Student Orientation

An Abhinav PerspectiveKedar Soni,

DirectorAbhinav 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

MRI scans sensitive to various soft tissue intensities

Areas of various functions in the cortex

Which picture engrosses you the most?

Seat of Analysis & Creativity

Analysis, Logic, Math Creativity, Emotions, Music

What happens inside?A picture of a thoughtNeurotransmission 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

Neural circuits are formed with thousands of neurons doing a particular job

•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

( ) ( )1,00,000

11

Net Signal = i ii

weight Signal -=å

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 skill2. Once learnt most neurons are re-wired to other tasks

and the learnt-skill circuit is optimized3. Use it or lose it

We can learn anything … anytime

Conclusion: Natural & automatic response to stimuli No / few genetic constraints

An Educators take on LearningSimple 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• Rapid up to 10 yrs• Gets tougher after 21 yrs

Old

age

Age

No

of N

euro

nsbi

rth

20’s

After 21, 5000 neurons die every day

106

1011

• More neural connections imply greater intelligence

• Greater connections come with greater exposure

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 know facts in order to analyze

We need to understand the facts through computation and reasoning

We need to apply our understanding to the real world to consolidate it

A 3D simplification of an ∞D system

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

K U A K U A K U A K U A K U A K U 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 0 30 30 40 20 40 40 40 30 30 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

<T>W PAIO AIH AG Pr

SchemaAssessments Schema - 2003-04

Note: The bracketed numbers in red are comments. Hover the mouse over them to read the comment.

Gr. T AIO / AIH AG Pr W P Total

Subs No M/As Subs No M/As Subs No M/As Subs No M/As No M/As

G0a 1 4 1 30 4 1 20 4 1 20 280Jr. KG 4 1 10 40

2 4 1 30 4 1 20 4 1 20 2804 1 10 40

Total over year 640

Sr. KG 3 4 1 30 4 1 20 4 1 20 2804 1 10 40

4 4 1 30 4 1 20 4 1 20 2804 1 10 40

Total over year 640

Total over all terms 1280

DesignG0

Total Skill E M G K V E On Skill Al l On Skill E M G K V E On Skill E M G K V E

1280 1 KOL1 5 KOL2 6 KOL1 3 3 KOP1 3 42 KOL2 5 UCR2 4 KPT1 3 6 KOP2 4

K% - 45 3 KPA1 5 KPT2 3 3 KOL1 446 4 KPL1 10 KMC1 3 KPT1 3

U% - 35 5 KPT2 5 5 UTO2 6 6 KPV1 336 6 KPV1 UTO1 6 KMR1 6 3

A% - 20 7 KMR1 5 6 UCA2 6 UCA6 319 8 KMR3 5 6 AIL1 4 UTO1 6

9 KMC1 5 6 AIM2 4 UTC2 310 UCA2 5 ARB3 4 URA1 411 UCA6 5 5 ARB4 4 4 URV1 612 UTA4 10 ARB6 4 4 4 ADM3 413 UTC2 5 5 6 AIL1 4 414 UTC1 5 ARB3 8 415 UTO2 6 ARB6 4

Mks/As 30 30 30 30 10 20 20 20 20 20 20 20 20Sub 1 1 1 1 4 1 1 1 1 1 1 1 1

No/Term 1 1 1 1 1 1 1 1 1 1 1 1 1Terms/Gr 4 4 4 4 4 4 4 4 4 4 4 4 4

T - No 4 4 4 4 16 4 4 4 4 4 4 4 4T - Mk 480 120 120 120 120 160 160 320 80 80 80 80 320 80 80 80 80

K% 56.7 15 15 18 20 60 6 30 6 6 6 6 37.5 6 6 6 12

Jr.Kg. and Sr.Kg. (3+ , 4+) (wtg:45-35-20) Sub 4-E/M/GK/VE

AIO AIH AG Pr

PrototypesS Q Type Ln Code Mk @ TK A 10 Do as directed KOL3 10 1.0 10

30 B 4\5Identify implicit meanings from sentences /

paragraphs / symbolic or diagramatic KPL1 10 1.0 10

C 5 Unseen Comprehension, 15-20 lines KPL2 10 1.0 10

U A 3\4Unseen passage 25-30 lines (questions based on

implied meaning and daily life examples based on passage )

