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Selasa, 30 April 2013
Senin, 29 April 2013
Jumat, 26 April 2013
2013 എസ് എസ് എല്‍ സി റിസല്‍ട്ടില്‍ നിന്നും ഏത് റിപ്പോര്‍ട്ടും ഞൊടിയിടയില്‍
സ്റ്റുഡന്റ് റിസല്‍ട്ട്, സ്ക്കൂള്‍ വൈസ് റിസല്‍ട്ട്, ഡി.ഇ.ഒ വൈസ് റിസല്‍ട്ട് എന്ന രീതിയില്‍ മാത്രമാണ് വിവിധ വെബ്സൈറ്റുകളിലൂടെ നമുക്ക് എസ്.എസ്.എല്‍.സി റിസല്‍ട്ട് കിട്ടുന്നത്. ഓരോ വര്‍ഷവും പരീക്ഷ കഴിയുമ്പോള്‍ സ്റ്റാറ്റിസ്റ്റിക്സുകളും മറ്റും വിദ്യാഭ്യാസ ഓഫീസര്‍മാര്‍ സ്ക്കൂളുകളില്‍ നിന്ന് ശേഖരിക്കാറാണ് പതിവ്. വിവിധ പത്രങ്ങളില്‍ ജില്ലാതല വാര്‍ത്തകളായി വരുന്ന കണക്കുകളില്‍ ചിലപ്പോഴൊക്കെ ഏറ്റക്കുറച്ചിലുകള്‍ വരാറുണ്ട്. കൃത്യതയാര്‍ന്ന വിവരത്തിന് നമുക്ക് യാതൊരു വഴിയുമില്ലാതിരിക്കുമ്പോഴാണ് മാത്സ് ബ്ലോഗിന് മുന്നില്‍ ഇത്തരമൊരു ആവശ്യം വരുന്നത്. ആവശ്യം ശ്രദ്ധയില്‍പ്പെടുത്തിയപ്പോള്‍ തന്നെ, ആ വെല്ലുവിളി മാത്സ് ബ്ലോഗിന്റെ ഗോള്‍പോസ്റ്റിലേക്കു തന്നെ തന്ന നമ്മുടെ പരീക്ഷാ സെക്രട്ടറി ശ്രീ ജോണ്‍സ് വി ജോണ്‍സാറിനാണ് ഈ മികവുകളുടെയെല്ലാം ആദ്യ ക്രെഡിറ്റ്. ഇതിനു മുമ്പ് ഇങ്ങനെയൊരു പ്രോഗ്രാമോ പോര്‍ട്ടലോ ഇല്ലാത്തതു കൊണ്ട് എങ്ങിനെ വേണമെന്ന് ഒരു ധാരണയും ആദ്യ ഘട്ടത്തില്‍ ഇല്ലായിരുന്നു. ഒരു ഔട്ട്ലൈന്‍ തയ്യാറാക്കി ബ്ലോഗിലൂടെ പോസ്റ്റ് പ്രസിദ്ധീകരിച്ചു. അതിന്റെ ഫലമായി ലഭിച്ച മൂന്ന് റിസല്‍ട്ട് അനാലിസിസ് പ്രോഗ്രാമുകളുടെ ലിങ്ക് ഏറെ അഭിമാനത്തോടെയാണ് നിങ്ങള്‍ക്ക് സമര്‍പ്പിക്കുന്നത്. ഒരു കുട്ടിക്ക് സ്വന്തം റിസല്‍ട്ട്, ഹെഡ്മാസ്റ്റര്‍ക്ക് സ്ക്കൂളിലെ റിസല്‍ട്ടും സ്റ്റാറ്റിസ്റ്റിക്സും, സബ്ജക്ട് വൈസ് അനാലിസിസ്, വിദ്യാഭ്യാസജില്ല-ജില്ല-സംസ്ഥാന തലത്തില്‍ സ്ക്കൂളുകളുടെയും കുട്ടികളുടേയും വിവിധ തരത്തിലുള്ള സ്റ്റാറ്റിസ്റ്റിക്സും ഓരോ വിഷയത്തിലുമുള്ള പ്രകടനവുമെല്ലാം നിങ്ങള്‍ക്കു കാണാം. എന്തെങ്കിലും പിശകുകള്‍ നിങ്ങള്‍ക്ക് കണ്ടെത്താനായോ? റിസല്‍ട്ടില്‍ നിന്നും ഇനി മറ്റെന്തെങ്കിലും വിവരങ്ങള് നിങ്ങള്‍ക്ക് ആവശ്യമുണ്ടോ? ആ സൗകര്യം കൂടി പ്രോഗ്രാമില്‍ ഉള്‍പ്പെടുത്തി വികസിപ്പിക്കാന്‍ സസന്തോഷം ഇവര്‍ തയ്യാറാണ്. പകരം വേണ്ടത് ആത്മാര്‍ത്ഥതയോടെയുള്ള നിങ്ങളുടെ വിലയിരുത്തല്‍ മാത്രം!!
Maths Blog Result statistical Analyser 2013
(Online Portal Developed by Sreenadh.H, Maths Blog Team)
Jayavisakalanam for 2013, 2012 and 2011
(Online Portal Developed by Nandakumar E, Plus One Student)
Offline Result 2013
(Windows Based Offline software Developed by Unnikrishnan Valanchery)
മാത്സ് ബ്ലോഗിനു വേണ്ടി ഈ ഉത്തരവാദിത്വം നിസ്വാര്‍ത്ഥമായി ഏറ്റെടുത്ത പ്രോഗ്രാമേഴ്സായ ഇവര്‍ മൂവരും ദിവസങ്ങളോളം ശരിക്കും കഷ്ടപ്പെട്ടിട്ടുണ്ട്. ഒരു സിനിമയുടെ പരിസമാപ്തിയിലുണ്ടായേക്കാവുന്ന എല്ലാ ആവലാതികളും യഥാര്‍ത്ഥത്തില്‍ ഞങ്ങളും അനുഭവിച്ചു. പ്രോഗ്രാം തയ്യാറാക്കുന്ന തിരക്കിനിടയില്‍ ഇവരുമായി ഇടപെട്ടപ്പോഴുള്ള ചില അവിസ്മരണീയ മുഹൂര്‍ത്തങ്ങളേക്കുറിച്ചും ഓരോ പ്രോഗ്രാമുകളുടേയും സവിശേഷതകളേക്കുറിച്ചും പറയാനുണ്ട്. അവ ചുവടെ നല്‍കുന്നു.
കഥ ഇടയ്ക്കു നിന്നാണ് തുടങ്ങുന്നത്. പറഞ്ഞ ആ നിമിഷം തന്നെ മറുത്തൊന്നും പറയാതെ തിരുവനന്തപുരം ഐടി@സ്ക്കൂളിലെ മാസ്റ്റര്‍ ട്രെയിനറായ സഹാനി സാര്‍ ആ ഉത്തരവാദിത്വം ഏറ്റെടുത്തു. ഒട്ടും സമയം പാഴാക്കാതെ തന്നെ അദ്ദേഹം ഡാറ്റ അപ്ലോഡു ചെയ്തു തരികയും ചെയ്തു. മാത്സ് ബ്ലോഗിലെ അധ്യാപകക്കൂട്ടായ്മയുടെ ആവേശത്തെ അതിന്റേതായ രീതിയില്‍ത്തന്നെ ഉള്‍ക്കൊണ്ട് ഒട്ടും സമയം പാഴാക്കാതിരിക്കാന്‍ അദ്ദേഹം വളരെയേറെ ശ്രദ്ധിച്ചു. എന്നാല്‍ എന്തായിരിക്കും ലഭിക്കാന്‍ പോകുന്ന ഡാറ്റയെന്നതിനെപ്പറ്റി പ്രോഗ്രാം ചെയ്യാനിരിക്കുന്ന ശ്രീനാഥ്, നന്ദകുമാര്‍, ഉണ്ണികൃഷ്ണന്‍ സാര്‍ എന്നിവര്‍ക്ക് വ്യക്തമായ ധാരണയൊന്നുമില്ലായിരുന്നു.
ആസിഫ് സാറിന്റെ പ്രോഗ്രാമില്‍ മാറ്റം വരുത്തേണ്ടി വരികയാണെങ്കില്‍ അതു ചെയ്യാനായി ഹസൈനാര്‍ മങ്കട സാറും സജ്ജരായിരിക്കുകയായിരുന്നു. ഔട്ട് പുട്ടായി ലഭിക്കുന്ന പി.ഡി.എഫിന്റെ ഹെഡറില്‍ 2012 എന്നത് 2013 ആക്കി മാറ്റാന്‍ അദ്ദേഹം പാച്ച് റെഡിയാക്കിയെങ്കിലും ഈയൊരു പ്രശ്നം മാത്രമേ കാണിക്കുന്നുള്ളു എന്നതു കൊണ്ടു തന്നെ മറ്റു മാറ്റങ്ങളൊന്നും വേണ്ടെന്ന് ഞങ്ങള്‍ തീരുമാനിച്ചു കൊണ്ടാണ് ആസിഫ് സാറിന്റെ സോഫ്റ്റ്വെയര് ധൈര്യമായി ഉപയോഗിച്ചോളൂ എന്നുള്ള അറിയിപ്പ് ബ്ലോഗിലൂടെ നല്‍കിയത്.
ശ്രീനാഥ് തയ്യാറാക്കിയ മാത്സ് ബ്ലോഗ് റിസല്‍ട്ട് അനലൈസറിന്റെ സവിശേഷതകള്‍
ഇടപ്പള്ളിയിലുള്ള ഒരു പ്രോഗ്രാമറും സിസ്റ്റം അഡ്മിനും ഫോസ് കണ്‍സള്‍ട്ടന്റുമാണ് ശ്രീനാഥ്. അഞ്ചു വര്‍ഷങ്ങള്‍ക്കു മുമ്പ് ഐലഗ് കൊച്ചിന്‍ (Indian Linux users Groupന്റെ) മൂന്നാം ഞായര്‍ മീറ്റിങ്ങുകളില്‍ വച്ചാണ് ശ്രീനാഥുമായി പരിചയപ്പെടാന്‍ ഞങ്ങള്‍ക്ക് അവസരം ലഭിച്ചത്. കഴിവുള്ളയാളാണെന്നു ബോധ്യപ്പെട്ടതു കൊണ്ടുതന്നെ ശ്രീനാഥിനെ മാത്സ് ബ്ലോഗിന്റെ ആരംഭദശയില്‍ത്തന്നെ ടീമിലേക്ക് ക്ഷണിക്കുകയും അദ്ദേഹം ആ ക്ഷണം സ്വീകരിക്കുകയും ചെയ്തു. മാത്സ് ബ്ലോഗിന്റെ ഏറ്റവും വലിയ ഭാഗ്യങ്ങളിലൊരാളാണ് ശ്രീനാഥ്. ചെയ്യുന്ന ജോലിയിലെ മികവും അതിനോടു കാണിക്കുന്ന ആത്മാര്‍ത്ഥതയുമാണ് അദ്ദേഹത്തെ വ്യത്യസ്തനാക്കുന്നത്. അല്ലെങ്കില്‍ ഇക്കഴിഞ്ഞ നാലഞ്ചു ദിവസം ഉറക്കം പോലും ഉപേക്ഷിച്ച് ഇങ്ങനെയൊരു പോര്‍ട്ടല്‍ മാത്സ് ബ്ലോഗ് കൂട്ടായ്മയ്ക്കു വേണ്ടി ഉണ്ടാക്കുമോ?
