 Good morning everyone. We are going to start the day 4 session. Please recall this particular slide on why this workshop. So, the main goal that we had was teachers need to have a knowledge of which ICT tools are useful for various teaching learning objectives and more importantly how to use these ICT tools effectively. It was very clearly stated that we have to do activities. There are no magic pills or shortcuts and you will do many more assignments in this route was given right at the start. So, right now you have done around 8 assignments and for you to achieve the objectives an enthusiastic and committed participation is essential. As is said you cannot simply listen to lectures and expect to absorb the required knowledge. You need to have practice and for this practice we are giving the assignments. So, a quick was question to all remote centers. As teachers you would all be giving assignments in your course. Now, think a little and just focus on the options that you have. Why do you give your students assignments? So, the first option to prepare them for exams, second option to cover portions that are not discussed in the class, to make students collaborate, to ensure students are able to apply their learning and the fifth option all of the above. Think for it for 30 seconds. I am going to start the ABU poll now. Around 100 centers have a poll. So, interestingly there are very few takers for the first three options. There is a the fourth option to ensure students are able to apply their learning has 56 and all of the above has 43. So, most of you are aligning towards options number 4 and 5. So, let me just see what the answer is. So, any one of the above is a perfectly valid answer. You could give assignments to ensure that students are able to do well in their exams or you can even give assignments to the portions that are not discussed in the class so that they familiarize with it. You can also make assignments for students to collaborate and of course to ensure that all students are able to apply their learning, but your answer should always be guided by the learning objectives that you have set for the course. So, if you have set learning objectives where in the student focus is there and students have to learn from your course, then make sure that you your the rationale for assignment is somewhere in D or maybe basically apply their learning and not just examination or other options that we have given in the choices. So, quickly we will just scan through what all were discussed during this workshop till in phase 1 and in online. Course planning we had developed learning objectives, you had written effective assessment questions, active learning strategies of peer instruction and TPS, a flip classroom assignment describing what why and how of flip classroom and we had also used tools for collaboration wikis and forums and we you were exploring these tools while you were going through each of these assignments that we had given in phase 1. Have a quick look at the workshop assignments, you had developed learning objectives at all levels, you had written assessment questions for the learning objectives, then you had chosen visualizations, you had completed peer instruction and think pair share activities. You had also attempted a flip classroom strategy for your course and all along you were using wikis and forums in an exploratory way. So, in terms of assignment let us see what has happened. So, you know the three main modules learning objectives, instructional strategies and assessment strategies that make up the triangle of effective teaching learning. So, we will take the first module learning objectives. So, the learning objective of this particular session was participants need to develop learning objectives at higher order for their own course. And the strategy that we used there were sessions with activities specifically sessions day 1 AM 2 and day 1 PM 1. We had also used the strategy of assignments where we had asked you to develop learning objectives for your course. So, what was the assessment? You the assessment strategy for learning objectives were peer and self assessment that you did while you were developing the learning objectives. So, these were done within the session. We had given specific guidelines like whether the action verb is appropriate, is it student centered and you all had done in both self and peer groups you had done assessment. So, this is the assessment strategy that we did for the module on learning objectives. So, what are the takeaways from this assignment? So, at the end of doing all these assignments, the takeaway is that you should know how to write learning objectives and also the assessment methods of self and peer assessment has to be known by each individual. So, these were the specific takeaways that we had for the particular session on learning objectives. So, let us look at the instructional strategies that we had. So, the learning objective for instructional strategies were participants need to develop peer instruction and think-pair share for their own course. The strategy we had lab sessions on day 1 and day 2 with specific assignments on peer instruction and think-pair share activities. The self and peer assessment of these particular activities we are going to do now. I hope every remote center the participants have brought their peer instruction and think-pair share activities that they have developed. This was notified by a Moodle on Friday. So, the takeaways that we have for the think-pair share and PI activities is that you will develop these activities for your own course and also you will be able to identify good PI and TPS activities. Some guidelines on