CMP Initiaves

The Training Manual provides a comprehensive idea of Common Minimum Programme (CMP) introduced for qualitative improvement in KVS.

·         Need assessment questionnaire on CMP

·         Suggested activities/ tasks for preparation of check lists and assessment tolls to be prepared during the masters training programme/work shop.

·         Evaluation check list for the assessment of implementation of CMP

·         Common minimum programme assessment tool

·         Guidelines for the implementation report to be submitted after every quarter.

A section on useful reference materials also has been appended with to help the trainees to get better insights into the issues related to primary education. The training material has been organized into six training modules as follows-

CMP and its Objectives

A board perspective

Re-designing the time table to address the need of Child Friendly Curriculum

Developing Support System

Programme for Providing Exposure to Children of Primary Classes to Special Emphasis on Nurturing their talents

Developing Monitoring & Evaluation System

Creating on Enabling Environment for Child Inspired learning

 

          

 

 

                         TRAINING  OF  MASTER  TRAINERS  IN  C.M.P.

                         _______________________________________

                                             TRAINING  MODULE  

                        ( Common  Minimum Programme (CMP) fir Qualitative

                              Improvement of the Primary Education.)

Introduction

          After independence, an arduous, task of building a system of education in  tune with the goals and aspirations of its people had to be taken up. To dismantle the legacies of the colonial system of education left behind by the British rulers which was perceived to be essentially elite-oriented and suited to the interests of  the ruling class, was the imminent task on hand for our Educational administrators. An immediate challenge was to establish a system of mass education which was start several school systems of which Kendriya Vidyalaya Sangathan was meant to cater to the educational needs of central government employees on transferable jobs. In K.V. system primary schooling forms an important component, which is offered at an affordable cost to all the eligible category of employees.

            The aim of primary schooling is to enable our little ones to grow & turn out be the confident young and vibrant adults who are ready to march ahead well equipped to face the global challenges. In light of NCF 2005 the stress has shifted from teaching to learning, from teacher to child and rote memorization to understanding and application of knowledge. Our aim should be to take the child outside the four walls of the classroom. Teaching has to be extended and correlated with the outside world and the  teachers should play the role of a facilitator.

          To meet the challenges and expectations of the stakeholders, guardians and society at large, KVS had conducted Learners’ Achievement Test (LAT)-2005. The findings of LAT reveal a gloomy picture about learning levels of children at primary stage. Besides this, the regular monitoring reports and observations at different levels were also indicative of the fact that proper processes, be it academic or other curricular areas are not being followed-up in its true spirit. There is verily a pressing need to revamp the primary education in its entirety. The most common observations with regard to depressing academic performance in KVs are attributed to:

·         The School administration is not giving desired attention to primary education.

·         Proportionate expenditure on primary education is not being incurred in accordance with stipulated norms of the KVS.

·         Class-room transaction lacks the sprit of child inspired learning.

·         No effective or regular follow up and  feed  back system exists in the Vidyalaya.

·         There is also no incentive and reward system in place.

(* Ref-KVS Circular No-F.No.28-69/2007-KVS(Acad.)dated:04.01.2008)

 In order to implement Common Minimum Programme for Qualitative improvement of the primary education, all programmes, strategies and activities should be planned to address the following suggested quality indicators:-

 

 

 

1.    Infrastructural Facilities in the School

2.    School Management and Parental Support

3.    School and Classroom Environment

4.    Curriculum and Teaching Learning Materials

5.    Teacher  Preparation

6.    Classroom Practices and Processes.

7.    Opportunity Time(Teaching learning time)

8.    Learners’ Assessment, Monitoring & Supervision

 

            In this context, there is a felt need to train all the Primary teachers of KVS in CMP for its effective implementation in letter and spirit. Since it not possible to impart direct training to the thousands of primary teachers, it is proposed to organize a three days orientation programme to train some selected teachers/H.Ms as Master  trainer in Common Minimum  programme for qualitative improvement of the Primary Education in KVs. To give a conceptual frame work and working strategies for implementation of CMP in KVs the following training modules have been designed and presented.

 

               AN OVERVIEW OF THE TRAINING MODULES  ON CMP

S.No.

Day

Module No.