Maths Blog Result statistical Analyser 2013
Online Portal Developed by Sreenadh.H, Maths Blog Team
റിസല്‍ട്ടു പ്രസിദ്ധീകരിക്കുന്നതിന്റെ തലേന്നാണ് ഈ റിസല്‍ട്ട് അനാലിസിസ് പ്രോഗ്രാമിങ്ങിലേക്ക് ശ്രീനാഥ് തയ്യാറായി വരുന്നത്. പദ്ധതി വിശദീകരിച്ചപ്പോള്‍ അതിയായ താല്പര്യത്തോടെ സ്വയം സന്നദ്ധനായാണ് അദ്ദേഹം മുന്നോട്ടു വരികയായിരുന്നു. തുടര്‍ന്നങ്ങോട്ട് അക്ഷീണ പരിശ്രമം. വീട്ടിലെ ഇന്റര്‍നെറ്റ് പണിമുടക്കിയപ്പോള്‍ ഐടി@സ്കൂള്‍ ജില്ലാ കോ ഓര്‍ഡിനേറ്രര്‍ ജോസഫ് ആന്റണി സാറും ജയദേവന്‍ സാറും നിസാര്‍ മാഷും വഴി ഐടി@സ്ക്കൂളിന്റെ എറണാകുളം ഓഫീസിലും രാത്രി സമയം ഒരു സുഹൃത്തിന്റെ വീട്ടിലുമിരുന്നാണ് അദ്ദേഹം പോര്‍ട്ടല്‍ തയ്യാറാക്കിയത്. ഏപ്രില്‍ 27 ശനിയാഴ്ച വെളുപ്പിന് 01.54 ന് ഈ പോസ്റ്റ് എഴുതുമ്പോഴും ശ്രീനാഥ് പോര്‍ട്ടല്‍ അപ്ഡേഷനുമായി അങ്ങേയറ്റത്തുണ്ട്. പരീക്ഷയെഴുതിയ ഒരു കുട്ടിക്കു മുതല്‍ സ്റ്റേറ്റ് വാര്‍ത്ത തയ്യാറാക്കുന്ന പത്രക്കാര്‍ക്കു വരെ താരതമ്യം ചെയ്യാനാകും വിധം ഭംഗിയായാണ് അദ്ദേഹം ഈ പോര്‍ട്ടല്‍ രൂപകല്‍പ്പന ചെയ്തിരിക്കുന്നത്. വായനക്കാരുടേയും അധ്യാപകരുടേയും ആവശ്യങ്ങള്‍ക്കനുസരിച്ച് ഇനിയും പോര്‍ട്ടലില്‍ മാറ്റം വരുത്താന്‍ ശ്രീനാഥ് തയ്യാറായിരിക്കുമെന്ന് ഞങ്ങള്‍ ഗ്യാരന്റി. അഭിപ്രായങ്ങള്‍ പറയുമല്ലോ?
നന്ദകുമാര്‍ തയ്യാറാക്കിയ ജയവിശകലനത്തിന്റെ സവിശേഷതകള്‍
ഒരു പ്ലസ് വണ്‍കാരന്‍ കുട്ടിയാണെങ്കിലും ഉത്തരവാദിത്വമേറ്റെടുത്തതു നന്ദകുമാറായിരുന്നത് കൊണ്ടു തന്നെ അതില്‍ ഒട്ടും ആശങ്ക തോന്നിയില്ല. 'നമുക്കതു ചെയ്യാം' എന്ന് നന്ദകുമാര്‍ പറഞ്ഞതും ഉറച്ച ശബ്ദത്തില്‍ത്തന്നെയായിരുന്നു. പത്താം ക്ലാസില്‍ പഠിക്കുമ്പോഴേ ചലനം എന്ന പേരില്‍ ഒരു ആനിമേഷന്‍ സോഫ്റ്റ്വെയര് ഉണ്ടാക്കിയ കുട്ടിയെക്കുറിച്ചും അവന്റെ കഴിവുകളെപ്പറ്റിയും നല്ല ധാരണയുണ്ടായിരുന്നതു കൊണ്ട് പ്രോഗ്രാം തയ്യാറാകുമെന്നു തന്നെയായിരുന്നു ധാരണ. തികച്ചും സൗജന്യമായി നല്‍കുന്ന ഒരു വെബ്സൈറ്റിന്റെ സേവനം ഉപയോഗിച്ച് ഈയൊരു പ്രോഗ്രാം റണ്‍ ചെയ്യിച്ചെങ്കില്‍ എങ്ങിനെ ആ കുട്ടിയെ അംഗീകരിക്കാതിരിക്കും. ഞങ്ങളവിടെ അവന്റെ ശിഷ്യരാവുകയായിരുന്നു. മൊബൈല്‍ ഫോണില്‍ നിന്ന് കുത്തിയെടുത്ത സ്ലോ ഇന്റര്‍നെറ്റിലൂടെയാണ് ഈ പ്രോഗ്രാം നന്ദു എഴുതിയതും അത് റണ്‍ ചെയ്യിച്ച് പരീക്ഷിച്ചതും.
Jayavisakalanam for 2013, 2012 and 2011
Online Portal Developed by Nandakumar E, Plus One Student
ഓരോ തവണ ഔട്ട്പുട്ട് റിപ്പോര്‍ട്ടിനേക്കുറിച്ചു പറയുമ്പോഴും അത് കേട്ട് ക്ഷമയോടെ അതു ചെയ്യാം എന്ന് നന്ദു പറയുമായിരുന്നു. പ്രോഗ്രാമിന്റെ പ്രവര്‍ത്തനങ്ങളുടെ ഓരോ ഘട്ടത്തേപ്പറ്റി പറയുമ്പോഴൊന്നും സംസാരിക്കുന്നത് ഒരു കുട്ടിയോടാണെന്ന് തോന്നിയിരുന്നേയില്ല. മൊബൈല്‍ ഫോണില്‍ പോലും ഈസിയായി റണ്‍ ചെയ്യിക്കാവുന്ന വിധത്തിലാണ് പ്രോഗ്രാമിന്റെ രൂപ കല്‍പ്പന. 2013 ലെ മാത്രമല്ല, 2012, 2011 തുടങ്ങിയ വര്‍ഷങ്ങളിലെ വിദ്യാഭ്യാസ ജില്ല തിരിച്ചുള്ള വിശദമായ അനാലിസിസ് ഈ പോര്‍ട്ടലില്‍ നിന്ന് എളുപ്പം ലഭിക്കും. പ്രോഗ്രാമെല്ലാം ചെയ്തു കഴിഞ്ഞ് നന്ദി പറയാനായി വിളിച്ചപ്പോള്‍ അവന്‍ പറഞ്ഞതു കേട്ട് ഞങ്ങള്‍ ഞെട്ടിപ്പോയി. 'റിസല്‍ട്ട് അനാലിസിസ് തയ്യാറാക്കിയതോടെ എനിക്ക് ജാവാ സ്ക്രിപ്റ്റ് പഠിക്കാന്‍ കഴിഞ്ഞു'. അതെ, നമ്മുടെ പോര്‍ട്ടലുണ്ടാക്കാന്‍ നന്ദു റിസല്‍ട്ടിന്റെ തൊട്ടു മുമ്പും ശേഷവുമായി ജാവസ്ക്രിപ്റ്റ് പഠിച്ച് ചെയ്ത പ്രോഗ്രാമാണത്രേ, ജയവിശകലനം. പക്ഷേ റിപ്പോര്‍ട്ട് കണ്ടാല്‍ പരിചയ സമ്പന്നനായ ഒരാള്‍ ചെയ്തതാണെന്നേ ആരും പറയൂ. യഥാര്‍ത്ഥത്തില്‍ ഇതു തന്നെയല്ലേ, അവന്റെ മികവ്? ജയവിശകലനം എന്ന പോര്‍ട്ടലിന്റെ പേരില്‍ തന്നെ പ്രത്യേകതകളില്ലേ? അഭിപ്രായങ്ങളെഴുതുമല്ലോ?
ഉണ്ണികൃഷ്ണന്‍ സാറിന്റെ ഓഫ്ലൈന്‍ സോഫ്റ്റ്വെയറിന്റെ സവിശേഷതകള്‍
പത്താം ക്ലാസുകാര്‍ക്കു വേണ്ടി എ ലിസ്റ്റ് ഡാറ്റയില്‍ നിന്നും ടി.സി പ്രിന്റ് ചെയ്യാനുള്ള സോഫ്റ്റ്വെയര് തയ്യാറാക്കിയ നല്ലൊരു പ്രോഗ്രാമറാണ് അധ്യാപകന്‍ കൂടിയായ ശ്രീ. ഉണ്ണികൃഷ്ണന്‍ വളാഞ്ചേരി. വിന്‍ഡോസ് അധിഷ്ഠിത പ്രോഗ്രാമുകളില്‍ അദ്ദേഹത്തിന് നല്ല അറിവുണ്ട്. ഈ പോസ്റ്റ് പ്രസിദ്ധീകരിച്ചപ്പോള്‍ ലിനക്സ് അധിഷ്ഠിത ടി.സി സോഫ്റ്റ്വെയര് വേണമെന്ന് അധ്യാപകര്‍ ആവശ്യപ്പെട്ടപ്പോള്‍ അദ്ദേഹം അതിനു വേണ്ടി പൈത്തണ്‍ പ്രോഗ്രാമിങ്ങ് പഠിക്കുകയും ചെയ്തു. പഠനത്തിന്റെ ഭാഗമായി അദ്ദേഹം നിര്‍മ്മിച്ച പൈത്തണ്‍ അധിഷ്ഠിതമായ ടിക് ടാക് എന്ന ഗെയിം നോക്കൂ. നമ്മുടെ ബ്ലോഗിലെ പോസ്റ്റ് കണ്ട് വിന്‍ഡോസിലാണെങ്കില്‍ ആവശ്യപ്പെട്ട പോലൊരു റിസല്‍ട്ട് അനാലിസിസ് സോഫ്റ്റ്വെയറില്‍ ഒരു കൈ നോക്കാം എന്നാണ് അദ്ദേഹം പറഞ്ഞത്.
Offline Result 2013
Windows Based Offline software Developed by Unnikrishnan Valanchery
ചെയ്യുന്ന ജോലി ഏകാഗ്രമായിരുന്ന് മുഴുമിപ്പിക്കുന്ന ശീലത്തിനുടമായാണെന്ന് അദ്ദേഹത്തോട് ഇടപെട്ടപ്പോള്‍ മനസ്സിലായി. രണ്ടു ദിവസം പ്രോഗ്രാമിങ്ങില്‍ ശ്രദ്ധ കേന്ദ്രീകരിച്ചാണ് അദ്ദേഹം ഇതു പൂര്‍ത്തിയാക്കിയത്. നമ്മുടെ നന്ദകുമാറിന്റെ വീടിന് അധികം ദൂരയല്ലാതെയാണ് ഉണ്ണികൃഷ്ണന്‍ സാറിന്റെ വീടും. ഈ പ്രോഗ്രാം ഡൗണ്‍ലോഡ് ചെയ്ത് വിന്‍ഡോസില്‍ പ്രവര്‍ത്തിപ്പിക്കാം. പിന്നീട് ഇന്റര്‍നെറ്റിന്റെ ആവശ്യമില്ല. ആര്‍ക്കു വേണമെങ്കിലും പെന്‍ഡ്രൈവില്‍ കോപ്പിയെടുത്ത് വിവിധ കമ്പ്യൂട്ടറുകളിലേക്ക് സേവ് ചെയ്യാനും അതിലെല്ലാം വിവിധ തരത്തിലുള്ള റിസല്‍ട്ട് അനാലിസിസുകള്‍ നടത്താനും ഈ സോഫ്റ്റ്വെയര് ഏറെ സഹായിക്കും. പ്രത്യേകിച്ച് സദാസമയവും റിപ്പോര്‍ട്ടുകളുടെ പ്രിന്റ് ഔട്ട് ആവശ്യമായി വരുന്ന ഈ സമയത്ത്.
ഈ പ്രോഗ്രാമുകളെല്ലാം തന്നെ മാത്സ് ബ്ലോഗിലെ വായനക്കാര്‍ക്ക് വേണ്ടിയുള്ളതാണ്. ആധികാരിക വിവരങ്ങള്‍ക്ക് എപ്പോഴും ഔദ്യോഗിക സൈറ്റുകളെത്തന്നെ ആശ്രയിക്കുക. നിങ്ങളുടെ അഭിപ്രായങ്ങളും വിലയിരുത്തലുകളും കമന്റായി രേഖപ്പെടുത്തുമല്ലോ. കൂടുതല്‍ ഫീച്ചറുകള്‍ ആവശ്യമുണ്ടെങ്കില്‍ അവ പ്രോഗ്രാമില്‍ ഉള്‍പ്പെടുത്താം.
Maths Blog Result statistical Analyser 2013
(Online Portal Developed by Sreenadh.H, Maths Blog Team)
Jayavisakalanam for 2013, 2012 and 2011
(Online Portal Developed by Nandakumar E, Plus One Student)
Offline Result 2013
(Windows Based Offline software Developed by Unnikrishnan Valanchery)
മാത്സ് ബ്ലോഗിനു വേണ്ടി ഈ ഉത്തരവാദിത്വം നിസ്വാര്‍ത്ഥമായി ഏറ്റെടുത്ത പ്രോഗ്രാമേഴ്സായ ഇവര്‍ മൂവരും ദിവസങ്ങളോളം ശരിക്കും കഷ്ടപ്പെട്ടിട്ടുണ്ട്. ഒരു സിനിമയുടെ പരിസമാപ്തിയിലുണ്ടായേക്കാവുന്ന എല്ലാ ആവലാതികളും യഥാര്‍ത്ഥത്തില്‍ ഞങ്ങളും അനുഭവിച്ചു. പ്രോഗ്രാം തയ്യാറാക്കുന്ന തിരക്കിനിടയില്‍ ഇവരുമായി ഇടപെട്ടപ്പോഴുള്ള ചില അവിസ്മരണീയ മുഹൂര്‍ത്തങ്ങളേക്കുറിച്ചും ഓരോ പ്രോഗ്രാമുകളുടേയും സവിശേഷതകളേക്കുറിച്ചും പറയാനുണ്ട്. അവ ചുവടെ നല്‍കുന്നു.