these were given in the activity constructors. So, we will do more on identifying good PI and TPS activity in this particular session. So, first we look at the PI questions. This entire activity will span around 15 minutes. So, what you have to do within your remote center is group yourself into pairs. Each group should have members from same domain. Take a minute to rearrange yourself based on domain. Once you have settled exchange your PI questions that you have created with your group member or with your pair. Now, we will slowly move to the criterias that we use for grading the peer instruction question. So, make yourself into pairs. There are groups and they should be from same domain. Once you rearrange yourself, exchange the PI questions that you develop with your team member. So, in case you have not had a PI or TPS activities submitted in the assignment, the grading criteria you will have a you will not achieve the target performance, but make sure you do the activity of peer assessment with your neighbor. So, you so this group you discuss among yourself while doing the peer assessment will slowly we will now provide you with the criteria for grading. So, now let us look at the criteria. So, the criteria is that the question should be able to stimulate discussion among students and should have plausibility of choices. So, the target performance for stimulating discussion is that most students would have misconceptions about the topic and a question that you have developed in peer instruction should elicit multiple answers and hence stimulate rich discussion. If your PI question is such that a majority of students have a clear idea about this concept and if it does not stimulate too much discussion, then your peer instruction question comes under the needs improvement category. And what is unsatisfactory is one you have not submitted a peer instruction assignment or if your peer instruction question is such that all students have a clear idea about the concept making discussions 0. That means all students will have an idea about this subject and they would not discuss about it further have plausibility of choices. So, all of you know the architecture of a PI question, it has a main question and it has some choices. So, this particular criteria is about the choices within your peer instruction question. The choices in the PI question are plausible and directly targets the misconceptions that the students will be having and students will not be able to do answer the questions by elimination like in a normal MCQ format questions. So, this is what we mean by the target performance in having your choices for the peer instruction question. Supposing the choices in some of your choices are directly can be directly eliminated, then which means that your peer instruction choices needs improvement. And what is completely unsatisfactory is one, you have not submitted your peer instruction assignment or all the choices except the correct answer can be eliminated by the student. So, do not give very simple MCQ questions. We will come back to this rubric, but before that let us look at this example question. So in the drawing below the arrows labeled wind and water represent forces acting on a sailboat during a certain period of time. During this period of time the force of the wind on the sailboat is stronger than the force of the water on the sailboat. The directions of arrows shows the direction of the forces and the lengths of the arrows. So, look at the length. So, the force of the wind is greater than the force of the water. So, assuming that the boat is initially moving right and the forces are constant for the time that we are investigating this particular phenomena which of the following statements are true. One, the sailboat will speed up for a short time and then move at constant speed. A second option the sailboat will speed up for a short time and then slow down. The third option the sailboat will move at a constant speed the entire time. And the fourth the sailboat will speed up for the entire time. So, this particular this is a question from physics for elementary high school basically high school students on forces it is specifically targeted at what misconception the students will have with regards to force and velocity or acceleration. So, have a look at it. So, there are two forces wind and water acting on a sailboat. The force of wind is stronger compared to the force of water and students have to. So, supposing these forces are constant for a specific period of time and if the boat is moving initially to the right the students have to identify which of the four choices are correct. So, I give the option for participants to think about this question for a little bit of time and respond back through a view. So, this is high school physics and I hope most of you will be able to answer this question correctly. So, you can give the options in through a view chat. You can take a minute to discuss this question I will just repeat the key aspects. There are two forces force of wind is higher than force of water and you have to identify what the speed of the boat will be I mean characteristic of the speed of the boat. So, I have 4, 1, 3, 3, 4 I will give you a minute more to post your answers through a view chat. So, we are having a wide variety of choices from 1 to 4 there is a greater shift I mean greater number of contributions in number 3 and number 4. I think number 3 and number 4 options have been equally identified by many centres. So, what we are going to do now is actually do the peer instruction strategy because many centres have not got the answers right. So, within the remote centre what you have to do