Kamis, 28 Februari 2013
21st Century Mathematics
What should students learn in the 21st century? This conference will discuss top-level changes in the Math school curriculum, in terms of what topics and branches should be added, and just as crucially, what should be removed.
Rationale:
In the 21st century, humanity is facing severe difficulties at the societal (global warming, financial stresses), economic (globalization, innovation) and personal levels (employability, happiness). Technology's exponential growth is rapidly compounding the problems via automation and off-shoring, which are producing social disruptions. Education is falling behind the curve, as it did during the Industrial Revolution. The last profound changes to curriculum were effected in the late 1800's as a response to the sudden growth in societal and human capital needs. As the world of the 21st century bears little resemblance to that of the 19th century, education curricula are overdue for a major redesign.
This is all the more true in Science/Technology/Engineering/Math (STEM), where demand is outpacing supply worldwide. Math being the foundation of STEM, and in turn innovation, the situation requires urgent attention. Beyond STEM professions, we are seeing very significant innumeracy in a very large segment of the population, which has severe consequences on the ability to understand the world's difficulties.
This event is sponsored by the Center for Curriculum Redesign, OECD, Confederation of Swedish Enterprise and the generous support of the Bill and Melinda Gates Foundation, the Henri Moser Foundation, and the Nellie Mae Education Foundation.
In the 21st century, humanity is facing severe difficulties at the societal (global warming, financial stresses), economic (globalization, innovation) and personal levels (employability, happiness). Technology's exponential growth is rapidly compounding the problems via automation and off-shoring, which are producing social disruptions. Education is falling behind the curve, as it did during the Industrial Revolution. The last profound changes to curriculum were effected in the late 1800's as a response to the sudden growth in societal and human capital needs. As the world of the 21st century bears little resemblance to that of the 19th century, education curricula are overdue for a major redesign.
This is all the more true in Science/Technology/Engineering/Math (STEM), where demand is outpacing supply worldwide. Math being the foundation of STEM, and in turn innovation, the situation requires urgent attention. Beyond STEM professions, we are seeing very significant innumeracy in a very large segment of the population, which has severe consequences on the ability to understand the world's difficulties.
This event is sponsored by the Center for Curriculum Redesign, OECD, Confederation of Swedish Enterprise and the generous support of the Bill and Melinda Gates Foundation, the Henri Moser Foundation, and the Nellie Mae Education Foundation.
Web address: http://eventus.trippus.se/
Rabu, 27 Februari 2013
SSLC maths ourkkam 2013 answersഐകമത്യം മഹാബലം
വിചാരിച്ചതിനേക്കാളപ്പുറത്തേക്ക് നല്ല പ്രതികരണമായിരുന്നു അധ്യാപക സമൂഹത്തില്‍ നിന്ന് ലഭിച്ചത്. വിദ്യാര്‍ത്ഥികളും സ്ക്കൂള്‍ അധ്യാപകരും മാത്രമല്ല, ഫ്രീലാന്‍സ് അധ്യാപകരടക്കമുള്ളവര്‍ ഉത്തരങ്ങളെഴുതാന്‍ സന്നദ്ധത പ്രകടിപ്പിച്ചു. എന്നാല്‍, എല്ലാവരേയും ഈ സംരംഭത്തിന്റെ ഭാഗമാക്കാന്‍ സാധിച്ചില്ല. സേവനസന്നദ്ധത പുലര്‍ത്തിയവരെ ഓണ്‍ലൈന്‍ ഫോമില്‍ രജിസ്റ്റര്‍ ചെയ്ത ക്രമത്തില്‍ത്തന്നെ ചുമതലയേല്‍പ്പിച്ചു. ഇക്കൂട്ടത്തില്‍ ഭൂരിപക്ഷം പേരും സമയബന്ധിതമായി ഏല്‍പ്പിച്ച ജോലി പൂര്‍ത്തിയാക്കി. മറ്റുള്ളവരുടെ ഉത്തരങ്ങള്‍ ലഭിക്കുന്ന മുറയ്ക്ക് അപ്ഡേറ്റ് ചെയ്യാം. തയ്യാറാക്കേണ്ടത് ഗണിതശാസ്ത്രത്തിന്റെ ഉത്തരങ്ങളാണെന്നതു കൊണ്ടും സമയപരിമിതികൊണ്ടും സ്വന്തം കൈപ്പടയില്‍ത്തന്നെ ഉത്തരങ്ങള്‍ എഴുതിത്തയ്യാറാക്കിയാല്‍ മതിയെന്ന് പ്രത്യേകം പറഞ്ഞിരുന്നു. എന്നാല്‍ ഉത്തരങ്ങള്‍ ലാടെക്കില്‍ ചെയ്തവരും പുറമേ നിന്ന് ഡി.ടി.പി ചെയ്യിച്ചവരുമെല്ലാം ഇക്കൂട്ടത്തിലുണ്ട്. അവരോരോരുത്തരോടുമുള്ള നന്ദി പറഞ്ഞാല്‍ തീരുന്നതല്ല. യൂണിറ്റ് ക്രമത്തില്‍ ചോദ്യോത്തരങ്ങള്‍ നമുക്ക് ഡൗണ്‍ലോഡ് ചെയ്തെടുക്കാം. ഈ ചോദ്യങ്ങളുടെയെല്ലാം ഉത്തരങ്ങളില്‍ നിങ്ങള്‍ക്ക് ചിലപ്പോള്‍ അഭിപ്രായവ്യത്യാസങ്ങളുണ്ടായേക്കാം. ഇതാണ് ശരിയെന്ന് മാത്സ് ബ്ലോഗോ മാത്സ് ബ്ലോഗിന്റെ ഒരുക്കം 2013 സപ്പോര്‍ട്ടിങ്ങ് ടീമോ വാശിപിടിക്കുന്നില്ല. അത്തരം പ്രശ്നങ്ങള്‍ നിങ്ങള്‍ക്ക് ചര്‍ച്ചയ്ക്ക് വിധേയമാക്കാം. അത്തരം കമന്റുകള്‍ക്കായി കാത്തിരിക്കുന്നു.
Unit 1. സമാന്തരശ്രേണികള്‍
തയ്യാറാക്കിയത്: സിന്ധു.എ, അഴിക്കോട് ഹൈസ്ക്കൂള്‍
Unit 2. വൃത്തങ്ങള്‍
തയ്യാറാക്കിയത്: സിന്ധു.എ, അഴിക്കോട് ഹൈസ്ക്കൂള്‍
Unit 3. രണ്ടാം കൃതി സമവാക്യങ്ങള്‍
തയ്യാറാക്കിയത്: പ്രദീപന്‍, കോഴിക്കോട് വളയം സ്ക്കൂള്‍
Unit 4. ത്രികോണമിതി
തയ്യാറാക്കിയത്: കെ.ജി ഹരികുമാര്‍, കെ.പി.എം.എച്ച്.എസ് എടവനക്കാട്
Unit 5. ഘനരൂപങ്ങള്‍
തയ്യാറാക്കിയത്: ശ്രീജ എം.കെ, ഗ്രേസി മരിയ, ഷാജി സെബാസ്റ്റ്യന്‍, രാജുപോള്‍.എ, അബ്ദുള്‍ ജലീല്‍. എ (ഗണിതവിഭാഗം അധ്യാപകര്‍, പുതിയങ്ങാടി ജമാ അത്ത് ഹയര്‍സെക്കന്ററി സ്ക്കൂള്‍)
Unit 6. സൂചകസംഖ്യകള്‍
തയ്യാറാക്കിയത്: വിപിന്‍ മഹാത്മ, ഗവ.വി.എച്ച്.എസ്, കടക്കല്‍
Unit 7. സാധ്യതകളുടെ ഗണിതം
തയ്യാറാക്കിയത്: ലതീഷ് പുതിയേടത്ത്, ജി.എച്ച്.എസ്.എസ്, കടന്നപ്പള്ളി
Unit 8. തൊടുവരകള്‍
തയ്യാറാക്കിയത്: മുരളീധരന്‍, ജി.എച്ച്.എസ് ചാലിശ്ശേരി
Unit 9. ബഹുപദങ്ങള്‍
തയ്യാറാക്കിയത്: റെജി ചാക്കോ, ഫ്രീലാന്‍സ് ടീച്ചര്‍
Unit 10. ജ്യാമിതിയും ബീജഗണിതവും
തയ്യാറാക്കിയത്: സതീശന്‍. എന്‍.എം, പറളി ഹൈസ്ക്കൂള്‍
Unit 11. സ്ഥിതി വിവരക്കണക്ക്
തയ്യാറാക്കിയത്: സിന്ധു.എ, അഴിക്കോട് ഹൈസ്ക്കൂള്‍
February 27, 2013
Selasa, 26 Februari 2013
Pics: TEDx EMWS
Two weeks ago, it was a pleasure to be invited to speak on Vedic Maths at TEDx EMWS in Mumbai. The event was organized by students of the Ecole Mondiale World School,Juhu, Mumbai. It was nice to share the stage with 10 other distinguished speakers from all walks of life.The theme for the conference was 'The influence of change on power' and the speakers had to speak and relate their subjects to the theme.
