cbsecbseacademic.nic.in/web_material/manuals/21st_century... · 2020. 5. 21. · chapter 2 : 21st...

Acknowledgements 5

Patrons:

• Sh. Ramesh Pokhriyal ’Nishank’, Minister of Human Resource Development,GovernmentofIndia

• Sh. Sanjay Dhotre,MinisterofStateforHumanResourceDevelopment,GovernmentofIndia

• Ms. Anita Karwal, IAS , Secretary, Department of School Education and Literacy,MinistryofHumanResourceDevelopment,GovernmentofIndia

Advisory and Creative Inputs:

• OurgratitudetoMs. Anita Karwal,IAS,forheradvisoryandcreativeinputsforthisHandbookduringhertenureasChairperson,CentralBoardofSecondaryEducation

Guidance and Support:

• Sh. Anurag Tripathi,IRPS,Secretary,CentralBoardofSecondaryEducation

• Dr. Biswajit Saha,Director(SkillEducation&Training),CentralBoardofSecondaryEducation

Editorial Inputs and Advisory:

• Dr. Joseph Emmanuel,Director(Academics),CentralBoardofSecondaryEducation

Value-adder, Curator and Coordinator:

• Dr. Praggya M. Singh,JointSecretary,Academicsunit,CentralBoardofSecondaryEducation

Review:

• Professor R. P. Singh,DepartmentofMEL,LucknowUniversity

• Dr. Monali Bhattacharya,AssociateProfessor,JIIT,NOIDA

Initial Draft Preparation Team:

• Dr. Praggya M. Singh,JointSecretary,Academicsunit,CentralBoardofSecondaryEducation.

• Dr. Sweta Singh, Joint Secretary, Academics unit, Central Board of SecondaryEducation

• Dr. Jitendra Nagpal,LifeSkillsandMentalHealthExpert

• Ms. Sudha Acharya,Principal,ITLPublicSchool,Dwarka

• Dr. Heena Rachh,Principal,GIIS,AbuDhabi,UAE

Infographics:

• Ms. Pooja ChawlaandMs. Aarushi Jain,CBSE

Acknowledgements

21st Century Skills : A Handbook6

Table of Contents

ACKNOWLEDGEMENTS ................................................................................................5

CHAPTER 1 : INTRODUCTION .....................................................................................11

CHAPTER 2 : 21ST CENTURY SKILLS ..............................................................................13 2.1. Meaningof21stCenturySkills..................................................................14 2.2. BackgroundLiteratureReview...................................................................14

CHAPTER 3 : COMPONENTS OF 21ST CENTURY SKILLS 3Ls : 4Cs, IMT, FLIPS.................................................................................17 3.1. Aneasywaytounderstandandremembertheclassificationis...................18 3.2. Definitions...............................................................................................20

CHAPTER 4 : NEED OF 21ST CENTURY SKILLS ...............................................................23 4.1. Whydoweneed21stCenturySkills?.........................................................24 4.2. NationalCurriculumFrameworkonLifeSkills(oneofthe componentsof21stCenturySkills)...........................................................24 4.3. NeedandInter-Connectednessof21stCenturySkillsatVarious Age-Levels...............................................................................................25

CHAPTER 5 : IMPLEMENTATION AND OUTCOMES OF 21ST CENTURY SKILLS ...............33 5.1. VariousFrameworks.................................................................................34 5.1.1.CoreAreas....................................................................................35 5.1.2.21stCenturyThemes......................................................................35 5.1.2.1.GlobalAwareness...................................................................35 5.1.2.2.Financial,Economic,BusinessandEntrepreneurialLiteracy........35 5.1.2.3.CivicLiteracy...........................................................................35 5.1.2.4.HealthLiteracy........................................................................36 5.1.2.5.EnvironmentalLiteracy.............................................................36 5.2. BroadOutcomesof21stCenturySkills......................................................37

CHAPTER 6 : 21ST CENTURY SKILLS: PURPOSE, OUTCOMES, STRATEGIES AND ACTIVITIES ......................................................................................42 6.1. CriticalThinking......................................................................................45 6.1.1.Activities........................................................................................47 6.1.1.1.AdlaBadli(ImpromptuDebate)................................................48

6.1.1.2.Askyourself(Self-madeQuestions)..........................................48 6.1.1.3.GapFillIn..............................................................................48 6.1.1.4.PuchotoSamjhe(Cross-Questioning)......................................48 6.1.1.5.GolMol(AskingRiddles)..........................................................48 6.2. CreativityAndInnovation.........................................................................49 6.2.1.Activities........................................................................................51 6.2.1.1.Imagetalk..............................................................................52 6.2.1.2.S.C.A.M.P.E.R..........................................................................52 6.2.1.3.WrongisRight.........................................................................52 6.2.1.4.CreativeSpace........................................................................52 6.2.1.5.AlternativewayoflearningLesson............................................52 6.2.2.Activities........................................................................................53 6.2.2.1.ProjectBasedLearning............................................................53 6.2.2.1.1.PhenomenaBasedLearning..............................................53 6.2.2.2.VirtualReality..........................................................................54 6.2.2.3.TwoisEnough.........................................................................54 6.2.2.4.LetthemFree..........................................................................54 6.2.2.5.GivethemaBreak..................................................................54 6.3. Collaboration..........................................................................................54 6.3.1.Activities........................................................................................56 6.3.1.1.‘SavetheLastWordforMe’.....................................................56 6.3.1.2.Hands-onprojects...................................................................56 6.3.1.3.IntegrateSportsinTeaching-Learning.......................................56 6.3.1.4.SearchtoWin.........................................................................56 6.3.1.5.Dumbcharades.......................................................................57 6.4. Communication.......................................................................................57 6.4.1.Activities........................................................................................60 6.4.1.1.Guidefortheblindfolded........................................................60 6.4.1.2.No-talkday............................................................................61 6.4.1.3.FeelingsareImportant.............................................................61 6.4.1.4.Talk-in-Pairs............................................................................61 6.4.1.5.Student’sClass........................................................................61 6.5. Information,MediaandTechnologyLiteracy..............................................62 6.5.1.Activities........................................................................................64 6.5.1.1.Know-How..............................................................................64 6.5.1.2.DesignanApp........................................................................64 6.5.1.3.DesigningaBlog,Website,PPT................................................64 6.6. FlexibilityandAdaptability........................................................................65 6.6.1.Activities........................................................................................66 6.6.1.1.DifferentUsesofHouseholdItems...........................................67

Table of Contents 7

6.6.1.2.MakeupaNewGame............................................................67 6.6.1.3.Shuffle....................................................................................67 6.6.1.4.Surprise-Surprise.....................................................................67 6.6.1.5.FlippedClassroom..................................................................68 6.7. LeadershipandResponsibility...................................................................69 6.7.1.Activities........................................................................................71 6.7.1.1.QuiztoLead...........................................................................71 6.7.1.2.NumberGame.......................................................................71 6.7.1.3.LeadersYouAdmire.................................................................72 6.7.1.4.RoundTables..........................................................................72 6.7.1.5.DoSeBhaleChaar(TeamworkisBetter)...................................72 6.7.2.Activities........................................................................................72 6.7.2.1.MakingOwnclassroomRules..................................................73 6.7.2.2.Helpinghands........................................................................73 6.7.2.3.Breakthechain.......................................................................73 6.7.2.4.WANTED!Responsible.............................................................73 6.8. InitiativeandSelf-Direction.......................................................................73 6.8.1.Activities........................................................................................74 6.8.1.1.BunchofActivities...................................................................75 6.8.1.2.EveryoneMatters.....................................................................75 6.8.1.3.TeacherFirst............................................................................75 6.8.1.4.Teamwork...............................................................................75 6.8.2.Activities........................................................................................75 6.8.2.1.Self-Advocacy.........................................................................76 6.8.2.2.LetthemBe.............................................................................76 6.8.2.3.ConnectionstoExperts............................................................76 6.8.2.4.DesignThinking......................................................................76 6.9. ProductivityandAccountability..................................................................77 6.9.1.Activities........................................................................................77 6.9.1.1.ResearchProject......................................................................78 6.9.1.2.Expo2020..............................................................................78 6.9.1.3.PraiseforMore.......................................................................78 6.9.1.4.Read-Read..............................................................................78 6.9.1.5.AskandListen.........................................................................78 6.9.2.Activities........................................................................................79 6.9.2.1.StudentAccountabilityProject...................................................80 6.9.2.2.MonitorsandIn-Charges........................................................80 6.9.2.3.OwnershipofthelearningProcess...........................................80 6.9.2.4.Doasyousay.........................................................................80


6.10. SocialandCross-CulturalInteraction........................................................81 6.10.1.Activities......................................................................................83 6.10.1.1.RelayCulture........................................................................84 6.10.1.2.FaceIt..................................................................................84 6.10.1.3."Social"CircleTime................................................................84

CHAPTER 7 : SOME FACILITATION METHODS ..............................................................85

CHAPTER 8 : CBSE ACTIVITIES TO PROMOTE 21ST CENTURY SKILLS ............................92

Table of Contents 9

Curtain Raiser


Doyourememberus?WeareUdayandRoshni. We met you in Handbook forStudents. In that Handbook, we got toknowhowtoreadyourselvesforthe21stCentury.

Weareagainwithyou.Thistimewehavebroughtareadyreckoneron21stCenturySkillsforallofyou.

We studied a lot, researched various digital resourcesandpreparedthisreadyreckoner.

DISCLAIMER:ALLREADERSMAYPLEASENOTETHATWEHAVEUSEDSEVERALFACTS,CARTOONSANDIMAGES,WHICHHAVEBEENTAKENFROMVARIOUSSOURCESONTHEINTERNET.ALLTHESEHAVEBEENUSEDBYUSFOREDUCATIONALPURPOSESONLY,ANDNOTFORANYKINDOFCOMMERCIALUSE.WEAREGRATEFULTO THE CREATORS OF THESE FACTS,IMAGES ANDCARTOONSANDGRATEFULLYACKNOWLEDGETHEIRCONTRIBUTION.

INTRODUCTION

CHAPTER 1


Let us begin by asking a question toourselves!Whatorwhoisthecentreofallactivitiesinasociety,anationandtheworld?Isitnotbyanindividual,foranindividual?Yes!Itissobecauseallactionsaretakenbyan individual, foranotheror for self.Thismeansthatanindividual is thenucleusofeverything that happens or is done. And,therefore, thedevelopmentofasociety,anationandtheworldgohand-in-handwiththedevelopmentofanindividual.Whenasociety/nation/worlddevelops,thishasadirectimpactuponthedevelopmentofanindividualandvice-versa.

Withtheonsetofthe21stcentury,theentireworld has witnessed an era of intensetransformation in all areas, whether it iseducation, global trade and economy,technologyorsociety.Recently,thecovid-19pandemic is also throwing up challengesforan individual tocopewith its impacts.Naturally, for such times, a differentskill–set is required that would enable anindividualtocope-upandsucceedinfacingthe challenges in real-life, leading to hisholisticprogress.Theseskillsareaddressedas 21st Century Skills/ Learning Skills/ Transversal Competencies etc.

Thus, the 21st Century Skills are the skillsthatarerequiredbyan individual forhis/herholisticdevelopmentsothathe/shecancontributetotheprogressanddevelopmentofhissociety/nationandworld.

Empoweringourstudentswiththeseskillsisanotherchallengingtask,whichtheBoardis committed to accomplish. While theBoard has already adopted and initiatedseveralinnovativepoliciesandpracticestoempowerourstudentswiththe21stcenturyskills,itisrequiredthatallCBSEstakeholdersshouldnotonlyhaveaclearunderstandingof them, but also collectively collaborate

towardsattaining the21st century skills ineach learner. The present Handbook on21stCenturySkillshasbeenpreparedwiththesameaim.