is discuss why what your answer is and convince the partner that why your answer is correct or get convinced by your peers answer. So, I will give you around 3 minutes to do this, discuss we will do a repoling in at 11, 8. So, you can stop sending the A view responses. So, there is a wide variety of response from 1 to 4 and your answers many of you have not got the answer correctly. What you have to do is convince your peer of your answer we are able to see the centres. So, as we already told you by sitting alone you will not be able to get benefit make use this time for discussion. I give you 3 more minutes quickly discuss. So, I see in some centres they are have started the discussion once again I urge you to take this time for discussion I will give you one more minute for completing the discussion and sending me the fresh answer. So, some centres have restarted sending their options again we have a wide distribution from 1, 2, 3, 4 think some centres have changed their answers. So, this is a elementary I mean high school physics question you should not be having so much doubts about it. So, I see more number of 3 is now. So, I think majority of the participants have converged to option number 3 I will just in the interest of time I will just move towards the correct answer. The correct answer was 4 because constant force is implies that it is a constant acceleration f is equal to ma and increasing speed which means that. So, acceleration means there is an increase of speed in that particular direction and the specific this question was specifically to target misconceptions about constant force and constant velocity or constant speed. So, you look at the options. So, the option a was targeting misconception that speed increases till a point before becoming constant when you apply constant force. The second one was on the misconception that speed increases for a time and then decreases because there is a opposite force. And the third one which many of you got is about constant force produces constant speed. So, these are the misconceptions that this particular peer instruction question targeted and if we look back at this question so, I hope it is stimulated some discussion among you rich discussion because you can see look at the variation in the options that we had. So, initially we had many participants look opting for 3 or 4 or typically we will say there is a bimodal distribution for the answers which means that there is a clear cut case of misconception. Now, we gave you time to discuss and that is what the target performance was. So, first of all the options were such that that there were misconceptions and students were not able to answer the question by elimination also. So, both these under both these criteria the above question was at target performance level for your PI question. So, what you have to do now is use this particular rubric to assess your peers PI assignment. There is 5 minutes I will keep this slide open in the A view. So, you can look at it and grade your peers PI question on these 3 levels target performance, need improvement and unsatisfactory. So, people who are still having doubts about water flow the problem that we asked just consider 2 forces FW for wind and FWA for water FW minus FWA is constant F is equal to MA which means that so under constant force you will have if mass of the boat being constant the acceleration will be constant acceleration is d by dt of velocity or speed which means that the speed has to speed has to increase for a constant acceleration. At this point you do not post the average grading just evaluate your PI your peers PI question. So, please note that we have not assigned any marks to these particular levels or scales it is either target performance or it needs improvement or it is unsatisfactory. So, take 2 more minutes to grade your peers PI question you do not have to post them in chat because within your remote centers believe that there are large number of PI questions that your participants have already done. So, I am getting lots of chat messages which says needs improvement needs improvement. So, let us have a QQ poll. So, within your remote center just the remote center coordinator just have a QQ scan across your remote center and see within your remote center which of the following options is true all participants have achieved target performance more than 75 percent participants achieved target performance more than 50 percent achieved target performance or more than 25 percent achieved target performance getting 2, 3, 1 oh there is a center which has 1 Thakur college. So, I hope you have honestly done the grade grading just because it is your peer it does not mean that you have to support them because your honest feedback will only improve their particular active learning strategy. So, there are lots of 2s and 3s let me just have a look at the number of users in the colleges. So, most of the centers who are posting 4 or 3 has sufficient amount of participants ok there are some centers with 4. So, for all the participants who have majority who needs needs improvement or are in these categories 2, 3, 4 we are going to give you time by the end of this session to refine your peer instruction activity. Make sure you use these rubrics for grading your for making sure what how what are the constituents of your peer instruction activity we will be posting this particular slide in Moodle now after this session is over you can use these rubrics to evaluate your peer instruction activity or refine your peer instruction activity. So, we will now review the TPS questions again this activity will also take around 15 minutes make sure that the groups are still the