കഥ ഇടയ്ക്കു നിന്നാണ് തുടങ്ങുന്നത്. പറഞ്ഞ ആ നിമിഷം തന്നെ മറുത്തൊന്നും പറയാതെ തിരുവനന്തപുരം ഐടി@സ്ക്കൂളിലെ മാസ്റ്റര്‍ ട്രെയിനറായ സഹാനി സാര്‍ ആ ഉത്തരവാദിത്വം ഏറ്റെടുത്തു. ഒട്ടും സമയം പാഴാക്കാതെ തന്നെ അദ്ദേഹം ഡാറ്റ അപ്ലോഡു ചെയ്തു തരികയും ചെയ്തു. മാത്സ് ബ്ലോഗിലെ അധ്യാപകക്കൂട്ടായ്മയുടെ ആവേശത്തെ അതിന്റേതായ രീതിയില്‍ത്തന്നെ ഉള്‍ക്കൊണ്ട് ഒട്ടും സമയം പാഴാക്കാതിരിക്കാന്‍ അദ്ദേഹം വളരെയേറെ ശ്രദ്ധിച്ചു. എന്നാല്‍ എന്തായിരിക്കും ലഭിക്കാന്‍ പോകുന്ന ഡാറ്റയെന്നതിനെപ്പറ്റി പ്രോഗ്രാം ചെയ്യാനിരിക്കുന്ന ശ്രീനാഥ്, നന്ദകുമാര്‍, ഉണ്ണികൃഷ്ണന്‍ സാര്‍ എന്നിവര്‍ക്ക് വ്യക്തമായ ധാരണയൊന്നുമില്ലായിരുന്നു.
ആസിഫ് സാറിന്റെ പ്രോഗ്രാമില്‍ മാറ്റം വരുത്തേണ്ടി വരികയാണെങ്കില്‍ അതു ചെയ്യാനായി ഹസൈനാര്‍ മങ്കട സാറും സജ്ജരായിരിക്കുകയായിരുന്നു. ഔട്ട് പുട്ടായി ലഭിക്കുന്ന പി.ഡി.എഫിന്റെ ഹെഡറില്‍ 2012 എന്നത് 2013 ആക്കി മാറ്റാന്‍ അദ്ദേഹം പാച്ച് റെഡിയാക്കിയെങ്കിലും ഈയൊരു പ്രശ്നം മാത്രമേ കാണിക്കുന്നുള്ളു എന്നതു കൊണ്ടു തന്നെ മറ്റു മാറ്റങ്ങളൊന്നും വേണ്ടെന്ന് ഞങ്ങള്‍ തീരുമാനിച്ചു കൊണ്ടാണ് ആസിഫ് സാറിന്റെ സോഫ്റ്റ്വെയര് ധൈര്യമായി ഉപയോഗിച്ചോളൂ എന്നുള്ള അറിയിപ്പ് ബ്ലോഗിലൂടെ നല്‍കിയത്.
ശ്രീനാഥ് തയ്യാറാക്കിയ മാത്സ് ബ്ലോഗ് റിസല്‍ട്ട് അനലൈസറിന്റെ സവിശേഷതകള്‍
ഇടപ്പള്ളിയിലുള്ള ഒരു പ്രോഗ്രാമറും സിസ്റ്റം അഡ്മിനും ഫോസ് കണ്‍സള്‍ട്ടന്റുമാണ് ശ്രീനാഥ്. അഞ്ചു വര്‍ഷങ്ങള്‍ക്കു മുമ്പ് ഐലഗ് കൊച്ചിന്‍ (Indian Linux users Groupന്റെ) മൂന്നാം ഞായര്‍ മീറ്റിങ്ങുകളില്‍ വച്ചാണ് ശ്രീനാഥുമായി പരിചയപ്പെടാന്‍ ഞങ്ങള്‍ക്ക് അവസരം ലഭിച്ചത്. കഴിവുള്ളയാളാണെന്നു ബോധ്യപ്പെട്ടതു കൊണ്ടുതന്നെ ശ്രീനാഥിനെ മാത്സ് ബ്ലോഗിന്റെ ആരംഭദശയില്‍ത്തന്നെ ടീമിലേക്ക് ക്ഷണിക്കുകയും അദ്ദേഹം ആ ക്ഷണം സ്വീകരിക്കുകയും ചെയ്തു. മാത്സ് ബ്ലോഗിന്റെ ഏറ്റവും വലിയ ഭാഗ്യങ്ങളിലൊരാളാണ് ശ്രീനാഥ്. ചെയ്യുന്ന ജോലിയിലെ മികവും അതിനോടു കാണിക്കുന്ന ആത്മാര്‍ത്ഥതയുമാണ് അദ്ദേഹത്തെ വ്യത്യസ്തനാക്കുന്നത്. അല്ലെങ്കില്‍ ഇക്കഴിഞ്ഞ നാലഞ്ചു ദിവസം ഉറക്കം പോലും ഉപേക്ഷിച്ച് ഇങ്ങനെയൊരു പോര്‍ട്ടല്‍ മാത്സ് ബ്ലോഗ് കൂട്ടായ്മയ്ക്കു വേണ്ടി ഉണ്ടാക്കുമോ?
Maths Blog Result statistical Analyser 2013
Online Portal Developed by Sreenadh.H, Maths Blog Team
റിസല്‍ട്ടു പ്രസിദ്ധീകരിക്കുന്നതിന്റെ തലേന്നാണ് ഈ റിസല്‍ട്ട് അനാലിസിസ് പ്രോഗ്രാമിങ്ങിലേക്ക് ശ്രീനാഥ് തയ്യാറായി വരുന്നത്. പദ്ധതി വിശദീകരിച്ചപ്പോള്‍ അതിയായ താല്പര്യത്തോടെ സ്വയം സന്നദ്ധനായാണ് അദ്ദേഹം മുന്നോട്ടു വരികയായിരുന്നു. തുടര്‍ന്നങ്ങോട്ട് അക്ഷീണ പരിശ്രമം. വീട്ടിലെ ഇന്റര്‍നെറ്റ് പണിമുടക്കിയപ്പോള്‍ ഐടി@സ്കൂള്‍ ജില്ലാ കോ ഓര്‍ഡിനേറ്രര്‍ ജോസഫ് ആന്റണി സാറും ജയദേവന്‍ സാറും നിസാര്‍ മാഷും വഴി ഐടി@സ്ക്കൂളിന്റെ എറണാകുളം ഓഫീസിലും രാത്രി സമയം ഒരു സുഹൃത്തിന്റെ വീട്ടിലുമിരുന്നാണ് അദ്ദേഹം പോര്‍ട്ടല്‍ തയ്യാറാക്കിയത്. ഏപ്രില്‍ 27 ശനിയാഴ്ച വെളുപ്പിന് 01.54 ന് ഈ പോസ്റ്റ് എഴുതുമ്പോഴും ശ്രീനാഥ് പോര്‍ട്ടല്‍ അപ്ഡേഷനുമായി അങ്ങേയറ്റത്തുണ്ട്. പരീക്ഷയെഴുതിയ ഒരു കുട്ടിക്കു മുതല്‍ സ്റ്റേറ്റ് വാര്‍ത്ത തയ്യാറാക്കുന്ന പത്രക്കാര്‍ക്കു വരെ താരതമ്യം ചെയ്യാനാകും വിധം ഭംഗിയായാണ് അദ്ദേഹം ഈ പോര്‍ട്ടല്‍ രൂപകല്‍പ്പന ചെയ്തിരിക്കുന്നത്. വായനക്കാരുടേയും അധ്യാപകരുടേയും ആവശ്യങ്ങള്‍ക്കനുസരിച്ച് ഇനിയും പോര്‍ട്ടലില്‍ മാറ്റം വരുത്താന്‍ ശ്രീനാഥ് തയ്യാറായിരിക്കുമെന്ന് ഞങ്ങള്‍ ഗ്യാരന്റി. അഭിപ്രായങ്ങള്‍ പറയുമല്ലോ?
നന്ദകുമാര്‍ തയ്യാറാക്കിയ ജയവിശകലനത്തിന്റെ സവിശേഷതകള്‍
ഒരു പ്ലസ് വണ്‍കാരന്‍ കുട്ടിയാണെങ്കിലും ഉത്തരവാദിത്വമേറ്റെടുത്തതു നന്ദകുമാറായിരുന്നത് കൊണ്ടു തന്നെ അതില്‍ ഒട്ടും ആശങ്ക തോന്നിയില്ല. 'നമുക്കതു ചെയ്യാം' എന്ന് നന്ദകുമാര്‍ പറഞ്ഞതും ഉറച്ച ശബ്ദത്തില്‍ത്തന്നെയായിരുന്നു. പത്താം ക്ലാസില്‍ പഠിക്കുമ്പോഴേ ചലനം എന്ന പേരില്‍ ഒരു ആനിമേഷന്‍ സോഫ്റ്റ്വെയര് ഉണ്ടാക്കിയ കുട്ടിയെക്കുറിച്ചും അവന്റെ കഴിവുകളെപ്പറ്റിയും നല്ല ധാരണയുണ്ടായിരുന്നതു കൊണ്ട് പ്രോഗ്രാം തയ്യാറാകുമെന്നു തന്നെയായിരുന്നു ധാരണ. തികച്ചും സൗജന്യമായി നല്‍കുന്ന ഒരു വെബ്സൈറ്റിന്റെ സേവനം ഉപയോഗിച്ച് ഈയൊരു പ്രോഗ്രാം റണ്‍ ചെയ്യിച്ചെങ്കില്‍ എങ്ങിനെ ആ കുട്ടിയെ അംഗീകരിക്കാതിരിക്കും. ഞങ്ങളവിടെ അവന്റെ ശിഷ്യരാവുകയായിരുന്നു. മൊബൈല്‍ ഫോണില്‍ നിന്ന് കുത്തിയെടുത്ത സ്ലോ ഇന്റര്‍നെറ്റിലൂടെയാണ് ഈ പ്രോഗ്രാം നന്ദു എഴുതിയതും അത് റണ്‍ ചെയ്യിച്ച് പരീക്ഷിച്ചതും.
Jayavisakalanam for 2013, 2012 and 2011
Online Portal Developed by Nandakumar E, Plus One Student
ഓരോ തവണ ഔട്ട്പുട്ട് റിപ്പോര്‍ട്ടിനേക്കുറിച്ചു പറയുമ്പോഴും അത് കേട്ട് ക്ഷമയോടെ അതു ചെയ്യാം എന്ന് നന്ദു പറയുമായിരുന്നു. പ്രോഗ്രാമിന്റെ പ്രവര്‍ത്തനങ്ങളുടെ ഓരോ ഘട്ടത്തേപ്പറ്റി പറയുമ്പോഴൊന്നും സംസാരിക്കുന്നത് ഒരു കുട്ടിയോടാണെന്ന് തോന്നിയിരുന്നേയില്ല. മൊബൈല്‍ ഫോണില്‍ പോലും ഈസിയായി റണ്‍ ചെയ്യിക്കാവുന്ന വിധത്തിലാണ് പ്രോഗ്രാമിന്റെ രൂപ കല്‍പ്പന. 2013 ലെ മാത്രമല്ല, 2012, 2011 തുടങ്ങിയ വര്‍ഷങ്ങളിലെ വിദ്യാഭ്യാസ ജില്ല തിരിച്ചുള്ള വിശദമായ അനാലിസിസ് ഈ പോര്‍ട്ടലില്‍ നിന്ന് എളുപ്പം ലഭിക്കും. പ്രോഗ്രാമെല്ലാം ചെയ്തു കഴിഞ്ഞ് നന്ദി പറയാനായി വിളിച്ചപ്പോള്‍ അവന്‍ പറഞ്ഞതു കേട്ട് ഞങ്ങള്‍ ഞെട്ടിപ്പോയി. 'റിസല്‍ട്ട് അനാലിസിസ് തയ്യാറാക്കിയതോടെ എനിക്ക് ജാവാ സ്ക്രിപ്റ്റ് പഠിക്കാന്‍ കഴിഞ്ഞു'. അതെ, നമ്മുടെ പോര്‍ട്ടലുണ്ടാക്കാന്‍ നന്ദു റിസല്‍ട്ടിന്റെ തൊട്ടു മുമ്പും ശേഷവുമായി ജാവസ്ക്രിപ്റ്റ് പഠിച്ച് ചെയ്ത പ്രോഗ്രാമാണത്രേ, ജയവിശകലനം. പക്ഷേ റിപ്പോര്‍ട്ട് കണ്ടാല്‍ പരിചയ സമ്പന്നനായ ഒരാള്‍ ചെയ്തതാണെന്നേ ആരും പറയൂ. യഥാര്‍ത്ഥത്തില്‍ ഇതു തന്നെയല്ലേ, അവന്റെ മികവ്? ജയവിശകലനം എന്ന പോര്‍ട്ടലിന്റെ പേരില്‍ തന്നെ പ്രത്യേകതകളില്ലേ? അഭിപ്രായങ്ങളെഴുതുമല്ലോ?
