paper published in edulearn15

1. 1
CONDUCIVE CLASSROOM ENVIRONMENT FOR PROMOTING CHILD
PARTICIPATION (PUBLISHED IN EDULEARN15 PROCEDINGS BARCELONA,
SPAIN) (ISBN: 978-84-606-8243-1)
Author Dr. Sushma Singh
E-mail ss6440083@gmail.com
Abstract
An educational approach in the form of Project Based Learning (PBL) is being adopted that
falls under the umbrella of inquiry learning. School is trying hard to provide an alternative to
paper based rote memorization. And PBL is being promoted as a part of the formative
assessments for classes IX and X since 2010 on ward. Students have prepared more than 80
group projects and individual
projects on various interdisciplinary topics. Students actively explore real world problems
and challenges, prepare power point presentations and poster presentations and up load on
web portal, and slide share.com. Mini math library has been created, through which students
can take help to prepare new projects allotted to them. Students and teacher play their
respective roles to make teaching learning effective. Autodidactic: The model adopts the idea
of inquiry based learning where students are presented with scenarios to identify their own
research, questions and knowledge regarding the area. This paper discusses the features of
self-learning and PBL approach. And design projects and material which could be used
effectively in teaching learning process. The paper also highlights the use of computer
assisted learning (CAL) used for self-learning and project based learning. Students take
responsibility, or ownership for their learning, Instructor role is that of a facilitator. Formative
assessments are being used in order to be transparent to parents. Parents help is being sought
in the teaching learning process. BALA- (Building as Learning Aid) is being used to teach
mathematical concepts. Projects Graphical representation of school is based on co-ordinate
geometry, result analysis on statistics, finding the area of different regions of the school and
banking are few examples of group projects prepared by the students. Web portal
(www.selflearningwithssingh.pbworks.com) was launched nearly two years ago where
students prepare power point presentations of their projects and upload them on web portal
and slideshare.com from their home computers. At present portal has 500 files of different
activities and portal has been accessed nearly 1200 times so far. Amalgamation of PBL and
self-learning is being used as innovative teaching method; no single teaching method has
been proven more effective than other. Learning needs requires artful teaching, as well as
industrial strength project management, when implemented well PBL, replicable skill, as well
as improves teachers and students attitude towards learning.Keywords: Project based
learning, PowerPoint presentations, poster presentation, mini math library, autodidactic,
computer based learning, building and learning aid.
INTRODUCTION
New Educational practices are “rolled out “in RajakiyaPratibhaVikasVidyalaya Sector XI
Rohini Delhi -85 India (RPVV Rohini). On the pragmatic implementation of Continuous and
comprehensive Evaluation (CCE) in Indian classrooms, learning refocuses education on the

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student, not the curriculum- a shift mandated by the global world, which rewards tangible
assets such as drive, passion, creativity, empathy and resiliency. These cannot be taught out
of a text book, but must be activated through experience. RPVV Rohini has been trying to
take foot forward among the government schools in Delhi in the endeavor. By engaging
students in investigation, students are asked to pursue solutions to non-trivial problems by
asking and refining questions, debating ideas, making predictions, designing plans and /or
experiments, collecting and analyzing data, drawing conclusions, communicating their ideas
and findings to others, asking new questions and creating artifacts. It gives students the
opportunity to explore problems and challenges that have real-world application, increasing
the possibility of long-term retention of skill and concepts. With technological innovations,
teaching methods have seen lot of changes. Teachers are now equipped with smart boards
and the internet to make their lesson more interesting. The teaching learning process has
become more interactive as compared to pen-paper approach. RPVV Rohini gives a lot of
importance to experiential learning. Students are always encouraged to enhance their
knowledge. Experiments are designed to give real experience to students. Other than
adolescent issue and peer pressure that each growing child experiences, the biggest challenge
for students is to be able handle the knowledge explosion that is happening around them.
Some time it becomes difficult for them to cope with this constant influx of knowledge.
Recently studies show that online learning, distant learning and self-learning in general, are
not only more convenient, but, in fact, more effective than the classroom, for high school,
college and adult learners. In the last decade, the internet, the MP3 player, the iPhone, and
other mobile devices, as well as social networking sites, language exchange communities, on
line learning systems, courses on-line and more, have changed how we deal with knowledge
explosion. Independent programmer-entrepreneurs are constantly developing new learning
applications. The language lab is already obsolete; can the class lecture hall be far behind?
The walls of academia, and cost of learning, are crumbling before our eyes and ears. For
those who are conditioned to think that learning only happens in a classroom, the world of
self –learning can be a little daunting. How do we best take advantage these new
opportunities? With orders of Hon’ble Supreme Court to ban the corporal punishments in
schools, Classrooms environments have also changed, Students hour have taken granted
classroom learning and need of the hour is to provide them new models of teaching learning.
School has taken initiative in this regard by introducing few innovative teaching practices: -
Amalgamation of Self Learning and Project Based Learning (PBL).Key features:-
Self-learning corner/Math zone and Mini math library
Students of class IX and X of RPVV ROHINI Delhi are members of the self- learning club.
Math Zone contains self- learning corner. Self-learning corner is equipped with Mini Math
Library with books, projects, Presentations and other activity material for the students. Math
Zone contains Net book connected with Wi-Fi, projector and other kits to perform activities.
Students make use of items available in the math zone from time to time.
Mini math library: To inculcate self-learning habits among the students school made a little
efforts to start Mini math library run by the students itself. Each class has library monitor and
students of the respective classes approach the library monitor to get projects books from the