same the domains the pairs are still the same and we are now going to give you a checklist for assessing the TPS questions. So, there are 4 criterias on which we are going to evaluate a thing a TPS question and the checklist looks at each individual phase that is thing phase, pair phase and share phase. First is the appness of the activity at this start. So, for a thing phase activity the question should be broad enough that all students in the class are able to write some response. So, in the thing phase you should not give a very high level of activity it should be very simple which they can achieve for making them engaged in the activity. Also every student should be able to complete the T phase in around 1 to 3 minutes because it should not take too much time and there should be a clear deliverable at the end of a thing phase like writing a code or listing some important concepts about the topic that you are discussing. So, some clear deliverable should be there at the end of thing phase. Now what is required for pair phase? Pair phase requires that 2 students do the activity that means the question that you are posing in the pair phase should require 2 students to do it or it should not be such a trivial question that even a single student can do that. So, for example, look at each others option and fill out the missing one. So, compare both the thing phase output and collate them together to bring a major list. So, let us say the thing phase question was about preparing a list of concepts that you learnt. So, it should be such that student 1 should have some set of concepts and student 2 should have more number of concepts I mean there will be some missing concepts that student 1 has not identified. So, student 1 and student 2 should together make a big list which has the entire set of concepts and they can also add more concepts if they need in the pair phase. So, this cannot be individually done by a student it is important that he gets a feedback from the pair and this is what we mean by appness of the pair phase activity question. Also the time allotted for a pair phase should not be more than 10 minutes typically 5 to 10 minutes is advisable or even shorter pair phases are there, but give them some time to discuss that is more important a much more important one. The pair phase question should be connected to the thing phase question. So, they should work on the deliverable that they had from thing phase during the pair phase. Now, let us and also at the end of the pair phase there will be another deliverable or output. So, for example, the completed list of concepts is one such deliverable. Now, let us look at the share phase. A share phase question should elicit discussion among students. So, going by the same example there should be large number of concepts that the students are not able to even identify even in the pair phase such that discussions can emerge from the complete list. Also in the interest of time since you will have a typical lecture for an hour the share phase should not exceed 10 minutes. So, you should not I mean it is recommended that you do not have a complete session as a TPS activity because it will be too much for your students and they will quickly become disengaged. So, somewhere around 10 minutes is advisable. So, make sure that your share phase does not exceed this time limit and again the share phase question should follow the P phase question the pair phase question. That means there should be connection between the pair phase and share phase and there is a clear deliverable at the end of share phase also. So, let us look at an example. So, this example is from computer science. So, for people who are not familiar with computer science this is this particular is about dealing with arrays or a collection of numbers. In the theme phase what the student has to do is write a pseudo code. Sudo code is a algorithm a small part of a code or the logic that the student has to develop for finding the smallest element in an array. So, there will be let us say 10 numbers the students have to develop a logic to identify the smallest among the 10 numbers. Now, the typical activity the theme phase activity over here it is time limit is 3 minutes. So, this particular activities is such that it can be done in 3 minutes because it is a pseudo code. So, you do not need the entire programming code for this particular question. So, let us look at what the pair phase is doing. So, in the pair phase the students are comparing each other solution and deciding on one approach to identify the smallest element. So, there are many ways in which students can do this. So, it is possible that several students can come up with several strategies. So, in pairs they have to compare each other solution and decide on one particular approach may be based on the time it takes to complete the do the entire process or the simplicity of code there can be many criteria. So, as a pair you have to decide on one approach. Now look at the deliverable for this. Now together write a C code to sort a 10 element array. Now they have identified the smallest element. So, once they have identified the smallest element the next activity it is connected to it you have to sort a 10 element array. So, you are given 10 numbers individually you found out the smallest element. So, similarly you have to find the next smallest element the next the next and then finally sort the 10 element array. So, this takes some time for them to work there is a clear deliverable and the instructor has given around 8 minutes to do the activity. So in the share phase look at what the instructor is doing share each other solution with the class identify how