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| The Auditorium at Ecole Mondiale World School, Mumbai |
What impressed me was that the whole event was organized by students of Class X who were 16-17 year olds. They put up such a professional and high impact show for the whole day that it was unbelievable.
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| Gaurav Tekriwal at TEDx EMWS |
Before the show I was thinking about how could I relate my subject VM to the theme ' The influence of change on power'. When I was rehearsing with my friend just before the show, a unique idea came to my mind by which I could do justice with the theme. What that was...I won't say here...so watch out and stay tuned for the video.
Picture Credits: TEDx EMWS
Senin, 25 Februari 2013
Word Cloud on CCE
Objectives of CCE (Continuous and Comprehensive Evaluation)
- reduce stress and anxiety
- reduce the dropout rate
- will do away with practice to finish the entire syllabus and follow it up with Pre-Board(s) and study leave
- greater focus on learning rather than teaching to the test.
- emphasis on conceptual clarification through experiential learning
- —help the learners to develop holistically in terms of personality
- —focus on the co-scholastic aspects
- —prepare the students for life
- —making students physically fit, mentally alert and emotionally balanced.
- —more time on their hands to develop their interests, hobbies and personalities.
- ——motivate learning in a friendly environment
- —equip students with Life Skills especially Creative and Critical thinking skills, Social skills and Coping skills
- more time available for transaction of curriculum.
Diagnostic is identifying opportunities of improvement and strengths of child through series of tools like observation, listening, dialogue approach, verbal quizzing, high order thinking skills (HOTS).
Lateral thinking allows the learner to think differently and out of the box.
Scholastic refers to all aspects of intellect (mind / brain), which includes assessment of learners in curricular subjects.
Co-scholastic looks at the other areas beyond the intellect like the hand and heart and therefore deals with attitudes, values and participation in co-curricular activities indoor / outdoor.
Continuous is a regular and constant evaluation process where testing and teaching go hand in hand to ensure that all areas that need attention are dealt with as and when required.
Remedial teaching addresses opportunity of improvement through the tools of assessment like observation, HOTS, etc.
Periodicity implies that assessment will continue at periodic intervals and not happen only at the end of the teaching. (daily, weekly, monthly or term wise).
Feedback is a process of evaluation after any learning / teaching / activity from the stakeholders (parents / students / society at large).
Grading a child is dynamic (constantly growing). Grading is an indicative of his progress at all levels. It is used in lieu of marks to prevent competition and lack of self esteem.
Anecdotal Record: Specific observations made by a teacher can be recorded in anecdotal records. It provides information about students' development over an extended period of time. Observations made by the teacher (s) can be used further to identify the instructional needs of students. It can be subject specific observations or behavioural aspect related.Video : Relation Between circumference of circle and diameter
Minggu, 24 Februari 2013
Vedic Maths for NGO's
Ever since the Pratham report came out last month where it was stated that over 75.2% of all children in India in Std 5 can't do division - I have been thinking deep about it. This has greatly affected my thoughts and as an educator I feel compelled to do something about it.
There are times when we all have turning points in our lives, and this piece of news certainly has turned my life around. I think that if in its own land of origin and in-spite of having methods like Vedic Maths how can a quarter of children in grade 5 can't do division? I am compelled to think how can we make VM more accessible to the masses, so that each and every child can benefit from the system.
Based on these reports, we did a little brainstorming and have come up with a program in Vedic Mathematics for NGO's who have education as one of their set focus areas. We would be more than happy to provide free training for such NGO's in Vedic Mathematics and help support their Maths Departments across India. We would like to help increase numeracy standards across the country through Vedic Mathematics and thus we would be achieving our mission completely.
If you are a part of an NGO, and would like to make a difference through Vedic Maths please feel free to contact us at gtekriwal@vedicmathsindia.org and we will truly transform the way your children do mathematics.
Sabtu, 23 Februari 2013
Jumat, 22 Februari 2013
The utilities problem and solution
It is very important to discuss daily life situation based problems with students, which involve the use of Mathematics, for enhancing thinking skills.
Here is an interesting one.
There are three houses and three different utilities, and you must connect each utility to each house without crossing any lines. But, when you start to undertake it, you realize that no matter how hard you try, you keep crossing the lines.
Watch this video.
Here is an interesting one.
There are three houses and three different utilities, and you must connect each utility to each house without crossing any lines. But, when you start to undertake it, you realize that no matter how hard you try, you keep crossing the lines.
Watch this video.
Fractions are numbers, too – Part 2
We have a lot to say about CCSSI’s treatment of fractions, which starts tentatively with 1.G.3, but we’ll initially hone in on Grade 3, which is where Common Core begins its big push. We’ll discuss Common Core’s sequence, and compare or contrast it to our own preferences for how fraction concepts should be introduced, and if we differ, provide a (hopefully justified) rationale for our choices.
3.NF.1 states, ``Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.’’
Read more »
3.NF.1 states, ``Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.’’
Read more »
Vedic Maths in Mumbai
The last week has been personally very inspiring for me. It was a week which I spent in Mumbai exploring what else but Vedic Mathematics.First we had the TEDx talk on Vedic Mathematics organized at the Ecole Mondiale World School. It was a unique talk in terms that we used a prop to propagate the message of the simplicity of Vedic Mathematics. For those of you who were present there know what I am talking about! More on this when the actual video comes out, till then keep watching this space.
It was a pleasure meeting Shri Vinay Nair in Mumbai who is actively associated with the Chinmaya International foundation.
Vinay gifted me a book which he had authored called 'The teacher who taught us to think'. I think it is an awesome way to felicitate his high school maths teacher Raman Sir. The book is about the unique ways of teaching through which Raman Sir not only instilled a systematic thinking procedure in his students but also brought about great inner transformations in them.The book is especially important in today's day as it teaches parents and teachers who face the challenge of creating love for mathematics in their children.
Among other things it was interesting to meet the Aakanksha team.The Akanksha Foundation is a non-profit organization with a mission to provide children from low-income communities with a high-quality education, enabling them to maximize their potential and transform their lives. Akanksha works in the field of education, initiating school reform through The School Project, and providing a supplemental education through the Akanksha centers.
