiz,
debate and exhibition can be incorporated to foster
gender equality.

• Provision for CCTV cameras should be made in school

premises at all strategic places along with the warning.
• Complaint / Suggestion box should be provided in
each school so that students can make written
complaints. Any complaint of sexual abuse, whether
received through the drop box or otherwise needs to
be acted upon immediately.

• School Complaints Committee consisting of

Principal/Vice- Principal, one male teacher, one female
teacher, one female student, one male student and
one non-teaching staff member must be set up to
serve as complaints and redressal body.
• Monitoring and Identification – Close monitoring of academic
performance and psychological behaviour particularly in cases
of sudden decline in performance, lack of interest, depression
and aloofness should be noticed to give proper counselling to
the children.

• Toll Free number and child helpline may be provided and

made known and displayed on notice board along with the
names of teachers designated to handle such cases.
Centralised Child helpline number 1098 must be popularised
and displayed at prominent places in the schools.

School management and staff are expected to create

awareness and participate in averting such offences as part of
their foremost duty.
Provisions of the Act
• Commissions of an offence and also the recording of
the complaints and failure to do so would make a
person liable for punishment of imprisonment for six
months or with fine.

• It is a punishable action if police/special juvenile police

unit fails to report commission of an offence.

• The media has been barred from disclosing the

identity of the child without the permission of special
court.
• For speedy trial, the Act provides for the evidence of
the child to be recorded within a period of 30 days.
Also, the special court is to complete the trial within a
period of one year as far as possible.

• To provide for relief and rehabilitation of the child as

soon as the compliant is made to the special juvenile
police unit (SJPU)

• The Act casts a duty on the Central and State Govt. to

spread awareness through media such as television
radio etc at regular intervals to make the general
public, children as well as their parents aware of the
provision of the Act.
CHILDREN’S SECURITY LIES IN A
PARENT’S/TEACHER’S TRUST
WORKING AGAINST CHILD SEXUAL ABUSE
VISHAKA GUIDELINES
AGAINST
SEXUAL HARASSMENT AT
WORKPLACE
Guidelines and norms laid down by the Hon’ble
Supreme Court in Vishaka and Others Vs. State of
Rajasthan and Others(JT 1997 (7)
SC 384)
HAVING REGARD to the definition of ‘human rights’ in Section 2 (d) of the
Protection of Human Rights Act, 1993,
TAKING NOTE of the fact that the present civil and penal laws in India do
not adequately provide for specific protection of women from sexual
harassment in work places and that enactment of such legislation will take
considerable time,
It is necessary and expedient for employers in work places as well as other
responsible persons or institutions to observe certain guidelines to ensure the
prevention of sexual harassment of women.
Duty of the Employer or other responsible persons in work
places and other institutions

It shall be the duty of the employer or other

responsible persons in work places or other
institutions to prevent or deter the commission of
acts of sexual harassment and to provide the
procedures for the resolution, settlement or
prosecution of acts, of sexual harassment by taking
all steps required.
Definition

For this purpose, sexual harassment includes such

unwelcome sexually
determined behaviour (whether directly or by
implication) as:
• Physical contact and advances;
• A demand or request for sexual favours;
• Sexually coloured remarks;
• Showing pornography;
• Any other unwelcome physical, verbal or non-
verbal conduct of sexual nature
Where any of these acts is committed in circumstances
where-under the
victim of such conduct has a reasonable apprehension that in
relation to the victim’s employment or work whether she is
drawing salary, or honorarium or voluntary, whether in
government, public or private enterprise such conduct can be
humiliating and may constitute a health and safety problem. It
is discriminatory for instance when the woman has
reasonable grounds to believe that her objection would
disadvantage her in connection with her employment or work
including recruiting or promotion or when it creates a hostile
work environment. Adverse consequences might be visited if
the victim does not consent to the conduct in question or
raises any objection there to.
Preventive Steps

All employers or persons in charge of work place whether in public or

private sector should take appropriate steps to prevent sexual
harassment. Without prejudice to the generality of this obligation they
should take the following steps:
• Express prohibition of sexual harassment as defined above at the
work place should be notified, published and circulated in
appropriate ways.
• The Rules/Regulations of Government and Public Sector bodies
relating to conduct and discipline should include rules/regulations
prohibiting sexual harassment and provide for appropriate
penalties in such rules against the offender.
• As regards private employers, steps should be taken to include the
aforesaid prohibitions in the standing orders under the Industrial
Employment (Standing Orders) Act, 1946.
• Appropriate work conditions should be provided in respect of work,
leisure, health and hygiene to further ensure that there is no hostile
environment towards women at work places and no employee
woman should have reasonable grounds to believe that she is
disadvantaged in connection with her employment.
Criminal Proceedings

Where such conduct amounts to a specific offence under the Indian

Penal
Code or under any other law, the employer shall initiate appropriate
action in accordance with law by making a complaint with the
appropriate authority.
In particular, it should ensure that victims or witnesses are not
victimized or
discriminated against while dealing with complaints of sexual
harassment.
The victims of sexual harassment should have the option to seek
transfer of
the perpetrator or their own transfer.
Disciplinary Action

Where such conduct amounts to misconduct in employment as

defined by the relevant service rules, appropriate disciplinary action
should be initiated by the employer in accordance with those rules.
Complaint Mechanism

Whether or not such conduct constitutes an offence under

law or a breach of the service rules, an appropriate complaint
mechanism should be created in the employer’s organisation
for redress of the complaint made by the victim. Such
complaint mechanism should ensure time bound treatment of
complaints.
Complaints Committee