Do we remember all the marks

that we scored in class 1, 2, 3,

4, 5, 6, 7, 8 and so on? Some of

the greatest and most successful

people were neither ‘A graders’,

nor do they care enough about it

to try and remember their graders

either.

But we do remember the incidents/

experiences that we had in

school/ in market/ with friends/in

travels, because those experiences

have given us various skills

and have made us what we are

today. In fact, more the skills we

gain through our experiences,

the better the human beings we

become.

21ST CENTURY SKILLS

CHAPTER 2


2.1. Meaning of 21st Century Skills

The Glossary of Education defines 21st

Century Skills1asfollows:

“The term 21st century skills refers to a broad set of knowledge, skills, work habits, and character traits that are believed—by educators, school reformers, college professors, employers, and others—to be critically important to success in today’s world.”

In simple terms, 21st Century Skills referto the skills that are required to enableanindividualtofacethechallengesofthe21st century world that is globally-active,digitally transforming, collaborativelymoving forward, creatively progressing,seeking competent human-resource andquickinadoptingchanges.

2.2. Background Literature Review

Since the beginning of life on earth,understanding of the skills to survive andlivebegan.SurvivalofthefittestitselftellsustheimportanceofLifeSkills.Overthelasttwenty five years, several institutions andinternationalorganisationshaveproposedframeworks and outlined competenciesneeded to address twenty- first centurychallenges.

• The Delors Report (1996) producedby the International Commission onEducationfor theTwenty-firstCenturyproposedoneof thefirst frameworks

toidentifycompetenciesneededinthecoming century. The Delors Report also formulated four principles identified as the Four Pillars of Education: Learning to Know, Learning to Do, Learning to Be and Learning to Live Together.2

• Wagner (2010) and the Change Leadership Group3 at HarvardUniversity identified another set ofcompetencies and skills. Informedby several hundred interviews withbusiness, non- profit and educationleaders,Wagnerstressedthatstudentsneed seven survival skills to beprepared for twenty-first century life,workandcitizenship:

4 Criticalthinkingandproblemsolving

4 Collaborationandleadership

4 Agilityandadaptability

4 Initiativeandentrepreneurialism

4 Effectiveoralandwrittencommunication

4 Accessingandanalysinginformation

4 Curiosityandimagination

• The Asia-Pacific Economic Cooperation (APEC) has identifiedthe development of twenty-firstcentury competencies among youthasa ‘pressing internationalconcern’.These competencies are defined asthe knowledge, skills and attitudesnecessary to be competitive in the

1https://www.edglossary.org/21st-century-skills/accessedon13.03.20202AdaptedfromUNESCOWorkingPaper’TheFutureofLearning2)3AdaptedfromUNESCOWorkingPaper’TheFutureofLearning2)

Chapter 2 : 21st Century Skills 15

4AdaptedfromUNESCOWorkingPaper’TheFutureofLearning2)

twenty-first century workforce toparticipate appropriately in anincreasingly diverse society, use newtechnologies and cope with rapidlychangingworkplaces.

• Partnership for 21st Century Skills (P21),acoalitionofbusiness leadersandeducators,proposedaFramework for 21st Century Learning, identifiedessentialcompetenciesandskillsvitalforsuccessintwenty-firstcenturyworkand life (P21, 2007a, 2011). Theseincluded ‘The 4Cs’ – communication, collaboration, critical thinking and

creativity, which are to be taughtwithinthecontextofcoresubjectareasand twenty-first century themes. Thisframework is based on the assertionthat twenty-first century challengeswill demand a broad skill setemphasizingcoresubjectskills,socialandcross-culturalskills,proficiencyinlanguagesotherthanEnglish,andanunderstanding of the economic andpoliticalforcesthataffectsocieties.4

Thus, when we chart the historicaldevelopment, the following majordevelopmentsemerge:

• LearningtoKnow,LearningtoDo,LearningtoLiveTogetherandLearningtoBe Delors Report

• Decision-MakingandProblem-Solving;• CreativeThinkingandCriticalThinking;• CommunicationandInterpersonalSkills;• Self-AwarenessandEmpathy;• CopingwithEmotionsandCopingwithStress.

WHO Life Skills:

• The document ‘21st Century Skills and Competences for New Millennium Learners in OECD Countries’ details three majordimensions for the 21st Century Skills: i) Communication,ii)Informationand,iii)EthicsandSocialImpact.

OECD

• P21providedelevencompetencies,gistedinto3skillsets:i)Learningand Innovation Skills, ii) Information, Media and TechnologicalSkills,iii)LifeandCareerSkillsP21


• ATCS categorized 21st century skills into four types: i) Ways ofThinking,ii)WaysofWorking,iii)ToolsforWorkingand,iv)LivingintheWorld.ATCS

• Revisitedanddividedallabove-researchedSkillsintoLearningtoKnow,LearningtoDo,LearningtoLiveUNESCO

Working Paper

COMPONENTS OF 21ST CENTURY SKILLS3 Ls : 4Cs, IMT, FLIPS

CHAPTER 3


Onthebasisofthehistoricaldevelopmentof21stCenturySkills, itcanbestatedthat21st century skills broadly consist of threemainskillsetsor3 Ls-namely,Learning Skills, Life Skills and Literacy Skills.

• Learning Skills:skillsrequiredfortheacquisitionofnewknowledge.

• Literacy Skills: skills that help increatingandgainingnewknowledgethrough reading, media and digitalresources

• Life Skills: skills required forsuccessfullyleadingeverydaylife.

3.1. An easy way to understand and remember the classification is

• 4Cs: Critical Thinking, Creativity & Innovation, Collaboration, Communication

• IMT: Information Literacy, Media Literacy, Technology Literacy

• FLIPS: Flexibility and Adaptability, Leadership and Responsibility, Initiative and Self-Direction, Social and Cross-Cultural Interaction

Chapter 3 : Components of 21st Century Skills — 3 Ls : 4Cs, IMT, FLIPS 19

Please note that this is not an exhaustive list. There are more as given ahead.


3.2. Definitions

S.NO. SKILL DEFINITION

1. Critical Thinking and Problem Solving

Critical Thinkingisthecapabilityofobjectiveanalysisofinformationandincludesthefollowingqualities:

• fairnessandopen-mindedness;

• activenessandbeinginformed;

• willingnesstoquestionortoentertaindoubts;

• beingindependent.

• recognizingandassessingvalues,peerpressureand the media influences (for a creativeunderstandingofcriticalthinking,refertoCBSE’scomicbook‘Cogito’)

Problem Solvingistheskillof:

• identifying the relevant piece of informationwhenfacedwithamassofdata(mostofwhichisirrelevant),

• discardinginformationthatmaynotbeusefultogivenewinformation,andfinally,

• relating one set of information to another in adifferent formbyusingexperience, relatingnewproblemstooneswehavepreviouslysolved.

2. Creativity And Innovation

Thesearetheskills toexploreandcreatefreshwaysof thinking.Creativityrefers tonewwayofseeingordoingthingsandincludesfourcomponents:

• fluency(generatingnewideas),

• flexibility(shiftingperspectiveeasily),

• originality(conceivingofsomethingnew),and

• elaboration(buildingonothers'ideas).

Innovative Skillsmeanskillsforthinkingcreativelytodevelopsomethingnew/unique/improved/distinctive.

Chapter 3 : Components of 21st Century Skills — 3 Ls : 4Cs, IMT, FLIPS 21

3. Collaboration Collaborationistheabilitytoeffectivelyworktogetherwith others. This skill involves working togetherwhile taking actions respecting others’ needs andperspectives and contributing to and accepting thefinale.Collaborationhelpstodevelopinterestandfunintheteachinglearningprocess.Iteffectivelybroadensthecultural,social,andenvironmentalboundariesandhelpsachildtounderstandsocialandenvironmentalconcernsbetter.

4. Communication Communicationreferstotheabilitytoexpressone’sopinions, desires, needs, apprehensions etc. oneselfappropriately,verballyandnon-verbally.

5. Information Literacy, Media Literacy, Technology Literacy

These skills involve the ability toaccess information(traditional or digital), media and technology, tounderstandandcriticallyevaluatedifferentaspectsofcontentandinformationandcreateandcommunicateeffectively.

6. Flexibility And Adaptability

Flexibility and Adaptability refer to a person’sability to changehis actions and steps takenby himaccording toanew situation, andefficiently facinganunprecedentedsitiation,withoutcompromisingonethicsandvalues.

Adaptabilitycanbedefinedascreatingmodificationsorchangesinoneselftosuitthenewenvironment.Forstudents,thesecanbeunderstoodastheskillsrequiredto be flexible and adaptive to the situations aroundthemandfindthebestpossiblesolutiontogoforwarddespiteadverseconditions.

7. Leadership And Responsibility

Leadership is the ability to lead a team and becapableofeffective teammanagement in relation torealworldchallenges.Theseskillsteachachildhowtosupportthedevelopmentofkeypersonalqualitiessuchas perseverance, being committed and responsible,resilience and self-confidence and how to foster acommitmenttolife-longlearning.


BeingResponsiblemeansbeingagoodandeffective/sensitivecitizen.Beawareoftheimportantsocialandnationalissuesthatmayhaveanimpactonourdailylives both as a human-being and as a student, beawareoftheimportantsocialandnationalissuesthatmayhaveanimpactonlivesinfuturebothasahuman-beingandasastudent,beawareofourfundamentalduties and rights and embed the core democraticvaluesofIndiaandstrivetolivebythem.

8. Initiative And Self-Direction

Initiation skill involves the ability to begin a taskindependently. Ithelps thechild tobuildhis/herownpathofdevelopment.

Self-direction isa skill toworkwith integrityon self-motivationandtakinginitiatives.

9. Productivity And Accountability

Productivity in the student can be understood asfulfilmentofanytaskwithinagiventimeperiod.

Accountabilitycanbeunderstoodasfeelingresponsibleforanytaskdone.Developingtheseskillsinastudenthelpshim/hertoworkeffectivelyandalsomakehim/her reliable forotherpeersbybeingaccountable forhis/heractions.

10. Social And Cross-Cultural Interaction

These are the skills to communicate, workcollaboratively and effectively in diverse social andculturalenvironments

Pleasenote:“Thereisnosinglewidely-accepteddefinitionof‘21stCenturySkills’.”5

5 https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-to-21st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdf

NEED OF 21ST CENTURY SKILLS

CHAPTER 4


4.1. Why do we need 21st Century Skills?4 Learning is complete and holistic

only when a student is able toeffectively perform and fulfil his/herresponsibilities and duties towardsself,school,family,societyandaboveall, thenation.Thegoal is toenabletoday’s student to be a good citizenandaresponsiblehuman-beingwhois well-aware of his potential andcompetence.

4 Simplyteachingtotestorlearningforexamsisnotgoingtohelpastudentfaceeveryday life situations. 21st CenturySkillsarekeytotheempowermentofChildrenandadolescentstodealwiththe issues and concerns related totheir life. They experience a numberoffeelings,manyofwhicharerelatedtotheirgrowthanddevelopmentfromchildhoodtoadolescenceandbeyond.

4 TheseareimportantforChildrenwithSpecial Needs for developing theirindependence in their home, school,andcommunityenvironments.

Andreas Schleicher, OECD EducationDirectorate, 20106 explains the need for21stcenturyskillsasfollows:

“Today, because of rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.”

