FROM HUNCHES TO

AN EVIDENCE BASED LEARNING

HUNCHES WE HAD ……

• If ….. A lesson is planned using• Constructivist Approach• Thinking Skills• Conceptual lens• 3 Domains of Learning

• Then …….• Learning will more holistic and multidimensional.

To make this possible in the classrooms we developed

Intellectually Stimulating

Design Model

A design model is A lesson plan,used to teach scholastic subjects

• It is based on Constructivist approach• Enhances cognitive learning• Hones thinking skills• Develops conceptual understanding• Assessments weaved into the design• Uses three domains of learning

It makes

➢ Concept bigger than the content. ➢The lessons of the text book a base for developing skills

➢The assessments are woven within the context of the lesson.

➢ Learning a group process ➢ Learning more student led than teacher led.

WHAT DOES THE DESIGN MODEL COMPRISE OF ?

Scholastic

English Science Social Studies Math

Co scholastic

Thinking Skills Attitudes Values Scientific skill

Creative and literary skills

II LANG

MATH SCIENCE

TOPIC

SOCIAL STUDIES ENGLISH

CONNECTIONS

THINKING SKILLS

KNOWLEDGE

COGNITIVE DOMAINAFFECTIVE

DOMAIN

PSYCHOMOTOR DOMAIN

CONCEPTS

HOW DO WE DO IT?WHAT IS IT THAT WE WANT THE STUDENT TO LEARN FROM THIS LESSON

• Identify the thinking skill, Concept,Knowledge, co-scholastic skills.

• Planning the learning goals of the lesson based on all the above

• Tuning in , teaching and Assessment using the 3 domains as per the requirement

Thinking skills:Knowledge● Classifying● Distinguishing between

fact and opinion

● Self AwarenessAnalysis

● Judging logic of actions

Evaluation● Identifying the mood of

a story● Decision making

● Problem solvingCritical thinking

Scientific skills:● Ability to logically

and systematically pursue a line of thought

● Logical ,data based decision making

Attitude:Towards their Teachers● Shows decency

and courtesy to teachers inside and outside the class

● Demonstrates positive attitudes towards learning

● Takes suggestions and criticism in the right spirit

● Respects teachers’ instructions

● Feels free to ask questions

Life skills:

Social skills

● Interpersonal relationships

Emotional skills:

● Dealing with stress

Attitude:Towards their classmates● Expresses ideas and

opinions freely in a Group

● Is receptive to ideas and opinion of others

● Shares credit and praise with team members and peers

Literary skills:● Develop new

vocabulary

● Expresses ideas and opinions creatively in different forms

Learning Goals of the design model “Road not Taken”

Tuning in skills through psychomotor activities and cognitive skills Do topic teaching with concept and thinking skill lens The skills terminology from Report Card Based on this elements of Report Card to be filled Assessment - self peer or teacher

DOMAINS OF LEARNING

AN IDEAL ASSESSMENT WOULD TEST

thinking skills attitude knowledge creative and literary skills scientific skills values group involvement

EVIDENCES OF LEARNING…Intangible• A consistent process of self and peer assessment amongst

600 teenagers• Utilised meaningfully as a teaching and learning tool• A constructivist approach towards self enhancement• Open minded climates within classrooms• Successfully customised to realise the philosophy of the school • Meaningful discussions amongst students regarding values and skills• Increased importance to excellence• Open minded climates within classrooms

• New perspectives and opinions on evaluation, personality development and skills.

EVIDENCES OF LEARNING…TANGIBLE➢ Learning more concepts based , concept now more important than content

➢Rote learning and memorising takes a back seat.➢The new knowledge based on the prior knowledge and makes connections to find newer meanings.

➢Caters to different learning styles ➢ More meaningful with linkages being made to real life. ➢Bloom’s taxonomy helped in constructing knowledge through six stages of thinking.

➢ Enhancement of Knowledge, Skill and Attitude after every episode of learning

➢Well rounded ,holistic learning experience.