Transcript Welcome to G3 - Abhinav Vidyalay, Dombivli, India

Student Orientation
An Abhinav Perspective
Kedar Soni,
Director
Abhinav Vidyalay & Jr. College, Dombivli
Visit Us: www.abhinav.ac.in
How do we Learn?
An introduction to the functioning &
development of our brain
A quick take on the Brain
• Presence of Cortex
• 90% of brain mass
focused in cortex
• Folds and grooves give
greater surface area
The complexity of structure
Areas of various functions
in the cortex
MRI scans sensitive to various soft tissue intensities
Which picture engrosses you the most?
Seat of Analysis & Creativity
Analysis, Logic, Math
Creativity, Emotions, Music
What happens inside?
A picture of a thought
Neurotransmission in a
Synapse
Post-Synaptic Membrane
Pre-Synaptic Membrane
Synaptic cleft where the chemicals
diffuse from pre to post
A Neuroscientist’s take on learning
•Sensory Signals pass
from neuron to neuron
getting stronger or
weaker
•Signals from different
neurons pile up into one
again changing the
weights
•Final set of neurons
gets the decision on the
response
Neural circuits are formed
with thousands of neurons
doing a particular job
1,00,000
Net Signal =
å
i= 1
(weight )i (Signal )i - 1
Principles of Neural Learning
1. Neurons that fire together, wire together.
2. Neurons are free to re-wire
Corollaries:
1. Maximum neurons dedicated to learn a new skill
2. Once learnt most neurons are re-wired to other tasks
and the learnt-skill circuit is optimized
3. Use it or lose it
Conclusion: Natural & automatic response to stimuli
No / few genetic constraints
We can learn anything … anytime
An Educators take on Learning
Simple activities demand complex
muscular coordination
•Input come from all senses
•Analysis decides muscular
coordination
•Learning new skills requires focus
•Practice trains the circuits
•Over-practice kills the circuits
Organizing Learning
• More neural connections
imply greater intelligence
• Greater connections come
with greater exposure
1011
No of Neurons
• Rapid up to 10 yrs
• Gets tougher after 21 yrs
After 21, 5000 neurons
die every day
106
Age
Learning Requires
• Controlled environment
• Disciplined minds
• Freedom to explore
• Maximum exposure to situations / concepts
What’s Special About G3?
The Physiology
• Connections are made rapidly in an infant
• Then numbers rise, but not connections
• In adolescence (primarily G3) connections jumble
• Chaos reigns and a lot is learnt & unlearnt
• Body is also changing
The Psychology
• Confusion between goals & desires
• Confusion about self – abilities & drawbacks
• Cannot accept external interference – Rebellious
Ideal for reshaping & casting into a final mould
Skill-Based Learning
• Identify independent skills
