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Education by Mind Map: Education

1. Versions

1.1. SEHS 1.0

1.1.1. The focus was on Infrastructure creation and survival

1.2. SEHS 2.0

1.2.1. The focus should be on performance, efficiency, improvement, quality and innovation

2. Tools

2.1. Digital boards

2.2. AV systems

2.3. Teno app

2.4. Google apps

2.5. Khan Academy

2.6. Mathplayground

2.7. Snakify

2.8. Scratch

3. Purpose

3.1. The purpose of Education is to prepare students for life.

3.2. All the efforts must be aligned with this purpose.

3.3. We have to discard the strategies which detrimental and implement new strategies which work.

3.4. Intellectual

3.4.1. to teach students to think and to impart certain knowledge, for example, math, english, science and social studies

3.5. Political

3.5.1. to install patriotism

3.5.2. teach laws of country

3.5.3. understanding of politics

3.6. Social

3.6.1. ensure stability of society

3.6.2. teach how to solve social problems

3.6.3. teach them roles

3.6.4. teach them values found in society

3.7. Economic

3.7.1. to prepare and train student to enter the workforce.

4. CCE

4.1. Dominant Traditions

4.1.1. Mimetic

4.1.1.1. The idea that the purpose of education is to transmit specific knowledge to students.

4.1.1.2. This used the didactic method, which relies on lectures or presentations as the main type of communication.

4.1.1.3. The assumption is that the process of education is a transfer of information from the teacher to the student.

4.1.1.4. There is a focus on rational sequencing and assessment.

4.1.2. Transformative

4.1.2.1. The idea that the purpose of education is to change the student in meaningful way

4.1.2.2. This involves a more multidimensional theory of teaching.

4.1.2.3. There is a rejection of the authoritarian relationship between teacher and student.

4.1.2.4. They argue that learning and teaching are connected, that it is not just a transfer of knowledge, but a conversation between teacher and student.

4.1.2.5. The use of questioning is very important in this tradition. They believe that the active participation of the student is important.