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library for the reference. There are three sections in the library: - Books, Presentations and
projects. More than 75 group projects prepared by the students are available for the future
reference of the students.
Web portal (www.selflearningwithssingh.pbworks.com)
Nearly two year ago a web portal named above was launched for the students of RPVV
Rohini. The portal has noncommercial license. Students can access the portal from their
home computers at any time. RPVV ROHINI being a govt. school does not have any
computer for the use of students. More than 100 students are allotted ID and passwords
to upload their projects and presentations for public domain. So far more than 700 files
are uploaded on the portal by the students and teacher. Portal has been accessed nearly
1200 times so far.
Slide and video sharing
Video presentations and Power Point Presentations made by the students and teacher
are also shared worldwide on the YouTube and slideshare.com. .One of PPT on model
lesson plan of algebraic expression class viii has been viewed worldwide more than
32,000 times. Other presentations on slide shares are Graphical representation of
RPVV Rohini, Mid-day meal etc.
Models
Members of Self learning Club also participate in model making activity and models
made by them are selected for zonal level science exhibition, central level science
exhibition and also for the state level. Models prepared by the students “Mathematics in
Everyday life “and “Mathematics in Bridges “represented the school at State level
science exhibition and is selected for National level exhibition.
Video section and photography
Students who has computers at their homes but do not have internet facility
arrangements have been made to keep them in digital learning. Recently photography
of the various classroom and Co-curricular activities has been introduced. Video
section of mini math library contains CD of the presentations on various topics made
by the students of the school. Students are given chance to photograph the group
activities and up load on the web portal. Hope school will be able to manage it in near
future in more organized manner and students take advantage of digital tools to produce
high quality, collaborative products.
PROJECT BASED LEARING (PBL)
An educational approach in the form of PBL is being adopted that falls under the umbrella of
inquiry learning. School is trying hard to provide an alternative to paper based rote
memorization. And PBL is being promoted as a part of the formative assessments for classes
IX and X since 2010 on ward. Students have prepared more than 80 group projects and
individual projects on various interdisciplinary topics under the guidance of math teacher Ms.
Sushma Singh. Also power point presentations and poster presentations are being prepared by
the students.