• Categorize them for better assessment
• Teach one skill at a time with full focus at lower
levels
• Gauge each skill independent of others
• Re-train until the skill is drilled at lower standards
• Change methods of retraining at higher standards
Ability: A set of skills whose circuits are either common or
nearby in the brain
Learning Process: A network of various circuits (abilities) used
while learning (or later while performing) certain tasks
The Learning Dimensions
We need to apply
our understanding
to the real world to
consolidate it
A 3D simplification
of an ∞D system
We need to know facts in
order to analyze
We need to
understand the facts
through computation
and reasoning
As you advance on the axis you
have more complex abilities and
skills
Dimensional Map: Knowledge
•Senses need to be
trained to Observe
•Circuits need to be
trained to perceive
•Associations need
to be formed to
remember
Dimensional Map: Understanding
•To analyze we must
organize info &
compute
•To think we classify,
compare and learn
to appreciate
•To reason we learn
to discriminate and
check for errors. We
also learn to
empathize
Dimensional Map: Application
•We decide when
we judge or form
convictions. Hence
we can motivate
•We implement in
technical,
managerial,
aesthetic or
linguistic ways
•We reconcile with
the world through
correct behavior and
adaptation
How do we know,
how much you Learn?
An introduction to Skill Based
Assessments
Assessment Methodology
• Since inputs to the brain have various
channel, so must the outputs
• Assessment must be Oral as well as
through Observation, along with written
Therefore various types:
•Group Assignments (AG)
•Individual Assignments (AI)
•Home, Objective & Tutorials
•Practical (Pr)
•Written (W)
•Project-Work (P) – ToK (VE) & Stimulus (GK)
KUA Weights
Group
AIO
K
U
AIH
A
K
U
AG
A
K
U
Pr
A
K
U
W
A
K
U
P
A
K
U
<T>
A
K
U
A
G0
70 30
0 50
0 50 50
0 50 20 20 60
50 30 20
G1a
70 30
0 50
0 50 50
0 50 20 20 60 50 40 10
50 20 30
G1b
60 40
0 40 30 30 40 20 40 20 30 50 40 40 20
50 30 20
G2a
60 40
0 40 30 30 40 20 40 20 30 50 40 40 20
50 30 20
G2b
50 50
0 40 60
40 40 20
G3a
50 50
0
0 70 30 30 30 40 20 40 40 30 40 30 20 30 50 30 50 20
G3b
40 60
0
0 70 30 30 30 40 20 40 40 30 40 30 20 30 50 30 40 30
0 30 30 40 20 40 40 40 30 30
Schema
Assessments Schema - 2003-04
Note: The bracketed numbers in red are comments. Hover the mouse over them to read the comment.
Gr.
T
AIO / AIH
Subs No
AG
Pr
W
P
Total
M/As
Subs No
M/As
Subs No
M/As
4
1
20
4
1
20
280
40
4
1
20
4
1
20
280
G0a 1 4
Jr. KG
4
1
30
1
10
2 4
4
1
30
1
10
Sr. KG 3 4
4
1
30
1
10
4 4
4
1
30
1
10
Subs No M/As No M/As
40
4
1
Total over year
20
4
1
640
20
280
40
4
1
20
4
1
20
280
40
Total over year
640
Total over all terms