Topic

Time Required

1

1st

1

CMP and its Objectives

A Board perspective

7hrs

2

2nd

2

Developing Support System

7hrs

3

3rd

3

Developing Monitoring & Evaluation System

7hrs

4

4th

4

Re- designing the time table to address  the need of Child Friendly Curriculum

7hrs

5

5th

5

Programme for providing Exposure to Children of Primary Classes to Special Emphasis on Nurturing their talents

7hrs

6

6th

6

Creating an Enabling Environment for Child inspired learning

7hrs

 

 

 

 

 

 

 

 

                     TRAINING  MODULES

                                   Module-1

Topic: CMP and its Objectives- A Broad Perspective

Objectives:-

-       To define the meaning of CMP, it’s Objectives with a perspective to define its basis structure and the frame work in order to implement Common Minimum Programme for Qualitative Improvement of the Primary Education.

-       To provide a knowledge base for the trainees in various components and quality indicators of CMP.

Gist: The following quality indicators need to be addressed while planning strategies and activities for implementation of CMP.

·         Infrastructural Facilities in the School.

·         School Management & Parental support

·         School & Classroom Environment

·         Curriculum & Teaching Learning Materials

·         Teachers Preparation

·         Classroom Practices & Processes

·         Opportunity Time ( Teaching Learning Time)

·         Learners’ Assessment, Monitoring & Supervision

Five important Strategies of CMP for qualitative improvement of the Primary Education.

·         Developing Support System

·         Developing Monitoring & Evaluation System

·         Re-designing the Time Table to Address the Need of Child friendly Curriculum

·         Programme for Providing Exposure to children of primary classes to special emphasis on Nurturing their talents.

·         Creating an enabling Environment for child Learning

Training Methodology-

(A)  Brain storming-( knowledge session ) Brainstorming is a group creativity technique designed to generate a large number of ideas  for the solution of a problem.

Although traditional brainstorming does not increase the productivity of groups(as measured by the number of ideas generated)’ it may still provide benefits, such as boosting moral enhancing work enjoyment, and improving team work. Thus numerous attempts have been made to improve brainstorming or use more effective variations of the basis technique.

 

 

 

 

 

 

 

                                       Module-2

Topic:- Developing Support System

Objectives-

- to impress the need for a strong support system for effective implementation of CMP to define TLM (teaching learning material) and its purpose and relevance.

- to be aware of the financial provisions for procurement of TLM and maintenance of record of expenditure.

- to know the maintenance of records regarding use of TLM.

- to address varied needs of Teaching Learning Material(TLM) for conducting indoor & outdoor activities for developing the requisite competencies among the students in various subject areas.

- to make available variety of learning material in the form of work sheets, question banks, activity sheets etc. to students and teachers at primary level.

- to develop a separate resource center for the primary classes and fully equip it with the materials specified as per KVS guidelines.

- to stock the primary class library as per the KVS guidelines.

Gist:

·         Developing TLM & Setting of Resource Centre with(i) Over-head projector(ii)LCD projector (iii) Colour TV(Min 29”) (iv)Two desktop computer with latest configuration with broad band connectivity (v) White Board (vi) Colour markers (vii) Magnetic  Board (viii) Any other item which is deemed useful by KV authorities/teachers.

·         Ensuring the usage of TLM in classrooms by the students/teachers:

·         Expenditure norms:

For one section school –Rs.1000/- per month

For two & three section school-Rs.2000/- per month

For more than three section School-Rs.5000/- per month

·         Regular monitoring by  the HM

·         Reflecting the Status of the  use of TLM in the lesson plan.

·         Records of TLM & Expenditure to be maintained by the HM & counter verification by the Principal.

·         Class Library with rich variety of books as per the liking of children.

Activities:

·         Making of lesson plans reflecting the TLM for each class & subject wise

·         Preparing of the Work Sheets, Question Bank & Activity Sheets

·         List of TLM as per the activities under each subject & class

·         List the Activities to be planned as per the Expected Learning Outcomes.

·         List of the records to be maintained by the HMs

·         Developing  an Action Plan for improvement

·         Preparation of list for procuring more number of books, fictions, education; comics, educational games/puzzles, and children stories, children magazines, children encyclopedia for the classroom library.