ഉണ്ണികൃഷ്ണന്‍ സാറിന്റെ ഓഫ്ലൈന്‍ സോഫ്റ്റ്വെയറിന്റെ സവിശേഷതകള്‍
പത്താം ക്ലാസുകാര്‍ക്കു വേണ്ടി എ ലിസ്റ്റ് ഡാറ്റയില്‍ നിന്നും ടി.സി പ്രിന്റ് ചെയ്യാനുള്ള സോഫ്റ്റ്വെയര് തയ്യാറാക്കിയ നല്ലൊരു പ്രോഗ്രാമറാണ് അധ്യാപകന്‍ കൂടിയായ ശ്രീ. ഉണ്ണികൃഷ്ണന്‍ വളാഞ്ചേരി. വിന്‍ഡോസ് അധിഷ്ഠിത പ്രോഗ്രാമുകളില്‍ അദ്ദേഹത്തിന് നല്ല അറിവുണ്ട്. ഈ പോസ്റ്റ് പ്രസിദ്ധീകരിച്ചപ്പോള്‍ ലിനക്സ് അധിഷ്ഠിത ടി.സി സോഫ്റ്റ്വെയര് വേണമെന്ന് അധ്യാപകര്‍ ആവശ്യപ്പെട്ടപ്പോള്‍ അദ്ദേഹം അതിനു വേണ്ടി പൈത്തണ്‍ പ്രോഗ്രാമിങ്ങ് പഠിക്കുകയും ചെയ്തു. പഠനത്തിന്റെ ഭാഗമായി അദ്ദേഹം നിര്‍മ്മിച്ച പൈത്തണ്‍ അധിഷ്ഠിതമായ ടിക് ടാക് എന്ന ഗെയിം നോക്കൂ. നമ്മുടെ ബ്ലോഗിലെ പോസ്റ്റ് കണ്ട് വിന്‍ഡോസിലാണെങ്കില്‍ ആവശ്യപ്പെട്ട പോലൊരു റിസല്‍ട്ട് അനാലിസിസ് സോഫ്റ്റ്വെയറില്‍ ഒരു കൈ നോക്കാം എന്നാണ് അദ്ദേഹം പറഞ്ഞത്.
Offline Result 2013
Windows Based Offline software Developed by Unnikrishnan Valanchery
ചെയ്യുന്ന ജോലി ഏകാഗ്രമായിരുന്ന് മുഴുമിപ്പിക്കുന്ന ശീലത്തിനുടമായാണെന്ന് അദ്ദേഹത്തോട് ഇടപെട്ടപ്പോള്‍ മനസ്സിലായി. രണ്ടു ദിവസം പ്രോഗ്രാമിങ്ങില്‍ ശ്രദ്ധ കേന്ദ്രീകരിച്ചാണ് അദ്ദേഹം ഇതു പൂര്‍ത്തിയാക്കിയത്. നമ്മുടെ നന്ദകുമാറിന്റെ വീടിന് അധികം ദൂരയല്ലാതെയാണ് ഉണ്ണികൃഷ്ണന്‍ സാറിന്റെ വീടും. ഈ പ്രോഗ്രാം ഡൗണ്‍ലോഡ് ചെയ്ത് വിന്‍ഡോസില്‍ പ്രവര്‍ത്തിപ്പിക്കാം. പിന്നീട് ഇന്റര്‍നെറ്റിന്റെ ആവശ്യമില്ല. ആര്‍ക്കു വേണമെങ്കിലും പെന്‍ഡ്രൈവില്‍ കോപ്പിയെടുത്ത് വിവിധ കമ്പ്യൂട്ടറുകളിലേക്ക് സേവ് ചെയ്യാനും അതിലെല്ലാം വിവിധ തരത്തിലുള്ള റിസല്‍ട്ട് അനാലിസിസുകള്‍ നടത്താനും ഈ സോഫ്റ്റ്വെയര് ഏറെ സഹായിക്കും. പ്രത്യേകിച്ച് സദാസമയവും റിപ്പോര്‍ട്ടുകളുടെ പ്രിന്റ് ഔട്ട് ആവശ്യമായി വരുന്ന ഈ സമയത്ത്.
ഈ പ്രോഗ്രാമുകളെല്ലാം തന്നെ മാത്സ് ബ്ലോഗിലെ വായനക്കാര്‍ക്ക് വേണ്ടിയുള്ളതാണ്. ആധികാരിക വിവരങ്ങള്‍ക്ക് എപ്പോഴും ഔദ്യോഗിക സൈറ്റുകളെത്തന്നെ ആശ്രയിക്കുക. നിങ്ങളുടെ അഭിപ്രായങ്ങളും വിലയിരുത്തലുകളും കമന്റായി രേഖപ്പെടുത്തുമല്ലോ. കൂടുതല്‍ ഫീച്ചറുകള്‍ ആവശ്യമുണ്ടെങ്കില്‍ അവ പ്രോഗ്രാമില്‍ ഉള്‍പ്പെടുത്താം.
Technical High School Admission 2013-2014
ഈ വര്‍ഷം മുതല്‍ National Vocational Education Qualification Framework (NVEQF) ദേശീയ തലത്തില്‍ അംഗീകാരമുള്ള സര്‍ട്ടിഫിക്കറ്റുകള്‍ ലഭ്യമാക്കത്തക്ക രീതിയില്‍ വിവിധ തൊഴിലധിഷ്ഠിത പാഠ്യപദ്ധതികള്‍ പഠിപ്പിക്കുന്ന കേന്ദ്രാവിഷ്കൃത വിദ്യാഭ്യാസ സമ്പ്രദായമാണ് ടെക്നിക്കല്‍ സ്ക്കുളുകളില്‍ നടപ്പാക്കാന്‍ ഉദ്ദേശിക്കുന്നത്. ടെക്നിക്കല്‍ സ്ക്കുളുകളിലെ 9 ആം ക്ലാസ്സും 10 ആം ക്ലാസ്സും പൂര്‍ത്തിയാവുമ്പോള്‍ Level 1, Level 2, NVEQF സര്‍ട്ടിഫിക്കറ്റുകള്‍ ലഭിക്കുന്നു. ഇന്ത്യയില്‍ ഈ പദ്ധതി നിലവിലുള്ള ഏതു വിദ്യാഭ്യാസ സ്ഥാപനത്തില്‍നിന്നും തുടര്‍ന്നുള്ള ലവലുകള്‍ (Level 3 to Level 7) പഠിക്കാനുള്ള അവസരം ലഭ്യമാക്കുന്നു. ഒന്നും രണ്ടും ലവല്‍ സര്‍ട്ടിഫിക്കറ്റുകള്‍ നല്‍കുന്നത് കേരള സാങ്കേതികവിദ്യാഭ്യാസ പരീക്ഷാ കണ്‍ട്രോളര്‍ ആണ്.
പ്രധാന തീയതികള്‍
- അപേക്ഷാപത്രിക വിതരണം ചെയ്തു തുടങ്ങുന്ന തീയതി
: 17 – 04 – 2013. - പൂരിപ്പിച്ച അപേക്ഷകള്‍ സ്വീകരിക്കുന്ന അവസാന തീയതി
: 07 -05 – 2013 . - പൊതുപ്രവേശന പരീക്ഷ : 10 – 05 – 2013 വെള്ളി
രാവിലെ 10 മണി മുതല്‍ 11.30 വരെ. - ഫല പ്രസിദ്ധീകരണം : 10 – 05 – 2013, 4.00 pm
- തെരഞ്ഞെടുക്കപ്പെടുന്നവരുടെ പട്ടിക പ്രസിദ്ധീകരിക്കുന്ന തീയതി
: 11- 05- 2013, 12 മണി. - പ്രവേശന തീയതി
- പ്രവേശനം പൂര്‍ത്തീകരിക്കുന്നത് : 01-06-2013
- പ്രവേശനോത്സവം : 03-06-2013
- ഒന്നാം ഘട്ട പ്രവേശനം : 16-05-2013 രണ്ടാംഘട്ട പ്രവേശനം : 23- 05-2013
Click here for Prospectus
Technical High Schools in Various District
Kamis, 25 April 2013
Displays for Learning
This week I was lucky enough to be able to visit one of the other local secondary schools to my school and take part in a NQT training morning. Part of the morning involved us taking a 'learning walk' around the school. We were 'toured' round by one of the 6th formers and saw lots of great lessons taking place.
Prior to the 'learning walks' taking place we were asked to look out for: assessment; differentiation and 'displays for learning'. The latter was one I was quite interested in as I like to think I present my classroom in an engaging way to my students and often change my displays dependant on my students' work etc. The school had recently changed all of its displays too and so there were lots of brand new displays on show.
As I walked round I was trying to take in all the ideas that the teachers were using. There were rooms where they had a 'Twitter board', much like the one I have in my classroom. Some rooms used the magic whiteboards (www.magicwhiteboard.co.uk) that I use in my room. We saw classroom doors that had speech bubbles on them with quotes or questions for students to be thinking about (presumably whilst queueing for the class in the corridor. The most impressive displays I saw were in MFL and I asked our tour guide if I could take some photos and here they are...
Being the massive geek that I am it is easy to see why I chose to take pictures of these particular displays...
Angry Birds!
Space Invaders!
Pacman!
Spiderman!
Clearly a lot of time and effort have gone into these displays and they have given me ideas for future displays I can create in my own classroom!
Prior to the 'learning walks' taking place we were asked to look out for: assessment; differentiation and 'displays for learning'. The latter was one I was quite interested in as I like to think I present my classroom in an engaging way to my students and often change my displays dependant on my students' work etc. The school had recently changed all of its displays too and so there were lots of brand new displays on show.
As I walked round I was trying to take in all the ideas that the teachers were using. There were rooms where they had a 'Twitter board', much like the one I have in my classroom. Some rooms used the magic whiteboards (www.magicwhiteboard.co.uk) that I use in my room. We saw classroom doors that had speech bubbles on them with quotes or questions for students to be thinking about (presumably whilst queueing for the class in the corridor. The most impressive displays I saw were in MFL and I asked our tour guide if I could take some photos and here they are...
Angry Birds!
Clearly a lot of time and effort have gone into these displays and they have given me ideas for future displays I can create in my own classroom!
#poundlandpedagogy Eggs!
These have been on my 'wish list' ever since I read some tweets from other #poundlandpedagogy teachers on Twitter. I can specifically remember a tweet from @WallaceIsabella.
However, my recent trips to 'Pound World' (see http://poundworld.net) have been unsuccessful in finding these. So, in a desire to get some of these I searched on the web and found them just as cheap on Ebay and then on the following website http://www.littlecraftybugs.co.uk/index.asp.
They arrived this week!
I got 72 of them so I can use different sets for different classes...
After snipping the bit of plastic holding each half together, and filing the sharp bits off they are now ready to use in class tomorrow. Here's what I plan on doing with them...
As a starter for my bottom set year 10 class I have cut up sets of 4 different numbers and put these in each of 12 eggs (1 for each student + a few spare). At the start of the lesson I will get students to pick an egg from a box and then get them to do the following with their 4 numbers:
1) using any mathematical operation, and each of the numbers once only, make the number 24
2) arrange the numbers to make the largest number possible
3) arrange the 4 numbers in any way you like and then write that number in words
4) find the largest sum you can from adding 2 of the numbers to the other 2 numbers (this was a question that they got wrong in their recent foundation mock examination)
So, for the number in the picture on the left...
1) (8-4)x(4+2)
2) 8442
3) 4842 = four thousand eight hundred and forty two
4) 84 + 42 = 126 or 82 + 44 = 126
Then, for my second set year 10s, who have been doing trigonometry the past few lessons, they have a trig question each in their eggs where they will have to find a missing length of a right-angled triangle. After they have found their own missing length I will get them to peer assess with their partner to check their partners work and have theirs checked before we then go onto looking at finding a missing angle!
Pick an egg...any egg
10 ticks trigonometry w/sheet cut up into individual questions (1 in each egg).
I'll also be putting the 4 numbers in the eggs too for them to try and make the number 24 as with the year 10 class above. I may also get them to multiply 2 2-digit numbers from their 4 too.
I'm looking forward to seeing the reaction of the students tomorrow when they are presented with these at the start of the lesson.
I have lots of other ideas as to how I can use these in class too which I'll post about as and when I use them in class!