many types of sorting techniques were used. So, we have already said that there are different strategies through which they can do the problem. So, within a session of around 18 21. So, with all the breaks let us say 30 35 minutes what the instructor is achieving over here is at the end of the this particular TPS activity is having all the students familiarized with the different sorting techniques. So, if you are to individually do the sorting techniques it would have taken more time. So, within 30 minutes he made sure that all students are doing this activity they come up with different solutions and each other the students are learning from them each other rather than from the instructor. Instructor is merely summarizing the results that these students have identified. Let us say student A did approach A student B the student pair group 2 did approach B in there are so many let us say 5 such approaches. So, at the end of this session the instructor is going to summarize these 5 approaches that these students identified are the various sorting techniques that you use for sorting an array. And the instructor would have actually done a lot more than what he would have done if he had spent individual lectures explaining each and every concept of these sorting techniques. Why this is a good example of TPS? Look at the aptness of the question based on the objectives and look at the deliverables at the end of it also each of them is logically connected with clear outputs at the end of each phase. So, at the end of thing phase there is a algorithm to find or a pseudo code to find the smallest element at the end of pair phase they are comparing each others and then writing a C code C is a programming language. So, they are writing a program to sort an array and at the end of share phase they are identifying what all are the different sorting techniques from their peers answer. So, now what you have to do is I hope all of you understood this example and the criteria that we have used to evaluate these thing pair share questions. Now, within the group identify whether the following criteria's are what you say are satisfied by your peers question. So, share your TPS assignments and see whether say in the thing phase whether it is apt or not. So, it is a simple answer either it is apt or it is not apt. The time limit is not within prescribed limits or it is within the prescribed limits. There is a deliverable at the end of the phase there is no deliverable at the end of the phase. So, take 5 minutes to discuss how your peers TPS question is and we will again elicit the responses. So, I am keeping this slide open once again the criteria appness time alignment and deliverable you can tick whether each of the phase has achieved it you can prepare a matrix like this and you can tick along. So, supposing your peers question is apt you can put a tick mark in this particular column. If it is time limit you can put a tick mark if it is not put a cross mark. So, look at the particular matrix and see how well is your peers TPS question use this time to discuss your TPS questions the peer feed back and self assessment are two important ways in which we are going to grade your assignments. So, it is very important that you get honest feedback from your peer on your TPS and PI questions. So, within your center make sure that you are discussing the TPS questions and comparing them against this or reviewing them based on this checklist. You can discuss for another two minutes after that we will elicit the feedback from the remote center. So, we will give you the slides at the end of this session. So, that you can do a reassessment of your review of your assignment submissions or even if you are planning to do a TPS or peer instruction in this particular semester you can use these checklist or rubrics to create good questions good PI and TPS questions. So, remote centers quickly look at all the responses from the groups and let us know if how many of you have how many in the remote center have achieved all ticks or let us say their question is at time is precise there is alignment and there are clear deliverables at the end of each phase. So, you can give me a percentage. So, let us say there are you can say 20 percent 30 percent how many of them have got all the thing phase questions guidelines correctly thing phase within your remote center have a quick look at how many have done well in the thing phase question done well as in they have got all the cells ticked. So, Jawaharlal Institute has responded back with 50 percent there are 30 percent from Carmel. So, 50 percent 25 percent give me a percentage rather than numbers yeah 50 40 70 25 50 60 70 80 ok. So, from the looks of it looks like between 50 to 70 is the kind of average performance somewhere around 50 to 70 is the kind of average performance that we are having which means that there are lots more people who needs to improve their thing phase questions. So, my next question is in the pair phase how many have achieved all ticks. So, you can type pair phase and how many. So, similarly do for pair and share pair phase how many share phase how many type in your answers pair phase how many share phase how many. So, there are numbers like 10 percent 50 percent pair phase 50 percent 50 and 40 70 70. So, let me just remind you once more you have to do this task honestly because at the end you are only going to benefit from this particular activity. So, if you have not developed a good TPS question you will not be able to ensure that your students have achieved the learning objectives that is more first second you would not have enough engagement in the class. So, a thing pair share is a typically