1280
Design
G0
Jr.Kg. and Sr.Kg. (3+ , 4+) (wtg:45-35-20) Sub 4-E/M/GK/VE
K% - 45
46
U% - 35
36
A% - 20
KOL2
UCR2
5
3 KPA1
4 KPL1
5 KPT2
6 KPV1
7
19 8
9
10
11
12
13
14
15
Mks/As
Sub
No/Term
Terms/Gr
T - No
T - Mk
K%
KMR1
KMR3
KMC1
UCA2
UCA6
UTA4
UTC2
UTC1
UTO2
480
56.7
6
4
5
10
5
5
5
5
5
5
5
5
KPT2
KMC1
UTO2
UTO1
6
6
6
UCA2
AIL1
AIM2
ARB3
ARB4
ARB6
10
5
5
5
KOL1
KPT1
3
3
3
KOP1
KOP2
3
KOL1
KPT1
KPV1
KMR1
6
3
3
6
6
6
6
4
4
4
4
4
4
4
4
6
UCA6
UTO1
UTC2
URA1
URV1
ADM3
AIL1
ARB3
ARB6
M
On Skill
E
V
E
G
K
M
E
Al
l
V
E
5
On Skill
Pr
V
E
1 KOL1
2 KOL2
On Skill
AG
G
K
1280
AIH
G
K
Skill
M
Total
E
AIO
3
4
4
4
3
3
6
3
3
6
3
4
6
4
4
4
30 30
6
30
30
10
20 20
20
20
20 20
4
4
20
1
1
1
1
4
4
4
4
120 120
15 15
1
1
4
4
120
18
1
1
4
4
120
20
4
1
4
16
160
6
1 1
1 1
4 4
4 4
80 80
6 6
1
1
4
4
80
6
1
1
4
4
80
6
1 1
1 1
4 4
4 4
80 80
6 6
1
1
4
4
80
6
160
60
320
30
320
37.5
8
20
1
1
4
4
80
12
Prototypes
S
Q
K A 10
30 B 4\5
C
5
U A 3\4
W - English
50 B1 3\5
B2 4
C 3\4
D 4\5
E
1
A A
1
20 B
C
1
1
Type
Ln Code Mk @ T
Do as directed
KOL3 10 1.0 10
Identify implicit meanings from sentences /
KPL1 10 1.0 10
paragraphs / symbolic or diagramatic
Unseen Comprehension, 15-20 lines
KPL2 10 1.0 10
Unseen passage 25-30 lines (questions based on
UT C3 8 1.5 12
implied meaning and daily life examples based on
passage )
Case study or a short note on a socially relevant
UT L2 5 2.0 10
Unseen poem with 4 missing phrases and words (1
mark each blank for being contextually correct and
UT L2 5 2.0 10
using proper vocabulary and 1 mark for
Questions directly based on of prose / poetry from
URA2 12 1.5 18
text book
Detect and remove errors in the grammer / use of
words / implicit meanings. One of the sub questions
URR1 10 1.5 15
can also be a paragraph with multiple errors , to be
rectified and rewritten
Essay writing
ADJ3 10 2.5 25
T o summarize a unseen Passage of 30 lines in not
ADJ1 10 2.5 25
more than 10 lines.
Letter / Report writing
ADJ2 5 2.0 10
Paraphrase a poem
AIL8 5 3.0 15
100 1.8 170
The Result
Promotion Decisions
1. Clear Passing
2. Graced (max 15/30
mks in 3 Subs)
3. Re-evaluated / ReAssessed /
Repeated
4. Fail and detained
The Assessment Report
•Holistic
•Diagnostic
•Term-wise
•Annual
Analyze:
•Subject-wise
•Assessment-wise
•Diagnostic remark
•Learning process
•Solving the problems
•Guidance to parents / students
The Holistic Report
•AI = AIO + AIS + AIH
•Below 40% ‘Needs Attention’
Grade
Subs not
taken in
total
Extra-Ordinary only if ‘A’
in all Subs, incl. GK, VE
The Diagnostic Report
•Skill scores clubbed into Learning
Processes
•Learning disabilities are identified
•Identifies discrepancies in Holistic analysis
•Large no of observations required for
accuracy
Distance on the
KUA graph: K obtained
 
