Team Leader Mrs. KC Ushadevi, TGT Science
Class & Sec
|
Subject
|
Name of Teacher
|
Title of Project
|
6 A
|
Science
|
Mrs. KC Usha Devi, TGT Science
|
|
6 B
|
Maths
|
Mrs. Manumole, TGT Maths
|
|
6 C
|
हिंदी
|
श्रीमती प्रिया, प्र. स्ना . शि . (हिंदी)
|
मंगलाà¤ियान
|
6 D
|
Science
|
Mrs. Sheeba P, TGT Science
|
|
7 A
|
Maths
|
Mrs. Sreeja S, TGT Maths
|
|
7 B
|
Science
|
Mrs. Divya GG, PGT BioTech
|
The Animal Tourists
|
7 C
|
Maths
|
Mrs. Sreeja. S, TGT Maths
|
Traingle and its Properties
|
7 D
|
Maths
|
Mr. KK Gopi, TGT Maths
|
|
8 A
|
Science
|
Mrs. TP Varughese, PGT Biology
|
Cell Structure
|
8 B
|
English
|
Mrs. Jayalakshmi TGT Eng
|
Tsunami
|
8 C
|
हिंदी
|
श्रीमती ममता, प्र. स्ना . शि . (हिंदी)
|
|
8 D
|
Maths
|
Mrs. VP Susheela, TGT Maths
|
|
9 A
|
Science
|
Mrs.Ashwathy R
|
Circular Motion (Phase 1 Project continued)
|
9 B
|
English
|
Mrs. Salina Blosson, TGT Eng
|
Elephants - heritage to history
|
9 C
|
Hindi
|
Mrs. Anitha O, TGT Hindi
|
|
9 D
|
Social Science
|
Ms. Amudha Devi, PGT History
|
|
10
A
|
Social Science
|
Mrs. Lathika Das, TGT SSt
|
|
10
B
|
English
|
Mr. K. Rajan, TGT English
|
|
10
C
|
English
|
Ms. Chandralekha, TGT English
|
A discernment to the sonnets of Shakespeare
|
10
D
|
Social Science
|
Mrs. Jolly Joseph, TGT SSt
|
A Probe into the Indian Economy
|
Project Plan – Lesson 7The
Manage Phase
(7.1) Process Management:
List tasks that
will be used to manage the process of conducting the learning
|
·
The starter kickoff session
(like a simple demonstration) will draw
the attention of students to the specific
contexts of the learning tasks.
·
Group formation with leaders
(called Project managers) are formed. Set goal for work for the time
, debrief those goals and set next
step. This leads to the process of students taking up the ownership.
·
By using the backwards design
process, you can effectively map out a
project that's ready to go in the classroom. Once you plan it, you're
free to differentiate instruction and meet the immediate needs of your
students
·
Teacher will give space for students to take ownership and solve
problem. i.e, “give up power to empower.”
·
Teacher will have formative
assessment that ensures accountability with thoughtful feedback to
improve their cumulative products and performances.
·
Keep check on time and allow not to go astray from their main theme.
This can be done by continuously
revisit the driving question of the project.
·
Use checklists to contrast
the student work Vs their target. This will help the
students to check themselves “what
have I achieved? “
·
Give useful and good feedbacks.
·
Use social media to share ideas like blogs
etc.
|
(7.2) Student Preparation:
Describe how
students will be prepared for the project prior to launch. List any specific
instruction or tasks that will be needed
|
·
The starter kickoff session
(like a simple demonstration) will draw
the attention & curiosity of
students to the specific contexts of
the learning tasks. The kick off session is an exciting day.
·
Entry events should give
students a shared experience that
causes them to wonder. By generating
questions rather than answering them, entry events fire up the engine of
inquiry to carry the project forward.
·
Combined with the provocative
driving question for the project, the entry event gives students a "need to know."
·
Start Small & built up
faith in students ”yes, I too can”.
·
Create a need
to know situation which is the driving force for them.
NOW, THEY ARE READY FOR THE
LAUNCH……
|
(7.3) Facilitation:
Describe how
facilitation of resources will be used to enable the students to be successful.
|
·
Basically,
NCERT Science, of class IX
·
NCERT
,PHYSICS class XI
·
Library
·
Internet.
·
Advice
from Subjectexperts.
|
(7.4) Progress Monitoring:
Describe how
program will be monitored throughout the project.
|
Check
list to check the progress of work
Formative
assessment to check specific tasks of
student learning tasks.
Parameters
in Rubrics to check team spirit, coordination & at the same time
leadership quality.
|
Group Progress
|
Formative assessment to check
specific tasks of student learning tasks.
Exercise and the “Teacher Student Reflections” to
discuss the outcomes.
|
Individual Progress
(7.5)
Re-planning:
Describe how ‘re-planning’ will
be used if the project goes off track
|
·
Make
sure that the project is brief and short.