long activity and it can make your students disconnected pretty fast if your questions are not of appropriate quality. So, it is important that you review these your own questions honestly because at the end of the this particular session you will be refining your assignment and you will be I am hoping that you will be using these TPS and pair instruction questions within your class. So, think of the larger objective that you have which is to improve your own teaching learning practices within your classroom and do the grading according to that ok. So, I have again average numbers around 40 to 60 percent for pair and share. So, we will come back to each of these activities towards the end of this session wherein you will have to so the people who have not achieved the target performance you will have to refine your TPS and PI activities will give you time for that in the lab. So, the next assignment will be uploaded which will be explained towards the end of the session will now quickly move to the assessment strategies which is the next major module. So, you can continue posting your percentages, but please do listen to the next set of activities or slides. So, why we did the assessment strategies? The learning objectives was that participants need to develop assessments, questions, targeting higher order learning objectives in the blooms level. There was a specific session on day 3 AM 1 where you went through recall to create level of blooms of the assignment questions and as an assignment you had done a question paper for your module and also questions at all levels of bloom for a single topic. So, the self and peer assessment were partly done during the question paper assignment itself. We had given you a rubric and you had looked at the content and cognitive level of your question. We will be doing a part of the peer assessment immediately now. So, before that you have to understand what were the takeaways. At the end of these assessment strategy assignments you should have a good knowledge of aligning questions to higher order objectives which was our learning objective and you also had a takeaway that you had a ready made question paper for your module that you are going to teach in this particular semester with you at optimum cognitive level. So, which means that most of the cognitive levels are targeted and whatever was there in your learning objective has been achieved through the question paper. We are going to quickly review the question paper. This activity should not take more than 5 minutes. So, I hope all of you have your question papers also ready with you. If not do it right now exchange the assignment on creating your own question paper with the team member. So, do it quickly in a minute. So, together identify the various cognitive levels in the modules learning objectives. Also identify the percentage of marks at recall and understand together, percentage of marks in apply and analyze together and percentage of marks in evaluate and create together. So, you had a question paper for a maximum of 30 marks. Look at the mark distribution that you have given for each level. Classify the percentage based on recall and understand, apply and analyze, evaluate and create. So, a typical sheet at the end of it will look like this. So, the slide is not clear. So, there is a recall and understand at 15% and evaluate and create at 20%. A majority of marks is given for apply level questions. So, you can quickly do this activity. So, this is an example distribution for 30 marks of a question paper that we had set at our side. So, what you have to do is identify the various cognitive levels in the modules learning objective. Look at what cognitive level it will come in the revised Bloom's taxonomy and also identify the percentage of marks at these pairs recall understand, apply, analyze, evaluate, create. So, you have around 3 minutes more to do this activity. So, remote centers make sure that you are doing the activity. You do understand that we are able to view you from here. Once again I reiterate the importance of this particular activity. The peer assessments will help you in making sure that whatever you are creating ultimately it is useful for your own teaching learning strategies or effectiveness of your teaching learning practices within your classroom. Make sure that you are doing these activities honestly for your peer. So, it is not yourself that you are doing it you are doing it for your peer. So, let me come to the characteristics of a good question paper in terms of cognitive levels. So, it is important that distribution the question paper has distributions at almost all levels within the revised Bloom's taxonomy. Since this is a higher education engineering stream, the greater focus should be on apply and analyze level. So, typically around 60 percentage of the questions should focus on this. There should be fewer on evaluate and create because this takes time the 30 mark question paper that you develop for was for an hour. So, it should not be that your your student is devoting almost 45 minutes to do a create level question or an evaluate level question. Hence, the percentage is roughly less than 20 percent and there should also be sufficient amount of questions at recall and understand. It should not be the maximum, but there should be sufficient amount. So, that students are able to target this at least able to write these questions and you yourself have an idea about at what cognitive level are your students at. So, if you create your entire question paper at apply and analyze level you will not be able to clearly say whether your students were able to understand something or they are at recall