Currently, Akanksha reaches out to over 4000 children through two models: the after-school or center model and the school model. Akanksha has 40 centers and 13 schools in Mumbai and Pune. Through the centers, a commitment is made to support each child by providing a strong educational foundation, good time, self-esteem and values, and to help them plan how they can earn a steady livelihood as a step towards improving their standard of living. The School Project is a venture to open high-quality schools serving children from low-income communities in Mumbai and Pune. These schools are in partnership with local municipalities, with the vision of creating small clusters of model schools in these cities that can be used to impact the mainstream education system.
We are proud to announce that The Vedic Maths forum India will be training the Maths Department at Aakanksha in Vedic Mathematics.We would also like to extend this training to other NGO's as well. So if you are reading this and know an NGO who can benefit from Vedic Mathematics please do let us know at gtekriwal@vedicmathsindia.org
Kamis, 21 Februari 2013
Assessing and building on students prior knowledge (#blogsync)
Last month saw the very first #blogsync. If you missed it - check out my first entry on 'The Universal Panacea - Time' here.
This month's #blogsync is centred around classroom practice and all the blog posts are aimed at 'a teaching and learning strategy intended to elicit the highest levels of student motivation in my subject'. For this month's #blogsync I have chosen to discuss assessing and building on students prior knowledge. The reasons for me doing this is that I feel it is one of the most important things we do as teachers, as if we don't properly assess students prior knowledge we'll just end up going over old ground - over and over again; students learning nothing new.
Also, a secondary reason for me doing this topic is that as part of being an NQT one of the standards I have to collate evidence against is standard 2 'promote good progress and outcomes of pupils' of which one of the bullet points is 'be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these'. So, it has been my aim, this past half term, to focus my teaching on this bullet point, and in turn, write this post and reflect on my ability to do this in my lessons and how it has impacted on those lessons and my students' progress.
This will be just one of the posts in the series of blog posts on the topic above (in bold), to see the rest go to http://share.edutronic.net/.
So, when I was choosing my topic for this month's #blogsync I was trying to think of how I get students motivated in my subject (Mathematics) and there were a number of ways I achieve this. However, I can have the most practical of activities, put the lesson in a context my students will relate to, use as much ICT and music as I desire but none of that would matter if what I was teaching the students was something they'd done before. And so it seemed to me that the best way of me eliciting the highest levels of student motivation was to pitch the lesson right in the first place - the only way of doing this...checking what they already know and then building upon it!
I see Mathematics as a set of building blocks; blocks that can be built upon, but without the basics, can often fall apart leading to students easily forgetting concepts, or even whole topics. I like the layered approach you can often work with in Mathematics in terms of you know how to do 'x' and so we can now use 'x' to do 'y'. Sure, some topics can be taught as 'one off' lessons, but the majority involve using something you'd learnt previously to access a new problem.
There are however, those topics in Mathematics that students fail to grasp throughout their schooling that inevitably have to be taught year after year, or at least revised with classes. This, I believe, should happen in the 'assessing students prior knowledge' part of teaching any topic. Ideally students will be presented with something they should have learnt before, tested on it, and then moved on to a new problem using their prior knowledge. It's at this point I, as a teacher, would see where the class were at and then teach my lesson accordingly. If this meant going over gaps in knowledge or covering misconceptions the students may have then great, if it means that all students are ready to move on, even better.
So, in order to show how I have assessed my students prior knowledge, what I did with it and what affect it had on the lesson and my students' learning I will talk about 3 different lessons (and 3 different ways of assessing students prior knowledge). I have chosen these 3 lessons as these lessons were the ones in which I was teaching the class a new topic for the first time. As I have been in my current school since September I don't have the luxury of having taught the students before (last year, the year before etc - I have been teaching them since September!) and so don't know what they may/may not have covered last year. Sure, I have held conversations with colleagues who did teach my classes last year as to what they did with them, but will my students have actually retained this information and still have a working knowledge of it? This, is what I will be essentially checking in each of the lessons I have highlighted. I must point out at this stage that I am very much still learning how best to assess my students prior knowledge and, indeed, how to plan a lesson following this initial assessment and being flexible enough to go in whichever route the class need to venture down! So, that being said, if anyone has any pearls of wisdom they can share I'd be more than grateful to hear from you.
Lesson A1 - Year 9 - Linear Equations
(Socrative) see http://mrcollinsmaths.blogspot.co.uk/2013/01/socrative.html for my 1st post on using Socrative.
Before teaching this lesson I received an e-mail from my HoD with a Socrative quiz he had used in his class and having used one of his quizzes before (see blog post above) I thought this would be a great way of assessing what my top set year 9 class may already know from last year. The quiz only consisted of 10 questions, all ranging throughout the topic that I was just about to teach the class - Linear Equations. The only objectives for that topic that the quiz didn't cover explicitly were plotting inequalities and shaded regions, which the class would eventually go on to once I was confident they knew how to plot a linear equation, recognise the gradient and y-intercept from its' equation and be able to recognise parallel lines and lines that were parallel with one of the axes.
So, I introduced the quiz to the class and the minute I said they'd need to get their mobile phones out there was an immediate joy about the room! The students, all, in turn, completed the online 'live' quiz and I had the results coming up on the board so I could see how the students were doing and how many of the 10 questions they were getting correct; the competition between them was fantastic. The only problems with the Socrative quiz and assessing my students prior knowledge at this point was that on the 'live' screen you just see a mark out of 10 for each student and so as much as I could see generally how many questions they were getting right, I couldn't tell which ones exactly they had got correct/wrong. However, at the end of the quiz, once all students had submitted their answers you are able to send yourself a report of the students answers to peruse and use in your lessons. So, as not to embarrass any students I didn't delve into these too much in the lesson, and perhaps I should have done as I needed the time to go over the individual questions and assess where I needed to go next. However, this I could do later! I was almost helped by the fact that the time left of the lesson wasn't exactly that plentiful. Due to students having to share mobile devices/my computer/my iPhone the Socrative quiz ended up taking a good half hour to complete fully. So, for the remainder of the lesson I did two things...
The first was to go over each question in turn, covering any misconceptions the students may have had and also giving them instant feedback on the questions they had just answered. The benefit this had for them is that they could see which ones they had got wrong and why. I heard a lot of 'oh yeah...' noises coming from the class as I was explaining each question; I went through the quiz on the IWB just like they would have done on their mobile devices and then added notes to the board where needed for them to jot down.
The second thing I did, for the remainder of the lesson (about 10-15 minutes) is I got the students up at the board and in pairs, using my IWB buzzer resource I found online [see http://www.tes.co.uk/teaching-resource/IWB-Buzzer-6258257/], I asked them various questions on the quiz and new topic we were starting - I tried to cover here the misconceptions they had previously with some of the questions.
So, the lesson itself turned into a whole period of assessing prior knowledge and covering the misconceptions and gaps they may have had. This was more than I had wanted to spend, but in hindsight it actually allowed me to consider more what they had learnt before and it helped refresh their memories. Plus, I was then able to build on this in out next lesson.
For our next lesson I had analysed the results from the Socrative quiz and found some common areas of weakness - nearly all students were unaware of parallel lines and that the gradient of parallel lines being the same and therefore the equation only different by the y-intercept. Also, the students seemed to lack knowledge of equations of lines parallel to the axes, namely lines like x = 1 and y = -3 etc. The common misconception here was that they believed that horizontal lines had an equation x = c and vertical lines had an equation y = c. So, for our next lesson I chose to do some group work with the students moving around desks in a carousel format. There were 5 different tasks (5 tables of 6/7 students) all linked to the learning objectives in the students topic trackers and based on the questions that were commonly poor from the quiz. Task 2 was with me at the IWB going through equations of lines parallel to the axes as this was the main misconception from the previous lesson.