4.2. Method of Instruction

4.2.1. individually and in groups

4.2.2. start by asking what do you want to know

4.2.3. problem solving or enquiry method

4.2.4. books written by students and teachers together

4.2.5. field trips and projects

4.2.6. children could talk quitely, getup and stretch

4.2.7. option to work as group or alone

4.2.8. individualized study

4.2.9. problem solving

4.2.10. project method

4.3. Definition

4.3.1. Continuous

4.3.1.1. It considers both Formative and Summative Evaluation

4.3.2. Comprehensive

4.3.2.1. It considers both scholastic and non-scholastic aspects of the child

4.4. Assessment Type

4.4.1. Formative

4.4.1.1. Tools

4.4.1.1.1. Questions

4.4.1.1.2. Observation Schedule

4.4.1.1.3. Interview Schedule

4.4.1.1.4. Checklist

4.4.1.1.5. Rating Scale

4.4.1.1.6. Anecdotal records

4.4.1.1.7. Document Analysis

4.4.1.1.8. Tests and Inventories

4.4.1.1.9. Portfolio Analysis

4.4.1.2. Techniques

4.4.1.2.1. Examinations

4.4.1.2.2. Assignments

4.4.1.2.3. Quizes & competitions

4.4.1.2.4. Projects

4.4.1.2.5. Debates

4.4.1.2.6. Elocution

4.4.1.2.7. Group discussion

4.4.1.2.8. Club activities

4.4.1.2.9. Experiments

4.4.1.2.10. Research

4.4.2. Summative

4.4.2.1. Objective type

4.4.2.2. Short answer

4.4.2.3. Long answer

4.5. Co-scholastic areas

4.5.1. Life skills

4.5.1.1. Self awareness

4.5.1.2. Problem solving

4.5.1.3. Decision making

4.5.1.4. Critical thinking

4.5.1.5. Creative thinking

4.5.1.6. Interpersonal relationship

4.5.1.7. Effective communication

4.5.1.8. Empathy

4.5.1.9. Managing emotions

4.5.1.10. Dealing with stress

4.5.2. Work education

4.5.3. Visual and performing arts

4.5.4. Attitudes and values

4.5.4.1. Teachers

4.5.4.2. School mates

4.5.4.3. School programs and environment

4.5.4.4. Value systems

4.6. Co-curricular activities

4.6.1. Activities

4.6.1.1. Literary

4.6.1.2. Creative skills

4.6.1.3. Scientific skills

4.6.1.4. Information and Communication Technology (ICT)

4.6.1.5. Organization and Leadership Skills (Clubs)

4.6.2. Health and physical education

4.6.2.1. Sports/Indigenous sports

4.6.2.2. NCC/NSS

4.6.2.3. Scouting and Guiding

4.6.2.4. Swimming

4.6.2.5. Gymnastics

4.6.2.6. Yoga

4.6.2.7. First-Aid

4.6.2.8. Gardening/Shramdaan

4.7. Obectives

4.7.1. Reduce stress on children

4.7.2. Make evaluation comprehensive and regular

4.7.3. Provide space for teacher for creative teaching

4.7.4. Provide tools for diagnosis and remedial action

4.7.5. Produce learners with greater skills

4.8. Schooling methods

4.8.1. Traditional schooling

4.8.1.1. Teacher centered

4.8.1.2. Subjects and classes

4.8.1.2.1. teacher directed

4.8.1.3. Sorting and ranking individuals

4.8.1.4. Competency

4.8.1.4.1. Memory

4.8.1.4.2. Competitive

4.8.2. Enriching schooling

4.8.2.1. Student centered

4.8.2.2. Self directed

4.8.2.3. Continuous assessment

4.8.2.4. Competency

4.8.2.4.1. Critical thinking

4.8.2.4.2. Collaberative

4.8.2.4.3. Creative

4.8.3. Empowering schooling

4.8.3.1. Experience centered

4.8.3.2. Virtual authenticity

4.8.3.3. Multi literacies

4.8.3.4. Competency

4.8.3.4.1. Risk taking

4.8.3.4.2. Ethical

4.8.3.4.3. Interactive

5. NCF 2005

5.1. Questions every school/teacher should ask

5.1.1. What educational purposes should the schools seek to achieve?

5.1.2. What educational experiences can be provided that are likely to achieve these purposes?

5.1.3. How can these educational experiences be meaningfully organized?

5.1.4. How do we ensure that these educational purposes are indeed being accomplished?

5.2. We need to think beyond textbooks and examinations

5.2.1. In its report, Learning Without Burden, the committee pointed out that learning at school cannot become a joyful experience unless we change our perception of the child as a receiver of knowledge and move beyond the convention of using textbooks as the basis for examination.

5.3. Learning for the sake of being examined

5.3.1. Learning for the sake of being examined in a mechanical manner takes away the joy of being young, and delinks school knowledge from everyday experience.

5.4. Inflexibility … Resistant to change

5.4.1. The school system is characterized by an inflexibility that makes it resistant to change

5.5. Isolated activity… no link with real life

5.5.1. Learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way

5.6. Discourage creative thinking

5.6.1. Schools promote a regime of thought that discourages creative thinking and insights

5.7. Bypasses vital dimension

5.7.1. What is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge

5.8. Need for change in the social ethos

5.8.1. Learning Without Burden recommended a major change in the design of syllabi and textbooks, and also a change in the social ethos, which places stress on children to become aggressively competitive and exhibit precocity.

5.9. Need for change in curriculum and examination

5.9.1. To make teaching a means of harnessing the child’s creative nature, the report recommended a fundamental change in the matter of organizing the school curriculum, and also in the system of examination, which forces children to memorize information and to reproduce it.

5.10. Guidelines of NCF

5.10.1. connecting knowledge to life outside the school,

5.10.2. ensuring that learning is shifted away from rote methods,

5.10.3. enriching the curriculum to provide for overall development of children rather than remain textbook centric,

5.10.4. making examinations more flexible and integrated into classroom life.