UTC3 8 1.5 12

50 B1 3\5 Case study or a short note on a socially relevant UTL2 5 2.0 10

B2 4Unseen poem with 4 missing phrases and words (1

mark each blank for being contextually correct and using proper vocabulary and 1 mark for

UTL2 5 2.0 10

C 3\4 Questions directly based on of prose / poetry from

text bookURA2 12 1.5 18

D 4\5

Detect and remove errors in the grammer / use of words / implicit meanings. One of the sub questions can also be a paragraph with multiple errors , to be

rectified and rewritten

URR1 10 1.5 15

E 1 Essay writing ADJ3 10 2.5 25

A A 1To summarize a unseen Passage of 30 lines in not

more than 10 lines.ADJ1 10 2.5 25

20 B 1 Letter / Report writing ADJ2 5 2.0 10C 1 Paraphrase a poem AIL8 5 3.0 15

100 1.8 170

W -

Eng

lish

The ResultPromotion Decisions1. Clear Passing2. Graced (max 15/30

mks in 3 Subs)3. Re-evaluated / Re-

Assessed / Repeated

4. Fail and detained

The Assessment Report

Analyze:

•Subject-wise

•Assessment-wise

•Learning process

•Holistic

•Diagnostic

•Term-wise

•Annual

•Diagnostic remark

•Solving the problems

•Guidance to parents / students

The Holistic Report

•AI = AIO + AIS + AIH

•Below 40% ‘Needs Attention’

Extra-Ordinary only if ‘A’ in all Subs, incl. GK, VE

Grade Subs not taken in

total

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

2 2 2

obtained obtained obtained

outof outof outof

K U A

K U A

Distance on the KUA graph:-

A Learning Environment

An introduction to the technology & philosophy of our systems

Dept of Systems•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

HoD (Systems)MIS, WorkFlow

DO (Orion)

Exams CoordyConduction

AO

Systems MgrH/w, LAN

AO

DeveloperWeb , DB, MML

Library

Assessments MgrTracking

Library

Maintaining H/w & S/w; Upgrades; Network Support

Any teacher

temporarily assigned

HoD (Supports)Govt. Liaison, Muster

AO

Course MgrAdmissions, Fees

AO

HandymanMaintainance

AO

Print MgrPublishing, Library

Library

Resource MgrStocks, Enquiry, TT

AO

Dept of Supports• 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

Correspondence with Institution

and outside individuals

FormattingPrinting

Requisitions, Time

Tables, Arrangemen

t

Physical Resources

Dept of Learning

•All Academic Subjects•Classroom-Based LearningEnsuring academic excellence.Improvising teaching methods.Improving curriculum.Monitoring teaching and assessment plans.Approving question papers W & AIApproving AG topicsConducting study periods for skill-based developmentConducting re-assessments of poor performing students

Guiding for Skill Based

Learning

Monitoring

teaching plans & exam quality

HoD (Learning)Curriculum Mgmt, G3 S

AO

TeachersCore Subjects

StaffR

Acad CoordyQM, Guidance

AO

Expert-G2 LH

Expert-G0

Expert-G1 S

Expert-G1 LH

Expert-G2 S

Expert-G2 LH

Expert-G3 L

Expert-G3 H

Dept of Values• Ensuring code of conduct

of students and staff• Activity-Based Learning

(ABLe) through Co-Academic Subjects

• Planning and conducting Lab-work

• Monitoring Discipline• Developing Fine Arts• Developing physical skills• Monitoring Development &

Performance• Planning & Conducting

Extra-curricular Activities

Awards & Punishmen

t

Lab Admin,

Managing Activities

Design, Quality

Improvements,

InstructionLabIC (PE)

HoD (Values)Counselling, Ethics

DO (K-Pax)

LabIC (P/G)

LabIC (C/B)

LabIC (IT/Space)

LabIC (Hum)

TeachersCo-Acad Subjects

StaffR

Activity MgrActivity / Labs

AO

Activity CoordyActivity Labs.

Life @ AbhinavAn 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 – 1 to 6, B – 7 to 8• Beta: A & C – 1 to 6, B – 7 to 8• Gamma: A & C – 1 to 6, B – 7 to 8

• Project Groups– 2-3 assignment groups joined together

Use of Groups

• Assignment Groups– Science Labs: , , 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