What I found was that I was much clearer on what I needed the students to do having spent a focused amount of time assessing their prior knowledge and having analysed the results properly. It then allowed me to cover the specific topics that needed work and has now set us up for our lesson on shaded regions and inequalities after half term. Students were fully motivated in both lessons and I feel this was a) down to them being able to use their mobiles to do the Socrative quiz and b) due to the group work lesson (I feel I'm pretty good at managing and facilitating group work lessons) but also down to the fact that students were at that point in their learning where they were (unaided) trying to remember their previous learning and then using my input to then put this into practice in the group tasks I had designed for them in the following lesson.
The one improvement I would possibly make when using Socrative quizzes again is to get the students, in a flipped classroom style, to complete the quiz at home prior to the lesson. This way the class have got some h/w to do to set them up for the next lesson/topic, I could analyse the results and then go from there. The only disadvantage of this is that students are obviously able to look up answers online and so the results may not reflect a completely honest version of my students knowledge?
Lesson A2 - Year 10 - Stem & Leaf Diagrams
(ABCD Fans - quiz) see http://mrcollinsmaths.blogspot.co.uk/2012/11/abcd-fans-revisited.html for my post about my ABCD Fans (and the hassle I've gone through with them [well worth it though])
This lesson with Year 10 was a lesson in which I was asked to teach a class that I do not regularly teach and so the only information I was given is that they needed to be taught stem and leaf diagrams and that they may have done it in the past, but I'd need to make my own mind up as to how much they already knew and how much to start from scratch.
So, with this in mind I thought about how I could check what they already knew and then move on from here. I decided to use my ABCD Fans and a brief 10 question quiz. I also ended up planning a lesson or series of lessons for the aftermath of the quiz depending on where the students would be at. This included me planning a lesson essentially teaching stem and leaf diagrams for the 1st time, a lesson where the students had some prior knowledge but needed to go over a few things (working out the median, mode, range etc) and then a lesson where they were absolutely fine and needed moving on to back-to-back stem and leafs and comparing data sets. I found this useful in terms of my planning and for future use but also very time consuming. I think, naturally, with more experience, I'd be able to do a certain amount of this off the top of my head based on teaching the topic a few times but as I'm a NQT I needed to spend a bit more time planning resources and routes based on what the class would need.
Now, I mentioned the quiz had 10 questions. The first 4-5 questions were just on averages and working out the median, mode and range of sets of data. These questions were completed with relatively little difficulty and I only needed to just check a few things, provide 1 further example with one question and then write some key information on the board for the students to use at a later data. Question 5 or 6 was simply a picture of a stem and leaf diagram, multiple choice answers and the question...'what is this diagram?' They all knew what it was. Next question - how do I work out the median from this diagram - same picture of the stem and leaf diagram with a purposefully tricky set of multiple choice answers whereby 2 of them were just the leaf part of the most common numbers, one was the correct answer with the actual number and one was the amount of the number that appeared the most. All students were slow with answering this one and barely any of the ABCD Fans moved, let alone were held in the air above their heads indicating to me an answer of some sort. So, rather than go through the remaining questions I stopped them there and then got up my ppt on stem and leaf diagrams.
I reminded the students how the data gets put into the stem and leaf and then how you could work out the various averages. I then, as you can see in my previous post [http://mrcollinsmaths.blogspot.co.uk/2013/02/whole-class-stem-leaf-diagrams.html] got them to create a stem and leaf diagram themselves.
The advantage my quick quiz had was that I was able to see quickly where the students knowledge stopped and then was able to build on it and work with what they did know. You could argue that I could have continued with the quiz as they may have known the last few questions but these were checked and covered in what followed in the lesson.
The lesson went fantastically well, and rather than before with the year 9 class where I went over the answers in greater length I was able to stop the activity as soon as I had a judgement on where I needed the lesson to go and then went there. I feel with the Socrative quiz there needed to be a greater analysis of results where as with this approach I could easily see when the students where getting the answers right and when they were 'stumped'.
Lesson A3 - Year 10 - Ratio & Proportion
(DfE Standards Unit - exam questions and sample answers [with mistakes])
The last example of having assessed my students prior knowledge and looking to build on it was with my regular year 10 class when covering ratio and proportion.
Now, this is a topic, that having taught KS3 classes a lot more than KS4 over the past few years, I have a good idea of what is covered prior to students entering year 10. However, I wouldn't want to assume that this knowledge had been assimilated and so used the DfE Standards Unit lesson on proportion with the intention of taking from it the bits that my students needed and then moving them on to looking at direct/inverse proportion and the constant of proportionality.
I chose the standards unit task as the lesson is based on students being initially given 4 exam style questions involving proportion, answering these with their partner and then being given some sample answers (with mistakes and correct answers included) and then marking this work just as if they were a teacher.
The advantage this had is that as the pairs were working on the 4 questions I was able to make my way around the room and ask the students questions as to how they were going about answering the questions. This, in itself, highlighted some prior knowledge and equally a good amount of missing knowledge. However, from when the students got the sample answers to correct, the missing knowledge was partially sorted as the students were able to see methods of working and were able to correct them or just tick them. I think for a lot of them it was a case of knowing how to get started with the questions and understanding what it was they were being asked to do. Once they saw the initial workings they were able to correct the mistakes the sample material had made (adding denominators of fractions for example).
After this initial paired work I asked the class questions as to how they went about completing the questions and then covered all of the mistakes in the answers before moving on. I used the flow diagrams part of the lesson to link proportion to multiplication and checking the students new the unitary method. We didn't quite have enough time to get on to looking at direct/inverse proportion in the lesson for the amount of time I felt we needed on this. So, without moving on too fast I got students, again in their pairs, to finish off the last part of the lesson which was to come up with their own proportional problems for their partner to solve using the flow charts we had discussed.
What I have learnt from focusing more heavily on students prior knowledge is that my students are challenged more so than what they may have been had I assumed some sort of prior knowledge and decided personally on where I thought the class would be. I have also learnt from this that I need to continue to do this at the start of each topic and come up with new ways of checking what my students already know. I think that in subsequent years I will naturally have a better idea of what my students will already know, especially if I am to keep certain classes over the next few years etc. However, the experience I have now gained from doing this #blogsync and reflecting on what it has meant for the motivation of my students and the impact on their learning, even if I don't teach the same classes I will have a much better idea of how to effectively assess their prior knowledge and adapt to it.
Thank you to those of you that have taken the time to read this - I know it's been a bit of a long one and thanks to those of you that may suggest other ways in which I can go about assessing students prior knowledge.
Remember...go and check out the other posts on http://share.edutronic.net/.
This month's #blogsync is centred around classroom practice and all the blog posts are aimed at 'a teaching and learning strategy intended to elicit the highest levels of student motivation in my subject'. For this month's #blogsync I have chosen to discuss assessing and building on students prior knowledge. The reasons for me doing this is that I feel it is one of the most important things we do as teachers, as if we don't properly assess students prior knowledge we'll just end up going over old ground - over and over again; students learning nothing new.
Also, a secondary reason for me doing this topic is that as part of being an NQT one of the standards I have to collate evidence against is standard 2 'promote good progress and outcomes of pupils' of which one of the bullet points is 'be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these'. So, it has been my aim, this past half term, to focus my teaching on this bullet point, and in turn, write this post and reflect on my ability to do this in my lessons and how it has impacted on those lessons and my students' progress.
This will be just one of the posts in the series of blog posts on the topic above (in bold), to see the rest go to http://share.edutronic.net/.