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Students actively explore real world problems and challenges. Few topics on which the group
projects are prepared by the students are Mid-day meal in RPVV Rohini, Graphical
Representation of the school Building, Whitewash of the School Building, and Banking.etc.
To focus on an enriching curriculum, Learning by doing is being promoted in PBL. Teacher
design them, create check lists of process give time lines and check in points. Work is
incredibly “chunked “and scoffolded. Projects are scripted with list of things to do
accompany by check boxes to “help “the students stay on track. Kids would move to various
centers (like open area of school, labs rooms etc.) in the school for the collection of data to
engage in a constructive learning activities.
BALA- (Building as Learning Aid) is being used to teach mathematical concepts. Not only
students learn knowledge and elements of core curriculum but also apply what they know to
solve authentic problems and produce results. Students are asked to work in a team and are
given a “driving question “to respond to or answer, then directed to create an artifacts to
present their gained knowledge. Artifacts may include a variety of media such as writing, art,
drawing, three dimensional representation, videos, photography, or technology based
presentations. It emphasizes learning activities that are long term (timeline 2 to 3month)
interdisciplinary and student centered.
Unlike traditional, teacher-led class-room activities, Students often organize their own work
and manage their own time in a project based class. It gives students the opportunity to
explore problems and challenges that have real-world application, increasing the possibility
of long-term retention of skills and concepts. Projects vary greatly in the questions explored,
the learning goals, contents and structure of activity, and guidance from the teacher. Some
projects are multidisciplinary while others are single subject based. Some projects involve the
whole class, while others are in small groups or individually. Students are appointed as
leaders or monitors of various activities.
PBL is used with 21st
-century tools/skills, students are expected to use technology in
meaningful ways to help them investigate, collaborate, analyze, synthesize and present their
learning. Activities include researching trash statistics, documenting history through
interview or writing reports about a community scavenger hunt. Math Zone since opening in
2010 is a project based instruction zone each student prepares average 3 to 4 projects a year
across the subject and till date nearly 550 students have joined the self-learning club and
project based learning.
There are three types of projects in the math zone
▪ Challenge based learning /problem based learning
“An engaging multidisciplinary approach to teaching and learning that encourages students to
leverage the technology students’ use in their daily lives in their home, school and
community.

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▪ Place based learning
It immerses students in local heritage, cultures, landscapes, opportunities and experiences:
uses these as a foundation for study of language, arts mathematics, social study, science and
other subjects across the curriculum and emphasizes learning through participation in projects
for school and community.
▪ Activity based learning
In this: - a kind of constructive approach, the idea being students constructing their own
meaning through hands-on activities often with manipulative and opportunities to
experiment. School combines PBL with traditional learning as central pillar of their strategy
for CCE.
ROLES
Students:-
PBL relies on learning groups. Students groups determine their projects, in doing so, they
engage student voice by encouraging students to take full responsibility for their learning.
This is what makes PBL constructivist. Students work together to accomplish specific goals.
When student use technology as a tool to communicate with others, they take on an active
role vs. a passive role of transmitting the information by teacher, a book, or broadcast. The
student is constantly making choices on how to obtain, display or manipulate information.
Technology makes it possible for students to think actively about the choices they make and
execute (some students’ measure the area in feet while others measure in cm. and meters
etc.). Every student has the opportunity to get involved either individually or as a group.
Instructor:-
Instructors’ role is that of a facilitator. They do not relinquish control of the classroom or
student learning but rather develop an atmosphere of shared responsibility. The instructor
structures the proposed question/issue so as to direct the students’ learning towards the
content-based materials. The instructor regulate student success with intermittent, transitional
goals to ensure students projects remain focused and students have a deep understanding of
the concepts being investigated.
Students are held accountable to these goals through ongoing feedback and assessments. The
ongoing feedback and assessments are essential to ensure the student stays within the scope
of the driving question and the core standards the project is trying to unpack.
Formative assessments are used in order to be transparent to parents and students. The
instructor uses these assessments to guide the inquiry process and ensure the students have
learned the required content. Once the project is finished, the instructor evaluates the finished
product and learning that it demonstrates.
Student’s role is to ask questions, build knowledge, and determine a real world solution to the
issue/question presented. Students collaborate expanding their active listening skills and