·
Log book
maintenance to check on day today
activities and to find where they went off the track.
·
Short
meetings to review the progress once
in a week. Keep
check on time and allow not to go astray from their main theme. This can be
done by continuously revisit the
driving question of the project.
|
(7.6) Conflict
Management:
Describe how to address problems
related to participation, offer approaches to manage other conflicts that may
arise.
|
Since it is a group
work at least some of the students may not fully get involved in the work.
This may affect the desired outcome.
Group leaders may
act single handedly which may lead to adjustment problems.
|
Project Plan - Lesson 6The Review Phase
(6.1)Student
Reflection and Evaluation:
Describe how student reflection
and evaluation will be conducted.
|
Reflections
of students make sure:
·
significance: allows students to see the
importance of their own learning processs
·
Process recognition: they identifies what they
did well, what they failed at ,what they need to change…..
·
Solutions: Strategies to solve their
problems.
·
Motivation: makes learning enjoyable
and gives motivation to learn more.
·
Analysis: Students are able to
analyse why they need to learn these concepts
, theory & ideas.
·
Thus, learning won’t be
content driven and encourages critical thinking.
Students
reflection will be assessed in three levels:
Level one: before learning
Level two: while learning
Level three: after learning
Level four: student moving forward.
RELECCTION QUESTIONNAIRE
Backward looking:
·
How much did you know about
the subject before we started?
·
In what ways do you think you
improved?
·
In what ways do you think you
need to improve?
·
Which resources did you use
while working on this project?
Inward looking:
·
How did you feel about this project?
·
Which part did you like the best?
·
Which part did you dislike?
What
changes did it bring on you?
Outward looking:
·
If you were a teacher , what comments would you
make about this work?
·
Did you achieve the standards of this
assignment? If not, what ways it did not meet the standards?
·
If someone else were looking at your project,
what might they learn about you?
Forward looking:
·
Give one thing you would like to improve upon?
·
What changes would you like to bring upon if
you had a chance to do the work again?
·
Which of your qualities would you like your
teacher should know about you?
|
(6.2) Teacher
Reflection and Evaluation:
Describe how teacher reflection
and evaluation will be conducted.
|
Valuing reflection: Teacher act as an intermediary between the
learner and the learning activity in a strategic way and help student to
monitor individual progress.
Setting the tone of reflection: Teacher helps the students to look back ,
step back and ask the question “ what have I learned from this
activity?”. Students make meaning from their experiences overtly in
written and oral form.
Guiding student :Guiding student reflections by discussions, interviews,
questioning, and logs and journals
Modeling reflections: Students need to encounter
reflective role models & teacher can provide role models from history
& novels.
Evaluation is done by documenting the
in-depth reflections of students making specific reference to the learning
event, providing examples and elaboration, making connections to other
learning, and discussing modifications based on insights from this
experience.
|
(6.3) Assessment
of 21st Century skills:
List of 21st century
skills in this project and its assessment
|
For a closer look at what this
looks like, consider just a few examples of the learning experiences that
happen more frequently in PBL classrooms:
These indicators paint a picture
of students who are able to think on their feet, contribute to a team effort, and work creatively when
they confront new challenges.
|
(6.4) Summative
Assessment and Grading:
List products and the corresponding
rubrics that will be used for SA and Grading
|
Product
|
Rubric
|
Grading
|
||
|
Research-Quantity:
Primary and secondary sources |
Distinguished(Included information from
reputable secondary sources. Made extensive use of relevant and interesting
primary source materials.)
Proficient(Included information from at least
one secondary sources. Used information from relevant primary source
materials)
Apprentice (Used information from one primary
source. )
Novice(Work did not have information from
any primary sources.)
|
4
3
2
1
|
||
|
Research-Quality:
Information from reputable sources |
Distinguished(Included facts, conclusions, and
opinions from reliable sources. Included opinions of subject-matter experts.)
Proficient(Included facts, conclusions, and
opinions from reliable sources.)
Apprentice (Included a mixture of facts from
reputable sources and opinions from unreliable sources )
Novice(Included more opinion than fact)
|
4
3
2
1
|
||
|
Research-Interviewing:
Used proper interviewing techniques |
Distinguished(Interviewer was prepared with
questions and follow-up questions. Every question was related to the topic)
Proficient(All questions prepared in advance.
No more than one or two questions were unrelated to the topic.)
Apprentice (Some questions prepared in advance.
)
Novice(No questions were prepared in
advance. Questions did not address the topic)
|
4
3
2
1
|
||
|
Research-Documentation:
Bibliography and citation |
Distinguished(Project bibliography or credits
were complete and flawlessly formatted)
Proficient(Project bibliography or credits
were complete.)
Apprentice (Project bibliography or credits
were incomplete )
Novice(Did not include project
bibliography or credits)
|
4.
3.
2.
1.
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