So, when I was choosing my topic for this month's #blogsync I was trying to think of how I get students motivated in my subject (Mathematics) and there were a number of ways I achieve this. However, I can have the most practical of activities, put the lesson in a context my students will relate to, use as much ICT and music as I desire but none of that would matter if what I was teaching the students was something they'd done before. And so it seemed to me that the best way of me eliciting the highest levels of student motivation was to pitch the lesson right in the first place - the only way of doing this...checking what they already know and then building upon it!
I see Mathematics as a set of building blocks; blocks that can be built upon, but without the basics, can often fall apart leading to students easily forgetting concepts, or even whole topics. I like the layered approach you can often work with in Mathematics in terms of you know how to do 'x' and so we can now use 'x' to do 'y'. Sure, some topics can be taught as 'one off' lessons, but the majority involve using something you'd learnt previously to access a new problem.
There are however, those topics in Mathematics that students fail to grasp throughout their schooling that inevitably have to be taught year after year, or at least revised with classes. This, I believe, should happen in the 'assessing students prior knowledge' part of teaching any topic. Ideally students will be presented with something they should have learnt before, tested on it, and then moved on to a new problem using their prior knowledge. It's at this point I, as a teacher, would see where the class were at and then teach my lesson accordingly. If this meant going over gaps in knowledge or covering misconceptions the students may have then great, if it means that all students are ready to move on, even better.
So, in order to show how I have assessed my students prior knowledge, what I did with it and what affect it had on the lesson and my students' learning I will talk about 3 different lessons (and 3 different ways of assessing students prior knowledge). I have chosen these 3 lessons as these lessons were the ones in which I was teaching the class a new topic for the first time. As I have been in my current school since September I don't have the luxury of having taught the students before (last year, the year before etc - I have been teaching them since September!) and so don't know what they may/may not have covered last year. Sure, I have held conversations with colleagues who did teach my classes last year as to what they did with them, but will my students have actually retained this information and still have a working knowledge of it? This, is what I will be essentially checking in each of the lessons I have highlighted. I must point out at this stage that I am very much still learning how best to assess my students prior knowledge and, indeed, how to plan a lesson following this initial assessment and being flexible enough to go in whichever route the class need to venture down! So, that being said, if anyone has any pearls of wisdom they can share I'd be more than grateful to hear from you.
Lesson A1 - Year 9 - Linear Equations
(Socrative) see http://mrcollinsmaths.blogspot.co.uk/2013/01/socrative.html for my 1st post on using Socrative.
Before teaching this lesson I received an e-mail from my HoD with a Socrative quiz he had used in his class and having used one of his quizzes before (see blog post above) I thought this would be a great way of assessing what my top set year 9 class may already know from last year. The quiz only consisted of 10 questions, all ranging throughout the topic that I was just about to teach the class - Linear Equations. The only objectives for that topic that the quiz didn't cover explicitly were plotting inequalities and shaded regions, which the class would eventually go on to once I was confident they knew how to plot a linear equation, recognise the gradient and y-intercept from its' equation and be able to recognise parallel lines and lines that were parallel with one of the axes.
So, I introduced the quiz to the class and the minute I said they'd need to get their mobile phones out there was an immediate joy about the room! The students, all, in turn, completed the online 'live' quiz and I had the results coming up on the board so I could see how the students were doing and how many of the 10 questions they were getting correct; the competition between them was fantastic. The only problems with the Socrative quiz and assessing my students prior knowledge at this point was that on the 'live' screen you just see a mark out of 10 for each student and so as much as I could see generally how many questions they were getting right, I couldn't tell which ones exactly they had got correct/wrong. However, at the end of the quiz, once all students had submitted their answers you are able to send yourself a report of the students answers to peruse and use in your lessons. So, as not to embarrass any students I didn't delve into these too much in the lesson, and perhaps I should have done as I needed the time to go over the individual questions and assess where I needed to go next. However, this I could do later! I was almost helped by the fact that the time left of the lesson wasn't exactly that plentiful. Due to students having to share mobile devices/my computer/my iPhone the Socrative quiz ended up taking a good half hour to complete fully. So, for the remainder of the lesson I did two things...
The first was to go over each question in turn, covering any misconceptions the students may have had and also giving them instant feedback on the questions they had just answered. The benefit this had for them is that they could see which ones they had got wrong and why. I heard a lot of 'oh yeah...' noises coming from the class as I was explaining each question; I went through the quiz on the IWB just like they would have done on their mobile devices and then added notes to the board where needed for them to jot down.
The second thing I did, for the remainder of the lesson (about 10-15 minutes) is I got the students up at the board and in pairs, using my IWB buzzer resource I found online [see http://www.tes.co.uk/teaching-resource/IWB-Buzzer-6258257/], I asked them various questions on the quiz and new topic we were starting - I tried to cover here the misconceptions they had previously with some of the questions.
So, the lesson itself turned into a whole period of assessing prior knowledge and covering the misconceptions and gaps they may have had. This was more than I had wanted to spend, but in hindsight it actually allowed me to consider more what they had learnt before and it helped refresh their memories. Plus, I was then able to build on this in out next lesson.
For our next lesson I had analysed the results from the Socrative quiz and found some common areas of weakness - nearly all students were unaware of parallel lines and that the gradient of parallel lines being the same and therefore the equation only different by the y-intercept. Also, the students seemed to lack knowledge of equations of lines parallel to the axes, namely lines like x = 1 and y = -3 etc. The common misconception here was that they believed that horizontal lines had an equation x = c and vertical lines had an equation y = c. So, for our next lesson I chose to do some group work with the students moving around desks in a carousel format. There were 5 different tasks (5 tables of 6/7 students) all linked to the learning objectives in the students topic trackers and based on the questions that were commonly poor from the quiz. Task 2 was with me at the IWB going through equations of lines parallel to the axes as this was the main misconception from the previous lesson.
What I found was that I was much clearer on what I needed the students to do having spent a focused amount of time assessing their prior knowledge and having analysed the results properly. It then allowed me to cover the specific topics that needed work and has now set us up for our lesson on shaded regions and inequalities after half term. Students were fully motivated in both lessons and I feel this was a) down to them being able to use their mobiles to do the Socrative quiz and b) due to the group work lesson (I feel I'm pretty good at managing and facilitating group work lessons) but also down to the fact that students were at that point in their learning where they were (unaided) trying to remember their previous learning and then using my input to then put this into practice in the group tasks I had designed for them in the following lesson.
The one improvement I would possibly make when using Socrative quizzes again is to get the students, in a flipped classroom style, to complete the quiz at home prior to the lesson. This way the class have got some h/w to do to set them up for the next lesson/topic, I could analyse the results and then go from there. The only disadvantage of this is that students are obviously able to look up answers online and so the results may not reflect a completely honest version of my students knowledge?
Lesson A2 - Year 10 - Stem & Leaf Diagrams
(ABCD Fans - quiz) see http://mrcollinsmaths.blogspot.co.uk/2012/11/abcd-fans-revisited.html for my post about my ABCD Fans (and the hassle I've gone through with them [well worth it though])
This lesson with Year 10 was a lesson in which I was asked to teach a class that I do not regularly teach and so the only information I was given is that they needed to be taught stem and leaf diagrams and that they may have done it in the past, but I'd need to make my own mind up as to how much they already knew and how much to start from scratch.
So, with this in mind I thought about how I could check what they already knew and then move on from here. I decided to use my ABCD Fans and a brief 10 question quiz. I also ended up planning a lesson or series of lessons for the aftermath of the quiz depending on where the students would be at. This included me planning a lesson essentially teaching stem and leaf diagrams for the 1st time, a lesson where the students had some prior knowledge but needed to go over a few things (working out the median, mode, range etc) and then a lesson where they were absolutely fine and needed moving on to back-to-back stem and leafs and comparing data sets. I found this useful in terms of my planning and for future use but also very time consuming. I think, naturally, with more experience, I'd be able to do a certain amount of this off the top of my head based on teaching the topic a few times but as I'm a NQT I needed to spend a bit more time planning resources and routes based on what the class would need.