level. They are at specifically at so many percentage of students are at understand level. So, it is important that you have sufficient mixture a good distribution of the questions and these are some typical benchmarks that we give. So, it is a rule of thumb it is not like we are saying that you have to put 60 percentage of questions at apply and analyze, but it would be good for you if you put around 60 percent. So, it is a rule of thumb that you have to follow while deciding your question papers or it is important that you are distributing your marks across all these levels. So, there may be some confusion as to what comes under evaluate or what comes under create. Hence, we have put them in a bucket of evaluate and create. So, two of these are in a single bucket. So, you should target some questions at this particular level. So, a typical example that we showed earlier. So, over here you have 15 percent at recall and understand that means around 4 and a half marks out of 30. Apply and analyze has 19.5 marks and remaining 5 marks are for evaluate and create level questions. So, this is a typical example distribution that we are going to give you. You can have a look at how your peers question paper fared based on these particular guidelines, but more importantly how many questions were there at each levels. So, were there distribution across all levels or was one particular level the majority let us say 90 percentage of the peers question was at apply analyze. So, the remote center coordinator quickly through a view chat. Can you tell me an average distribution within your remote center at levels a recall understand, apply analyze, evaluate create. So, let us say this is level 1, this is level 2, the higher order is the level 3. Is it approximately Gaussian model? I would say no, but it is a kind of I already told you it is a rule of thumb. So, it is it need not be a Gaussian model per say then you will not be able to equally define marks for each levels ok. So, let us say the last one is for 6 marks 20 percent. Thank you for the centers who have identified the particular error. So, let us have a look at recall and understand at 30 percent, apply and analyze at 50 percent and create level at 20 percent. So, for Madhuban and Banu Bhai Patel women's institute RC1057 we would urge you to increase the apply analyze level a little bit recall and understand can be minimized. So, recall and understand 23 percent, apply analyze 33 percent, create 43 percent. Again this is also not advisable as a typical evaluate and create level question will take too much amount of time within a question paper. The typical assessment mechanisms within colleges have stipulated time for their exams and hence you can move reduce the evaluate create level questions to around 20 percent and increase the apply and analyze levels. You can always use assignments, group projects etcetera to judge the evaluate and create level objectives. Recall understand 20, apply analyze 16 percent. So, 1, 2, 5, 7, 6 marks for recall understand, 18 marks for apply analyze, evaluate create 20 percent, decent good enough. So, 20, 50, 30, 50, 60, 50. So, some I do not know what the logic is that the total percentage should be 100 percent. So, centers who have such high numbers please have a look at the numbers. Again for centers giving me above 30 percentage or above 25 percentage in create level please reduce the create level questions, create or evaluate level questions because your students need time. So, again you have to judge what is a good what is that create level. So, based on the semester and the prior knowledge of the students some of this might be even apply analyze. So, make sure that you judge your objectives correctly that is why we are using the peer assessment mechanism 20, 60, 20 by a college yes that is good enough yeah. So, 30, 50, 70 please relook at the numbers that you have posted. Now, we are coming towards the end of this particular session and I want all of you to reflect on what you did throughout this session and throughout this workshop. There is an a view Paul question why did we give assignments in this workshop? Option number 1 to filter you for certification, option number 2 to cover portions that are not discussed in the class, option number 3 to make all of you collaborate and option number 4 to ensure participants are able to apply their learning. So, I will not do an a view poll for this you can submit your answers through a view chat. So, the option numbers are 1, 2, 3, 4 this is a typo error with when it got converted over here 1, 2, 3, 4 all options are valid. So, let me just quickly tell you what the answer is the answer is not all of the above specifically to cover portions that are not discussed in the class we have not given you assignments. So, for every assignment that you have had there have been specific instructions, worksheets or video tutorials to help you learn about that particular strategy or that particular what you say the assessment mechanism. So, definitely not to cover portions that are not discussed in the class because we are again redoing most of the assignments most of the crucial assignments now. A part of it to filter you for certification yes I would agree, but it is only a part of the entire thing. But the most important point that we had if you look back at the objectives that we have for the workshop it is to ensure that you are able to effectively do teaching learning practices within your classroom through some of the activities or some of these strategies that we discussed in this workshop. So, the first priority for us was option number 4 and the second priority was to make you all collaborate. So, look