4.2. National Curriculum Framework on Life Skills (one of the components of 21st Century Skills)

LifeSkillsareoneofthecomponentsof21stCenturySkills.Weshalldealwith these indetail in the following sections. The needofLifeSkills isalsostated in theNationalCurriculum Framework (2005). We havealreadyseenabovethatLifeSkillsconstituteanimportantpartofthe21stCenturySkills.The importance of the integration of LifeSkillscanbeseeninthefollowingexcerptsfrom theNationalCurriculum Framework(2005):

6 https://www.cambridgeassessment.org.uk/Images/461811-the-cambridge-approach-to-21st-century-skills-definitions-development-and-dilemmas-for-assessment-.pdfaccessedon14.03.2020

• “Development of life skills such ascritical thinking skills, interpersonal communication skills, negotiation/refusal skills, decision making/problem solving skills and coping and self- management skills is/arealsoverycriticalfordealingwiththedemandsandchallengesofeverydaylife.”

• “Theprocessofacquiring a sense of selfislinkedtophysiologicalchanges,and also learning to negotiate the social and psychological demands of being young adults. Responsible handling of issues likeindependence, intimacy, and peergroup dependence are concernsthat need to be recognized and

Chapter 4 : Need of 21st Century Skills 25

appropriatesupportbegiventocopewiththem.”

• “It is important to recognize thatadolescents need social andemotional support thatmay requirereinforcement of norms of positivebehaviour, development of lifeskillsessential tocopewiththeriskysituationsthattheyencounterintheir

lives, manage peer pressure anddealwithgenderstereotypes.”

• Health & Physical Education hasthe potential to motivate learnersto acquire generic skills likeagility, balance coordination andlife skills, especially critical andcreative thinking, communication,problem solving, decision making,managementofemotionsandstress.

4.3. Need and Inter-Connectedness of 21st Century Skills at Various Age-Levels

An individual’s needs of skill–sets vary atdifferent age-levels. Skills required by anadolescentmaydifferfromtheonesrequiredbyapre-teen.However,oneimportantpointto note is that,whatevermay be the agelevel, an individual’s personality developsthrougheffectiveinculcationof21stcenturyskills, and all these skills are inseparableanddevelop in cohesionwith eachother.For example, Social Skill is a part of Life Skills and Communication comes underLearning Skills. But development of SocialSkillswillbeincompletewithoutdevelopingeffective Communication Skills; similarly,acreativepersonismorelikelytobeself-directedand innovative and research hasalsoproventhatInnovationsareoftendonethroughCollaboration.Anarticlepublishedon Research Gate states, “IT-endowed

collaboration within and between groupswill catalyze creativity, which in turn willfacilitatemultidisciplinaryinnovation.”7

Thisinter-connectednessofskillsatdifferentage-levelsisevidentfromthedetailedtablegivenbelow.Thistableis infactpreparedonthebasisoftherecommendationsstatedintheNCF(2005)andseveraldiscussions8held at various forums. These discussionshavecenteredaround:What Core Skills are required at what age and what other 21st

Century Skills aid the development of the Core Skills? TheseCoreSkillsareactuallytheCoreLifeSkillsgivenbyWHOin1999whichhavealsobeenadoptedbyCBSEinitsLifeSkillsProgramme.

This table delineates the mutual-connectednessofCoreLifeSkillsandothercomponents of the 21st Century Skills forthedevelopmentofan individual’s self atvariousage-levels.

7https://www.researchgate.net/publication/220474984_Creativity_Innovation_and_E-Collaborationaccessedon14.03.20208MHRDChintanShivironLifeSkills


AgeDimensions of Self of an Individual

Core Life Skills21st Century

SkillsLearning Outcomes

3-5Years

UnderstandingandExpressingSelf

Self-Awareness Communication • Identifiespartsofhumanbody

• Expressesneedsandemotions

• Demonstratespersonalhygiene

• Recognizessafeandunsafetouch

• Seekshelp

EnhancingSelf Problemsolving CriticalThinking,Communication

• Solvesproblemsbydemonstratingcuriosity,explorationandobservation

BuildingandMaintainingRelationships

ManagingEmotions

Communication,SocialSkills,CreativeThinking,Flexibility

• Approachesandrespondstopeoplebeyondprimarycaregiver

• Interactswithobjectsintheenvironment

AgeDimensions

of SelfCore Life Skills

21st century Skills

Learning Outcomes

6-10Years

UnderstandingandAcceptingSelf

Self-Awareness,EffectiveCommunication,Decisionmaking

CriticalThinking • Demonstratespositiveviewofself

• Demonstratespositivebodyimageandcelebratesoneself

• Identifieswhats/heisgoodatandwherehelpisrequired

• Recognizesgenderstereotypes


ManagingandExpressingSelf

Self-Awareness,EffectiveCommunication,ManagingEmotions,Criticalthinking,DecisionMaking,ProblemSolving

SocialSkills,Adaptability

• Demonstrateshealthyhabits

• Identifiesneedsandemotions

• Expressesneedsandemotionsassertively

• Respectsboundariesforselfandothers

• Differentiatesbetweensafeandunsafebehaviours

• Participatesinstayingsafe

EnhancingSelf Self-Awareness,EffectiveProblemSolving

SocialSkills,Communication,CriticalThinking,CreativeThinking

• Explorestheirareaofinterest

• RepresentsideasusingexpressiveForms

• Participatesinclassactivitiesinvolvingspeakinginfrontofgroups

• Participatesingroupactivitiesusinginteractionskills

• Takesresponsibilitiesinclassroomactivities


Empathy,InterpersonalRelationships,ProblemSolving

CriticalThinking,CreativeThinking,Communication,Initiative

• Demonstratesunderstandingofothers'viewpointsandemotions

• Respectsdifferencesanddiversity

• Demonstratesalignmentwithcollectivegoals

• Contributesinachievementofcollectivegoals


• Exhibitssharingandcaringbehaviourtowardsfamilyandfriends

• Caresfortheenvironment

AgeDimensions

of SelfCore Skills

21st Century Skills

Learning Outcomes

11-13Years


DecisionMaking,Self-Awareness,ProblemSolving

CriticalThinking,CreativeThinking,SocialSkills,EffectiveCommunication,

• Describesphysical,psychologicalandsocio-emotionalchangesinselfandpeers

• Demonstratescomfortwithchangesduringadolescence

• Explainsstrategiestoenhancestrengthsandimproveuponweaknesses

• Expresseswhats/hevaluesaboutoneself


Self-Awareness,ManagingEmotions,DecisionMaking,ProblemSolving,Empathy

Communication,CreativeThinking,SocialSkills,CriticalThinking,Information/Technology/MediaLiteracy

• Displayshealthyhabitsconsistently

• Demonstrateshealthyexpressionofneeds,thoughtsandemotions

• Demonstratesownershipofone'sactions

• Managesexpectationsofselfandotherstopreventstress

• Discernsdifferentinfluences(peers,media)andmakesinformedandresponsiblechoices


• Identifiesonlineandofflinesafeandunsafesituations

• Practicessafetyguidelinesforselfandothers

• Participatesinstayingsafe

• Accessessupportsystemswhenneeded

• practiceresponsibleuseofsocialmedia

EnhancingSelf Self-Awareness,DecisionMaking,ProblemSolving,interpersonalRelationships,empathy,

Communication,Creativethinking,CriticalThinking,Flexibility,Initiative,Productivity

• Exhibitsreadinesstoworkandinteractwithdiversegroups

• Demonstratesmultipleconstructiverolesindiversesettings

• Participatesininterest-basedprojectsdemonstratinginnovationandcreativity

• Managesroutinesandresources


Self-Awareness,ManagingEmotions,Empathy,InterpersonalRelationships,,DecisionMaking,ProblemSolving

CriticalThinking,EffectiveCommunication,CreativeThinking

• Identifiesandbuildspositiverelationships

• Identifiesharmfulrelationships

• Dealseffectivelywithharmfulrelationshipstoreduce/minimizeharm

• Buildsharmoniousrelationshipswithfriends,familyandenvironment


• Statescommonalitieswiththegroupandindividualuniqueness

• Identifiesstereotypesandstigmasindaytodaylife

• Questionsandchallengesthestigmasandstereotypesandbuildsargumentsaroundit

• Identifiescausesofconflictsandrespondsappropriately

• Makeresponsibledecisionsaboutsexualbehaviour

AgeDimensions

of SelfCore Skills

21st Century Skills

Learning Outcomes

14-18Years


Self-Awareness,Decisionmaking,ProblemSolving,ManagingEmotions,Empathy

SocialSkillsCriticalThinking,CreativeThinking,Communication,Information/Technology/MediaLiteracy

• Relatestovariousexperiencesofgrowingupthathavecontributedtotheirdevelopment

• Demonstratesandexpressescomfortwithallaspectsoftheirpersonality(including individual differences)

• Accessesinformationandanalyzesittodistinguishbetweenfactsandmyths

• Questions/Challengesmythsanddemonstratebehaviourinformedbyscientificthinking

• Demonstrates

individualandsocial

identitythats/hevalues



Empathy,Self-Awareness,ManagingEmotions,

ProblemSolving,Inter-personalrelationships

CriticalThinking,Communication,CreativeThinking

• Makeshealthychoicesrelatedtohygiene,nutritionandphysicalactivity

• Analyzesdifferentinfluencesandmakesinformedandresponsiblechoices(in the interest of self and others)

• Demonstratesskillstomanageemotionseffectively

• Minimizesstressbyidentifyinganddeliveringonrealisticexpectations

• Recognizes,resists,challenges,seekshelp,reportsconcernsandincidentsofsafetyandsecurityrelatedtoselfandothers

• Analyzesthoughtsanddoesnotengageinbehavioursthatcompromisesafetyandsecurityofselfandothers

• Demonstratesresponsiblebehavioursthatminimizeriskandreduceharm

• Accessesandprovidessupportindividuallyandcollectivelywhenrequired

EnhancingSelf Self-Awareness,DecisionMaking,ProblemSolving,InterpersonalRelationships,Empathy

Communication,CreativeThinking,CriticalThinking

• Exhibitspersonalandinterpersonalskillsnecessaryforindependentliving


• Identifiesgoals,motivatesself,plansandmanagesresourcestoachievethem

• Motivatesselfandteammemberstoachievesharedgoals

• Exhibitslanguagetocommunicateabouttheirskills,knowledgeandcareerpotential.

IMPLEMENTATION AND OUTCOMES OF 21ST CENTURY

SKILLS

CHAPTER 5


9 http://www.ascd.org/publications/books/61189156/chapters/Integrating-Thinking-and-Learning-Skills-Across-the-Curriculum.aspxaccessedon14.03.202010https://unesdoc.unesco.org/ark:/48223/pf0000242996pp2-3accessedon14.03.202011https://unesdoc.unesco.org/ark:/48223/pf0000242996pp2-3accessedon14.03.202012TheCambridgeapproachto21stCenturyskills:definitions,developmentanddilemmasforassessmentIAEAConference,Singapore,2014,IrenkaSutoandHelenEccles,CambridgeAssessment

5.1. Various Frameworks

The 21st Century skills are essentially theoutcomeofexperiential learning, i.e. theyare imbibed through observing,understanding,practisingandexperiencing.Before beginning details about theimplementation of these skills in theteaching-learningprocess,letusunderstandwhatvariousframeworkspropoundinthisarea.Thefollowingliterature-reviewbringsforthafewimportantpoints:

4 Ackerman and Perkins (1989)9 havesuggested teaching thinking skills asa “meta-curriculum” blended withcoresubjects.Studentswouldbegivena far more coherent set of learningexperiences—they would know whytheywerebeingtaughtvarious“skills,”and they would know better how tomobilizethemselvestomakesenseofcurriculumcontent.