Now, I mentioned the quiz had 10 questions. The first 4-5 questions were just on averages and working out the median, mode and range of sets of data. These questions were completed with relatively little difficulty and I only needed to just check a few things, provide 1 further example with one question and then write some key information on the board for the students to use at a later data. Question 5 or 6 was simply a picture of a stem and leaf diagram, multiple choice answers and the question...'what is this diagram?' They all knew what it was. Next question - how do I work out the median from this diagram - same picture of the stem and leaf diagram with a purposefully tricky set of multiple choice answers whereby 2 of them were just the leaf part of the most common numbers, one was the correct answer with the actual number and one was the amount of the number that appeared the most. All students were slow with answering this one and barely any of the ABCD Fans moved, let alone were held in the air above their heads indicating to me an answer of some sort. So, rather than go through the remaining questions I stopped them there and then got up my ppt on stem and leaf diagrams.
I reminded the students how the data gets put into the stem and leaf and then how you could work out the various averages. I then, as you can see in my previous post [http://mrcollinsmaths.blogspot.co.uk/2013/02/whole-class-stem-leaf-diagrams.html] got them to create a stem and leaf diagram themselves.
The advantage my quick quiz had was that I was able to see quickly where the students knowledge stopped and then was able to build on it and work with what they did know. You could argue that I could have continued with the quiz as they may have known the last few questions but these were checked and covered in what followed in the lesson.
The lesson went fantastically well, and rather than before with the year 9 class where I went over the answers in greater length I was able to stop the activity as soon as I had a judgement on where I needed the lesson to go and then went there. I feel with the Socrative quiz there needed to be a greater analysis of results where as with this approach I could easily see when the students where getting the answers right and when they were 'stumped'.
Lesson A3 - Year 10 - Ratio & Proportion
(DfE Standards Unit - exam questions and sample answers [with mistakes])
The last example of having assessed my students prior knowledge and looking to build on it was with my regular year 10 class when covering ratio and proportion.
Now, this is a topic, that having taught KS3 classes a lot more than KS4 over the past few years, I have a good idea of what is covered prior to students entering year 10. However, I wouldn't want to assume that this knowledge had been assimilated and so used the DfE Standards Unit lesson on proportion with the intention of taking from it the bits that my students needed and then moving them on to looking at direct/inverse proportion and the constant of proportionality.
I chose the standards unit task as the lesson is based on students being initially given 4 exam style questions involving proportion, answering these with their partner and then being given some sample answers (with mistakes and correct answers included) and then marking this work just as if they were a teacher.
The advantage this had is that as the pairs were working on the 4 questions I was able to make my way around the room and ask the students questions as to how they were going about answering the questions. This, in itself, highlighted some prior knowledge and equally a good amount of missing knowledge. However, from when the students got the sample answers to correct, the missing knowledge was partially sorted as the students were able to see methods of working and were able to correct them or just tick them. I think for a lot of them it was a case of knowing how to get started with the questions and understanding what it was they were being asked to do. Once they saw the initial workings they were able to correct the mistakes the sample material had made (adding denominators of fractions for example).
After this initial paired work I asked the class questions as to how they went about completing the questions and then covered all of the mistakes in the answers before moving on. I used the flow diagrams part of the lesson to link proportion to multiplication and checking the students new the unitary method. We didn't quite have enough time to get on to looking at direct/inverse proportion in the lesson for the amount of time I felt we needed on this. So, without moving on too fast I got students, again in their pairs, to finish off the last part of the lesson which was to come up with their own proportional problems for their partner to solve using the flow charts we had discussed.
What I have learnt from focusing more heavily on students prior knowledge is that my students are challenged more so than what they may have been had I assumed some sort of prior knowledge and decided personally on where I thought the class would be. I have also learnt from this that I need to continue to do this at the start of each topic and come up with new ways of checking what my students already know. I think that in subsequent years I will naturally have a better idea of what my students will already know, especially if I am to keep certain classes over the next few years etc. However, the experience I have now gained from doing this #blogsync and reflecting on what it has meant for the motivation of my students and the impact on their learning, even if I don't teach the same classes I will have a much better idea of how to effectively assess their prior knowledge and adapt to it.
Thank you to those of you that have taken the time to read this - I know it's been a bit of a long one and thanks to those of you that may suggest other ways in which I can go about assessing students prior knowledge.
Remember...go and check out the other posts on http://share.edutronic.net/.
Lomba Design Web
Salah satu acara dalam Semiloka MGMP Matematika SMP DKI Jakarta yang telah diadakan pada hari Jum'at, 15 Februari 2013 di SMP Santo Antonius,adalah Peran serta Alumni SMA Negeri 4 Jakarta dalam mengisi acara. Himpunan Alumni SMAN 4 Jakarta mengadakan Lomba Design Web untuk siswa SMP Kelas VII dan VIII untuk mengisi acara di waktu kelas IX melaksanakan Ujian Nasional.
Syarat :
1. Diikuti oleh pelajar kelas VII dan VIII SMP Negeri/swasta di lingkungan DKI Jakarta.
2. Didampingi oleh guru di sekolahnya
3. Pendaftaran Gratis
Kegiatan :
1. Pendaftaran : 25 Februari s.d 8 Maret 2013
2. Bimbingan Materi : Sabtu, 9,16, 23, 30 Maret 2013
3. Tempat Bimbingan : Lab Komputer SMAN 4 Jl. Batu Gambir, Jaksel
4. Lomba : 24 s/d 25 April 2013
Pendaftaran ke :
1. WILDA (085695320840)
2. Online : himals4.my.id
Rabu, 20 Februari 2013
ഇന്‍കംടാക്സ് സ്റ്റേറ്റുമെന്റ്റും ഈസി-ടാക്സ് 2013 മലയാളം സോഫ്ട്‍വെയറും
ശമ്പളം മാത്രം വരുമാനമാര്‍ഗ്ഗമുള്ള ഒരു ജീവനക്കാരനു പറ്റിയ ഭാഷയില്‍ പറഞ്ഞാല്‍ ഒരു ജീവനക്കാരന്‍ 2012 ഏപ്രില്‍ 1 നും 2013 മാര്‍ച്ച് 31 നും ഇടക്ക് കിട്ടിയ ശമ്പളത്തില്‍നിന്നും (അതായത് 2012 മാര്‍ച്ച് മാസം മുതല്‍ 2013 ഫെബ്രുവരി വരെയുള്ള കാലാവധിയില്‍ എഴുതുന്ന ശമ്പളത്തില്‍നിന്നും) നിക്ഷേപങ്ങള്‍ക്കും മറ്റുമുള്ള കിഴിവുകള്‍ കുറച്ച് ബാക്കി വരുന്ന വരുമാനം 2 ലക്ഷത്തിനു മുകളിലാണെങ്കില്‍ (സ്തീ പുരുഷ വ്യത്യസമില്ലാതെ) നികുതി ശമ്പളത്തില്‍നിന്നുള്ള കിഴിവായി അടക്കാന്‍ ബാദ്ധ്യസ്ഥനാണ്. ശമ്പള ദാതാവിനാകട്ടെ [(DDO) – ജീവനക്കാരന്‍ സെല്‍ഫ് ഡ്രായിങ് ഓഫീസറാണെങ്കില്‍ ട്രഷറി ഓഫീസര്‍ ] ഏപ്രില്‍ ഒന്നുമുതല്‍ അടുത്ത മാര്‍ച്ച് വരെ നല്‍ക്കുന്ന അയാളുടെ ശമ്പളത്തില്‍നിന്നും ഈ നികുതി ഗഡുക്കളായി പിടിച്ച് മാത്രമേ ശമ്പളം വിതരണം ചെയ്യാന്‍ പാടുള്ളൂ എന്ന ഉത്തരവാദിത്വവുമുണ്ട്. ഏപ്രില്‍ മുതല്‍ ഇങ്ങനെ നികുതി ഗഡുക്കള്‍ പിടിച്ചുകൊണ്ടിരുന്നാല്‍ ഫെബ്രുവരിയില്‍ ശമ്പളബില്ല് എഴുതുമ്പോള്‍ (മാര്‍ച്ചില്‍ കിട്ടുന്ന ശമ്പളത്തിന്റെ) പന്ത്രണ്ടാമത്തേയും അവസാനത്തേതുമായ ഗഡു പിടിക്കാനുള്ള സമയം വന്നെത്തുകയാണ്. അവസാനത്തെ നികുതി പിടിക്കുമ്പോള്‍ DDO ഒരു കാര്യം ഉറപ്പു വരുത്തണം , അതായത് ഒരു വ്യക്തിയുടെ ഒരു വര്‍ഷത്തേക്കുള്ള മൊത്തം നികുതി പൂര്‍ണ്ണമായും അവസാന ഇന്‍സ്റ്റാള്‍മെന്റോടെ അടച്ചു തീര്‍ന്നിരിക്കണം. അതു കൊണ്ടുതന്നെ ഫെബ്രുവരി മാസത്തെ “പുണ്യ മാസമായി” കരുതണമെന്നര്‍ത്ഥം.