Methodology:

Brainstorming- Refer (A) of above.

B) Group work- Students divided in groups and working together to accomplish shared goals. Within given situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other ‘s learning.( GROUPING TECHENIQUES- please see the reference material 6.6)

C) Pair work – Pair work is learners working together in pairs. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities learners to use English in the classroom Teachers can evaluate the impact and effectiveness of pair work on their learners by using action research tools impact and effectiveness of pair work on their learners by using action research tools such as asking the learners how they feed about working like this or by actually participating in an activity in a pair and evaluating this experience afterwards.

Use of  Multimedia

(D) Multimedia presentation: Multimedia is media  and content that uses a combination of different content forms. The term can be used as a noun ( a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which only  use traditional forms of printed or hand -produced material. Multimedia includes a combination of text, audio, still images, animation, video and interactivity content forms.

Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized  and electronic devices, but can also be part of a live performance. Multimedia (as an adjective) also describes electronic media device used to store  and experience  multimedia content. Multimedia is similar to traditional mixed media in fine art but with a broader scope. The term “rich media” is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application.

 

                                          

 

 

 

 

                                                  Module -3

Topic:- Developing Monitoring & Evaluation System

Objectives-

-to develop a regular system of monitoring of class room teaching since evaluation process is an integral part for qualitative improvement in primary education.

-to develop assessment/evaluation tools for continuous & comprehensive evaluation of students as per KVS guidelines .

- to  design and develop evaluation tools for cyclic assessment  of teaching learning processes, use of TLM, class management, and student responses.

Gist: The monitoring will be done at 3  levels:

School level:

·         The HM will Monitor/Supervise the subject & Classes.

·         The Principal will monitor 5 classes in a cycle of one  month.

Cluster level:

·         Session Ending Examination (III-V)

·         Revaluation of the answer script on sample basis.

Regional level:

·         Workshop- one day/half day on various issues-academic inspection.

School level:

·         Supervision tool is to be made for all the subjects for all the classes keeping in view certain components on the basis of supervision as well as discussion.

The improvement in strategy for teaching learning processes.

Effective use of TLM

Class Management

Responses of students

On the spot evaluation

Continuous & comprehensive evaluation of students

Students participation in teaching learning process

Students participation in co-curricular activities

 

Methodology

(E) Group discussion- A Group Discussion can be defined as a formal discussion involving ten to 12 participants in a group.

 It is a methodology used by an institute to gauge whether the student has certain personality traits and/or skills that it desires in its members. In this methodology, the group of candidates is given a topic or a situation, given a few minutes to think about the same, and then asked to discuss it among themselves for 15-20 minutes.

As in a football game, where you play like a team, passing the ball to each team members and aim for a common goal.

(F) Participative methods- The students are involved of encouraged to participate actively and equally in the activity and learning takes place in natural flow.

Use of Multimedia- refer(D) of above.

 

 

 

 

                                                  Module-4

Topic: Re-designing the time table to address the need of Child Friendly Curriculum

Objectives:

-to understand the various curricular goals in different  subject areas through child centered activities as envisaged by NCF-2005.

-to redesign the nine period time table presently practiced in KVs to match curricular goals in different subject areas through child-centered activities as envisaged by NCF-2005.

-to address the needs of curriculum being transacted in the classroom situation through proper and suitable time tabling involving block periods.

Gist:

  The NCF 2005 lays a lot of emphasis on attaining various curricular goals in different subject areas through conduct of child entered activities. The time table need to be suitably modified by making provision for block periods to facilitate the activities suitable for understanding a given concept.

    For each subject at the primary level, at least two block periods to be allotted once a week.

    For continuing CCA activities, a provision of block periods to be made with due weight age to each activity.

   Teaching for classes I & II not more than two teachers to be deployed, for classes III& IV not more than three teachers and for class V not more than IV teachers to be deployed.

 The Art of Healthy productive Living (AHPL) should be integrated with curricular subjects from class I to IV as per the CBSE & NCERT guidelines. Separate periods for (AHPL) need to be reflected in the time table.

Activities:

·         Listing of the various curricular goals in different subject areas as envisaged by NCF-2005.

