dossier general(school programs)
TRANSCRIPT
i&We Engagements
SEEKHLO EDUCATIO PVT LTD. Kolkata, India
PROPOSAL DOCUMENT FOR INSTITUTES @ BENGAL
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 1
i&We Engagements
An “Engagement” to Redefine “EDUCATION” and its takeaways
…. A NASSCOM 10K Initiative
Institutions @ Bengal| Information Dossier| 1ST June, 2016
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 2
Schools@ i&We Engagements
Why is i&We Engagements @School
“AN INVESTMENT IN KNOWLEDGE PAYS THE BEST INTEREST”
With a deep rooted philosophy to bring about the change
which we intend to see …we intend to prosper in an era of
understood education, defined choices, clear ideals and pre-
empted technology at a level which it matters most , “our
schools”…in an era where we see our children studying
because it’s fun, making decisions upon them and then
eventually converting it into the next solution towards the
teeming millions….making education the toast towards
every challenge and the answer to every hindrance…i&We
Engagements proposes to dislodge the age old adage of
curriculum based checklist filling…it aims at bringing the
understanding to the “ To be Understood” and it aims to do
this interactively …..
i&We Engagements is on the mission to bring world class
personalized learning to every child.
We are working on revolutionizing the world of education
by using the latest innovations in the field of technology like
machine learning, artificial intelligence, big data and
analytics to overcome all the difficulties a child faces in the
learning process. ….. because we sincerely believe that if
we…
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 3
“DEVELOP A PASSION FOR LEARNING, WE WILL
NEVER CEASE TO GROW. “
Is it just about catering to the flourishing few? .... Certainly Not!!
Our Target Areas:
1. Rural Schools
2. Urban Schools
3. Training Institutes (National & Regional Entrances)
We envision an India of equal opportunity, of minimal divide and of
uniform Growth….
Pursuit/Achievement Plan: 1. Learner & Learning
“The function of education is to teach one to think
intensively and to think critically. Intelligence plus
character - that is the goal of true education.”
Combining the two essences of true education we @ i&We
Engagements believe that impossible is really
nothing….be it the remotest centres in India to the most
developed education houses of the country’s nerve
centres, we have a preamp, we have plan & we have an
implementation strategy because we believe
“Education is not preparation for life;
education is life itself”
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 4
2. Fruitions and Feats
“ Trust yourself.
Create the kind of self that you will be happy to live with
all your life
Make the most of yourself by fanning the tiny,
inner sparks of possibility into flames of achievement.”
To Create that eventual persona of students who are capable to
take informed decisions, choose for themselves, customize
options, select accordingly and eventually carve out an identity of
belligerent confidence is what we aim at….@ i&We Engagements
we propose to celebrate success, efforts and feats to bear true
platforms and truer representations because
Greats have an art to Optimally support the
Goodness in their lives..
They Celebrate their successes & Find
some humour in their failures.
3. Subscription @ The learners Desk
“Success is not a function of the size of your title but the
richness of your contribution.”
With Each skill leading to an understanding, each understanding to
an attainment and each attainment to recognition of the next
domain of effort, we @ i&We Engagements intend to continually
enhance our reach towards effective contributions, and we intend
to make it heard , make it prominent and eventually worthwhile for
the society as a whole….the generation next are not only meant to
face and solve the “next” but their incumbent “NOW” too….we are
there to be the conduits towards the solution.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 5
OUR USP…...
“Experience Based Learnings”
Hybrid Models (APP based, Cloud Served,
Web present with intensive Human response,
emotions and care intact) with Interactive
Learning
Stress on the “Human” element to Education
An All-encompassing approach
A design for each Domain
Designs which contain:
Workshops, Trainings, Hybrid (Online +
Human Intensive) Tutorials, nerve centre
approaches (Industries & Event Centres),
Productising talents, patenting geniuses of
Tomorrow, Appreciation at each level of
possibility, Scaling to the zeniths of
competition, Interactive Learning, Animation
Leveraging, True “Smartness” of Classes.
An Approach which caters to all strata
without compromise of QUALITY.
Rural and Urban Reach
Pro-Active Skill Mapping
Exhaustive Feedbacks
Across SCHOOLS, COLLEGES, Institutes &
Beyond…
Cut across a coverage which aims to be PAN
INDIA in implementation
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 6
i&We Engagements@ Schools….
i&We Engagements is a NASSCOM 10K affiliate company with interests in developing overall personality (inclusive of the technical expectancy) of the Rural and Urban School Students (on a PAN INDIA basis) across 5 domains (mentioned below) virtuously motivated by our interests in Educational Technology & Advancement , Rural
Development and Doing Away with Social Equations of
disparity…
The domains include the following areas of interest and applications for the "growing generation of geniuses":
1. Scientifically “New” (The scientific purview towards Science) 2. “Socially Awakened” (Gradual workshops towards WHAT, WHEN, WHY & HOW...in a way never delved before!!) 3. Mathematical Interactives (MI)
(Mathematics …Based on the philosophies of Vedic Maths…Designed for the new standards)
4.Computing “THE New Way” (IT, Computer know-how with its Flows and its data)
5.Interactive English Speaking & Personality
Enhancement[IESPE]
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 7
Growth Plan 1:
Scientifically “New” ….