4 TuckerandCoddingoftheUS-basedNationalCenteronEducationandtheEconomy(1998)haveadvisedtoadoptsuchacurriculumthatprovidesdeeperunderstandingof the subjectand theability toapply thatunderstanding tothecomplex,real-worldproblemsthatthestudentwillfaceasanadult’10.

4 The US-based Partnership for 21stCenturySkills,acoalitionofbusiness

leaders and educators, proposed aFramework for 21st Century Learning,whichidentifiedessentialcompetenciesandskillsvitalforsuccessintwenty-firstcenturyworkandlife.Thisframeworkisbasedontheassertionthattwenty-first century challenges will demand a broad skill set emphasizing core subject skills, social and cross-cultural skills, proficiency in languages other than English, and an understanding of the economic and political forces that affect societies11.

Assessment and Teaching of 21st Century Skills (ATC21S project 2013)12: Theinternational collaboration amongacademics, governments and threemajortechnology companies (ATC21S 2013)researchers concluded that 21st Centuryskills can be grouped into four broadcategories: (i) ways of thinking; (ii) waysof working; (iii) tools for working; and(iv) skills for living in the world (Binkley,Erstad, Herman, Raizen, Ripley andRumble, 2010). Within these categories,they identified ten skills as encapsulatingall others and accommodating allapproaches.Inparticular,problem-solving,and ICT operations and concepts, arelistedbyallorganisationsinthefollowingtable.Communication,collaboration,andinformationliteracy.

Chapter 5 : Implementation and Outcomes of 21st Century Skills 35

Categorisation of 21st Century Skills : Various Frameworks

ATC21S 21st C skills reviewed by ATC21S21st Century skill

category 21st century skills Partnership for 21st

C skills (2013) Lisbon Council

(2007) ISTE NETS (2013) ETS Skill (2013)

Ways of thinking

Creativity & innovation




Critical thinking, Problem solving Decision making

Critical thinking Problem solving Decision making

Problem solving Critical thinking Problem solving Decision making

Critical thinking Problem solving

Learning to learn metacognition

Ways of working Communication Communication Communication Communication Collaboration Collaboration Collaboration Collaboration

Tools for working Information literacy Information literacy Media literacy Information literacy Information literacy Information literacy

ICT literacy ICT operation and concepts

ICT operation and concepts




Living in the world

Citizenship

Life and career Initiative Flexibility Leadership

Flexibility Adaptability

Initiative Self-direction

Personal and Social Responsibility

Thus, the above literature brings forth the two elements essential for the implementation of 21st Century Skills in the teaching-learning process. These are: Core Subjects/Areas and 21st Century Themes:

5.1.1. Core Areas: These includeNativeLanguage/Reading, World Language(s)includingEnglish,Arts,Geography,History,Mathematics,Science,Government/Civics.

5.1.2. 21st Century Themes

5.1.2.1. Global Awareness

4 Learnfromandworkincollaborationwithindividualsfromdiversecultures,countriesreligionetc.

4 Mutual respect everywhere and allcommunication/conversation

4 Understand other cultures andlanguagesfromothernations

5.1.2.2. Financial, Economic, Business and Entrepreneurial Literacy

4 Makingappropriatepersonaleconomicselections

4 Knowing the role of the economy ineverydaylife

4 Enhancing productivity and careeroptions.

5.1.2.3. Civic Literacy

4 EffectiveparticipationinCivicLife

4 StayinginformedaboutGovernmentalsystemsandprocesses

4 Exercising the rights and duties of


being a responsible citizenship atlocal,state,nationalandgloballevels.

4 Understanding national andinternational implications of civicdecisions.

5.1.2.4. Health Literacy

4 Awarenessandunderstandingaboutbasic health, safety and servicesrelated to that and using that toimprovehealth

4 Knowledge and understanding ofholistic wellbeing, including properdiet, nutrition, exercise and beingstress-free

4 Using available information tomakeappropriatehealth-relateddecisions.

4 Establish and monitor personal andfamilyhealthgoals.

5.1.2.5. Environmental Literacy

4 Knowledgeandunderstandingof theenvironment and the circumstancesandconditionsthataffect;

4 Awareness about the impact ofeveryday life and actions, like risingpollution,populationetc.onthenature

4 Investigate and analyze issuesaffectingenvironmenttoreachproperconclusionandsolutions

4 Individually and collectively actingfor addressing issuesand challengesrelatedtoenvironment

This actually means framing and implementing curricula having:

4 21st century skills, core subjects and21st century themes blended in toteaching-learning;

4 comprehensiveness as well asflexibility;

4 content that promotes thinking andreasoning;

4 freedom for learner’s input and isinterdisciplinary


The above framework presents theimplementation framework with a meta-curriculum wherein the curriculum,

pedagogy, learning environment, andassessments are woven around CoreSubjectsand21stCenturythemes.

5.2. Broad Outcomes of 21st Century Skills

S.NO. SKILL OUTCOMES

1. Critical Thinking 1. Effective reasoning

4 Beingable touse reasoningappropriate tothesituation

2. Using Systems and Preocess with Intelligent and Rational Thinking

4 Analyze how various parts of a system/process unite/complement each other for acompletepicture

3. Judging and Taking Decision on an issue after proper evaluation of evidences, claims, arguments etc.

4 Analyzeandevaluatevariousperspectives

4 Makingcorrelationbetweenvarioustypesofinformationavailable

4 Interprettheavailableinformationandformconclusionsaftereffectiveanalysis

4 Reflect theprosandconsofexperiencestosolveproblems

4 Deviseinnovativesolutionsofdifferentkindsofnon-familiarproblems

4 Identifyandaskrelevantandvitalquestionsto bring forth various perspectives and forgettingbettersolutions

2 Creativity And Innovation

1. Think Creatively

4 Use various techniques for creating andevolvingnewideas(suchasbrainstorming)

4 Use all available concepts to create orconceive&perceivenovelandusefulideas

4 Elaborate,refine,analyzeandevaluateideastoimproveone’sowncreativeefforts


2. Work Creatively with Others

4 Develop, implement and communicate newideastoothers

4 Beopenandresponsivetodiversity

4 incorporategroup inputand feedback intothework

4 understand the practical limits for adoptingnewideas

4 Treat failureasanopportunity to learnandimprove

3. Implement Innovations

4 Implement creative ideas for a usefulcontribution

3 Collaboration Collaborate with Others

4 Ability toworkeffectivelyandrespectfully indiversescenarios

4 Beadaptabletoaccomplishacommongoal

4 Assumesharedresponsibilityforcollaborativework,andvaluetheindividualcontributionsmadebyeachteammember

4 Communication Communicate Clearly

4 Effectiveoral,writtenandnonverbalcommunicationinavarietyofformsanddiversesocial,cultural,linguisticcontexts

4 Listeningeffectivelytoinfermeaning

4 Usecommunicationforavarietyofpurposesandfunctions

4 Useseveralformsofmediaandtechnologiesandknowtheireffectiveness

5 Information Literacy, Media Literacy, Technology Literacy

1. Information Literacy

4 EfficientlyandcriticallyaccessandevaluationofInformation

4 Useinformationaccuratelyandcreativelyforresolvingissueorproblem


4 Managetheflowofinformationfromawidevarietyofsources

4 Apply a fundamental understanding of theethical/legal issues surrounding the accessanduseofinformation

2. Media Literacy

4 Understandthepreparationandpurposeofmediamessages

4 Examinevariousmanners/waysofinterpretingmessages

4 Understandtheethical/legalissuesregardingtheaccessanduseofmedia

4 Understandandutilizethemostappropriatemedia creation tools, characteristics andconventions

4 Understand and effectively utilize the mostappropriate expressions and interpretationsindiverse,multi-culturalenvironments

3. Technology Literacy

4 Usetechnologyasatooltoresearch,organize,evaluateandcommunicationinformation

4 Use digital technologies, communicationnetworks, and tools to access, manage,integrate, evaluate and create informationforfunctioninginthereallife

6 Flexibility And Adaptability

1. Ready to Change

4 Adapt to varied and multiple roles, jobsresponsibilities,schedulesandcontexts

4 Work effectively in scenarios of changingpriorities

2. Be Flexible

4 Incorporatefeedbackeffectively

4 Dealpositivelywithpraise,setbacksandcriticism

4 Understand, negotiate and balance diverseviewsandbeliefstogetsolutions,particularlyinmulti-culturalenvironments


7 Leadership And Responsibility

1. Lead while Guiding

4 Useinterpersonalandproblem-solvingskillstoinfluenceandguideotherstowardagoal

4 Involve strengths of others to accomplish acommongoal

4 Inspireotherstoattaintheirbestbyexample

4 Demonstrate integrityandethicalbehaviourinusinginfluenceandpower

2. Be Responsible to Everyone

4 Actresponsiblykeepinginmindthewelfareofsocietyandnation

8 Initiative And Self-Direction

1. Managing Goals and Time

4 Setgoalswithtangibleandintangiblesuccesscriteria

4 Utilizetimeandmanageworkloadefficiently

2. Work Independently

4 Monitor,define,prioritizeandcompleteyourtasks

3. Be Self-Directed Learners

4 Explorenew information toachievemasteryinatask

4 Takeinitiativetogetskillsuptotheprofessionallevel

4 Bealife-longlearner

4 Criticallyandpositivelyanalysepasttomakethefuturebetter

9 Productivity and Accountability

1. Manage Projects

4 Set and meet goals, even in the face ofobstaclesandcompetingpressures

4 Prioritize,planandmanageworktoachievetheintendedresult


2. Give Results

4 Practice values, ethics and skills ofprofessionalism, time mangement,punctuality,discipline,patience,collaborationandreceptivenesstogiveproperresults

10 Social And Cross-Cultural Interaction

1. Effective Interaction

4 Listenmore

4 knowwhentospeak

4 Behaverespectfully

2. Working in a team with diversity

4 Respectdifferencesandworkeffectivelywithpeoplefromdiversebackgrounds

4 Beopentovariousperspectives

4 Blendanduse ideas fromdiverse teams toinnovateandimplement

21ST CENTURY SKILLS: PURPOSE, OUTCOMES,

STRATEGIES AND ACTIVITIES

CHAPTER 6

Chapter 6 : 21st Century Skills: Purpose, Outcomes, Strategies and Activities 43

Thinking is a skill in itself. What we require is:

1) a set of information and beliefs, generating and processing skills, and

2) the habit, based on intellectual commitment, of using those skills to guide behaviour.

Thinking itself is a Skill. How?

Skillistheabilitytodosomethingwell.

Thinkingistheprocessingofthoughtstoconsiderorreasonaboutsomething.

Whenthoughtsarechannelizedandusedproperlytounderstand,analyse,interpretandreachtoaconclusion,thenitcanbeseenasthinkingskill.

Anythingwhenusedsystematicallycandowonders;samegoeswiththinking.

Weshallnowgothroughthedetailsofeachoftheseskillstounderstandthepurposeandoutcomesalongwiththestrategiesandactivitiestodeveloptheseskills.Thesesuggestivestrategiesandactivitieshavebeencrowd-sourced.

Please Note: These activities can be blended with the subjects during classroom transaction, or can be conducted in the zero period or integrated with Art and Sports.


6.1. Critical Thinking


Wehavealreadyseenthat‘Thinking’itselfisaskill.Everyindividualpossessestheskilltothinkcritically;itisonlythedegreeandthe motivation that varies. Machiavellianthoughts are also an example of CriticalThinkingbuttheyaremotivatedwithselfish

ends.Whenmotivatedwith justice, valuesandintegrity,CriticalThinkingcanbeofagreatservice tohumanity.For thisreason,the development of critical thinking skillsanddispositionsisalife-longendeavour.