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requiring them to engage in intelligent focused communication. Therefore it allows the
students to think rationally on how to solve the problems. PBL forces students to take owner
ship of their success.
SELF-LEARING/AUTODIDACTISM
Autodidactism is the act of teaching oneself about a subject in which one has had little to
know formal education. James Watt inventor of Steam Engine was a surveyor and
instrumental maker and is described as being “largely self-educated “He was an autodidact.
In the Hindu epic, the Mahabharata, Ekalavya is depicted as a tribal boy who was denied
education in the science of arms from royal teachers from the house of Kuru. Ekalavya went
to the forest, where he taught himself, archery in front of an image of the Kuru teacher, Drona
that he had built for himself. Ekalavya was an autodidact. (Self-learner)
The model of Autodidactism adopts the idea of inquiry based learning where students are
presented with scenarios to identify their own research, questions and knowledge regarding
the area. As a form of discovery learning students in today’s classrooms are being provided
with more opportunities to experience and interact “with knowledge, which has its roots in
amalgamation of self-learning and PBL.In order to interact with the environment, a
framework has been identified to determine the components of any value functions and action
selection methods. Rewards work best in motivating learning when they are specially chosen
on an individual student. (Rewards like-Mentorships, marks etc.)
RATIONALE/NEED/JUSTIFICATION FOR CHOOSING THE PROJECT
New Educational practices are “rolled out” in RajakiyaPratibhaVikasVidyalaya Sector XI
Rohini Delhi -85. On the pragmatic implementation of CCE in Indian classrooms, learning
refocuses education on the student, not the curriculum- a shift mandated by the global world,
which rewards a tangible assets such as drive, passion, creativity, empathy and resiliency.
These cannot be taught out of a text book, but must be activated through experience.
RPVV Rohini has been trying to take foot forward among the government schools in Delhi in
this endeavor. By engaging students in investigation, students are asked to pursue solutions to
non-trivial problems by asking and refining questions, debating ideas, making predictions,
designing plans and /or experiments, collecting and analyzing data, drawing conclusions,
communicating their ideas and findings to others, asking new questions and creating artifacts.
It gives students an opportunity to explore problems and challenges that have real-world
application. This increases the possibility of long-term retention of skill and concepts in the
minds of students
.With technological innovations, teaching methods have seen lot of changes. Teachers are
now equipped with smart boards and the internet to make their lesson more interesting. The
teaching learning process has become more interactive as compared to pen-paper approach.
RPVV Rohini gives a lot of importance to experiential learning. Students are always
encouraged to enhance their knowledge. Experiments are designed to give real experience to
students.

7. 7
Other than adolescent issue and peer pressure that each growing child experiences, the
biggest challenge for students is to be able handle the knowledge explosion that is happening
around them. Some time it becomes difficult for them to cope with this constant influx of
knowledge. Recently studies show that online learning, distant learning and self-learning in
general, are not only more convenient, but, in fact, more effective than the classroom, for
high school, college and adult learners. In the last decade, the internet, the MP3 player, the
iPhone, and other mobile devices, as well as social networking sites, language exchange
communities, on line learning systems, courses on-line and more, have changed how we deal
with knowledge explosion. Independent programmer-entrepreneurs are constantly developing
new learning applications. The language lab is already obsolete, can the class lecture hall be
far behind? The walls of academia, and cost of learning, are crumbling before our eyes and
ears
.For those who are conditioned to think that learning only happens in a classroom, the world
of self –learning can be a little daunting. How best do we take advantage of these new
opportunities? With orders of Hon’ble Supreme Court to ban the corporal punishments in
schools, Classrooms environments have also changed, Students and need of the hour have
taken for granted the classroom learning and need of the hour is to provide them with new
models of teaching learning. School has taken initiative in this regard by introducing few
innovative teaching practices: - Amalgamation of Self Learning and Project Based learning
through”CONDUCIVE CLASSROOM ENVIRONMENT FOR PROMOTING CHILD
PARTICIPATION”
How it helps to address educational issues.
• Students feel less burdened and boring while doinghomework and class
work. It helps them to overcome inferiority complex in respect of Public
School children.
• They can show their creativity in computer learning and in art work on the
web portal.
• Their confidence levels boosts up after working with the technology and
eagerly asks for the next similar assignment.
• They are least bothered and diverted to have a face book and other social
sites accounts.
• When they interact with teacher on the portal after school hours they feel
elated about their school environment amongst government schools of
Delhi.
• New students are themselves encouraged to come to the teacher and ask
for ID and Password so that they also can upload their work on the portal.
• They eagerly wait for Holidays home Work on the portal.

