Language and Language Teaching, Issue 2 - Azim Premji Foundation

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And the breeze is so balmy and __________I wouldn’t __________ my home on the rangeFor all of the cities so __________How often at night when the heavens are brightWith the light from the __________ starsHave I stood there amazed and asked as I__________If their glory __________ that of ours.CSequencing (task to be done afterlistening to the song)1. Cut out each line of the song and putthe slips in an envelope. Alternately, cutout the paragraphs.2. Divide the class into groups.3. Distribute an envelope with slips to eachgroup.4. The students have to rearrange thesentences/paragraphs to complete thesong.5. Each group can sing the paragraphs insequence to complete the song.Home on the Range© Classic Country Lyrics,written by Gene Autry, Dan Kelley, BrewsterHighleyActivities © Falguni ChakravartyFalguni Chakravarty is a freelance CambridgeESOL-CELTA certified ELT Consultant, TeacherTrainer and Textbook writer with many titlespublished by leading publishers to her credit.Besides writing, she also provides in-service trainingto Primary teachers in urban and rural schools.falguni1960@gmail.comLanguage and Language Teaching Volume 1 Number 2 July 2012 60
ReportWorkshop on Continuous and Comprehensive Evaluationat Ambedkar University, DelhiIn collaboration with the Ambedkar University,Delhi (AUD), the Ahvaan Group (supported byAhvaan Trust) decided to have a workshop onContinuous and Comprehensive Evaluation(CCE) during May 21-22, 2012 at AUD. Basedon focus group discussions with more than fortyteachers working in various government schoolsin Delhi, the Ahvaan group realised that CCEwas a major concern for all stakeholders ineducation.The participants of the workshop included schoolteachers from various government schools inDelhi, academics, teacher educators fromvarious institutions (SCERT, DIET, DelhiUniversity and AUD), researchers and peopleworking in the area of child rights. The workshopfocussed on the following themes:• Teachers’ conception of CCE andtheir experiences of implementing it• Understanding the concept of CCE• Some tools to enable assessment ofchildren’s learning.The purpose of the workshop was to initiate areflection on the pedagogy and assessment thatCCE envisages. In a way, it was a first step tomove away from regarding CCE as a ‘technique’and to deliberate up on the broader pedagogicalconcerns it encapsulates – particularly those atthe intersection of the ideas of evaluation, theagency of children and teachers, and therelational ethos in schools. The workshop wasstructured in a way that teachers could sharetheir concerns and experiences of CCE andreflect on questions like: What are the majorMay 21- 22, 2012Ahvaan Group*shifts (if any) that teachers observe betweenCCE and the traditional pattern of evaluation?What changes do teachers observe in children’slearning with the shift to the new approach toteaching-learning and evaluation? How wouldthey ideally want to assess children in theirclassrooms? Whether the purpose of ‘assessing’is to understand and support learning or is it to‘evaluate’ a child?The first day’s sessions involved plenarydiscussions, focus group deliberations on specificquestions, and a presentation on the idea of CCEby an academic who has worked at policy levelsin the area of assessment. The deliberations ofthe first session brought to the fore severalconcerns that teachers have and the confusionsthey encounter while implementing CCE. Theimplementation of the RtE Act in schoolsmandates a need to change from the traditionalevaluation pattern to what is called thecontinuous and comprehensive approach toassessment. The manner in which the mandatehas been communicated to schools, has createda situation of flux and confusion among theteachers. Teachers are under pressure tohurriedly implement CCE without fullyunderstanding the objectives and without thetraining and resources required.The present situation makes teachers feel thatthe traditional system of examinations is beingdressed up in a new set of terminology of(formative and summative assessment,scholastic and co-scholastic domains, and thelike) instead of the necessary holistic shift inapproach to assessment. It would appear thatLanguage and Language Teaching Volume 1 Number 2 July 2012 61
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All classroom experiences are insta
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