However, my recent trips to 'Pound World' (see http://poundworld.net) have been unsuccessful in finding these. So, in a desire to get some of these I searched on the web and found them just as cheap on Ebay and then on the following website http://www.littlecraftybugs.co.uk/index.asp.
They arrived this week!
I got 72 of them so I can use different sets for different classes...
As a starter for my bottom set year 10 class I have cut up sets of 4 different numbers and put these in each of 12 eggs (1 for each student + a few spare). At the start of the lesson I will get students to pick an egg from a box and then get them to do the following with their 4 numbers:
1) using any mathematical operation, and each of the numbers once only, make the number 24
2) arrange the numbers to make the largest number possible
3) arrange the 4 numbers in any way you like and then write that number in words
4) find the largest sum you can from adding 2 of the numbers to the other 2 numbers (this was a question that they got wrong in their recent foundation mock examination)
1) (8-4)x(4+2)
2) 8442
3) 4842 = four thousand eight hundred and forty two
4) 84 + 42 = 126 or 82 + 44 = 126
Then, for my second set year 10s, who have been doing trigonometry the past few lessons, they have a trig question each in their eggs where they will have to find a missing length of a right-angled triangle. After they have found their own missing length I will get them to peer assess with their partner to check their partners work and have theirs checked before we then go onto looking at finding a missing angle!
I'll also be putting the 4 numbers in the eggs too for them to try and make the number 24 as with the year 10 class above. I may also get them to multiply 2 2-digit numbers from their 4 too.
I'm looking forward to seeing the reaction of the students tomorrow when they are presented with these at the start of the lesson.
I have lots of other ideas as to how I can use these in class too which I'll post about as and when I use them in class!
Rabu, 24 April 2013
Selasa, 23 April 2013
Tessellations
Continuing my experimentation with #poundlandpedagogy I was looking for a more practical way of using my 'Memo Cube' than just using them as pieces of paper to write notes on. I'd used them in tutor time as scrap pieces of paper to jot down our word of the week examples on, or the numeracy puzzles we do, but wanted to find a 'better' use for them.
So, I decided to use them in a tessellations lesson with my Year 10 set 5 class, using a lesson that @kutrahmoore had previously done.
Before getting into the main activity (using the 'Memo Cube' notes) I introduced the topic of tessellations and referred to the class' previous learning on interior and exterior angles of polygons using this resource that I found on the TES. After briefly going over why the 3 main shapes (square, equilateral triangle and regular hexagon) tessellate I gave the class the w/sheet (slide 12) to complete. The questions on this sheet are very similar to those that come up in the examination papers and so I saw this as good practice for the class. I then advanced through the rest of the slides showing to the class how they can make their own tessellations and how MC Escher created his famous artworks. The class particularly liked how the tessellations were formed and then created and the prepared ppt that you can download above is very well presented to show these.
Then, I introduced the class to how they were going to create their own tessellations. This was where @kutrahmoore's activity came in.
The class were given a couple of the 'Memo Cube' notes and were asked to draw a line from the top of the note to the bottom. It could be any sort of line they liked, straight, 'zigzag', wobbly etc. Then they were asked to draw a line from the left hand side of the note to the right hand side in a similar fashion. This then split their piece of paper into 4 sections.
They then had to number the 4 original corners of the square (from left to right, top to bottom, 1, 2, 3 and 4).
They then had something that looked like...(here's the one I used to model the activity to the class)...
After the class had drawn the 2 lines, and numbered the corners 1-4 they were then asked to cut out their 4 sections. This can be seen in the bottom of the 3 images here.
These 4 sections needed to then be rearranged as per the slide shown below...
This then creates the shape the students then use for their tessellations. Once stuck together, front and back, it will look something like...
All they needed to do next was to draw around their shape onto a piece of A3 paper and then keep going to create their tessellations.
Some of the work that was produced was fantastic! We didn't quite have enough time for the majority of students to fill their pieces of A3 paper and then colour them in appropriately to then put up on display. So, they'll continue with them next lesson.
Here's an idea of what they managed to create as the lesson progressed...
So, I decided to use them in a tessellations lesson with my Year 10 set 5 class, using a lesson that @kutrahmoore had previously done.
Before getting into the main activity (using the 'Memo Cube' notes) I introduced the topic of tessellations and referred to the class' previous learning on interior and exterior angles of polygons using this resource that I found on the TES. After briefly going over why the 3 main shapes (square, equilateral triangle and regular hexagon) tessellate I gave the class the w/sheet (slide 12) to complete. The questions on this sheet are very similar to those that come up in the examination papers and so I saw this as good practice for the class. I then advanced through the rest of the slides showing to the class how they can make their own tessellations and how MC Escher created his famous artworks. The class particularly liked how the tessellations were formed and then created and the prepared ppt that you can download above is very well presented to show these.
Then, I introduced the class to how they were going to create their own tessellations. This was where @kutrahmoore's activity came in.
The class were given a couple of the 'Memo Cube' notes and were asked to draw a line from the top of the note to the bottom. It could be any sort of line they liked, straight, 'zigzag', wobbly etc. Then they were asked to draw a line from the left hand side of the note to the right hand side in a similar fashion. This then split their piece of paper into 4 sections.
They then had to number the 4 original corners of the square (from left to right, top to bottom, 1, 2, 3 and 4).
They then had something that looked like...(here's the one I used to model the activity to the class)...
These 4 sections needed to then be rearranged as per the slide shown below...
This then creates the shape the students then use for their tessellations. Once stuck together, front and back, it will look something like...
Some of the work that was produced was fantastic! We didn't quite have enough time for the majority of students to fill their pieces of A3 paper and then colour them in appropriately to then put up on display. So, they'll continue with them next lesson.
Here's an idea of what they managed to create as the lesson progressed...
Maths Vegas! (Negative Numbers)
Today my students and I went to 'Maths Vegas'!
In a series of lessons we have had on looking at negative numbers, adding and subtracting them and multiplying/dividing with negatives etc I found this resource on the TES that I thought would work perfectly to see how much the class had learnt, and what we needed to do more work on!
At the start of the lesson, before we started the 'Maths Vegas' activity I got the class to do a little starter activity that @reflectivemaths had come up with after a conversation with @ASTsupportAAli - a spin on the traditional 'Noughts and Crosses' game.
Continuning my experimentation with #poundlandpedagogy the class were given a bunch of my coloured square pieces of paper (Memo Cube) that I got from 'Pound World' to work on and in pairs they played the game - to see more info on the game see @reflectivemath's blog post here.
I used the time the class were playing the 'Noughts and Crosses' game to set up a table on the board that would be used for the main activity - 'Maths Vegas'. I went round each group and gave them the equipment they'd need and asked each for a suitable team name for the lesson.
Each group then had a mini whiteboard, marker and a visual representation of £50 that they would use in the activity.
Each group had the following equipment to use in the lesson.
As I was going round the class getting team names and giving out equipment the 'buzz' about what was going to happen started to generate. I was putting team names on the board 1 by 1 and so the other groups were naturally drawn towards these and what other groups were calling themselves. I then added to one of the groups an extra £10 to use in the lesson before anything had started. This naturally drew a few questions as to why one group had all of a sudden got more money to use when we hadn't even started!
As I addressed the class to explain the activity I immediately had a hand-up...'Why have they got more money sir?' The answer was simple, that group were the only group to have chosen a Mathematically themed team name for their group... 'Rhombus'. At this point, and as I was giving the reason, brilliantly, a few of the class kinda of said (as I was saying it) 'because it's a mathematical name'. Clearly I'd awarded extra points for this in the past! :)
I then explained that the activity would work as follows:
Each team had £50 (or in the case of 'Rhombus' £60) to 'play' with throughout the lesson.
They would be given a question to which they had to place a 'stake' on. They could place a minimum of £1 and a maximum of £10 on each question.
If as a group they then answered the question correctly their stake got added to their amount, if they got the question wrong the 'stake' was taken off their amount. So, if starting with £50 and placing £10 on the 1st question they'd have £60 if correct and £40 if they got it wrong.
The class were given 30 seconds on each question, after seeing the topic of the question (see resource) to decide on their stake.
The class were given 1 minute to answer each question once revealed.
The class had to hold up their whiteboards, with the answers on, at the same time to avoid any group/s writing down the answers of others.
Before then starting the activity, and taking each group's 1st stake I asked each group to assign certain roles. They needed one person to be the person who writes the group's answer on the whiteboard, one person to assign the 'stake' for each round, one person to agree on the group's final answer and the rest of the group would help work out the answers in each 'round'.
As the activity started there was a good 'buzz' about the classroom, each group engaged in trying to answer the questions. The groups worked well with one another and the competitive element behind how much each group was 'staking' on each question and therefore how much each group could have at the end of each round was fantastic. At points, the class got too excitable and so I decided to take off money for those groups that I had to wait for for far too long. This stopped some low level disruption and allowed us to move on through the questions much quicker than we were initially.
At the end of the 8 'rounds' we managed to get through I put the groups final scores on the board. These were determined by the amount of money they had gained/lost throughout the lesson. Every team lost money, which from an ethical 'gambling' point was what I wanted. At this point I used this fact to emphasise the problems with placing 'bets' and 'stakes' etc and made it clear that it was not something that I was trying to encourage, but educating them on instead.
The group that then 'won' at 'Maths Vegas' was the group that lost the least amount of money - happily, this was the group dubbed 'Arsenal'! :)
I also then gave some VIVOs (rewards) to those teams that didn't pick up any fines throughout the lesson.
Here's how the table looked at the end of the lesson...
You'll see the 'Thoughts on Crosses' activity examples I gave on the left. The main 'Maths Vegas' table on the rest of the board.
I would highly recommend doing this activity and using the resource above. The resource covers adding and subtracting negatives, ordering negative numbers (and finding the median of them), multiplying with negatives, dividing with negatives, magic squares with negative numbers, negative coordinates and more!
In a series of lessons we have had on looking at negative numbers, adding and subtracting them and multiplying/dividing with negatives etc I found this resource on the TES that I thought would work perfectly to see how much the class had learnt, and what we needed to do more work on!
At the start of the lesson, before we started the 'Maths Vegas' activity I got the class to do a little starter activity that @reflectivemaths had come up with after a conversation with @ASTsupportAAli - a spin on the traditional 'Noughts and Crosses' game.
Continuning my experimentation with #poundlandpedagogy the class were given a bunch of my coloured square pieces of paper (Memo Cube) that I got from 'Pound World' to work on and in pairs they played the game - to see more info on the game see @reflectivemath's blog post here.
I used the time the class were playing the 'Noughts and Crosses' game to set up a table on the board that would be used for the main activity - 'Maths Vegas'. I went round each group and gave them the equipment they'd need and asked each for a suitable team name for the lesson.
Each group then had a mini whiteboard, marker and a visual representation of £50 that they would use in the activity.
As I was going round the class getting team names and giving out equipment the 'buzz' about what was going to happen started to generate. I was putting team names on the board 1 by 1 and so the other groups were naturally drawn towards these and what other groups were calling themselves. I then added to one of the groups an extra £10 to use in the lesson before anything had started. This naturally drew a few questions as to why one group had all of a sudden got more money to use when we hadn't even started!
As I addressed the class to explain the activity I immediately had a hand-up...'Why have they got more money sir?' The answer was simple, that group were the only group to have chosen a Mathematically themed team name for their group... 'Rhombus'. At this point, and as I was giving the reason, brilliantly, a few of the class kinda of said (as I was saying it) 'because it's a mathematical name'. Clearly I'd awarded extra points for this in the past! :)
I then explained that the activity would work as follows:
Each team had £50 (or in the case of 'Rhombus' £60) to 'play' with throughout the lesson.
They would be given a question to which they had to place a 'stake' on. They could place a minimum of £1 and a maximum of £10 on each question.
If as a group they then answered the question correctly their stake got added to their amount, if they got the question wrong the 'stake' was taken off their amount. So, if starting with £50 and placing £10 on the 1st question they'd have £60 if correct and £40 if they got it wrong.
The class were given 30 seconds on each question, after seeing the topic of the question (see resource) to decide on their stake.
The class were given 1 minute to answer each question once revealed.
The class had to hold up their whiteboards, with the answers on, at the same time to avoid any group/s writing down the answers of others.
Before then starting the activity, and taking each group's 1st stake I asked each group to assign certain roles. They needed one person to be the person who writes the group's answer on the whiteboard, one person to assign the 'stake' for each round, one person to agree on the group's final answer and the rest of the group would help work out the answers in each 'round'.
As the activity started there was a good 'buzz' about the classroom, each group engaged in trying to answer the questions. The groups worked well with one another and the competitive element behind how much each group was 'staking' on each question and therefore how much each group could have at the end of each round was fantastic. At points, the class got too excitable and so I decided to take off money for those groups that I had to wait for for far too long. This stopped some low level disruption and allowed us to move on through the questions much quicker than we were initially.