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• They always rush to submit computer based assignments before their
friends and for which they search web sites and books.
• Junior class students approach the teacher for computer related
assignments. Self-Learning habits are imbibed in them through distance
mode of learning at their door steps.
• If they forget to bring the activity material to school they can see video
presentation and can perform it at home.
• When “E-Mathezine” was created through the web portal assignments they
felt proud that they themselves have published the work on the internet.
• Group cohesiveness can be seen to finish the work, before the other group
submits it.
• Students, who do not own their own computers, at least listen discussion
sessions and learn it orally and theoretically,.
• They show their knowledge of art and drawing by using paint and other
soft ware’s.
• It is helpful in creating self-discipline in absentee periods because they
keep themselves busy in collecting data and field works so that they can
get computer to feed the data.
ADETAILS OF ICT ACTIVITIES/ WORK IMPLEMENTED IN THE LAST TWO
ACADEMIC YEARS 2013-2014 AND 2014-2015
SN. CLASS TOPIC/TITLE/ACTIVITY/WORK
1 X-C Graphical representation of school coordinate geometry project(2013)
2 X-C Annual Budget of Midday meal of classes VI-VIII in school(2013)
3 X-A Comics on various topics covered in SA-1 syllabus(2014)
4 X-B E-Mathezine - A mathematics related magazine(2014)
5 X-C Expenditure on Fire Safety measures in school(2014)
6 IX-C Estimated Budget of Renovation of Principal and Vice Principal
rooms(2014)
7 IX-C Estimated Budget of Renovation of Boundary wall of the school. (2014)
8 IX-C Estimated Budget of Renovation Language and conference rooms(2014)
9 IX-C Estimated Budget of Renovation of Auditorium and staff rooms(2014)

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10 IX-C Estimated Budget of Renovation of open area of school premises
11 IX-C Model MATH-IN-BRIDGE video presentation(2014)
12 X-B Annual School report on Annual Prize distribution function(jhalak) (2013)
13 VI-X Mental Math Quiz for school level, cluster level, zonal level, District
level, Regional level and state level for classes V-X(2013-2015)
14 IX-XII Career counseling presentations on career Mela in 2014 and 2015
15 X-C Holidays’ homework investigatory projects on different topics
16 IX-A Estimated budget of whitewash of different areas of school building
project
17 X-B To calculate the annual sports expenditure of the school(2013)
18 IX-A Data Handling on various topics taken together(2013)
19 IX-A To find the estimated cost for new doors of the school(2013)
20 IX-A Eco Club activities in the school(2013)
21 IX-A Annual budget of sanitation and Hygiene and its staff salaries (2013)
22 IX-A Sports items in the school(2013)
23 X-C Project based on Banking(2014)
24 X-C Time table Analysis for classes VI-XII(2014)
25 IX-C Result Analysis for classes VI-X(2014)
Real life problems addressed through the implementation of this work.
1. To find the cost of tiles on the ground floor of school and labour cost.
2. To find the cost for the preparation of the new doors in RPVV sec-Xi Rohini
Market survey for raw material and labour cost.
3. Data presentation of Summative assessments of all the students of class IX A.
4. To find the total collection of PTA fund in the school and formulate welfare
schemes for the school.
5. Sports expenditure in RPVV Rohini.
6. Annual NCC Expenditure for girls and boys wings of RPVV ROHINI.
7. Expenses of Eco Club of RPVV Rohini.
8. Cost of electrical infrastructure in school.
9. Find the area of grassy region ( Hockey ground, vatika, volleyball ground)
10.How to set up company by taking loan from bank and find the profit and loss
strategy.