 K outof

2
  U obtained
 
  U outof
 
2
  Aobtained
 
  Aoutof
 




2
A Learning Environment
An introduction to the technology &
philosophy of our systems
Maintaining
H/w & S/w;
Upgrades;
Network
Support
Dept of Systems
HoD (Systems)
MIS, WorkFlow
DO (Orion)
Systems Mgr
H/w , LAN
AO
Assessments Mgr
Tracking
Library
Developer
Web , DB, MML
Library
Exams Coordy
Conduction
AO
Any
teacher
temporaril
y assigned
•Designing Work Rubrics
•Monitoring Work Flow
•Setting up Office Systems
•Information Management
•Network Management
•Monitoring Assessments
•Announcing Schedules
•Organizing material &
facilities
•Conducting assessments
•Recording scores
•Processing result data
•Declaring Result
Correspondence
with Institution
and outside
individuals
Dept of Supports
HoD (Supports)
Govt. Liaison, Muster
AO
Course Mgr
Admissions, Fees
AO
Resource Mgr
Stocks, Enquiry, TT
AO
Print Mgr
Publishing, Library
Requisitions,
Time Tables,
Arrangemen
t
Formatting
Printing
Library
Handyman
Maintainance
AO
Physical
Resources
•
•
•
•
•
•
•
•
•
•
Liaison with Local Authorities
Maintaining records & info
Admission & Withdrawals
Work profiles of staff
Staff personal info
Duty Roster / Arrangements
Leave / concessions
Stock-check, purchases
In-house basic maintenance
Overseeing contracted
maintenance
• Room / Lab Schedules
• Utilization of facilities
Dept of Learning
HoD (Learning)
Curriculum Mgmt, G3 S
AO
Acad Coordy
QM, Guidance
AO
Expert-G0
Expert-G1 LH
Guiding
for Skill
Based
Learning
Expert-G1 S
Expert-G2 LH
Expert-G2 S
Expert-G2 LH
Expert-G3 L
Expert-G3 H
Teachers
Core Subjects
StaffR
Monitorin
g
teaching
plans &
exam
quality
•All Academic Subjects
•Classroom-Based Learning
Ensuring academic excellence.
Improvising teaching methods.
Improving curriculum.
Monitoring teaching and
assessment plans.
Approving question papers W &
AI
Approving AG topics
Conducting study periods for
skill-based development
Conducting re-assessments of
poor performing students
Awards &
Punishmen
t
Dept of Values
HoD (Values)
Counselling, Ethics
DO (K-Pax)
Activity Mgr
Activity / Labs
AO
Activity Coordy
Activity Labs.
Lab
Admin,
Managing
Activities
LabIC (P/G)
LabIC (C/B)
LabIC (IT/Space)
LabIC (Hum)
LabIC (PE)
Teachers
Co-Acad Subjects
StaffR
Design,
Quality
Improvemen
ts,
Instruction
• Ensuring code of conduct
of students and staff
• Activity-Based Learning
(ABLe) through CoAcademic Subjects
• Planning and conducting
Lab-work
• Monitoring Discipline
• Developing Fine Arts
• Developing physical skills
• Monitoring Development &
Performance
• Planning & Conducting
Extra-curricular Activities
Life @ Abhinav
An introduction to the Schedules,
Activities, etc.
The Schedules
•
•
•
•
Timings: 9:00 to 2:00 (M,T,W); 8:00 to 2:00 (T,F)
Report outside the gate 5 min before
Sometimes you may leave later than scheduled
Saturdays usually off, sometimes Project-work
or extra lectures
• Two terms –
–
–
–
–
First: XI – 1st Wk Aug to 3rd Wk Oct
Second: 3rd Wk Nov to 1st Wk Apr
Third: XII – 2nd Wk Apr to 3rd Wk Oct
Fourth: 2nd Wk Nov to 3rd Wk Jan
The Academics
• Teachers are here to teach ... So you have
a right to ask questions
• They may answer some Q’s later
• Unless you ask/discuss, you will not
understand truly
• Also, you have a right to be wrong
• Discussion mandatory for all exams / labs
Groups
• Assignment Groups
– 18 / 12 per class in College / School
– Each group has 3-4 members defined by DoV
– Three batches:
• Alpha: A & C – a1 to a6, B – a7 to a8
• Beta: A & C – b1 to b6, B – b7 to b8
• Gamma: A & C – g1 to g6, B – g7 to g8
• Project Groups
– 2-3 assignment groups joined together
Use of Groups
• Assignment Groups
– Science Labs: a, b, g have separate practical
– Any extra assignment given
• Project Groups
– Stimulus Project
The Activities
• Participation is not compulsory but is
expected from everyone
• Planning is fluid – we may include some
new activities if many students interested
& time permits
• Games kits kept in all classes for recess,
also quadrangle available
• Premises available after hours for practice
FTP & LAN
• Logons to LAN
• What’s the big deal about the LAN?
– Info about the Institution
– Past papers, rules & policies
– Academic Webs
• Web & FTP
– Downloads
– Blogs – Stimulus & Icon
Uniform & Other Rules
•
•
•
•
•
Without uniform, permissible until 15th Aug
Civil dress must be decent
No ornaments / fancy hair-do’s
No fancy or costly gadgets
Once in you don’t go out until dismissed
Olympiads
• The HBCSE Presentation
• The Astronomy Olympiad presentation