At the end of the 8 'rounds' we managed to get through I put the groups final scores on the board. These were determined by the amount of money they had gained/lost throughout the lesson. Every team lost money, which from an ethical 'gambling' point was what I wanted. At this point I used this fact to emphasise the problems with placing 'bets' and 'stakes' etc and made it clear that it was not something that I was trying to encourage, but educating them on instead.
The group that then 'won' at 'Maths Vegas' was the group that lost the least amount of money - happily, this was the group dubbed 'Arsenal'! :)
I also then gave some VIVOs (rewards) to those teams that didn't pick up any fines throughout the lesson.
Here's how the table looked at the end of the lesson...
I would highly recommend doing this activity and using the resource above. The resource covers adding and subtracting negatives, ordering negative numbers (and finding the median of them), multiplying with negatives, dividing with negatives, magic squares with negative numbers, negative coordinates and more!
Find It!
Design
The call: a game for 5th graders just starting with fraction multiplication.
I look at my games. Fraction version of the Product Game... great fun, but more for practice than introduction. The crazy Ant Man game ... fun, good for calculator use, but also dividing fractions, so probably not time for that. Hmph.
I look around on the web. Googled fraction multiplication game and got a lot of really awful drill "games." Glgkh - they left an awful taste. Some are obviously just quick flash mass production, but there are a couple that people really put time into looks and animation. For a quiz set to 8-bit music.
So, I'm on my own. Often with introduction time I try to think about representation. One of the things to love about fractions are all the many representations. I think the discrete models are underused, so I thought about about students claiming fractions of a common pot (similar to the GeoGebra percent game I posted recently) - but it was difficult to figure out how to keep to intuitive numbers and overcome the disproportionate effect of going first. Also, I had trouble thinking of a game context that would get students to see it as a fraction of a fraction instead of a fraction of a whole number.
Then I thought about the area model. I imagined carving up a rectangle, having kids carve up rectangles. Scoring a total... connecting two points... then I had a connection. Cutting down bit by bit, it felt like searching for something. I tried a 12x12 grid, and my first pass at a mechanic worked pretty well: rolling a die to get halves, thirds, fourths. I thought of a context - searching for a lost hiker. Too scary if you've been lost? Finding a lost pet... maybe. It was a little too direct. Is it a competition? It was starting to feel like Battleship (a fine game), and that was good. I tried finding multiple objects; 2, 3, 4... and 4 was right. Oh! They could come up with the context - and that would give them the opportunity to add rules of their own. That's worth a try!
Here's the handout on Google docs: Find It!
Playing
I launched the game with my own context:
They managed to find all three, before... well before nothing. I was pleasantly surprised by how engaged they were just trying to find the rings. Like spontaneous applause when someone found one. (Playing with the whole class, I have them pass the die to someone who's ready of the other gender. Usually works.) Afterwards, I shared how maybe I needed more rules. Or the Mandarin's searching also. Or if you roll two 5's the Mandarin finds a ring. Or...
It was clear this was going to work because there was immediately a crowd of students trying to tell me their context, Minecraft, aliens, how it fit into the story she's writing about two wolves who turn into humans. It was exciting. They experimented with more than 3 objects and asked me why I had chosen three.
The playing went well also. I was impressed by students ability to divide regions equally, and the many ways they found to do it. They started inventing their own terminology for how they were doing it, like the strips or plus method for dividing into four. They used horizontal and vertical divides, and one group experimented with non rectangular regions. One group played like Battleship, competing to find all three before the other team did.
In feedback, everyone gave the game a thumbs up (mostly) or so-so. (Rare to have one that no one dislikes.) They liked the Battleship connection, the feeling of searching and the multiple objects to find. They were very excited to tell about their context and rules variations.
Game Evaluation
The call: a game for 5th graders just starting with fraction multiplication.
I look at my games. Fraction version of the Product Game... great fun, but more for practice than introduction. The crazy Ant Man game ... fun, good for calculator use, but also dividing fractions, so probably not time for that. Hmph.
 |
| Answer the question (this was the first one) |
 |
| Get it right to get a chance to shoot past the goalie. |
So, I'm on my own. Often with introduction time I try to think about representation. One of the things to love about fractions are all the many representations. I think the discrete models are underused, so I thought about about students claiming fractions of a common pot (similar to the GeoGebra percent game I posted recently) - but it was difficult to figure out how to keep to intuitive numbers and overcome the disproportionate effect of going first. Also, I had trouble thinking of a game context that would get students to see it as a fraction of a fraction instead of a fraction of a whole number.
Then I thought about the area model. I imagined carving up a rectangle, having kids carve up rectangles. Scoring a total... connecting two points... then I had a connection. Cutting down bit by bit, it felt like searching for something. I tried a 12x12 grid, and my first pass at a mechanic worked pretty well: rolling a die to get halves, thirds, fourths. I thought of a context - searching for a lost hiker. Too scary if you've been lost? Finding a lost pet... maybe. It was a little too direct. Is it a competition? It was starting to feel like Battleship (a fine game), and that was good. I tried finding multiple objects; 2, 3, 4... and 4 was right. Oh! They could come up with the context - and that would give them the opportunity to add rules of their own. That's worth a try!
Here's the handout on Google docs: Find It!
Playing
I launched the game with my own context:
It was clear this was going to work because there was immediately a crowd of students trying to tell me their context, Minecraft, aliens, how it fit into the story she's writing about two wolves who turn into humans. It was exciting. They experimented with more than 3 objects and asked me why I had chosen three.
 |
| The wolfgirls. |
 |
| Quite complex. This was played on two boards, with interaction between the heroes and villains. |
 |
| The minecraft game. This had hazards as well as the goal. |
 |
| The zombie game, which also had a hazard. You had three lives, and had to find the zombie solution before you lost all the people in your party. |
The playing went well also. I was impressed by students ability to divide regions equally, and the many ways they found to do it. They started inventing their own terminology for how they were doing it, like the strips or plus method for dividing into four. They used horizontal and vertical divides, and one group experimented with non rectangular regions. One group played like Battleship, competing to find all three before the other team did.
In feedback, everyone gave the game a thumbs up (mostly) or so-so. (Rare to have one that no one dislikes.) They liked the Battleship connection, the feeling of searching and the multiple objects to find. They were very excited to tell about their context and rules variations.
Game Evaluation
- Goal(s) - good - experience with representation, dividing up rectangular pieces into equal parts. Plus a context for future questions and rephrasing.
- Structure - works well.
- Strategy - puzzle like. Choice in which region to divide up with which fraction. Choices for where you hide the objects. Not the strongest element of the game, though.
- Interaction - good and so-so. One person/team being the mechanic for revealing spots and checking the other team's work on dividing was good mathematically. But Battleship isn't strong on player interaction.
- Surprise - die roll, so okay.
- Catch-Up ... depends on the variation. It's a bit methodical doing the search, but there's no time element in the basic version. The chance to get lucky with a search or a roll will help.
- Inertia - works for this. Students were anxious to play more.
- Rules - toughest element is the dividing up equally. Once you've got that idea, rest is simple.
- Context - here's the winner. Students being able to set their own context was very engaging for a vast majority.
Senin, 22 April 2013
A Printing Epiphany!
Last week I was given information that has since made things so much easier! It is almost embarrassing to admit the fact that I didn't know about what I am going to talk about, but then when speaking to others in the department it seems I wasn't alone in my lack of knowledge!
I'll set the scene...
Have you ever needed to print from a pdf document or a word document and only wanted a particular page printed? You want this page printed 2 to a page side-by-side. Sometimes your pdf document or word document only contains 1 page, which in word is fine as you can just select all and create a duplicate 2nd page identical to the 1st to print these two pages on one page. However, if you have a pdf, which you can't edit - how do you get this 1 page printed as 2 pages side-by-side? If you already know the answer to this question, I envy you and your brilliance!
Until last week, I have been 'going around the houses' trying to get around this problem. One of my pet hates as a teacher is when student's books have paper hanging out the end of them. So, when I need to print off w/sheets for them I often print the pages 2 to a page and then guillotine them off so they can easily be stuck in without having to stick out the ends of their exercise books. This for pdfs and word docs that have more than 1 copy of the page you need is fine, or if you want to print 2 pages on the same sheet etc. However, when I've needed to print just that single page pdf document I've had to either print that 1 page on a full piece of A4 and then trim to size, or I've just printed that 1 page as a 'multiple' pages without anything next to it - it's then the size I want, but it doesn't save any paper and I end up saving the blank half for scrap paper to use in form time!
So, here comes the revelation...it is possible to print a single page pdf doc or even to pick a particular page in a pdf/word doc 2 to a page,and here's how...
Say you want to print this 2nd page from this 3 page pdf document. You want it 2 sheets to a single page. So the page is landscape and you have the same page printed side by side (2 of the same sheet on a single piece of paper)
All you need to do is this...In the 'Print' options box (pictured) you type into the 'Pages' box the page number and then a comma and then the same page number again! So, in my example, if I wanted to print page 2 side-by-side on the same piece of paper I would type '2, 2' in the 'Pages' box. I then print as 'multiple' like you would normally and you'll see from the 'print preview' picture how it then prints - just as I have always wanted!
Like I say, this to a lot of people will be nothing new, but for me (and I suspect others that didn't previously know this) it has blown my mind! It has saved me so much time already this week in terms of chopping everything up using the guillotine, or having to copy and paste word doc pages to create 2 of the same page to print etc.
Thanks go to Miss Jackson for this amazing piece of knowledge!
I am still wondering how on earth I have gone all this time without knowing this. Prior to teaching, I worked in a whole host of offices doing admin stuff, data analysis etc and regularly was needing to print. I'm now into my 4th year of working in a school and, again, have never come across this before! Crazy!
I'll set the scene...
Have you ever needed to print from a pdf document or a word document and only wanted a particular page printed? You want this page printed 2 to a page side-by-side. Sometimes your pdf document or word document only contains 1 page, which in word is fine as you can just select all and create a duplicate 2nd page identical to the 1st to print these two pages on one page. However, if you have a pdf, which you can't edit - how do you get this 1 page printed as 2 pages side-by-side? If you already know the answer to this question, I envy you and your brilliance!
Until last week, I have been 'going around the houses' trying to get around this problem. One of my pet hates as a teacher is when student's books have paper hanging out the end of them. So, when I need to print off w/sheets for them I often print the pages 2 to a page and then guillotine them off so they can easily be stuck in without having to stick out the ends of their exercise books. This for pdfs and word docs that have more than 1 copy of the page you need is fine, or if you want to print 2 pages on the same sheet etc. However, when I've needed to print just that single page pdf document I've had to either print that 1 page on a full piece of A4 and then trim to size, or I've just printed that 1 page as a 'multiple' pages without anything next to it - it's then the size I want, but it doesn't save any paper and I end up saving the blank half for scrap paper to use in form time!
So, here comes the revelation...it is possible to print a single page pdf doc or even to pick a particular page in a pdf/word doc 2 to a page,and here's how...
Say you want to print this 2nd page from this 3 page pdf document. You want it 2 sheets to a single page. So the page is landscape and you have the same page printed side by side (2 of the same sheet on a single piece of paper)
Like I say, this to a lot of people will be nothing new, but for me (and I suspect others that didn't previously know this) it has blown my mind! It has saved me so much time already this week in terms of chopping everything up using the guillotine, or having to copy and paste word doc pages to create 2 of the same page to print etc.
Thanks go to Miss Jackson for this amazing piece of knowledge!
I am still wondering how on earth I have gone all this time without knowing this. Prior to teaching, I worked in a whole host of offices doing admin stuff, data analysis etc and regularly was needing to print. I'm now into my 4th year of working in a school and, again, have never come across this before! Crazy!
Minggu, 21 April 2013
April #blogsync - "Progress in my classroom? How it is made and how I know it."
This is a post in response to this month's #blogsync topic of "Progress in my classroom? How it is made and how I know it." To see all other posts in this month's #blogsync go to: http://blogsync.edutronic.net/
As this month's topic is all about progress in my classroom it has allowed me to reflect on what and how I have been doing with a number of my classes over the course of the year and to see whether indeed my classes are making progress.
As a lot of posts in this month's #blogsync have already pointed out there is not just progress to be had in a single lesson, but also over a longer, more sustained, period of time. It is the latter that I will talk about here as I feel for some (if not all) of my groups this is more important.
I will discuss 3 different ways in which I have seen progress with my classes, using 3 different methods of recording such progress. The first will be with my low-ability (bottom set) year 8 classes, the second will be with my year 9 top set and the third and final example will be from my year 10 set 2 class that are sitting the first of their GCSE Mathematics examination in June this year.
Year 8s (both set 5s on either side of the year) - Times Tables!