5.11. Importance of Quality of Teachers

5.11.1. No system of education can rise above the quality of its teachers, and the quality of teachers greatly depends on the means deployed for selection, procedures used for training, and the strategies adopted for ensuring accountability.

5.12. Aims of Education… creative pattern

5.12.1. Educational aims turn the different activities undertaken in schools and other educational institutions into a creative pattern and give them the distinctive character of being ‘educational’.

5.13. We need to understand what the child is capable of learning

5.13.1. It involves careful observation of the given conditions to see what means are available for reaching the end, and to discover the hindrances in the way. This may require a careful study of children, and understanding of what they are capable of learning at different ages.

5.14. Child is a natural learner

5.14.1. The child as a natural learner, and knowledge as the outcome of the child’s own activity

5.15. Exploring, responding, inventing…

5.15.1. In our everyday lives outside the school, we enjoy the curiosity, inventiveness and constant querying of children. They actively engage with the world around them, exploring, responding, inventing and working things out, and making meaning

5.16. Move away from textbook culture

5.16.1. Our current concern in curriculum development and reform is to make it an inclusive and meaningful experience for children, along with the effort to move away from a textbook culture.

5.17. Fundamental change in how we think

5.17.1. This requires a fundamental change in how we think of learners and the process of learning. Hence the need to engage in detail with the underpinnings and implications of ‘child centered’ education.

5.18. Build on their active and creative capabilities

5.18.1. we need to nurture and build on their active and creative capabilities—their inherent interest in making meaning, in relating to the world in ‘real’ ways through acting on it and creating, and in relating to other humans.

5.19. Find their voices and nurture their curiosity

5.19.1. When children speak, they are usually only answering the teacher’s questions or repeating the teacher’s words. They rarely do things, nor do they have opportunities to take initiative. The curriculum must enable children to find their voices, nurture their curiosity—to do things, to ask questions and to pursue investigations, sharing and integrating their experiences with school knowledge—rather than their ability to reproduce textual knowledge.

5.20. Fear, discipline & stress… detrimental to learning

5.20.1. Children will learn only in an atmosphere where they feel they are valued. Our schools still do not convey this to all children. The association of learning with fear, discipline and stress, rather than enjoyment and satisfaction, is detrimental to learning

5.21. Examination related stress require urgent attention

5.21.1. The boundaries of the school need to become more porous to the community. At the same time, the problems of curriculum load and examination-related stress require urgent attention in all their dimensions

5.22. Learning can take place with or without mediation

5.22.1. Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own.

5.23. Connecting new ideas with existing ideas

5.23.1. Learners actively construct their own knowledge by connecting new ideas to existing ideas on the basis of materials /activities presented to them (experience).

5.24. The teacher is a facilitator

5.24.1. The teacher is a facilitator who encourages learners to reflect, analyze and interpret in the process of knowledge construction

5.25. Teaching according to the needs and demands of children’s learning

5.25.1. There is a need for incorporating flexibility in planning and adapting textbook content to designing topic learning, so as to move towards the NPE-86 goal of breaking out of watertight compartments. For this, it is necessary to build the capabilities and confidence of teachers to autonomously plan their teaching in response to the needs and demands of children’s learning