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11.To find the annual expenditure on sanitation and hygiene facilities of the school.
12.To find the height of all the students of the class and find the mean, range etc.
13.Graphical representation of school.
14.Annual budget of midday meal in RPVV Rohini.
15.Presentation of different mathematical concepts in the form of comics.
16.Architecture of different classrooms and labs.
17.E-Mathezine- a magazine based on different mathematical concepts.
18.Projects based on knowledge of Banking.
19. To find the cost of renovation of different areas of school premises. Like Principal
and vice principal room etc.
20.Cost of installation of fire safety instruments.
21.Result analysis of marks obtained by the students of classes VI to X.
22.Time table and absentee analysis for the months of Nov and Dec 2014.
23.To find the total expenditure on white wash, material cost and labour charges etc.
How did the work promote the interdisciplinary learning? (Integration of subject
areas).
❖ Projects and Group projects are so designed that they not only integrate different
concepts and topics of the mathematics but also with other subjects.
❖ Artifacts, drawing of different diagrams, pictures not only beautify and elaborate
mathematical concepts but also show the link of mathematics with fine arts.
❖ “Graphical presentation of school” covers the co-ordinate geometry and power point
presentation connects mathematics with computer learning.
❖ Holidays’ assignments are so designed that students learn mathematics in respect of
other subjects. During summer holidays students were asked to prepare the projects
like- Mathematics and Economics, Mathematics and Physics etc. This helps the
students to gain interdisciplinary learning.
Steps in implementing the work in school/ institution/community
1) In 2010 with the implementation of CCE by Central Board of Secondary Education
(CBSE) for class IX-X students were given chance to work on group projects for
formative assessments under the programme“CONDUCIVE CLASSROOM
ENVIRONMENT FOR PROMOTING CHILD PARTICIPATION” group
projects were based on real life experiences like measuring the area of different parts
of the school premises project is based on area and volume. Midday meal is based on
data handling; graphical representation of the school is based on coordinate geometry
etc. Project leaders were appointed for the group of 8 to 10 students.
2) Self-Learning corner and Self Learning Club were created in Math Zone to facilitate their
requirement like seating arrangements and work stations etc. and class IX and X students
were issued member ship of the club and provided ID & passwords.
3) Mini Math library was created to store their creative works with few sample books,
projects, presentations and posters made by seniors, for the reference of the students.
4) For junior classes from VI to VIII Hey Math software is being used during the lab periods
allotted to them in the school time table.

11. 11
5) Students of classes IX-X also demanded same type of technology based learning for them.
They used to ask to play class VI programs for them. To give classes IX and X a chance to
use technology, teacher allotted them power point presentations as formative assessments in
home assignments on certain mathematical concepts with the condition that both teacher and
students will use their home resources to prepare and evaluation of PPTs, as the school did
not have computers for the use of students.
6) In March 2013 further progress was made through web portal.
“www.selflearingwithssingh.pbworks.com”. It was created in March 2013 and few files,
presentations and activities were uploaded for the students. Class IX and X students were
provided access to portal through their own ID and Passwords.
7) Students were asked to upload their creative Work, assignments and group presentations
using their own ID and Passwords.
8) Project’ E-Mathezine’ was created from the students assignments on the web portal.
9) Two more sections were created on the portal on the request of students named “EVGC IN
SCHOOL”and “Cocurricularactivitiesinschool” and all the three sections were linked
with each other’s.
10) To share their creative work on bigger canvas few presentations like algebraic expressions
class VIII, midday meal, graphical presentations and few more were shared on
www.slideshare.com. (No. of presentations-20).
11) To preserve soft copies of the presentations need to create a video section was felt. And a
student was appointed to look after the charge of this section.
12) To meet the deadlines of group projects formation of Art Club was suggested by the students
and Art Club for class IX was founded in Dec 2014 with the contribution from teacher and Rs
1 per child per month as membership from the students. Art Club is run by the team of
students under the supervision of teacher.
13) In charges from classes IX and X were appointed to ensure child participation and to look
after various activities of the project and teacher supervises the whole programme with help
of students. (Photography In charge, Attendance Monitor, Art Club In charge, etc. Each and
every student of the class is shouldering the responsibility of at least one charge.)
14) Material in Art Club is being procured by the students from the market and is being used by
the students collectively for project work (Material like- fevicol, scissor, compass pencil
eraser, sketch pens, bold markers, A-4 sheets etc.).
15) Birthday Fund- Art Material of worth Rs. 10/- is being donated by the students from their
pocket money. Every student of the class at his or her birthday brings art material of Rs10 to
deposit in art club. Children use this material during school hour to complete their project
works.
16) Poster Presentations- 2014 onward students also prepare poster presentations of their group
works. Poster in charge takes care of posters.
Implementation strategies/plan of Information and Communication Technology
(ICT) integration project.
PROJECT: Project &Self-Learning through Conducive Classroom Environment for
Promoting Child Participation.