When I was given both of the set 5 year 8 classes to teach this year there was one thing that became apparent fairly early on - they were really weak with their times tables. This was mentioned in all of the students' reports at the end of year 7 by their class teacher and was evident in my 1st few lessons with both groups. So, in an attempt to make my students become better with these very important basics I decided to continually test them on their times tables and give them regular practice with them. How I do this is by getting them each, throughout our lessons, to complete the Interactive Times Tables 'game' that I found on the TES. The resource can be downloaded here. Now, I don't do this every lesson with the classes as too much of anything gets stale, but we do them at least once I week, on average, I would say. The students love doing them and often request to do them/ask if we will be doing them in lesson.
The advantage I have of having the bottom sets is that I only have 9 students in one set and 12 in the other. This means that the task does not interrupt our 'normal' lesson activities. I simply, whilst the class are working on the task given in that particular lesson, randomly call them up to the IWB to do the times tables 'game'. The game gives each student 1 minute to answer as many times tables (up to 12 x 12) as they can. Each question gives 6 possible answers to chose from, which for the set 5s is nicely differentiated. At the end of the minute I record their scores in my markbook and then call the next student up until all have had a go.
Then, crucial to the success of the task for this long a time, I give VIVOs (our schools rewards) to all those students that have improved their score by 3 or more, and then give the top 3 an extra VIVO each. This 'progress' is clear for all to see and I read out and congratulate those students that have made the 3 or more points progress from the previous go.
I have created a simple spreadsheet from all the lessons we did this in up to December 2012 and you can see a print screen of the results below...
I have highlighted 'student 4' above as this is the weakest student I teach in either of the 2 sets. This student didn't get a single times table correct in the minute given in his first ever go at it. Since then, the student is regularly getting over 10 a minute correct. Now, some might say that the familiarity with the task would naturally aid this, but for him it is a massive step forward. He has gained confidence with not only his times tables, but getting up in front of his peers and not being afraid to make mistakes, or be getting a lower score than others - and the rest of the class are surprisingly supportive of him and his quest to improve his score. I then created a graph of the class' average scores and you can see how this has improved since the start of the year. There are some dips here and there, and Mathematics is no straight line of progression from start to finish. Some of these 'dips' happen straight after school-holidays and this is a good excuse to remind the students of the need to keep practising them.
This, for my lower set year 8 classes is great progress. Especially as it was the one key thing they needed to improve on from year 7. They have all made progress over time, no matter how small and I'm starting to see now a greater ability for them to perform other tasks, and at a much higher speed than before. For example, when working out the area of rectangles they are able to relate this to the times tables 'game'.
Year 9 - Student Topic Trackers
In order for me to show progress in my Year 9 set 1 lessons I regularly have used my student topic trackers. I posted previously on the use of these here.
The topic trackers are a great way of showing 'progress' with the students' confidence from the start of the lesson to the end. On the topic trackers I split out all of the learning objectives for the series of lessons I will teach them on that topic. The lesson objectives progress in terms of their levels as you go down the sheet. For each objective there is then a 'before lesson', 'after lesson' and 'after revision' section for them to rate (on a scale of 1-4) their confidence with the lesson objective/s. This lesson based progress-o-meter is a good way of me seeing if the students have understood and feel more confident than they did at the start of the lesson.
Equally, from topic to topic, it is a good way of me seeing the progress they are making throughout the year. At the end of each topic I get the students to give themselves a level based on the topic trackers and the lesson objectives they feel most confident in and their respective levels. Then, from topic to topic I record, again in my markbook, the levels both the students give themselves and the levels I give them based on end of topic tests and h/w scores.
The topic trackers are then used for the students revision to go over those lesson objectives that they perhaps weren't so confident with. I can see these coming into play much nearer the end of the year when they will sit a GCSE linear paper prior to being setted for Year 10.
Here's an image of one of the topic trackers...
There have been a few suggestions from members of staff at my school as to how I could improve the use of these. The first would be to take their books in and do my 'teacher's comment' half-way through the topic, to make the feedback to them more useful perhaps as they go throughout the topic and be a bit more formative. The second is that they take quite a while to sit down and do the teacher's comments in the first place, so for every topic to cover in a year this could become too much. They do indeed take a lot of marking, is it worth it - yes, I think it is. Could the process be sped up somehow - I don't know yet. I have recently stopped using them with the class due to some topics we have covered being merely a 'refresher' lesson as the class would have covered it in previous year groups and so the topic tracker hardly felt relevant here. However, for those 'new' topics, or those that require a series of lessons to teach I will still continue to use them as I feel they are a good way of the students seeing the progress they are making - even if, as some would surely argue, it is only with their confidence and no concrete evidence of them actually making progress with the objectives. However, I would counter that by saying the 'after lesson' scale gets filled in in the 'plenary' part of our lessons having tested the students knowledge with an appropriate task. My teacher's comment and level are then based on the class work throughout the topic/objectives and their end of topic tests.
Year 10 - GCSE Mock Grades
In order to see if my Year 10s are making progress I have relied mainly on them completing GCSE mock papers and comparing the grades with their targets.
The class, to date, have done 2 official mock exams (Unit 1 [non-calc]) - 1 in January (straight after the holidays) and 1 at the end of February. They will sit one soon too by doing the Unit 2 paper (Calc), which will give me a further indication of their progress to date.
These results have given me a good idea of progress that has been made (if any) and the 'gap' still to close to their target grades.
Following the class' February mock, which was done in examination style conditions with the rest of the year group in the school hall, I showed them this notebook slide at the start of the lesson where I gave them their results back...
The 3 bar charts show (from left to right) the results from the January mock, the results from the February mock, and the class' target grades.
From the January mock the progress the class made was clear to see. We went from having 9 Ds, 18 Cs and 3 Bs to...6 Ds, 16 Cs and 8 Bs. There is still a notable jump to get the class to their target grades, but these are targets for the end of Y11! Still, I obviously want them to get their by June!
In that same lesson I gave out 'awards' for those students that had 'progressed' in some way from the January mock. The certificates/awards I gave out can be downloaded from my TES resources here. I gave those students that had progressed from getting a D grade to a C an award, those that went from a C to a B and those students that had continually showed progress in both the mock papers and all tests we had completed in class. There were plenty of students that received certificates in these lessons and this in itself showed me that the class have made progress (over the year).
I hope this blog post has been of use to others in how I have tried to show progress that my classes are making. I feel that learning Mathematics is definitely a 'marathon and not a sprint'. Sometimes students don't understand a concept or topic for years and then all of a sudden 'click' with it and get it. Sometimes we have to go back in our learning and make mistakes in order to progress.
Whether we, as teachers, are able to show that our students are making progress every 20 minutes of our lessons is something I'm not sure can actually be done. Can we show that progress is being made over time - Yes!
This is how progress has been made in (some of) my classes and I hope I have shown how I know it.
As this month's topic is all about progress in my classroom it has allowed me to reflect on what and how I have been doing with a number of my classes over the course of the year and to see whether indeed my classes are making progress.
As a lot of posts in this month's #blogsync have already pointed out there is not just progress to be had in a single lesson, but also over a longer, more sustained, period of time. It is the latter that I will talk about here as I feel for some (if not all) of my groups this is more important.
I will discuss 3 different ways in which I have seen progress with my classes, using 3 different methods of recording such progress. The first will be with my low-ability (bottom set) year 8 classes, the second will be with my year 9 top set and the third and final example will be from my year 10 set 2 class that are sitting the first of their GCSE Mathematics examination in June this year.
Year 8s (both set 5s on either side of the year) - Times Tables!
When I was given both of the set 5 year 8 classes to teach this year there was one thing that became apparent fairly early on - they were really weak with their times tables. This was mentioned in all of the students' reports at the end of year 7 by their class teacher and was evident in my 1st few lessons with both groups. So, in an attempt to make my students become better with these very important basics I decided to continually test them on their times tables and give them regular practice with them. How I do this is by getting them each, throughout our lessons, to complete the Interactive Times Tables 'game' that I found on the TES. The resource can be downloaded here. Now, I don't do this every lesson with the classes as too much of anything gets stale, but we do them at least once I week, on average, I would say. The students love doing them and often request to do them/ask if we will be doing them in lesson.
The advantage I have of having the bottom sets is that I only have 9 students in one set and 12 in the other. This means that the task does not interrupt our 'normal' lesson activities. I simply, whilst the class are working on the task given in that particular lesson, randomly call them up to the IWB to do the times tables 'game'. The game gives each student 1 minute to answer as many times tables (up to 12 x 12) as they can. Each question gives 6 possible answers to chose from, which for the set 5s is nicely differentiated. At the end of the minute I record their scores in my markbook and then call the next student up until all have had a go.
Then, crucial to the success of the task for this long a time, I give VIVOs (our schools rewards) to all those students that have improved their score by 3 or more, and then give the top 3 an extra VIVO each. This 'progress' is clear for all to see and I read out and congratulate those students that have made the 3 or more points progress from the previous go.
I have created a simple spreadsheet from all the lessons we did this in up to December 2012 and you can see a print screen of the results below...
I have highlighted 'student 4' above as this is the weakest student I teach in either of the 2 sets. This student didn't get a single times table correct in the minute given in his first ever go at it. Since then, the student is regularly getting over 10 a minute correct. Now, some might say that the familiarity with the task would naturally aid this, but for him it is a massive step forward. He has gained confidence with not only his times tables, but getting up in front of his peers and not being afraid to make mistakes, or be getting a lower score than others - and the rest of the class are surprisingly supportive of him and his quest to improve his score. I then created a graph of the class' average scores and you can see how this has improved since the start of the year. There are some dips here and there, and Mathematics is no straight line of progression from start to finish. Some of these 'dips' happen straight after school-holidays and this is a good excuse to remind the students of the need to keep practising them.
This, for my lower set year 8 classes is great progress. Especially as it was the one key thing they needed to improve on from year 7. They have all made progress over time, no matter how small and I'm starting to see now a greater ability for them to perform other tasks, and at a much higher speed than before. For example, when working out the area of rectangles they are able to relate this to the times tables 'game'.
Year 9 - Student Topic Trackers
In order for me to show progress in my Year 9 set 1 lessons I regularly have used my student topic trackers. I posted previously on the use of these here.
The topic trackers are a great way of showing 'progress' with the students' confidence from the start of the lesson to the end. On the topic trackers I split out all of the learning objectives for the series of lessons I will teach them on that topic. The lesson objectives progress in terms of their levels as you go down the sheet. For each objective there is then a 'before lesson', 'after lesson' and 'after revision' section for them to rate (on a scale of 1-4) their confidence with the lesson objective/s. This lesson based progress-o-meter is a good way of me seeing if the students have understood and feel more confident than they did at the start of the lesson.
Equally, from topic to topic, it is a good way of me seeing the progress they are making throughout the year. At the end of each topic I get the students to give themselves a level based on the topic trackers and the lesson objectives they feel most confident in and their respective levels. Then, from topic to topic I record, again in my markbook, the levels both the students give themselves and the levels I give them based on end of topic tests and h/w scores.
The topic trackers are then used for the students revision to go over those lesson objectives that they perhaps weren't so confident with. I can see these coming into play much nearer the end of the year when they will sit a GCSE linear paper prior to being setted for Year 10.
Here's an image of one of the topic trackers...
There have been a few suggestions from members of staff at my school as to how I could improve the use of these. The first would be to take their books in and do my 'teacher's comment' half-way through the topic, to make the feedback to them more useful perhaps as they go throughout the topic and be a bit more formative. The second is that they take quite a while to sit down and do the teacher's comments in the first place, so for every topic to cover in a year this could become too much. They do indeed take a lot of marking, is it worth it - yes, I think it is. Could the process be sped up somehow - I don't know yet. I have recently stopped using them with the class due to some topics we have covered being merely a 'refresher' lesson as the class would have covered it in previous year groups and so the topic tracker hardly felt relevant here. However, for those 'new' topics, or those that require a series of lessons to teach I will still continue to use them as I feel they are a good way of the students seeing the progress they are making - even if, as some would surely argue, it is only with their confidence and no concrete evidence of them actually making progress with the objectives. However, I would counter that by saying the 'after lesson' scale gets filled in in the 'plenary' part of our lessons having tested the students knowledge with an appropriate task. My teacher's comment and level are then based on the class work throughout the topic/objectives and their end of topic tests.
Year 10 - GCSE Mock Grades
In order to see if my Year 10s are making progress I have relied mainly on them completing GCSE mock papers and comparing the grades with their targets.
The class, to date, have done 2 official mock exams (Unit 1 [non-calc]) - 1 in January (straight after the holidays) and 1 at the end of February. They will sit one soon too by doing the Unit 2 paper (Calc), which will give me a further indication of their progress to date.
These results have given me a good idea of progress that has been made (if any) and the 'gap' still to close to their target grades.