ഇന്‍കംടാക്സ് സ്റ്റേറ്റുമെന്റ്
ഓരോ ജീവനക്കാരനും തന്റെ വരുമാനവും നികുതി കുറക്കുന്നതിനുള്ള നിക്ഷേപങളുടേയും മറ്റും വിശദാംശങ്ങള്‍ വ്യക്തമാക്കി ഫെബ്രുവരിയില്‍ എഴുതുന്ന ബില്ലില്‍ തന്റെ ശമ്പളത്തില്‍നിന്നും കുറക്കേണ്ട അവസാന നികുതി എത്രയാണെന്നു കാണിക്കുന്ന രേഖയാണ് ഇന്‍കംടാക്സ് സ്റ്റേറ്റുമെന്റ്. ഈ രേഖ 4 കോപ്പിയില്‍ തയ്യാറാക്കേണ്ടി വരും. സ്വന്തം കോപ്പി, DDO കോപ്പി, ഡിപ്പാര്‍ട്ട്മെന്റ് ഓഫീസ് കോപ്പി, ട്രഷറി കോപ്പി എന്നിങനെ. DDO ഇത് രേഖകള്‍ പരിശോധിച്ച് സാക്ഷ്യപ്പെടുത്തി അതതു കേന്ദ്രങളിലേക്ക് നല്‍കും.
ഫോം 16
ഏറെ തെറ്റിദ്ധരിക്കപ്പെട്ടിട്ടുള്ള ഒരു രേഖയാണ് ഇത്. ഫോം 16 വാസ്തവത്തില്‍ DDO ജീവനക്കാരനു നല്‍കേണ്ട രേഖയാണ്. ഏപ്രില്‍ മേയ് മാസങളിലായി തന്റെ അവസാന Qarterly Return Tin facilitation Centre കളില്‍ നല്‍കുമ്പോള്‍ കിട്ടുന്ന റസീപ്റ്റ് നമ്പര്‍ സഹിതം അടുത്ത 4 മാസങള്‍ക്കു ശേഷം മാത്രമാണു ഈ രേഖ ജീവനക്കാരനു നല്‍കേണ്ടത്. പക്ഷേ പലയിടങളിലും ശമ്പളം വാങുന്ന ആള്‍ ഫെബ്രുവരിയില്‍ തയ്യാറാക്കേണ്ട രേഖയായ ഇന്‍കംടാക്സ് സ്റ്റേറ്റുമെന്റ് നു പകരം ഫോം 16 ആണു സമര്‍പ്പിക്കാന്‍ ആവശ്യപ്പെടാറ്. ഈ രണ്ടു രേഖകളും തലക്കെട്ടില്‍ ഉള്ള വ്യതാസമൊഴിച്ചാല്‍ ഇരട്ടക്കുട്ടികളേപ്പോലെയിരിക്കുമന്നതിനാല്‍ ഇവിടെ തര്‍ക്കം ഉണ്ടാക്കാതെ ആവശ്യപ്പെടുന്നതു നല്‍കി നീങ്ങുന്നതാണു ബുദ്ധി.
ഈസി-ടാക്സ് 2013 മലയാളം സോഫ്ട്‍വെയര്‍
മുകളില്‍ പറഞ്ഞ രണ്ടു രേഖകളും തയ്യാറാക്കുന്നതിനു ഉതകുന്ന സോഫ്ടുവെയറുകളില്‍ ഒന്നാണ് ഇത്. മലയാളത്തിലുള്ള നിര്‍ദ്ദേശങ്ങള്‍ സഹിതമാണ് ഇത് തയ്യാറാക്കിയിരിക്കുന്നത്. ഇത് ഡൌണ്‍ലോഡ് ചെയ്യുമ്പോളും ഉപയോഗിക്കുമ്പോഴും ചുവടെ കാണുന്ന നിര്‍ദ്ദേശങ്ങള്‍ പാലിക്കുക:-
1.ഡൌണ്‍ലോഡ് ചെയ്യാനുള്ള ലിങ്കില്‍ ക്ലിക് ചെയ്യുമ്പോള്‍ കാണുന്ന വിന്‍ഡോയില്‍ എപ്പോഴും Save file എന്ന ഓപ്ഷന്‍ സ്വീകരിക്കുക. Open with എന്ന ഓപ്ഷന്‍ സ്വീകരിക്കരുത്.
2.സേവ് ചെയ്ത സോഫ്ടു വെയര്‍ ആദ്യമായി ഉപയോഗിക്കുമ്പോള്‍ ചില പ്രാരംഭ നടപടിക്രമങള്‍ ചെയ്യേണ്ടതായി വരും അത് അറിയാന്‍ ഹെല്‍പ്പ് ക്ലിക്ക് ചെയ്ത് നടപടിക്രമങള്‍ എഴുതിയെടുത്ത് , എഴുതിയെടുത്തത് നോക്കി ചെയ്യുക. അല്ലാതെ സ്ക്രീനില്‍ നോക്കി ചെയ്യുക പ്രായോഗികമല്ല.
3.സോഫ്ട് വെയര്‍ എക്സല്‍ പ്രോഗ്രാമിലാണ് പ്രവര്‍ത്തിക്കുന്നത്, ഫയല്‍ സേവ് ചെയ്യാന്‍ പരമ്പരാഗത രീതിയില്‍ നമ്മള്‍ പ്രയോഗിക്കുന്ന Save അല്ലെങ്കില്‍ Save as രീതികള്‍ക്കു പകരം അതില്‍ നിര്‍ദ്ദേശിക്കപ്പെട്ടിരിക്കുന്ന രീതി മാത്രം ഉപയോഗിക്കുക.