·         Designing of child- centered activities that reflect various curricular goals in different subject areas as envisaged by NCF-2005.

·         Preparation of a modified time table as per the CMP guidelines for all the subjects & for all the classes.

Methodology-

Group Discussion- refer (E) of above

The students are involved or encouraged to participate actively and equally in the activity and learning takes place in natural flow.

Group work- Students divided in groups and working together to accomplish shared goals. Within given situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning.

Use of Multimedia- refer (D) of above

 

 

 

 

 

                                                       Module  5

Topic: Programme for providing Exposure to Children of Primary Classes to Special Emphasis on Nurturing Their Talents.

Objectives

-       To make the trainee aware of need and  relevance of a programme in order to give opportunity & to promote mass participation of primary level students in co-curricular activities as well as in sports & games for their all round development.

-       To identify and prepare list of activities to be carried out under this programme.

-       To design a comprehensive programme for providing exposure to Children of Primary Classes to Special Emphasis on Nurturing Their Talents. At Vidyalaya level and cluster level.

Gist:

·         Conducting Inter house competitions for co-curricular activities as  well as

·         Inter house sports & games activities/ competitions.

·         Once a year compulsory health checkup.

·         Giving awards of prizes for best performers for co-curricular activities as well as games & sports activities.

·         To develop sense of regard and responsibility towards senior citizens.

·         To develop the  attitude of caring & sharing, primary class children to be exposed to diverse food habits of regions & states.

·         Publication of news-letters

Activities:

·         Identification and enlisting the activities covering all the areas.

·         Preparation of a calendar of activities for  vidyalaya  level activities.

·         Preparation of a calendar of activities for cluster level activities.

·         Preparation of a comprehensive action plan to promote creativity and innovation among the primary children.

Methodology:

Group Discussion- refer (E) of above.

(G) Buzz Sessions- Buzz sessions are activities in which learners are divided into small discussion groups. The groups talk about assigned topics and then share their ideas with the others. You can use buzz sessions to give a large number of people the opportunity to participate in a lesson. Individuals who are usually hesitant to participate might share ideas in small groups that they would not express in front of the entire group. This will help them see that their ideas are  important to others. At times, the groups may share their ideas by making posters or charts or drawing pictures. For example, you might ask them to draw different parts of the same scripture account or things for which they are thankful.

 Participative methods- refer(F) of above

Use of Multimedia- refer (D) of above

 

 

 

                                        Module 6

Topic: Creating an Enabling Environment for Child Inspired Learning

Objectives

-       To make the trainee understand the need and importance of Creating on Enabling environment for child Inspired Learning.

-       To impress the fact that each child is a valuable entity and centre stage of all school activities

-       To design activities that enable the child to acquire proficiency in English and Hindi

-       To design the pedagogical practices in such a manner that the child should transit from ‘learning to read’ to reading to learn.

Gist:

    As every child of KVS perceived to be the most valuable  entity, therefore, the rights of every child need to be protected. TO create an atmosphere for child inspired learning, to provide activity oriented teaching learning process & opportunity to the child to explore to achieve heights .

    In order to create an atmosphere for child inspired learning, we must not propagate or practice(1) Rote learning (2) Corporal punishment(3) Discrimination against any child based on their sex, caste, creed and religion.

   We must practice & promote the children in active engagement involving enquiry, exploration, questioning, debates, application and reflection leading to theory building & creation of ideas.

Activities:-

-       A demonstration on grouping techniques(please see 6.6 of the reference material)

-       Prepare a reading material on child rights.

-       Designing of activities for the active engagement of primary children involving enquiry, exploration, questioning, debates, application and reflection leading to theory building and creation of ideas.

-       Preparation a Model lesion plans based on constructivist approach as envisaged in NCF-2005. 

-       Preparation of an all inclusive e Action plan for creation of an enabling environment in primary classes. 

 CMP (COMMON MINIMUM PROGRAM)

CMP activities are the activities for the qualitative improvement of primary education in primary section.

1.      Developing support system.

2.      Developing effecting monitoring & evaluation system.

3.      Re-designing of time-table.

4.      Program for providing exposure to the children.

5.      Reducing the burden of teachers.

6.      Others- PTA meeting.