Online Resources for Teaching and Learning
In continuation to my previous article “How to help students with online resources”, I would like to present few more resources for teachers and students.please read rest of the article in 'EdTechReview'
30 May 2013
23 May 2013
Is it Surprising......
This is the news article in ‘Times of India, Mumbai’ edition today...
**************
“Students of private aided schools no better than BMC counterparts:
Study”
Bhavika Jain & Hemali Chhapia TNN
• 22% of children studying in classes I to VII in Mumbai’s civic schools can
either not read their language of instruction or at the most recognize
alphabets. The same percentage of standard I-VII students in the city’s private
aided schools have no reading skills or can merely read alphabets
• More than half the children in classes V-VII of BMC schools cannot read a
story of the level of Std II. Two out of five students of the same classes in private aided
schools too cannot read a story of the same level
• Over half the children in municipal schools’ classes III-IV cannot subtract
and 90% cannot divide. In the same standards of private aided schools, nearly half the students
cannot subtract and 86% do not know how to divide
Popular belief
suggests that private aided schools fare better than their municipal
counterparts; and that the students of private institutions learn more and thus
perform better than the pupils of civic schools.
The conventional
wisdom, as a micro-level survey shows, has got it wrong.
NGO 'Pratham' surveyed about 26,500 students of municipal schools and
around 37,300 students of private aided schools across Mumbai. All the students
were in classes I to VII.
Original news item links.
2. Details report
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My View:
It is not surprising outcome
of survey. Please note that this
is not the survey report of remote area of India, but ‘Mumbai’ major metropolitan
city of the country, the municipal corporation alone spends 2342 crores of Rupees annually on education.
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Now, as paper notified, experts suggested, as usual, for better implementation of same old methods. If these suggestions are accepted,which may result in some more forms to fill may come out.
The same is going
on for more than one and half decade with my little knowledge.In my opinion, process repairing is not sufficient;
Instead of spending money, students precious years of life time on a system which is not providing the required results, i suggest complete transformation of education system to make both teachers and students responsible for the learning outcomes.
First thing first, the transformation has to start from ‘fixed
time, fixed syllabus’.
Your reactions are very much solicited.
It is not necessary to repeati 'education is not adding some thing to the life, it is life by itself'.
21 May 2013
The Change, Education....
Finally, everyone in the field, it seems, are searching much
more for a point to fix in the old structure of 'fixed syllabus and fixed time'.
It is all started when new research initiated in the
education filed, with an aim of finding effective and meaningful learning.
In the present system researchers found different methods and produced systematic methods of educating
children. When started implementation......, with some variations here and
there .......learners shown same outcomes.
Then the implementation taken place worldwide and continued,
forgetting the present day conditions, resulting to point at the teachers and to say ‘they
are not doing well’ in these days. Teachers are somehow found a shelter with their point of
view ‘i did whatever you said; now tell me what to do’.
Now, entire education system is trying to find week points to
fix, to strengthen the same structure.
In my opinion complete structural change is required than fixing week points
and that should start at ‘fixed time, fixed syllabus’, without detention
system, and in the evaluation process to find ‘what is achieved’.
The only
solution is to make both teachers and learners responsible for learning.
You opinions are more important.
15 May 2013
Is it Essential?
Thank
you all, for your responses. (‘LinkedIN’
groups)
Teacher’s
time is consumed on reporting and filling forms, spending lot of time turning
pages of students note books to tick and sign, as all these are mandatory to
show they are working. Yes, these automated routines consuming a lot of time
and teachers are completely engaged in the school hours and they are also
spending lot of family time too.
Tight
time schedules of teachers with in school hours, in my view, are structured
thinking with a frame work of "input and output" model of efficiency,
calculating how much of money is spent on them and how much time they are spending on
schools activities.
The present school system is shaped, with a frame work of 'how much students should learn and show efficiency' with in a given time. Yes, this worked very well, as it was that day
requirement of society, those who are fit 'in' and those are not 'out'.
As
on today, we are thinking to include every one, as education purposes are
not to identify 'fit or not', but to 'empower' and enable every one to live using maximum potential.
Basics
of school system now has to change to 'how much students are learning and
understanding', and with that to enable them to analyse what is what, so that
they become real contributors to the society, which is the real output of teaching
work.
Unfortunately somewhere
this is overtaken, and all methods we are trying are only to fix and plaster the old system cracks.
Learning happens only when teachers and
schools are designed to accept the responsibility, but not on showcasing evidences
that teaching happened as per the mandatory requirements.
In
my view 'fixed time and fixed syllabus' model requires a complete
transformation.
Your inputs please.
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