Basis Fact/ Opinion/ Thought/Hypothesis etc.

• Analyzing

• Arguing

• Classifying

• Comparing and contrasting

• Defining

• Describing

• Evaluating

• Explaining

• Problem solving

• Tracking cause and effect

Purpose Critical thinking is required for a learner to think in a clear,rational,logical,andindependentmanner.

Strategy Move the comfort zone:

• It is important to shake the comfort zone of a learner/studentbycrossquestioning.

• Thiscrossquestioningwillmakestudentsuncomfortableandimpatienttosearchforanswerandthink.


6.1.1. ACTIVITIES


6.1.1.1. AdlaBadli (Impromptu Debate)

Itwillbesameasadebateactivity.

4 Topicswillbegiventostudentsandtheywillchoosesidesaccordinglybutonthedayofactivitytheteacherwillreversethesidesandwillgivesometimetoprepare.

4 Thissuddenchangeinsideswillmakechildrenuneasybuttheywillalsotrytothinkdifferentlyforthechangedsides.

6.1.1.2. Ask yourself (Self-made Questions)

4 Anactivitycanbeorganisedinwhichstudentshavetopreparequestionsotherthanthetextbooksquestions.

4 Thisexercisewillhelpchildrentothinkdifferentlyforcreatingquestions.Teacherwillseeifthequestionsareoriginalornot.

6.1.1.3. Gap Fill In

4 Givepaperandpentostudentsandaftershowingapictureaskthemtowriteonthetopofthepaperwhatishappeninginthepicture.

4 Thenaskthemtowriteatthebottomwhatyoubelieveishappeninginthepicture.

4 Inthespaceremainingblankwritedownwhatarethestepsyoutaketocometotheconclusion.

6.1.1.4. Pucho to Samjhe (Cross-Questioning)

4 Thisistheextendedversionofaskyourself.Inthischildrenwillpresenttheirquestionsinfrontoftheclassandhis/herpeerswillcrossquestionhim/her,likewhythisquestion,howthiscanhappenetc.

4 Thiswillencouragecriticalthinkinginboththestudentswhoaskthequestionandwhoreply.

6.1.1.5. GolMol (Asking Riddles)

4 Inthisactivity,teacherwillaskriddlesfromdifferentsubjectssothatchildrenneedtothinkindifferentdirectionsfordifferentsubjects


6.2. Creativity And Innovation


Creativity is the tendency to generateor recognize ideas, alternatives, orpossibilities thatmay be useful in solvingproblems,communicatingwithothers,andentertainingourselvesandothers.13

How to know if I am a creative person14?

Youareacreativeperson,ifyouare:

1. energeticandrestfulasperneed

2. innocentbutnotgullible,

3. smart

4. playfulyetdisciplined,responsible.

5. bothimaginativeandromanticatoneend,andfirmwithrealityattheother.

6. humbleandfirm

7. passionate about your work, yetobjective15.

Basis • Imagining

• Accessing Information and Using Technology

• Brainstorming

• Questioning

• Entertaining

• Improvising

• Overturning .

• Problem solving

• Designing

• Creating

Purpose Toencouragestudentstotryandlearnnewthings;

Toimprovecommunicationandsocialskills

Todeveloplateralthinking

Toknowtherearemultipleapproachestoasituation

Strategy 1. Setting an example-

Tryadifferentending to theexisting storyandask yourstudents.Friendstoexplorenewendings.

2. Foster a Question-Friendly Environment (Ask why)-Encouragingstudentstodevelopthehabitofasking“why”questionsaboutinformation,ideas,andbeliefsnormallytakenforgranted.

13Franken,RobertE.HumanMotivation,3rded.,page39614Csikszentmihalyi.MihalyCreativity-FlowandthePsychologyofDiscoveryandInvention,pp58-7315https://www.csun.edu/~vcpsy00h/creativity/define.htmaccessedon15.03.2020


6.2.1. ACTIVITIES


6.2.1.1. Image talk

4 Underthisactivity,childrenwilluseavarietyof images to talkandexpresstheir opinions and views. They canuse emojis, things like pencils, pens,colours, tablets, board, notebooketc. whatever they can think of, forexpressingtheirviews.

4 This will help children to thinkdifferentlyfromthenormalpatternandalsounderstandingthroughthingswillalsohelp inopening thenewwayofthinking.

6.2.1.2. S.C.A.M.P.E.R.

It is essentially exploring new ideas bytestingandquestioningthemfromdifferentangles. For each letter of themnemonic,askyourselfarelatedquestionaboutyourtaskortheproblemathand:

4 Substitute,e.g.:WhatwouldhappentothetaskifweexchangeXwithY?

4 Combine, e.g.:What would happentothetaskifwecombineXandY?

4 Adapt, e.g.: What changes wouldneedtobemadetoadaptthistasktoadifferentcontext?

4 Modify,e.g.:Whatcouldwemodifytocreatemorevalueonthistask?

4 Put to another use, e.g.:What otheruses or applications might this taskhave?

4 Eliminate,e.g.:Whatcouldweremovefromthetasktosimplifyit?

4 Reverse, e.g.: How could wereorganize this task tomake itmoreeffective?

Thismethodenablestoapproachataskorprobleminunforeseenways.Eachquestionneeds deep thinking on the issue andconsideringnewpossibilities.

6.2.1.3. Wrong is Right

4 Inthisactivity,teamoftwoindividualswill bemadeandone individualwillaskquestionsfromtheotherindividualandthefirstindividualwillhavetogivethe wrong answers of the questionsasked.

This activity will help children to think quickly and differently from the given answers.

6.2.1.4. Creative Space

4 This will include providing space forcreative activities like drama, quiz,painting, music competition etc.Teacher will make sure that theseactivitiesareheldfromtimetotimeintheclasssothatchildrencangettheircreative space integrated with theircurriculum.

6.2.1.5. Alternative way of learning Lesson

4 Aspartofthelesson,theteachercanalso encourage creativity by askingchildren to present their own versionofthestoryafterthecompletionofthetextbookstory.

4 Thiswillencouragechildrentobecomeastoryteller.Childrencanalsopresenttheirstoriesinwrittenform.


6.2.2. ACTIVITIES

6.2.2.1. Project Based Learning (PBL)

4 In this method, Students inquire,investigateandanalyzeaquestionora problem or a challenging issue tofindnovelsolutions.

6.2.2.1.1 Phenomena Based Learning (PhenoBL)

4 This is a multi-disciplinary andconstructivewayof teaching-learningwhichhasareal-worldphenomenon,like water, health, energy etc. as thestartingpoint,nottheusualsubjectsasper the school culture. It encouragesastudenttoinquire,andbeanactivelearner.


6.2.2.2. Virtual Reality

4 Learningandinteractionin3D.

4 Understand 3D world throughimmersionstoinnovateintheirchosenfields.

4 Youcantakethemtomountaintops,gardens, historical places through3D immersions for explaining theirexperiences later, on a situationaltopic.

6.2.2.3. Two is Enough

4 Givechildrentwoshapesi.e.rectangle,triangle and ask them to draw onething using those shapes only. Forex.theycandrawacar,ananimal,afloweretc.

4 Thiswill enhance the thinkingpowerofthechildrenandasaconsequencewillalsoimprovetheirinnovativeskills.

6.2.2.4. Let them Free

4 Takechildrenoutsidetheclassandletthemfree.Thenaskthemwhatalltheyseeandhowtheycanrelate themtodifferentsubjects.

4 Thiswillhelpchildrentoexpandtheirknowledgeof thesubject. Inadditionwith/to this, children innovation/innovationofchildrenwillalsocomeout that/as to how they can relatedifferentsubstanceswith thedifferentsubjects.

6.2.2.5. Give them a Break

4 Giving children time off from theclasses and give that time for theirinterestsandhobbies.Whenchildrenspend time in what they love, thatwill help their brain to work moreinnovatively.

6.3. COLLABORATION


Collaboration is the ability to effectivelyworkwithothers.Thisskillinvolvesworkingtogether while taking actions, respectingothers’ needs and perspectives andcontributing to and accepting the finaloutcomes.Collaborationhelps todevelop

interest and fun in the teaching learningprocess.Iteffectivelybroadensthecultural,social,andenvironmentalboundariesandhelps a child to understand social andenvironmentalconcernsbetter.

Basis • Allocating resources

• Brainstorming

• Decision-making

• Delegating

• Evaluating

• Goal setting

• Leading

• Managing time

• Resolving conflicts

• Team building

Purpose Collaborative Skills empower students to work together ingroupstosolveagivenproblem.

Strategy 1. Model What We Expect :

Weneed to faciliatateandmodelourselves forwhatweaspireandexpectourstudentstobeanddo.

2. Teach Them How To Negotiate:

Students need to understand that being loud does notmean being listened. A good negotiator listens well, ispatientandflexible,sharesideasandareasofconsensus,andcanthinkunderpressure.


6.3.1.1. ‘Save the Last Word for Me’

Children participate actively throughspeakingaswellaslistening.Theyworkingroups, shareanddiscuss their responsesandperspectivesonanissue.Thiscanbeused to build up their collaborative skills,criticalthinkingandproblemsolvingskills.

6.3.1.2. Hands-on projects

UseExperientialLearningactivities.RefertoCBSEHandbook on Experiential LearningandGuidelinesonArtIntegratedEducation.

6.3.1.3. Integrate Sports in Teaching-Learning

Sportsencouragesteamwork,collaborationanddecision-making.Integratinganysportactivitytoteachadifficulttopicwillinvolveeveryone collaboratively. Try indigenousgames like Mallakhamb for teachingMATHEMATICS.

6.3.1.4. Search to Win

In this, teacher will divide the studentsin groups of 4-5 and give them somequestionswhoseanswerschildrenhave tofindthroughdifferentcluesgivenbyteacher.Thiswillbeafunactivityandcollaborationisneededtocompletethisactivity.

6.3.1. ACTIVITIES


6.3.1.5. Dumb charades

Inthisactivity,childrenwillbedividedinto4-5groups.Theteacherwillpreparechitswith different concepts/topics written onthem from the given subject. Every groupwillbegiventhechancetoguessthetopics/concepts by one member of that groupcharadingoractingoutthetopic/concept.Whileonememberofthegroupcharades,therestofthechildrenhavetounderstand

what is the concept/topic and guess it,for example photosynthesis, or HighestCommon Factor, etc. After guessing theconcept/topic, the whole group has toanswer a question on that concept/topicalreadykeptreadybyteacher.Thisactivitywillbefuninlearninglessonsandthiscanbeperformed if students co-operateandcollaboratewitheachother.

6.4. COMMUNICATION

Process of Communication

ProcessofCommunicationneedsthreethings:Message,SenderandReceiver/Recipient.


Basis • Analysis of the situation

• Choose a medium of communication

• Evaluating messages

• Listening intently and patiently

• Reading

• Speaking

• Writing

• Turn taking and initiation

• Use of technology

Purpose • Provideinformation

• SeekInformation

• Expression

• Buildupsocialandinterpersonalskills

Strategy 1. Reflective self:

Therecanbeareflectiveclassinwhichstudentscansharetheirexperiences,goodorbad,ortheycanshareastory/incident/feeling/opinionwhichtheyhavenotsharedwithanybody so far. This period will help children to listencarefully to each other and communication will alsoimprove.

2. Paired Communication:

Teachers candivide the class intopairs of students andgivethemtimetointeracttoknoweachotherbetter.Thestudentswillaskeachotherquestionstoknowaboutthestudents likes/dislikes/favourite sport/music/art/books,etc.Theycanthenpresentthepairedstudenttotheclassbytalkingabouttheuniquenessofthatstudent.Thiswillshowhowmuch those two listened toeachother.Continuouspracticeofthiswillimprovecommunication.