with Redefined Goals
with Redefined WAYS
Our Approach to dealing with science is twofold (For Age Group 12-18):
Prodigy- Active Science Learning
Exchange rote learning for active experiences. Where have the most important scientific
discoveries been made? The answer is real-life, seemingly everyday situations. Prodigy is
focused on constructive learning, the kind of education that guides students to interact with
the objects around them, appreciating and interpreting their scientific value. This program
dramatically improves understanding and retention.
RoboLAB
RoboLAB is a yearlong robotics program aimed at implementing technology enhanced
learning in classrooms. It aims to promote robotics as a tool for application of concepts
learnt by students in classroom using STEM (Science, technology, Engineering and
Mathematics) integration by creating multiple intelligence based learning environment.
RoboLAB provides an opportunity to rediscover and redesign learning by engaging students
in an inquiry based approach to collaborate and be creative in solving open ended robotic
challenges. RoboLAB is best suited for Challenge based learning and Problem based
learning.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 8
For the Younger Lots we believe there is so much that we can DO!!
Specimens of a few is what we intend to share herewith.
Primary Science Workshops (Ages 8-12)
Bespoke Science Kits Elementary Programs:
We are interested in what science you would like to teach and we can
help to make this as exciting as possible. We can offer a bespoke
workshop, but we do ask that a set of key themes are provided before
we can design, develop and build the kit required. We ask for about 2
weeks for this process to occur.
Specimen for the Young Ones First:
Set Kits:
These kits have a set layout and are not easily changed, but it is a format that we
know that works.
i&We – Engagements with the “Innovators” of Tomorrow
Crazy Chemists – (1hr) (Chemistry)
Explore chemical reactions in this hands-on session. From colour changing
liquids to slimy putty (every child will make a pot to take home), this is sure to get a reaction from everyone! Includes a cool mini explosion!
Snotty Science –
(1hr) (Chemistry, Biology)
The body is under attack from dangerous germs and we must protect it! We will
surprise you by how easy germs can be spread, and find out about this season’s
must have mucus and how it protects us from the dangerous invaders all around
us. Just in case, take some extra home with you as well!!!
Hair Raising Electrons – (1hr) (Physics –
Circuits)
Get ready for some hair-raising action! Explore circuits, conductors and
insulators and create lightning in the classroom. Some lucky volunteers will also
have the chance to make their hair stand on end (Humidity dependant) with the
Van De Graff generator!
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 9
Taste Buddies –
(1hr) (Chemistry, Biology)
Finding out about flavour is the aim of this session. We explore how it is not
just our tongues that help us taste and that some of the other senses are closely
involved, from eyes, tongue and olfactory this is one tasty workshop. We will
all make some fizzy sherbet to take home!
‘Air’Mazing Air –
(1hr) (Physics)
Explore the wonderful world of air in this fun-filled workshop. Investigate how
air make things move with our super air rocket and levitating balls and we will
create giant smoke circles! Includes make your own spinning copter as we see
how air can make things spin.
Rainbow Bubbles – (1hr) + (Grade 1 -3 : 45mins) (Chemistry,
Biology)
Reveal the secret of white light when we see rainbows in the classroom. Play
with special touchable bubbles and create your own bubbles with a fizzy
chemical reaction!
Gross Guts –
(1hr) (Biology)
Follow food down into the belly as we enter the guts and digest the inner
workings of our body from dinner plate to toilet bowl. Find out how the body
gets as much goodness as it can from the food that we eat, and what waste we
leave behind.
Show me the light –
(1hr) (Physics)
Become illuminated as we split apart white light and create rainbows in the
classroom. Discover how light travels and how it can be used in everyday life.
Discover the wonders of UV when we make glowing potions and find invisible
messages that are hidden in plain sight to keep us safe.
What On Earth Is That? – (1hr) (Chemistry –
Materials)
Materials/Properties. Let’s find out ‘What On Earth Is That?’ with this fun filled
Science session that looks at very simple looking materials. Find out how a
material similar to paper can completely disappear in a flash, or how two white
powders can be completely opposite as one drinks a lot more water than the
other. Finally, everyone will get hands on with a chemical reaction that can turn
a simple gooey liquid into a more malleable and bouncy putty. A fun workshop
that also has everyone keeping their own chemistry experiment to take home.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 10
Our Sensitive Earth –(1hr) (Environment – Chemistry
– Materials)
Carbon dioxide is in the atmosphere and the more carbon dioxide the more
acidic our oceans become. We look at this change in acidity doing tests with
universal indicator. We will also see how liquids that all seem the same can
have different acidity. We then look at packaging and how an edible safer
option can have quite a reaction with iodine, whereas other forms of packaging
are not so easy to get rid of.