The complaint mechanism, referred to above, should be adequate to

provide, where necessary, a Complaints Committee, a special counsellor
or other support service, including the maintenance of confidentiality.
The Complaints Committee should be headed by a woman and not less
than half of its member should be women. Further, to prevent the
possibility of any undue pressure or influence from senior levels, such
Complaints Committee should involve a third party, either NGO or other
body who is familiar with the issue of sexual harassment.
The Complaints Committee must make an annual report to the
Government department concerned of the complaints and action taken
by them. The employers and person in charge will also report on the
compliance with the aforesaid guidelines including on the reports of the
Complaints Committee to the Government department.
Worker’s Initiative

Employees should be allowed to raise issues of sexual

harassment at a
workers’ meeting and in other appropriate forum and it
should be
affirmatively discussed in Employer-Employee Meetings.
Awareness

Awareness of the rights of female employees in this regard

should be created in particular by prominently notifying the
guidelines (and appropriate legislation when enacted on the
subject) in a suitable manner.
Third Party Harassment

Where sexual harassment occurs as a result of an act or omission by

any third
party or outsider, the employer and person in charge will take all steps
necessary and reasonable to assist the affected person in terms of
support and
preventive action.
The Central/State Governments are requested to consider adopting
suitable measures including legislation to ensure that the guidelines
laid down by this order are also observed by the employers in Private
Sector.
These guidelines will not prejudice any rights available under the
Protection of Human Rights Act, 1993.
FOUR MOST VITAL CRITERIA
• Energy Efficiency and Management.

• Water Efficiency and Management.

• Waste Management.

• Indoor, Outdoor Air and

Environment Quality
Management.
In addition to the above, there are various criteria related to
safety, building design, furniture design, school
transportation systems, junk food and drinks etc.
• Proper implementation and
management of these lead
not only to a healthier
learning environment but
also instil in students at an
early age a healthy respect
for the earth’s ecology and
its preservation.

• Needless to add that some of

the basic steps, as given
below, also have a very
positive financial effect in
owning and managing such
a ‘green school’.
ENERGY EFFICIENCY &
MANAGEMENT
• SOLAR GENERATORS / SOLAR UPS:
It is now possible to locally purchase
dedicated photovoltaic cells based
SOLAR GENERATORS or SOLAR
UPS systems from reliable leading
companies such as TATA POWER
SOLAR, SU-KAM, BORG, SELCO
SOLAR etc.

• These systems should be purchased

ONLY from reliable suppliers who use
efficiency panels. The battery in the
system is vital – they must be specially
meant for solar applications and not the
‘truck battery’ type.
• SOLAR HOT WATER SYSTEMS: Very good quality passive
panel based solar hot water systems can be had from reliable
companies such as RACOLD, TATA SOLAR, SOLAHART,
SOLCHROME etc. There is no need to use geysers.

Most States have attractive subsidies for the purchase of Solar

Systems for schools.
WATER EFFICIENCY & MANAGEMENT
• RAIN WATER HARVESTING: Water is
possibly the most precious resource and
requires management. Most parts of India
get rain the water from which can be
harvested. A basic water harvesting system
comprises of designing the roof, windows
etc. in a manner efficient enough to
‘capture’ maximum amount of rain water.
Rain water on open grounds may also be
harvested by a simple design. (Note:
Designs are available in publications of the
Centre for Science & Environment, Delhi).
All captured rain-water may then be
channelled into a large tile lined tank using
funnels, troughs, and piping. From the
harvested water storage tank the water may
be pumped back to roof top or other gravity
operated normal supply tanks.
WATER FOR ARID / SEMI ARID AREAS
• Many parts of the country
are deficient in rain. Piped
and other water is only
scantily available. A
solution in the form of
systems called ‘atmospheric
water generators’ are now
available from Eureka
Forbes, Water maker India
etc. These can convert even
small amounts of
atmospheric humidity into
potable water.
GREY / BLACK WATER MANAGEMENT
• A very large amount of water
used in toilets, kitchens, etc.
goes waste. It is now possible
to treat this water and re use
this wasted resource. In
schools one should use
DEWATS (De - Centralised
Water Treatment Systems). An
excellent small sized one is
made by SINTEX and is ideal
for schools. The treated water
may then be re used for
gardening or other non -
potable water applications.
WASTE MANAGEMENT
• Schools like many other institutions
generate waste. Paper, plastic and other
recyclable waste is easily collected in
different coloured trash bins placed
around the campus. Waste from the
kitchens and gardens MUST be
composted. The most efficient way of
composting is the use of
VERMICULTURE. Several entities
such as Vanashree, Morarka
Foundation can supply the starting
material basically of local varieties of
worms.
• It is also possible to start
composting using animal
dung (natural ‘khad’). In
both cases a properly made
composting pit is required.
Designs and other
information may be had
from, amongst others, from
a publication of the
National Institute of
Industrial Research (NIIR)
Project Consultancy
Services (NPCS).
AIR QUALITY
• In most Indian towns and cities is a major problem. It has
been well established that improved air quality inside class
rooms increase the academic performance of students and
teachers by as much as 15%.
• There is no need for expensive air cleaners and filters.
Commonly available indoor plants such as SANSEVIERIA,
ARECA PALM, ENGLISH IVY, BOSTON FERN etc.
placed in pots all around the school class rooms, corridors
and other areas will do the job of air cleaning just as well for
a fraction of the cost. Of course the plants must be properly
tended to.
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