6.4.1. ACTIVITIES

6.4.1.1. Guide for the blindfolded

4 Arrangeyourclassroominawaythatisunfamiliartothestudents,makingsurethatitissafetogetaround.

4 Havestudentspairup.Onewillwearablindfoldwhiletheotheristofunctionasthe“eyes”andstandinadesignatedspace.

4 Thegoalisfortheeyestoguidetheblindfoldedpartnerthroughtheclassroomthroughaspecificpathusingonlywords.

4 Thefewerguidelinesyouprovidethemorecreativethestudents’methodswillbe.


6.4.1.2. No-talk day

4 Nonverbal communication is just asimportant, and it is easy to providestudents with practice in followingnonverbalcues:justdon’tspeak.

4 Atthestartofaday,usesignalstoletstudentsknowthatthedaywillbespentusingnonverbalcommunication,thencontinue to use signals throughoutclasswhendirectionisrequired.

4 Makeitknownthatyouexpectthemtodothesame.Everyonewillbeamazedathowquicklyaclass“language”builtonsignalsandnonverbalcuesbeginstoform.

6.4.1.3. Feelings are Important

4 In this activity, there will be a boardwith different feelings written on it.Daily, students shall choose onefrom that feeling and give in writtenhowtheyfeelaboutthat.

4 Teacher will take one period fordealingwith that feeling and discussthemwiththechildren.Somechildrenwho need privacy to discuss, can begivenseparatetimebytheteacher.

6.4.1.4. Talk-in-Pairs

4 Teacher will ask children to makepairs.Pairsshouldbesuchthatthetwochildreninthepairdonotknowmuchabouteachother.

4 Teacherwillgivetimetotheclassandtheywilltalktoeachotherandgettoknoweachother.Afterthattheteacherwill ask questions from one studentabouttheotherstudent.

This activity will help students toknow each other better and this willalso improve communication amongstudents.

6.4.1.5. Student’s Class

4 Ask students to organise a classthemselves in which they will choosethe topic, present the topic, framequestions and activity related to thetopicetc.

This activity will encourage conversationsamongchildrenabouthowtoorganisetheclassandtheywillalsolearntheimportanceofmaintainingthedecorumoftheclass.


6.5. INFORMATION, MEDIA AND TECHNOLOGY LITERACY


Information, both from the traditionalsources like Books, Newspapers, etcand other digital sources like the Internetsites,socialmedia,Appsetc.istobeusedeffectivelyandjudiciouslybystudents. It isto be seen carefully by the teachers thatinformationavailableisusedatalllevelsofBloom’sTaxonomy.Theyneedtobeabletoremember,understand,apply,analyze,evaluatethegiveninformationandcreatenewinformation.

DonTapscott,inGrowing Up Digital: How the Net Generation Is Changing Your World,

gives the following eight reasons whystudentsusetechnology16:

4 Freedomofexpression

4 Facilitytouseitasperlikings

4 Multipleresourcesofinformation

4 Openinteraction

4 Blendofworkandplay

4 Connectingandcollaborating

4 ExploringandInnovating

Basis • Accessing Information

• Collaborating

• Communicating

• Using Information

• Analysing Information

• Interpreting Information

• Creating New Information

Purpose IMT makes the learning environment more interesting thana traditional classroom environment and helps the studentsperformbetterintheirrespectivecareers.

Strategy Digital classroom:

• With traditional blackboard, digital interactive boardsshouldbeplacedintheclassroom.

• Thiswillaidintheteaching-learningprocess.Inteachingof lesson related to space, teachers can showvideosofspacetochildrenforlonglastingmemories.

16 http://socium.ge/downloads/komunikaciisteoria/eng/Grown_Up_Digital_-_How_the_Net_Generation_Is_Changing_Your_World_(Don_Tapscott).pdfaccessedon14.03.2020


6.5.1.1. Know-How

4 In this activity the teacher willdemonstrate to the children howto search and where to search forinformation.Thentheteacherwillgivethemtopicstosearchandwillseehowchildrenaresearchingandiftheywerefollowingherinstructionsornot.

6.5.1.2. Design an App

4 Students will be asked to identify aproblem (environment/ societal /school related) and design an AppusingICTtoofferaviablesolutiontoit.

4 EveniftheydonothavethetechnicalknowhowtodesignanApp, theywill

design it on paper by preparing adetailed write-up on the why, what,how,etc.oftheApp

4 Thiswouldalsoenhance theircriticalthinkinganddecisionmaking.

6.5.1.3. Designing a Blog, Website, PPT

4 Askchildren todesignaPPTorblogand see how they do that. Tell themwhat all can be done in the PPT orblog.

4 Thiswillhelpchildrentogetinformationabout how to use Powerpoint andMicrosoftwordetc.

6.5.1. ACTIVITIES


6.6. FLEXIBILITY AND ADAPTABILITY

A tree that does not bendduring storm gets uprooted.That implies, flexibility andadaptability,withoutchangingthe goal and values, isrequired. Flexibility andAdaptability are the skills ofanindividual/teamtoadjustor change oneself to bestmeettheneedsofasituationorenvironment.

Basis • Goal Setting

• Seeking answers

• Navigating for information

• Collaborating with others

• Improving

• Creating

• Sharing

Purpose Flexibility isacriticalqualityofan individual/ team toadjustor change oneself to best meet the needs of a situation orenvironment.

Strategy 1. The Feedback Loop –Thisenablesstudentstolearnhowtoappreciatefeedbackandrespondtoitpositively.

Theylearntousefeedbacktoimprovewhattheyaredoingbyfindingnewwaysoffinishingthetaskassuggestedbythefeedback.Thisisthereinforcing feedback loop.

Secondly, studentscanuse the feedbackasabalancingstrategy to findwhere theyhavebeenmakingmistakes,andrectifythesametoincreaseproductivityandeffectivity.Thisiscalledthebalancing feedback loop.


6.6.1. ACTIVITIES


6.6.1.1. Different Uses of Household Items

4 Encourage thinking about thingsdifferently, like different utensils andfurniture items to create individualmusic

4 Childrenlearntoseethingsdifferentlyas they need to be flexible in theirthinking for considering utensils asmusicalinstruments.

6.6.1.2. Make up a New Game

4 Inventnewgamesbyslightlychangingtherules,orbytakingrulesfromonegameandaddingthemtoanother.

4 Changing the rules in a game canbe very difficult for childrenwhoareinflexible.

4 For these children, it is important toplayorcreategamesinwhichrulesdochangefrequently.

6.6.1.3. Shuffle

4 Givestudentsgroupactivitiesanduseachitsystemfordividingthestudentsintogroups.

4 This random distribution of studentswill make most of the studentsuncomfortablebutthisisthechallenge.

4 Students should be flexible enoughto work with anybody in variousconditions.

6.6.1.4. Surprise-Surprise

4 Give children different activities toperform from time-to-time but don’tfixtheactivity.

4 For example, fix one period everyWednesdayasanactivityperiod,butdon’trevealtheactivitybeforehand.

4 This will come as a surprise tothe students; some may feeluncomfortable,butgraduallytheywilllearntobecomeflexiblewiththis.


6.6.1.5. Flipped Classroom

(https://in.pinterest.com/pin/851461873281378907/accessedon16.05.2020)


6.7. LEADERSHIP AND RESPONSIBILITY

Basis • Identifyinggoalscollectivelyandindividually

• Creatingagroupandprovidingthemchancetoexploretheirownabilities

• Resolvingissues

• Encouragingteammemberstoattaintheiraims

• Helping group members solve problems and improveperformance

• Acknowledgingworkdonebyeachandeveryone

Purpose Leadershipisthelifeskillthathelpsonelearntheartofbuildingrelationshipswithinteams,defineidentitiesandachievetaskseffectively.

Responsibility includes demonstrating integrity and ethicalbehaviourby thestudents towardsbuildingsafeandpositiveclassroomenvironment


6.7.1.1. Quiz to Lead

4 Holdaquizcompetition,row-wise,intheclassroom;makeoneleaderperrow; make rules of the game suchthat the leaderwill select the studentwhowillanswer.

4 This will develop leadership qualitiesamong children and also motivateother children to develop leadershipquality.

6.7.1.2. Number Game

4 Divide the class into twogroupsandwrite the numbers 1 to25 randomlyonthefloorwithchalk.

4 Selecttwostudentstoleadthegroups

and give them a fewminutes to seethenumbers,thenstartthegame.

4 Everymemberoftheteamhastojumponeachofthenumbers,andsaythenumberloudlysothatothermemberscanlistentothenumber;thisrequiresahugeamountofcoordinationintheteam.

4 Whichever teamcompletes thegameinlesstimewillbethewinner.

4 This activity will help the childrento develop leadership skills as theyhavetomanagetheirteamtoworkincoordination.

6.7.1. ACTIVITIES


6.7.1.3. Leaders You Admire

4 This activity helps in understandingthe characteristics and quality of agoodleader.

4 Group participant discuss about theleaderwhomtheadmire

4 In subsequentgroupdiscussions theycommunicateandshareeachother’sfindings.

6.7.1.4. Round Tables

4 Thisactivityrequiresfourtables.Eachtable has a different group with adifferenttasktoperform.

4 Eachgroupwillhaveagroup leaderwhowilldelegatethetaskandstepsofthetasktothegroupmembers.

4 .Once they begin, the task time ismeasureforeachgroupandthegroupwhichtakesminimumtimewillbethewinner.

4 This activity will improve delegationskills.

6.7.1.5. Do Se Bhale Chaar (Teamwork is better)

4 As the name says, the teacher willdivide the class into groups of fourandgiveallofthemthesamelessonto perform and present before theclass.

4 They/Theteachercanuseanymethodtopresent,suchasskit,role-play,flipchart,powerpointpresentation,etc.

4 Teacherwillobservehowtheyplantheiractivity and after their performance,will ask questions to the groupmembersabouthowtheydecidedonthismethod.

4 Thisactivitywillshowhoweachgrouppresentation becomes better withteamwork.

6.7.2. ACTIVITIES


6.7.2.1. Making Own classroom Rules

4 Studentswillbeencouragedtomaketheclassrulesinthebeginningofthesession.Themostsuitableonesmaybefinalisedanddisplayedprominentlyintheclassroomandfollowedthroughouttheyearbyeachstudent.

4 Theymayalsodecidewhatactionthewholeclasswill take ifanystudent isfoundviolatinganyoftheclassrules.

4 Thiswillfosterasenseofresponsibilityinthem.

6.7.2.2. Helping hands

4 Teacherwilldividetheclassintopairsandtakesomeofthebelongingsfromeachofthemsothattheirbelongingstogetherwillbecomewhole.

4 Teacherwillthengivethemsomeworkto do in which children will need toshareeachother’sbelongings.

4 Forexample,Theywouldaskstudentstosharetheirgeometryboxestomakeamathsproject.

4 With this activity, children will

understand their responsibility ofhelpingtheirpeers.

6.7.2.3. Break the chain

4 Selectalesson/storyhavingchainofeventsbasedonvalues.

4 Askthestudentstolistoutthesequenceofeventsandfindanalternativesteptostoporchangethechainofevents

4 The story/ lessonwill be rewrittenbythestudentsaddingtheirperspectivestochangethechainofevents

6.7.2.4. WANTED! Responsible..

4 Ask the class to prepare anadvertisementforhiringaresponsiblepersonandspecifythequalitiesoftheperson.

4 Children should start this advertise-ment with the words ….Wanted aresponsibleperson.

4 This will help children to knowand the teacher to guide them inunderstandingwhatkindofapersoncan be considered a responsibleperson.