4.സാധാരണ എക്സല്‍ ഫയലുകള്‍ ഓപ്പണ്‍ ഓഫീസ് സ്പ്രെഡ്ഷീറ്റില്‍ പ്രവര്‍ത്തിക്കാറുണ്ടെങ്കിലും ഇതില്‍ ചില പ്രത്യേക സാദ്ധ്യതകള്‍ ഉള്‍പ്പെടുത്തിയിരിക്കുന്നതിനാല്‍ അതിനു കഴിയുന്നതല്ല. അതുകൊണ്ടു തന്നെ ലീനക്സ് സ്വതന്ത്ര സോഫ്ട് വെയറില്‍ ഇത് പ്രവര്‍ത്തിക്കാന്‍ ആകില്ലെന്നത് വലിയ പോരായ്മയാണെന്ന് സമ്മതിച്ചുകൊണ്ടുതന്നെ ക്ഷമാപൂര്‍വ്വം തല കുനിക്കുന്നു.
ഒരു വിദ്യാലയത്തിലെ മുഴുവന്‍ അധ്യാപകര്ക്കും വേണ്ടി സോഫ്റ്റ്വെയര് ഉപയോഗിക്കേണ്ടി വരുമ്പോള്‍ ഈ ഫോം എല്ലാവരോടും പൂരിപ്പിച്ചു കൊണ്ടു വരാന്‍ പറയുകയാണെങ്കില്‍ അഞ്ചു മിനിറ്റു കൊണ്ട് എളുപ്പം ഡാറ്റാ എന്‍ട്രി പൂര്‍ത്തിയാക്കാം.
Click here for download the Easy Tax-2013
(ഡൌണ്‍ ലോഡ് ചെയ്യുന്നതിനുള്ള ലിങ്കില്‍ ക്ലിക്ക് ചെയ്യുമ്പോള്‍ കാണുന്ന പുതിയ വിന്‍ഡോയില്‍ എപ്പോഴും save file എന്ന ഓപ്ഷന്‍ സ്വീകരിക്കുക , open with എന്ന ഓപ്ഷണ്‍ സ്വീകരിക്കരുത്. ഡൊണ്‍ ലോഡ് ചെയ്തതിനുശേഷം സിപ്പ് ചെയ്തിരിക്കുന്ന പ്രോഗ്രാം അണ്‍സിപ്പ് ചെയ്ത് ഉപയോഗിക്കുക)
Resources for Developing Mathematics Education
Sumber-sumber Pengembangan Pembelajaran Matematika
Dikumpulkan Oleh: Marsigit
A. Sumber Pengembangan Pendidikan Matematika
1. Math Forum Internet Mathematics Library : http://mathforum.org/
2. ERIC (Educational Resources Information Center) Database: http://www.eric.ed.gov/
3. MATHDI, Mathematics Didactics Database: http://www.emis.de/MATH/DI.html
4. The Prime Mathematics Encyclopedia : http://
Dikumpulkan Oleh: Marsigit
A. Sumber Pengembangan Pendidikan Matematika
1. Math Forum Internet Mathematics Library : http://mathforum.org/
2. ERIC (Educational Resources Information Center) Database: http://www.eric.ed.gov/
3. MATHDI, Mathematics Didactics Database: http://www.emis.de/MATH/DI.html
4. The Prime Mathematics Encyclopedia : http://
More Link to Mathematics Teaching Resources
Dikumpulkan oleh Marsigit
http://hrd.apecwiki.org/index.php/Main_Page
http://hrd.apecwiki.org/index.php/Classroom_Innovations_through_Lesson_Study
http://hrd.apec.org/index.php/Lesson_Study_Papers
http://www.lessonplanspage.com/MathDecimalOperation-RestaurantSimulationIdea34.htm
http://www.time4learning.com/first-grade-math.shtml
http://alex.state.al.us/lesson_view.php?id=6715
http://
http://hrd.apecwiki.org/index.php/Main_Page
http://hrd.apecwiki.org/index.php/Classroom_Innovations_through_Lesson_Study
http://hrd.apec.org/index.php/Lesson_Study_Papers
http://www.lessonplanspage.com/MathDecimalOperation-RestaurantSimulationIdea34.htm
http://www.time4learning.com/first-grade-math.shtml
http://alex.state.al.us/lesson_view.php?id=6715
http://
Selasa, 19 Februari 2013
മാത്സ് ബ്ലോഗ് ഒരുക്കം - മലയാളം 2
വിവിധ വിഷയങ്ങളുമായി ബന്ധപ്പെട്ട് ഒട്ടേറെ പഠനസഹായികള്‍ മാത്സ് ബ്ലോഗിനു ലഭിച്ചതായി മുന്‍പു സൂചിപ്പിച്ചിരുന്നു. ആ തരത്തില്‍ ലഭിക്കുന്ന പഠനസഹായികള്‍ നിന്നും തിരഞ്ഞെടുക്കപ്പെടുന്നവ മാത്രമാണ് പോസ്റ്റുകളില്‍ ഉള്‍പ്പെടുത്താന്‍ സാധിക്കാറ്. അങ്ങിനെ തിരഞ്ഞടുക്കുമ്പോള്‍ പ്രാധാന്യം നല്‍കേണ്ടവയില്‍ പലതും പരിഗണിക്കപ്പെടാതെ പോകുന്നു എന്നുള്ള യാഥാര്‍ത്ഥ്യം അവ അയച്ചു തന്നവരെയും ഞങ്ങളെയും ഒരുപോലെ വേദനിപ്പിക്കുന്നതാണ്.
ഇതു മനപ്പൂര്‍വ്വം സംഭവിക്കുന്നതല്ല എന്നു തിരിച്ചറിഞ്ഞു സഹകരിക്കുന്ന മാത്സ് ബ്ലോഗ് കുടുംബാംഗങ്ങളായ നിങ്ങള്‍ ഓരോരുത്തരും നല്‍കുന്ന പിന്തുണയാണ് ഓരോ പുതിയ പോസ്റ്റുകള്‍ ഒരുക്കുമ്പോഴും ഞങ്ങള്‍ക്ക് ഊര്‍ജ്ജം പകരുന്നത്.
മലയാളവുമായി ബന്ധപ്പെട്ട പോസ്റ്റാണ് ഇന്ന്. മുന്‍പ് മലയാളവുമായി ബന്ധപ്പെട്ട രമേശന്‍ പുന്നത്തിരിയന്‍ സാര്‍ തയാറാക്കിയ നോട്സ് ഉള്‍പ്പെടുത്തിയ ഒരു പോസ്റ്റ് പ്രസിദ്ധീകരിച്ചിരുന്നു. ആ നോട്സില്‍ ചേര്‍ക്കാതിരുന്ന പാഠഭാഗങ്ങള്‍ ഉള്‍പ്പെടുത്തി കാസര്‍ഗോട്ടെ മോഡല്‍ റസിഡണ്ട്സ് സ്കൂളിലെ അധ്യാപകന്‍, പഴയ പോസ്റ്റുകളിലൂടെ നമ്മെ വിസ്മയിപ്പിച്ച അഹമ്മദ് ഷെറീഫ് കുരുക്കള്‍ സാര്‍ തയാറാക്കിയ നോട്ടുകളാണ് ഇന്നത്തെ പോസ്റ്റില്‍ ഉള്‍പ്പെടുത്തിയിരിക്കുന്നത്.
പരീക്ഷയ്ക്കു തയാറെടുക്കുന്ന നമ്മുടെ കുട്ടികള്‍ക്ക് ഈ നോട്സ് ഏറെ ഉപകാരപ്പെടുമെന്നതില്‍ സംശയമില്ല.
താഴെ നല്‍കിയിട്ടുള്ള ലിങ്കില്‍ നിന്നും നോട്സ് ഡൗണ്‍ലോഡ് ചെയ്തെടുക്കാനാവും
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Langganan:
Postingan (Atom)