12. 12
Implementation strategies were chalked out in Demand Driven Approach. Implementation of
CCE by the CBSE in Secondary classes demanded activity based learning in the schools and
discouraged pen paper approach. So to meet the requirement of a shift mandate Project
Based Learning was experimented. Its successful implementation demanded the introduction
of technology in the projects, so Web Portal came into existence and students were taught to
use portal and other computer accessories. For the storage of project reports need of Mini
Math Library was felt and students could refer the projects made by their seniors, and other
books for content. To meet the dead lines given for the project submission students demanded
facility, for the art material in school. Decision was taken to initialize the Art Club. As the
project expanded, man power was required to provide the facilities on time so students were
made in charges of various activities
How did the students use ICT while executing on the work?
❖ Computers are being used to prepare the power point presentations by the students
and teacher on various topics and activities.
❖ Content for project works is being searched on the internet by the students and
teacher.
❖ Web Portal and Slide share is being used to upload the work done by the students and
teacher.
❖ Camera and mobile phones are used for photography and videography of the different
activities.
❖ Soft ware’s Microsoft power point, paint, MS words, power point, movie maker etc.
are being used by students and teacher for different activities
How did the work help in creating awareness in the school/ nearby surroundings?
• Students open web portal from their residences or from computer café nearby their
residences. It creates awareness in their villages of North West district of Delhi.
• During parents teacher meeting discussions on the activities conducted by the school
and quality of the activities are often held. This creates the awareness among the
parents.
• Selection of students of RPVV ROHINI in state and national level science and
mathematics exhibitions on the basis of ICT usage creates awareness.
• Cash prize winner mental math quizzes are honored during the morning assemblies
and annual prize distribution day, where all the officials of Directorate of Education,
Parents of the students and other dignitaries are invited to see the programs.
• Teachers and students from other schools of Delhi come to participate in math and
Science activities.
ASSESSMENT TOOLS
Viva, presentations, reports posters are submitted for the formative assessments. Formative
assessments are bifurcated as formative assessment-1, formative assessment-2, and formative

13. 13
assessment-3 under the comprehensive and continuous evaluation of CBSE Students are
awarded grades/marks in their annual report card. Bifurcation of marks of one formative
assessment is given below
1. Timely submission of the work and Team work/group coordination 2 marks
2. Neatness/creativity of the project work Content and knowledge of the topic 3
marks
3. Project Report /Poster/PPT 5 marks
4. Total marks for Power point presentation 10 marks
5. Total marks for Poster presentation 10 marks
Details of curriculum, timetable, content and activities and specific activities designed
around the ICT facility
• Our school curriculum is amalgamation of scholastic and co-scholastic Endeavour’s
along with a variety of activities like debates, KaviSammelans, poster making
competitions etc. in which sound systems, projectors and light systems are being used.
• A well Chalked out Golden Period activity schedule is followed at all levels every
morning as the school starts. Activities like theme - based assemblies, activities
conducted under various clubs like Eco Club, Science Activities, Sanskrit Activities,
and Inter- house competitions are held during this period. PPTs and projectors are
used in these activities and also photography and video clips are taken by using
camera.
• To strengthen the student academically, emotionally and socially, a plethora of
opportunities- like functions, organizations of exhibitions, fairs, Mahotavas are
offered to them for their optimal growth and development.
• We hold special assemblies, legal literacy activities and inter - house dance,
cleanliness drive, Disaster management Mock drills and music and dance
competitions.
OUTCOMES OF THE WORK
Outcomes
The most significant contributions of PBL & Self-learning have been in school:-
When students take responsibility, or ownership for their learning, their self-esteem soars. It
also helps to create better work habits and attitude towards learning.
Although students do work in groups, they also become more independent because they are
receiving little instruction from the teacher. Students learn more than just finding answers.
PBL allow them to expand their mind and think beyond what they normally would. Students
have to find answers to questions and combine those using critically thinking skills to come
up with answers.
PBL is significant to the study of (mis-) conceptions, local concepts and childhood intuitions
that are hard to replace with conventional classroom lessons. In PBL “projects science” is the
community culture, the student groups themselves resolve their under standings of the
phenomena with their own knowledge building.