6.8. INITIATIVE AND SELF-DIRECTION


Basis • Questioning

• Planning

• Research

• Creating

• Improving

• Presenting

Purpose Initiativeprovidesanopportunitytoactortakechargebeforeothers.

Self-directionistheabilitytosetgoalsrelatedtolearning,planfor the achievement of those goals, independently managetimeandeffort,andassessthequalityoflearningexperience.

Strategy 1. Teacher First

Teacher/swillinitiateactingonanactivitytosetanexampleandmotivatestudentstocomeforwardandtakepartinit.

2. Initiative to improve

The teacher should try to talk in class about sharing asecretwhichmaybeaffectingtheirconfidence.Teacherwillshareherownsecretfirstandthenstudentswillstart.Thiswillimprovetheirconfidence.

3. Assess Readiness

Beforeany student canachieve their learninggoals, it'simportant to know their current situation. Teachers canperform a short exercise and design the self-directionprocessforthestudents.

6.8.1. ACTIVITIES


6.8.1.1. Bunch of Activities

4 Teachercanuseabowlandputseveralchitsinitwithdifferentactivitieswrittenonthechit.

4 Forexample,actinglikeabangleseller,singasong,dancelikesomeone,andspeakafilmdialogue,etc.

4 Thiswillhavevariousbenefitssuchastakinginitiativetoperformanactivity,makingclassjoyful

4 Chitscanalsoberelated tochaptersgiveninthebook,suchas,actouttheprocessofdistillation,singthePeriodicTable in the tune of your favouriteBollywoodsong,etc;

4 Ensurethateveryonetakespartinit.

6.8.1.2. Everyone Matters

4 Organise any activity in which everychild has to perform/present in frontof thewhole class so thateachchildalsogetsanopportunity.

6.8.1.3. Teacher First

4 Teacherwillarrangeaseparateclassfor sharing stories of achievement,failure,thingswhichmatter,etc.

4 Teacherwillstartthisclassbysharinghis/herpartof thestory first; thiswillencourage children to share theirstories.

6.8.1.4. Teamwork

4 Class will be divided into groups of4-5 students and give them a scenetoperformandeverychildhastodosomeroleplaying.

4 One child can help another buteveryone has to perform one’s ownrole.

4 Thisactivitywillhelpchildrentoworkin groups yet maintaining their ownindividuality.

6.8.2. ACTIVITIES


6.8.2.1. Self-Advocacy

4 For many students, self-advocacy doesn’t come naturally.

4 Teaching students how to ask for help, through role playing or other guidance is the motive of this activity.

6.8.2.2. Let them Be

A Scene:

Tuesday: Maths Class at Sopan: the School

The teacher asks students to decide what they want to do in the class. Students start whispering. Devyani, Vikram, Chris, Taveesh, Samar, Tanveer, Denis, Garima, Danya, Yogvid and Kuladitya decide they want to play chain game, like this video:

https://www.facebook.com/the.akanksha.foundation/videos/10154397169224317/

Teacher lets them do it along with the entire class.

Naturally, it enhanced their self-direction, teamwork and initiative-taking. So, let them be….

6.8.2.3. Connections to Experts

4 It is becoming easier every day to broaden horizons of students by reaching out to the community.

4 Get students to identify a larger problem that needs solving and then help them to connect with experts in that area, to gather more knowledge and perspective.

6.8.2.4. Design Thinking

4 The teacher should offer opportunities in the classroom where students can write their own critical questions about content.

4 They should be allowed to question the credibility of the content and offer their perspective on the same.

4 At least one topic per semester may be planned in a manner to foster self-direction in the students.


6.9. PRODUCTIVITY AND ACCOUNTABILITY

Basis • Goal setting • Planning • Time management • Research• Development• Evaluation• Revision • Application

Purpose Productivityisprioritizing,planning,andapplyingknowledgeandskillstomakedecisionstoenhancequalityofworkinanever-changingenvironment.Accountability is demonstrating personal integrity throughappropriateresourceallocationandeffectivetimemanagement.

Strategy Proper allocation and Time management - The properallocationoftasksanddutiestothestudentsandproperanalysisoftimerequiredtoperformataskarekeyfactorsinmeasuringthestudents’performance.Theyshouldbeencouragedtokeepatrackoftheiracademicandnon-academicprogress.Positive Environment -Teacherwillcreateatypeofenvironmentintheclassthatifanystudentorteacherdoesanymistake,theywillacceptthatandtakefullresponsibilityofitwithoutanyfearofjudgment.

6.9.1. ACTIVITIES


6.9.1.1. Research Project

4 Students (individually/group) shallresearch a topic by collectinginformationfromvarioussources.

4 Students then create a documentdiscussing their research topic andtakefeedbackfromtheirpeers.

4 Theneachstudentcompilesareflectivepaperusingwhattheyhaveresearchedandtheinputfromtheirpeers.

4 Thiswouldenhancetheirperformanceandleadtoincreasedproductivity.

6.9.1.2. Expo 2020

4 Students participate in a “younginnovator” program where they givelifetotheirproductiveideas.Amodelofthiscanbemadefortheclassroomwhere children will make differentitems/modelsfortheclass.

6.9.1.3. Praise for More

4 Teacher should recognize andpraisechildren’swork.Appreciationfortheirwork,increasestheirproductivityandmotivatesthemtoworkmore.

6.9.1.4. Read-Read

4 Teacher will set a particular time forreadingbooksotherthantextbooks.

4 Teacherandstudentscanevenchooseabookfromtheschool librarywhichtheycanreadtogetherintheclass.

4 Studentsand teacherswill setweeklytargets for the readingofbooksandwhoeverfulfilsthetargetwillhavetheirname written on the school board/wallmagazineasthe“ReaderoftheWeek”.

4 This will encourage children to fulfilthe weekly targets and also improvetheirproductivityinclass.

6.9.1.5. Ask and Listen

4 In the beginning of the class, theteacher will talk to students abouthowtheyarefeeling,whathappenedyesterdaywith them,whysomeoneisnot feeling good, and why they arefeelingthisway,etc.

4 Asking children these questions willhelp them clear their minds and itwill also make them positive andunderstand that it is alright to havedifferent emotions and that theymatter in the class. Theirproductivitywillincreasebyaddingthesethingsintheclass.


6.9.2. ACTIVITIES


6.9.2.1. Student Accountability Project

4 Atthebeginningoftheterm,studentswill write a letter to their future self,one year hence, about the personalgoalstheyhadsetupforthemselves,andhowtheyintendtoachievetheminoneyear.

4 Teacherwillsealeachof theselettersin separate envelopes addressed tothe student whowrote the letter andkeeptheselettersaway.

4 Students will create a time chart tomonitor their own progress towardstheirgoals.

4 Attheendoftheterm,theywillwriteandsharehowtheyachievetheirgoalandwhethertheyhavebeensuccessfulinachievingwhat theyhaveplannedfor.

6.9.2.2. Monitors and In-Charges

4 Everyclassroom,materials,educationalresources, facilities can be allocatedwith monitors and in-charges. Thismakes students accountable for theworktheyaredoing.

6.9.2.3. Ownership of the learning Process

4 Giving students a say in how theywill learnhasbeenlinkedtogainsinstudenteffortandachievement.

4 This will help children to work andtake full responsibility of it and beaccountableforit.

6.9.2.4. Do as you say

4 The best way to teach kids aboutpersonal accountability is by beingaccountableyourself.

4 When they see you make amends,theylearntobeaccountablefortheirownbehaviour.


6.10. SOCIAL AND CROSS-CULTURAL INTERACTION


Basis • Cooperation

• Compromise

• Decision making

• Communicating

• Using emotional intelligence

• Using constructive criticism

• Trusting others

• Delivering on promises

• Coordinating work

Purpose To make students adaptive, flexible, appreciative of diversity.

Strategy Group workisagreatwayforstudentstoworkhands-onwithotherstudentswhoaredifferentfromthemselves.Alsochildrenwillknowwhenit isappropriatetolistenandwhentospeak.It can be applied in the classroom by dividing the studentsinto the groups to do classwork. When grouping students,teachersshouldcreatesociallyandculturallydiversegroups.Teachersshould incorporate thisgroupwork into their lessonplans, forcing students to interact in order to complete theirassignments.


6.10.1. ACTIVITIES


6.10.1.1. Relay Culture

4 Class will be divided in 4-5 groupswithequalnumberofchildrenineachgroupdependingontheclassstrength.

4 Each group has to choose one stateor culture and has to wear or havesomethingfromthatcultureandmovetowards another student and passonandexchange somethingofeachother’schosenculture.

4 Each group/team must try and passonsomethinguncommonanduniqueabouttheirchosenculture.

4 Upon being passed something fromanother culture, the team has to doquickresearchaboutthataspectoftheculturethathasbeenpassedtothemandprepareaflipchart/presentationonwhattheyhavelearnt.

4 This way if there are 4 teams, theywould have learnt something uniqueabout4differentcultures.Thiswillhelpchildrentounderstandandappreciatedifferentcultures.

6.10.1.2. Face It

4 This activity can be done with smallChildren.

4 Makepairsandaskstudentstostandinfrontofeachother.

4 Ask them tomake funny faceswhichtheirpartnercancopy.

4 Children who are outgoing will beabletocopyeachother.

6.10.1.3. "Social" Circle Time

4 At circle time, have each child saysomethingpleasantaboutthepersonnext to them as they go around thecircle.

4 Thiscanbethemebased(cooperative,respectful, generous, positive,responsible, friendly, empathetic etc.)orabout theiruniqueness,etc.anditcanchangeeverydaytostayfresh.

SOME FACILITATION METHODS

CHAPTER 7


Followingaresomecommonandfrequentlyusedmethods:

CLASS DISCUSSION (in small or large groups)

BRAIN - STORMING

ROLE PLAY

SMALL GROUP/BUZZ GROUP

GAMES AND SIMULATIONS

SITUATION ANALYSIS AND CASE STUDIES

DEBATE

STORY TELLING

Chapter 7 : Some Facilitation Methods 87

PAINTING

DANCE

QUIZ

QUESTIONNAIRES


Inadditiontotheabove,somemoresuggestive,creativity-based,facilitationmethodsforimplementing21stCenturySkillsarebeinggivenasunder:

Facilitation Method

Description Benefits Process

YOGAANDCLASSICALTEXTS

Yogaencompassesphysical,mentalandspiritualpractices.Studentscanbeencouragedtolearnaboutvariousasanaasoryogicexerciseswiththehelpofayogainstructor.TheymustbeexplainedthatYoganotonlyleadstomassagingofinternalorgans(Yogaistheonlyformofphysicalendeavourthathelpsinthat)andflexibility(aprecursorforgoodhealth)ofthebody,italsohelpsreducecortisolfromthebody.Cortisolsuppressesimmunity.

TheancientIndiantextsliketheVedas,Upanishads,Thirukkural,etc.areenrichedwiththeprinciplesoflivingahealthylifewhichcanbeusedtoinspirestudents.

Thelessonsoflifecanbelearntthroughtheshortstories,quotesetc.mentionedinliteraryworkssuchasJatakatales,Panchtantratexts,etc.

Yogacanhelpstudentsinincreasingflexibilityandmind-bodybalance.Improvesenergyandvitality,strengthensmemoryskills,decisionmakingandproblemsolvingandreasoningskills,focusandconcentration.Yogarelievesstress,helpsinmanagingangerandattainingbetterregulationoveremotions.Theclassicaltextsconsistofinspirationalquotesandmessagesfromvariouslifestorieswhichcaninculcatehumilityandabstractthinkingamongthestudents

• Regularyogaclassestobeheld.