at the way we have devised our assignments or at least the activities within the class you needed pairs, you needed peer assessments there were specific activities wherein you either did a group activity like as in the thing pair share where all of you discussed. So, a major focus after the learning was the collaboration. We will have more about this collaboration in the afternoon session where we will walk you through the Vicky activities and yes a part of it is to filter you for certification because at the end of the course we have to give a list of participants to the certification team who are eligible for certification. So, the assignment deadlines or we have not given deadlines. So, we had very specifically said due dates the assignments are open even now we had relaxed assignment dates and we had given you options for phase 1. So, we are giving the final relaxation now you have gone through the entire exercise of reviewing your specific assignments now. Take a look back at all the assignments that you are having. A Moodle assignment has been uploaded in which you can upload your find assignments based on whatever feedback you get from your peer or whatever you understood from these sessions. So, I will just quickly show you the Moodle page. So, look at this day 4 AM 1 refining your submission. So, this is an assignment that we have created. You can look at this the assignment has been created for you to submit your refined assignments of the entire phase after you have received peer feedback during session on day 4 AM Please note you can upload up to 3 files the size of the file should not exceed 2 MB and if you have multiple files to upload ensure that you zip the file and keep your file size within the 2 MB limit and the what do you say the due date it is not a deadline preferred due date is 27th January 2015. So, this is the hard date beyond which we will not extend the deadline it is a week from now. So, it is a week and a day more. So, you have the entire long weekend of Republic Day for completing the assignment. The time is afternoon 12 30 PM on Tuesday 27th January you complete the assignment. So, some people have already told me that you have done mistake in the assignment you have uploaded some other assignment in place of the required assignment you can all upload the particular assignment that you think you have to refine these assignments have to be have need to have peer feedback. So, make sure within your assignment you put in the peer feedback that you received and upload them by 27th January 2015 we will look at this particular assignment to finalize our certification criteria. So, all the criteria still holds you have to do at least 4 assignments from synchronous remote center phase 1 that is from 5th Jan to 7th Jan session 4 assignments in that the next 4 assignments that we had in online phase and whatever assignments that we are going to have in this particular phase that also has to be completed. So, what is expected out of you again sincerely participate in all the activities put in the effort required to complete the tasks promptly what you have as a take away you will create and take away lesson plans for effective use of ICT in topics of your course. So, it is important that you take a topic that you are going to teach in this semester preferably because you will get immediate feedback and you can also try it out in your class in this coming semester some of the strategies will not advise you to start all of a sudden get some feedback and then do that particular strategy or do the particular assessment mechanisms see what your students feedback is and then try to improve upon it what you should not do sit passively and expect us to lecture. So, you can see we had lots of activities throughout this session also also do not do half hearted effort to do the assignment because ultimately it is for you that you have to do it it should not be done for this certification. Certification is only a as far as our objectives are concerned it is the least of our concern and do not turn the activities into off task discussions. So, what we mean by this is you have finished discussion in your peer feedback make sure that you implement whatever suggestions you got in the peer feedback into the activities and refine your submissions. So, what you should do now now it is 12 o'clock you have to go to the lab refine the assignments I will shortly upload this particular moodle slide in day 4 resources separate assignment for uploading refined assignments are already there also one important thing for participants within your remote centers identify 3 people from your remote center who you think have a good command of wiki because in the next session that means afternoon session 1 will be going through wiki activities and we would need group facilitators who have a good knowledge of the different types of activities or different tasks that we had done in wiki. So, let me first congratulate all of you who have tried to do some activity inside your wiki even though you may not have succeeded completely the wiki activity was done explicitly to make you explore the wiki or the various options available in the wiki. Now we will have guided facilitation in the coming session where you will do specific activities within the wiki with the help of what is it documents from our site and also group facilitators from your site to complete the afternoon activities. So, important thing immediately go to lab and refine all the assignments and also identify 3 participants who will be your wiki facilitators because we will have specific instruction for wiki facilitators in the coming session so we break for lab activity now.