Following the class' February mock, which was done in examination style conditions with the rest of the year group in the school hall, I showed them this notebook slide at the start of the lesson where I gave them their results back...
From the January mock the progress the class made was clear to see. We went from having 9 Ds, 18 Cs and 3 Bs to...6 Ds, 16 Cs and 8 Bs. There is still a notable jump to get the class to their target grades, but these are targets for the end of Y11! Still, I obviously want them to get their by June!
In that same lesson I gave out 'awards' for those students that had 'progressed' in some way from the January mock. The certificates/awards I gave out can be downloaded from my TES resources here. I gave those students that had progressed from getting a D grade to a C an award, those that went from a C to a B and those students that had continually showed progress in both the mock papers and all tests we had completed in class. There were plenty of students that received certificates in these lessons and this in itself showed me that the class have made progress (over the year).
I hope this blog post has been of use to others in how I have tried to show progress that my classes are making. I feel that learning Mathematics is definitely a 'marathon and not a sprint'. Sometimes students don't understand a concept or topic for years and then all of a sudden 'click' with it and get it. Sometimes we have to go back in our learning and make mistakes in order to progress.
Whether we, as teachers, are able to show that our students are making progress every 20 minutes of our lessons is something I'm not sure can actually be done. Can we show that progress is being made over time - Yes!
This is how progress has been made in (some of) my classes and I hope I have shown how I know it.
Shakuntala Devi November 4, 1929 – April 21, 2013
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| Shakuntala Devi |
The first I ever heard of Shakuntala Devi was a long time ago, when I stumbled across her book Figuring: The Joy of Numbers in the WH Smith's bookstore in Birmingham, W Mids. Dad had business in Brum, and we all came along for the day.
When I came along with the book, Mum was scared that it was some sort of black magic text. It wasn't - quite the opposite, in fact - and the book never left my bookshelves and relocated with me wherever I went.
Figuring: The Joy of Numbers became one of the most useful and helpful books I have ever had. It turned what could have become a fear of mathematics into a love of mathematics, and Figuring: The Joy of Numbers helped me to ace university and, later, work. Catalysed by the book and inspired by further experience, I learned to be familiar and comfortable with numbers, calculation, mental arithmetic and mathematics thanks to Shakuntala Devi's early influence in my life.
I just heard of her death today, and I share the great sadness all of India must feel. A great and beautiful mind is no more, and the world is diminshed for the passing of a woman whom I have long held with the highest esteem.
We will miss you Mathematical Genius Shakuntala Devi
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| Shakuntala Devi |
Mathematical genius Shakuntala Devi, nicknamed as “human computer” for her ability to make complex mental calculations, died at a hospital in Bangalore on Sunday 21st April 2013 following respiratory problems.
She was one of my biggest inspirations and her encouraging words to me boosted my morale so much that I became interested in the field of Mathematics. Today India has lost a living legend and an icon.
The Vedic Maths Forum India will miss her motherly figure her guidance and her love. May your soul rest in peace.
She found a place in the Guiness Book of World Record for her outstanding ability and wrote numerous books like Fun with Numbers, Astrology for You, Puzzles to Puzzle You, and Mathablity. She had the ability to tell the day of the week of any given date in the last century in a jiffy.
Coming from a humble family, Ms. Shakuntala Devi’s father was a circus performer who did trapeze, tightrope and cannonball shows.
It was while she was playing cards with her father at the tender age of three that he found his daughter’s calculation abilities. It turned out that she beat him not by sleight of hand, but by memorising the cards.
At the age of six, she demonstrated her calculation skills in her first major public performance at the University of Mysore and two years later, she again proved herself successful as a child prodigy at Annamalai University.
However, despite apprehensions in some quarters, Ms. Devi did not lose her calculating ability when she turned adult like other prodigies such as Truman Henry Safford.
In 1977, Ms. Devi extracted the 23rd root of a 201-digit number mentally.
On June 18, 1980 she demonstrated the multiplication of two 13-digit numbers 7,686,369,774,870 x 2,465,099,745,779 picked at random by the Computer Department of Imperial College, London. She answered the question in 28 seconds.
Coming from a humble family, Ms. Shakuntala Devi’s father was a circus performer who did trapeze, tightrope and cannonball shows.
It was while she was playing cards with her father at the tender age of three that he found his daughter’s calculation abilities. It turned out that she beat him not by sleight of hand, but by memorising the cards.
At the age of six, she demonstrated her calculation skills in her first major public performance at the University of Mysore and two years later, she again proved herself successful as a child prodigy at Annamalai University.
However, despite apprehensions in some quarters, Ms. Devi did not lose her calculating ability when she turned adult like other prodigies such as Truman Henry Safford.
In 1977, Ms. Devi extracted the 23rd root of a 201-digit number mentally.
On June 18, 1980 she demonstrated the multiplication of two 13-digit numbers 7,686,369,774,870 x 2,465,099,745,779 picked at random by the Computer Department of Imperial College, London. She answered the question in 28 seconds.
Sabtu, 20 April 2013
Kerala SSLC Examination Result 2013 Analyser (for Ubuntu & Windows) Updated
- പരീക്ഷ എഴുതിയ ആകെ കുട്ടികളുടെ എണ്ണം
- ഉപരിപഠനത്തിനു അര്‍ഹത നേടിയ കുട്ടികളുടെ എണ്ണം.
- ഉപരിപഠനത്തിനു അര്‍ഹത നേടാത്ത കുട്ടികളുടെ എണ്ണവും പേരുവിവരങ്ങളും
- വിജയ ശതമാനം
- ഉന്നത വിജയം നേടിയ കുട്ടികളുടെ പേരുവിവരങ്ങള്‍ (10 A +, 9A +, 8A+, ....)
- subject wise grade analysis (subject തിരിച്ചു എത്ര A +, A തുടങ്ങിയ വിവരങ്ങള്.
- ഓരോ വിഷയത്തിന്റെയും Average Grade
- SSLC Analyser സോഫ്റ്റ്വെയര് ഇവിടെ നിന്നും download ചെയ്യുക.
- നിങ്ങളുടെ വിന്‍ഡോസ് വേര്‍ഷനില്‍ പൈത്തണ്‍ ഇന്‍സ്റ്റാള്‍ ചെയ്തിട്ടുണ്ടോ? എങ്കില്‍ SSLC Analyser ന്റെ Windows Version ഇവിടെ നിന്നും ഡൗണ്‍ലോഡ് ചെയ്തെടുക്കാം.)
- Download ചെയ്തുകിട്ടുന്ന compressed ഫയല്‍ Extract ചെയ്യുക (Mouse right ക്ലിക്ക് ചെയ്ത് Extract Here എന്ന് കൊടുത്താല്‍ മതിയാകും)
- അപ്പോള്‍ കിട്ടുന്ന SSLC Analyser എന്ന ഫോള്‍ഡര്‍ തുറക്കുക.
- install.sh എന്ന ഫയല്‍ റൈറ്റ് ക്ലിക്ക് ചെയ്തു Properties-->Permission--> tab എടുത്തു Allow Executing file as Programme എന്നതിന് നേരെ tick മാര്‍ക്കുണ്ടെന്നു ഉറപ്പുവരുത്തുക.
- install.sh ഫയലില്‍ double click ചെയ്തു run in terminal എന്ന് കൊടുക്കുക
- ആവശ്യപ്പെട്ടാല്‍ പാസ്സ്‌വേര്‍ഡ്‌ എന്റര്‍ ചെയ്യുക.
- ഇനി മെനുവിലെ Applications ---> Accessories----> SSLC Analyser എടുത്തു പ്രവര്‍ത്തിപ്പിച്ചാല്‍ സോഫ്റ്റ്വെയര് തുറന്നു വരുന്നു.
സോഫ്റ്റ്വെയറില്‍ നിന്ന് ലഭിക്കുന്ന ഔട്ട്പുട്ട് ഫയലുകളുടെ മാതൃക ചുവടെ നല്‍കിയിരിക്കുന്നു.
- റിസല്‍ട്ട് അനലൈസ് കൊണ്ടുള്ള റിപ്പോര്‍ട്ട് (മാതൃക)
പി.ഡി.എഫ് രൂപത്തിലായിരിക്കും ഇത് ലഭിക്കുക. ഇതില്‍ സ്ക്കൂളിന്റെ പേര്, സ്ക്കൂള്‍ കോഡ്, പരീക്ഷ എഴുതിയ കുട്ടികളുടെ എണ്ണം, ഉപരിപഠനത്തിന് അര്‍ഹത നേടിയവരുടെ എണ്ണം, ശതമാനം, ഉപരിപഠനത്തിന് അര്‍ഹത നേടാത്തവരുടെ എണ്ണം, 10 വിഷയത്തിനും എ പ്ലസ് നേടിയവരുടെ പേര്, 9 വിഷയങ്ങള്‍ക്ക് എ പ്ലസ് നേടിയവരുടെ പേര്, 8 വിഷയങ്ങളിലും 7 വിഷയങ്ങളിലും 6 വിഷയങ്ങളിലുമെല്ലാം എ പ്ലസ് നേടിയവരുടെ പേരും ഉപരിപഠനത്തിന് അര്‍ഹത നേടാത്തവരുടെ പേരും ലഭ്യമാകും. തുടര്‍ന്ന് വിഷയാധിഷ്ഠിതമായ അപഗ്രഥനമാണ് ലഭിക്കുക. അതില്‍ ഓരോ വിഷയത്തിനും എ പ്ലസ്, എ, ബി പ്ലസ് എന്നിങ്ങനെ ഗ്രേഡ് ലഭിച്ച കുട്ടികളുടെ എണ്ണവും അതിനു താഴെ അതിന്റെ ശതമാനവും ടേബിളായി നല്‍കിയിട്ടുണ്ടാകും. ഇതിനെ ആധാരമാക്കി ഓരോ വിഷയത്തിനും വിദ്യാര്‍ത്ഥികള്‍ക്കു ലഭിച്ച ഗ്രേഡിനെ ആസ്പദമാക്കി അതാത് വിഷയത്തിന് ഓവറോള്‍ ഗ്രേഡും നല്‍കിയിട്ടുണ്ടാകും. - ഗ്രേഡ് റിപ്പോര്‍ട്ട് (മാതൃക)
ഇത് സ്പ്രെഡ് ഷീറ്റ് ഫോര്‍മാറ്റിലായിരിക്കും ലഭിക്കുക. ഇതില്‍ സ്ക്കൂളിലെ എല്ലാ വിദ്യാര്‍ത്ഥികളുടെയും ഗ്രേഡുകളും EHS/NI സ്റ്റാറ്റസും ഉണ്ടായിരിക്കും.
മാത്രമല്ല, മുന്‍പോസ്റ്റില്‍ പ്രോഗ്രാമിങ് അറിയുന്നവരോട് നമ്മള്‍ ഉന്നയിച്ച ആവശ്യങ്ങള്‍ ഇപ്പോഴും നിലനില്‍ക്കുകയാണ്. സബ്ജില്ലാ-ജില്ല-റവന്യൂ ജില്ലാ ശരാശരികളുടെ അനാലിസിസ് നമുക്ക് നല്‍കാന്‍ കഴിയണം. അതിനുതകുന്ന പോര്‍ട്ടല്‍/പ്രോഗ്രാം നമുക്ക് വളരെ അത്യാവശ്യമാണ്. പ്രോഗ്രാമിങ്ങ് ശേഷിയുള്ളവര്‍ അതിനായി ശ്രമിക്കുമല്ലോ. ഈ പ്രോഗ്രാമിലൂടെ നമ്മുടെ വിദ്യാലയത്തിന്റെ മാത്രമല്ലല്ലോ, തൊട്ടടുത്ത വിദ്യാലയങ്ങളുടേയും എസ്.എസ്.എല്‍.സി വിജയശതമാനവും ഫുള്‍ എ പ്ലസുകളുമെല്ലാം കണ്ടെത്താന്‍ ഈ സോഫ്റ്റ്വെയര് ഉപയോഗപ്പെടുത്താമല്ലോ. അങ്ങനെ ഈ പ്രോഗ്രാം നമുക്കേറെ സമയലാഭമുണ്ടാക്കിത്തരുന്നു. സോഫ്റ്റ്വെയര് ഉപയോഗിച്ചു നോക്കുന്നവരുടെ കമന്റുകളാണ് ആസിഫ് സാറിനെപ്പോലുള്ളവര്‍ക്ക് തുടര്‍ന്നും ഇത്തരം കണ്ടെത്തലുകള്‍ നടത്തുന്നതിന് പ്രചോദനമാകുന്നത്. ആ നിലക്ക് അദ്ദേഹത്തിനു പ്രോത്സാഹനം നല്‍കാന്‍ നിങ്ങളുടെ അഭിപ്രായം കമന്റായി രേഖപ്പെടുത്തുമല്ലോ.
Langganan:
Postingan (Atom)