• Startingwithsimpleyogaexercisesandgraduallyincreasingthelevel.

• Studentscanbetakentoacalmandopenspacedevoidofanydistraction.

• Makesuretoexplainthebenefitsofeachandeveryexercise.Infact,youcanturnitintoascienceclass,byexplainingwhichinternalorgan/muscle/skeletalmovementisinvolvedinwhichexercise,etc.

• Theexcerptsfromtheclassicaltextscanbemadeavailableinsimplelanguagetothestudentsforreadingandteacherscanguidethemthrough


JINGLEMAKING/RAPSONGMAKING

Ajingleisashortslogan,verseortunedesignedtobeeasilyrememberedandtypicallytoadvertiseorhighlightanissueoraproduct.

Rapisapopularstyleofmusic,wherethewordsandthemusicissettoarecurrentbeat,oftenappearinglikesomeonespeakinginfast-pacedverse.

Studentscanbeencouragedtocreatejingles/rapsongsregardingwhatevertheywishtoexpressandraiseawarenessaboutthatamongmasses.

Jingle/rapsongcanactasanentertainingsourceofexpressionofthoughtsandideasamongstudents.Helpsinbringingoutcreativityofstudents.Issuesandideaswhicharedifficulttoputintoplainwordsareexpressedthroughtunesandlyricswhicharelistenedandrememberedmoreeffectively.

• Groupscanbeformedonthebasisofmutualinterestsamongthestudents.

• Writingofthelyrics,themes,composingofmusic,etc.canbedividedamongthegroupmembersundertheguidanceofateacher

• Eventscanbeorganizedinordertokeeptheirmotivationlevelshighandreachouttothemasses.

PUPPETRY

Puppetryisanartofmakingandmanipulationof/manipulatingpuppets(objectsordollsresemblingahuman,animaloramythicalfiguretypicallymadeusingclothandcardboards)fordepictingtheatreordrama.Thepuppeteeruseshandmovementsorcontroldevicessuchasrodsorstringstomovethebodypartsofthepuppettoshowtheenactment

Puppetryisaformofperformanceartsthatcanbeusedasamodetoshowcaseaboutthevariousadolescentmentalhealthissues,socialissues,differentideasandimaginationofstudentsintheformofstorytelling

• Studentscanbeencouragedtobecreativewiththemakingofthepuppetsbyusingdifferentartandcraftsmaterialundertheguidanceofanartteacher.

• Workshopsorspecialclassescanbearrangedforthestudentstolearntheartofcommunicationthroughpuppetry.

• Teacherscanindulgestudentsintomakingshortplaysor


performanceonvariousthemesandshowcasethemtotheaudience.

LITERATURE Abodyofwrittenworkshavingartisticorintellectualvalue,oftenduetodeployinglanguageinwaysthatdifferfromtheordinaryusage.

Compositionswhichcaptureevents,themesandsituationsinashortandprecisemanner.

Usedincommunicatingfeelings,opinions,ideas,habitandotherexperiences.

Canbeintheformofsongs,recitations,chants,bedramatisedtoenhancetheacquisitionofvariouslifeskills.

• Variousbooksandnovelscanbemadeavailabletothestudentsforreading

• Theteachercanexplainthemeaningofthetextsandhelpthestudentsrelatetothereallifesituations

• Studentscanalsobeencouragedtoreadandenactingroupsinordertounderstandbetter,

DRAMA

Compositioninverseorproseintendedtoportraylife,characterortotellastory.Itusuallyinvolvespresentingconflictsandportrayingemotionsthroughactionanddialogue.

Dramacanprovideaplatformforself-expression,developingempathyandpracticingskillsinlifelikesituations

• Studentscanbeencouragedtoenactanyoftheirliteraturelessons,socialissuesoranythemetheywishto

• Guidancecanbeprovidedbytheteacherswhileformingaplay,characterrolesetc.

• Studentsshouldbeencouragedtoexpresstheirfeelings,thoughtsandemotionsthroughthismedium.


SINGING

Singingistheactofproducingmusicalsoundswiththevoiceandexpressionofregularspeechbytheuseofsustainedtonality,rhythmandvarietyofvocaltechniques.

Singingisaformofexpressionofthoughts,ideasandfeelingswhichismoreeffectivethanplainspeech.Creativityandimaginationofthestudentscanbeshapedintotheformofsinginginvariousstyles,lyricsetc.Singingcanbeastressbusterandhelpsinregulatingemotionsandmanaginganxiety.

• Studentscanformgroupsorpairsonthebasisofmutualinterests.

• Amusicteachercanencouragethestudentstoputtheirthoughtsandideasintosongsormusic.

• Variousthemescanbeprovidedtothestudentsandtheycanbemotivatedtotakepartineventsandexpressthemselvesthroughsinging.

MEDITATION Meditationisnotaboutreligion.Itisaboutfocusingyourawarenesstosuchanextentthatyoulosetrackofyourconflictingthoughtsandoftime.Apersonwhoisveryinvolvedinsinging,painting,writingcreatively,running,climbingamountain,trekking,etc.isapersoninmeditation.

Whenachildfocusesherawarenessonsomethingthatshelovesdoing,evenifitisplayingwithmudorwater,thechildisinmeditation.Thismakesthechildhappier,reducesstress,improvesmemory,improvesconcentration,encouragescompassion,etc.

• Itisimportantthattheteachertakesupactivitiesthatinvolveallchildrenoftheclassandfiretheirimaginationenoughtoworkonthatactivity.

• Beforetakingupanycreativeactivity,theteachercanencouragestudentstositincompletesilencewitheyesclosed,tobringawarenesstotheactivityathand.

CBSE ACTIVITIES TO PROMOTE 21ST CENTURY

SKILLS

CHAPTER 8

Chapter 8 : CBSE Activities to Promote 21st Century Skills 93

Central Board of Secondary Educationhastakenvariousinitiativesandhasbeenconducting several activities to promote21stCenturySkills.Thedetailsofthosearepresentedasfollows:

1. Mandatory Art Integration

It is a cross-curricular approach toteaching and learning based oncollaboration between the teachingof subject with the teaching of Art(Visual/performingetc.),whereArt,inanyofitsmultipleforms,becomestheprimarypathwaytolearnthesubject/topicandalsoofassessment.

This helps in encouraging creativity,collaborationandsocialskillsamongstudentsbytakingpartindifferentartsactivitiesandperformingingroups.

2. Making Experiential Learning as Mandatory Pedagogy

It probes deeper into the essence ofexperiences tobring it to theclass tomakelearningjoyful,engagingandatthesametimeconnectedtoreallife.

It will help in developing problem-solving, communication and critical

thinkingskills.Byexperiencingthings,childrenwilllearntorelatetheconceptswithreallifeinstances.

3. Heritage India Quiz

The CBSE Heritage IndiaQuiz is anInter School Quiz conceptualizedby the Board with the objective ofpromotinginterestanddesireamongstudents to learn and appreciate thehistory, tourism and sharing the vastculturalheritageofourcountry.

This competitionhelpschildren tobecriticalthinkerstofindanswersofthequiz questions, as well as promotessocio-cultural awareness amongthem.

4. Science Exhibition

The Central Board of SecondaryEducation has been taking manyinitiatives to generate curiosityand develop scientific attitudeamongst learners. The activity aimsat providing a platform to students


to demonstrate such learnings thatencourageconstructionofknowledgeby connecting new ideas to existingconcepts as well as enrichingone’s understanding from other’sexperiencesandperspectives.

This activity will also help developliteracyskillsamongstudents.Thiswillalsohelpchildren tobecreativeandcriticalthinkersonhowtochoosetopicandhowtopresentit.

5. Art Exhibition

This competition is about generatinginterestof students in thevast Indianculture. Students have to create Artformsfromeco-friendlyproducts.

This will help children to developthinking skills; their creativity willincreasebymakingtheproduct,theircommunication and collaborationwill improvebypresentingthedetailsabouttheirartform.

6. CBSE Storytelling Competition

Initiatedin2019,thiscompetitionaimstoenablechildrentopresentsubjecttopics and concepts through Stories.For example; explaining Adjectives,Periodictablethroughstories.

7. Aryabhata Ganit Challenge

ItisanonlinetestorganisedbyCBSEtomakelearningmathematics joyful.In this competition, questions arebased on analytical skills in whichchildrenthinkandrelatemathematicalproblemstoreallifeproblems,leadingto development of problem solvingandcriticalthinkingskills.

8. Reading Challenge

To encourage quality of readingamongstudents,CBSEhasorganisedreading challenge in which students


read different text and graphics andcomprehend theirmeaning.Childrenwilldevelopcriticalthinkingwhentheyareabletoread.Theywillunderstandbetter.Theirproblemsolvingskillswillbe developed because now they canunderstand better and their creativitywill also improve as they have tocomprehendgraphicsaswell.

9. Skill Education

CBSEhasintroduceddifferentsubjectslike artificial intelligence, yoga, etc.These subjects aimat improving21stcenturyskills.

10. Creative and Critical Thinking Practice

Boardhasinitiatedanotheractivitytoincreasecreativeandcritical thinkingamong students. Board releases fivequestions weekly to test the creativeabilityofchildrenforproblemsolving.You can access it at https://diksha.gov.in/get/dial/R5Z7P5

These canbegivenashomeworkorteacherwill/mayorcanstarttheclasswith these questions. It all dependsontheteacher.Thiswillalsoincreasecollaboration and communicationbetween children as teachers canalsodividetheclassintopairsoftwochildren.

11. Science Promotion Test

This competency based assessmentin Sciencewould encourage studentsto connect the science curriculumareas to real life situations. The testwouldassessstudent'sabilitiestothinkrationallyandcritically. Thiswill helpchildren to understand science in amorebetterandfunway.

12. Fit Schools and Fit School Week

This is the Board’s initiative takento support government’s Fit Indiamovement. In this, several activitiesare organised to help children toremain fit. This also includes healthyeatinghabits.Inthetimeoflockdownas well, online session with differentexperts are provided by theCBSE tomaintaingoodhealthofthechildren.These include tips regarding healthyfood habits, fitness sessions, mentalhealthetc.

13. Ek Bharat Shreshtha Bharat

ThisinitiativeistakenbytheBoardtosupport Ek Bharat Shreshtha BharatprogrammelaunchedbyourHon’blePrime Minister on Ekta Diwas (31stOctober2015)ontheoccasionofbirthanniversary of Sardar VallabhbhaiPatel to foster national integration


among states, Union Territories,Central Ministries, EducationalInstitutionsandgeneralpublic.Boardissuedalistofpairingofstateswhichschools need to follow and performactivities accordingly. These activitieswillhelpchildrentounderstandeachother’s culture and respect eachother’s differences, while integratingandinmbibingculturalcollaboration.

14. CBSE Expression Series

It is an online competition aimingto improve inquiry, communicationskills, evaluation and analysis skillsdigital literacy among children.Children express their views andthoughts through different mediumslike paintings/essay/poems/postermakingetc.EverytimeBoardprovidestopicsonanimportantissueofnationalandglobalimportance,likewaterconservation.

THERE ARE MANY MORE ACTIVITIES ON THE CARDS!


Adieu for Now

Wehope thisHandbookhasbeenusefulforyou.

We shall be backagain, after sometime,with a newconcept,newHandbook,newthemeandsomanynewthings…

Afterall,toevolveishuman….

Meanwhile,seethepaintingbelow…


(PaintingbyMr.RohitMaurya,TGTArts,AmityInternationalSchool,Sector6,Vasundhara,Ghaziabad).

cbsecbseacademic.nic.in/web_material/manuals/21st_century... · 2020. 5. 21. · chapter 2 : 21st...

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