6. 200hrs topics

6.1. Book Summaries

6.2. Motivational videos

6.3. Mind Control

6.4. Politics

6.5. Current Affairs

6.6. History case studies

6.7. Travel

6.8. Logical Reasoning

6.9. Career Oportunities

6.9.1. Engineering

6.9.2. Medical

6.9.3. Law

6.9.4. Hotel management

6.9.5. Fashion & Desgin

6.9.6. Journalism

6.9.7. Manufacturing

6.9.8. Information Technology

6.10. Cyber Security

6.10.1. Online scams

6.10.2. Viruses, worms

6.10.3. Cyber bullying

6.10.4. Privacy

6.11. Aptitude

6.12. Creativity

6.13. Science and Technology

6.14. Programming

6.15. Case-studies

6.16. Biographies

6.17. Sports

6.18. Music

6.19. Space

6.20. Public speaking

6.21. Story telling

6.22. Women achievers

6.23. Defense forces

6.24. Child genious

6.25. Soft skills

6.26. Business

6.27. Health

6.28. Education System

6.29. Pscychology

6.30. Finance

6.30.1. Assets & Liabilities

6.30.2. Stock markets

6.30.3. Taxation

6.30.4. Wealth management

7. Define

7.1. Process

7.1.1. Hiring & firing policy

7.1.2. Policy for deciding salary structure and school fees

7.1.3. Procurement policy

7.2. Roles and Responsibilities (who & what)

7.2.1. School Management

7.2.2. Directors

7.2.3. Principals

7.2.4. Supervisors

7.2.5. Teachers

7.2.6. Support Staff

7.3. Organization Structure

7.3.1. School Management

7.3.2. Directors

7.3.3. Principals

7.3.4. Supervisors

7.3.5. Teachers

7.3.6. Support Staff

7.4. Committees

7.4.1. Cultural committee

7.4.2. Magazine committee

7.4.3. Sports committee

7.4.4. Timetable committee

7.5. Performance Metrics

7.5.1. YoY students admitted, students left and students remaining

7.5.2. YoY teaching staff strength

7.5.3. YoY class 10 passing percentage

7.5.4. Initiatives implemented so far

7.5.5. Initiatives in pipeline

7.5.6. Competitive Analysis (list of schools nearby, their fee structure etc)

7.5.7. Separate surveys for teachers, students and parents

7.5.8. YoY students and teachers average attendence

7.5.9. Gender ratioRTE vs non RTE

8. Implement

8.1. Best Practices

8.1.1. CCE

8.1.2. NCF 2005

8.1.3. B.Ed/D.Ed

8.2. ISO standards

8.3. Positive culture

8.4. Student Counseling

8.4.1. Sample Plan to Manage Anxiety

8.4.1.1. Support

8.4.1.1.1. Friends

8.4.1.1.2. Mom

8.4.1.1.3. Therapist

8.4.1.2. Strengths

8.4.1.2.1. I like to write

8.4.1.2.2. I'm creative

8.4.1.2.3. I'm compassionate

8.4.1.2.4. I'm organized

8.4.1.2.5. Do the Strengthsfinder test to find out more of my strengths and about how to use them.

8.4.1.3. What doesn't work?

8.4.1.3.1. Blaming others for my mood

8.4.1.3.2. Stress eating

8.4.1.4. What works for me?

8.4.1.4.1. Long deep breathing

8.4.1.4.2. 5-5-5 Breath

8.4.1.4.3. Do quick body scans to stay aware of signals from by body

8.4.1.4.4. Walking

8.4.1.4.5. Positive self-talk

8.4.1.4.6. Being assertive and saying "no". Setting boundaries.

8.4.1.4.7. Limiting caffeine & tea

8.4.1.4.8. Spending time by or in the water

8.4.1.4.9. Journaling

8.4.1.4.10. Staying aware of my mood and thoughts and noticing when I'm feeling triggered

8.4.1.5. What motivates me?

8.4.1.5.1. Panicky feelings are unpleasant and scary

8.4.1.5.2. Anxiety affects my work

8.4.1.5.3. Anxiety keeps me from doing things I enjoy like traveling

8.4.1.5.4. Anxiety keeps me from making new friends

8.4.1.5.5. I want to feel good

8.4.1.6. Triggers

8.4.1.6.1. Scheduling too much

8.4.1.6.2. Other people's anger

8.4.1.6.3. Work Stress

8.4.1.6.4. Traffic

8.4.1.6.5. Not enough sleep

8.4.1.6.6. Caffeine

8.4.1.6.7. Negative self-talk - criticizing myself

8.4.1.6.8. Stuck in the cubicle

8.4.1.6.9. Watching the news

8.5. Teacher Training programmes

9. Encourage

9.1. Out of the box thinking

9.2. Feedback

9.2.1. from teachers

9.2.2. from students

9.2.3. from parents

9.3. Continuous Improvement