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Technology allows them to search in more useful ways, along with getting more rapid results.
Self –learner cover the same general information from the different source, a different book,
or a podcast, or an online lecture, roaming the countryside, rather than a feedlot learner, just
standing there in one spot, munching on the same bale of hay. Self-learner learns through
exposure, not be nailing thing down. It is more like moisture accumulation in a cloud than
building a brick wall.
Future Impact
The role of self –directed learning continues to be investigated in learning approaches along
with other important goals of education, such as content knowledge, epistemic practices, and
collaboration. As universities and schools offer distance learning programs, technology
provides numerous resources that enable individuals to have a self-directed learning
experience.
Several studies show these programs function most effectively when the ‘teacher’ or
facilitator is a full owner of virtual space to encourage a broad range of experiences to come
together in an online format. This allows self-directed learning to encompass both a chosen
path of information inquiry, self-regulation methods and reflective discussion among experts
as well as novices in a given area. Opponents of PBL warn against negative outcomes i.e.
unfocused and tangential underdeveloped lessons can result in wasting of precious class time.
But no teaching method has been proven more effective than other. Learning needs requires
artful teaching, as well as industrial strength project management.Problem-based learning is a
similar pedagogic approach; however, problem-based approaches structure students' activities
more by asking them to solve specific (open-ended) problems rather than relying on students
to come up with their own problems in the course of completing a project. A meta-analysis
conducted by Purdue University found that when implemented well, PBL replicable skill, as
well as improves teachers and students’ attitude towards learning.
Brief summary of the work
❖ Project based learning started by RPVV ROHINI in 2010-2011 with the introduction
of (CCE) comprehensive and continuous evaluation. Self-Learning Corner and Mini
Math Library was setup and today it contains 75 group projects and 53 individual
projects.
❖ Web Portal (www.selflearingwithssingh.pbworks.com) non-commercial license was
signed in March 2013 and web portal was launched for classes IX-X of RPVV
ROHINI (more than 500 files have been posted on the portal and portal is accessed
more than 1000 times).
❖ Power point presentations prepared by the students and lessons were shared on
slideshare.com or You Tube. Presentations- Algebraic Expressions class VIII (30000
views) and 16 more presentations made by students and teacher have been shared on
www.slideshare.com.
❖ Models were prepared to take part in Zonal, district, state and National level and
video presentation was also prepared. (Selection for National level in 2014 and
Central level in 2013).

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❖ Video section was created to store the CDs of power point presentations made by
students (60 PPT are in stock).
❖ Mental Math quizzes were conducted for school, cluster, zonal and district level
during 2013- 2015 and students won more than Rs. 21000 cash prize.
❖Poster presentations were prepared by the students (no. Approx. 50).Art club was created by
the students in Dec-2014 in Math Zone to meet the requirement of art material and time lines
of the projects.
❖BALA (Building as Learning Aid) is being used to teach mathematical concepts.
REFERENCES
[1] Hinton, Geoffrey; Sejnowski, Terrence J. (editors) (1999); Unsupervised Learning:
Foundations of Neural Computation, MIT Press, ISBN 0-262-58168-X (This book
focuses on unsupervised learning in neural networks)
[2] Duda, Richard O.; Hart, Peter E.; and Stork, David G. (2001). "10". Pattern
classification (2nd ed.). Wiley. ISBN 0-471-05669-3.
[3] ZoubinGhahramani (September 16, 2004). "Unsupervised Learning".
[4] Hastie, T.,Robert, T., Jerome, F. (2009). The Elements of Statistical Learning: Data
mining,Inference,and Prediction. New York: Springer. pp. 485–586. doi:10.1007/978-
0-387-84858-7_14. ISBN 978-0-387-84857-0.
[5] Iran-Nejad, Asghar; Brad Chissom (1992). "Contributions of Active and Dynamic
Self-Regulation to Learning". Innovative Higher Education 17 (2):
125. doi:10.1007/bf00917134.
[6] Arentze, Theo; Harry Timmermans (2003). "Modeling learning and adaptation
processes in activity-travel choice: A framework and numerical
experiment". Transportation 30: 37.
[7] Ben-Zaken, Avner (2010). Reading ḤayyIbn-Yaqẓan: A Cross-Cultural History of
Autodidacticism. Baltimore: Johns Hopkins University Press. ISBN 978-0801897399.
[8] Williams, H.A. (2005). Self-taught: African American Education in slavery and
freedom. University of North Carolina Press.
[9] Hmelo-Silver, C.E.; R.G. Duncan, C.A Chinn (2007). "Scaffolding and achievement in
problem-based and inquiry learning: A response to Krischner, Sweller and
Clark". Educational Psychologist 42 (2): 99. doi:10.1080/00461520701263368.