Transport Workshop –
(1hr) (Physics)
Extreme transport, we look at why a hot air balloon rises up and launch a rocket
skywards as we learn about the basics of forces within this fun workshop. Make
your own straw rocket and *Paper Stunt Plane. And even see how we can move
a teacher around on our homemade hover-board.
Lend me your ear –
(1hr) (Physics)
Uncover the magic of music and turn up the volume! Discover how sounds are
made and why symphonies are simply superb! We will show you the making
of sound, how it travels and why sounds can be so different. Every child will
make their own mini kazoo to take home in this super sound session.
Water we going to do? – (1hr) (Chemistry
– Materials)
It’s going to be a little wet that’s for sure! From colour changing water and
petrified pepper to making pennies shiny with chemistry. This one-hour session
allows students to explore the wonderful world of liquids.
3, 2, 1 Blast off!!! –
(1hr) (Physics)
In this hands-on workshop children will explore the forces behind rocket flight
with air rockets, hot air pressure popper rocket (Piezo) and chemical
reaction rockets. The children will all make and take home a straw rocket and
as a grand finale all children will witness an outdoor rocket launch which flies over 100ft! then comes back down with a parachute.
Detective Science – (1hr) (Chemistry –
Detective)
Can you use science to discover the mystery of the Whodunit? This fun science
workshop will use scientific techniques to solve crimes. From finger prints to
chromatography and chemical testing of mystery substances. We will slowly
eliminate our funny faced suspects through the process of elimination!
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 11
‘Egg’stronaught – (1hr) (Physics
– Maths)
Design your craft, within budget. Then buy the materials with the Fizz Pop
Pounds. Can you protect the egghead crew of Captain Eggbert and Lieutenant
Scrambled egg from a gutsy end?
ELEMENTARY-AGE SUMMER WORKSHOP PROGRAMS COSMIC SPACE
These are the voyages of young inquiring minds on a quest to discover Space!
Their mission: to take an exciting look at planets, moons, comets, and the stars
to boldly go where bright young minds love to go. (Space suits not required.)
Children will return from their mission with their own piece of the skies!
CURRENT EVENTS
Take a tour on the electron freeway! The class will learn about conductors,
insulators, transistors, and other elements in the world of circuit electricity.
After learning the basics, students will be challenged to work in teams to
complete a circuit and light up a bulb.
DRY ICE-CAPADES
Children will be introduced to the scientific concepts of phase changes and
states of matter. They will witness the phenomenon of sublimation as we
demonstrate the unique properties of dry ice and the spectacular “smoke” it
creates. The children will learn that dry ice is really frozen carbon dioxide and
will experience the Mad Science burp, a display of bubbling potions and,
finally, a thrilling grand finale!
FUNDAMENTAL FORCES
Gravity Inertia Centripetal force - who could ever imagine that an introduction
to physics could be so much fun? We'll experience these awesome forces for
ourselves and build some cool devices to watch them at work!
LAB WORKS
Use your hands as a real Mad Scientist; this whirlwind class
teaches you how an actual lab works! Learn to manipulate
laboratory equipment at your personal lab bench, and take
home your very own Graduated Gear to continue your
research!
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 12
MAGNETIC MAGIC
Investigate the powers and daily uses of magnets! In this class, students will
learn about polarity, will visualize magnetic fields, and will learn how to
magnetize ordinary metals. They will also see how to make a compass
MATTER OF FACT
Exploring the exciting world of matter is fun and exciting.
Create your own molecule, and copper-plate a nickel.
Transform three regular liquids into an oozing batch of your
very own Mad Science putty.
MOVING MOTION (NEW)
Children catapult into Newton's three laws of motion! They yank a cloth from
under dishes and send crash test dummies flying. They adjust the mass of two
identical cars and learn how heavier objects need a bigger push to move the
same distance. Children drop two plastic eggs (one heavier than the other) and
find out they hit the ground at the same time! They see action-reaction forces
at work as a fan cart races across the room and mini-rockets launch through
the air. They twirl into action with the Newton Spinner Take-Home.
SLIME TIME
Giant molecule chains called polymers are vital to modern civilization. In this
program, we will explore, create and play with the most entertaining and
useful molecule known to science, and discover its many shapes and forms.
Children even make their own slime that they get to take home and keep!
SONIC SOUNDS
Discover sound, sound waves and the way household items can be used to
create amazing movie effects. Build your own harmonica too!
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 13
The Turn for The senior Lot!!!
Prodigy - Active Science Learning Overview:
At I&We Engagements, our R&D team works with a student-centred
perspective, to instil wonder and fascination towards science among
young students. We look at science as the rational process that
scientists go through to observe, discover and most importantly, to
devise means to verify and explain their observations.
Benefits
Develops scientific temperament
Improves observation
Develops analytical thinking
Builds confidence and motivation
Improves attitude of learning
Provides Joyful and Meaningful Learning Experience
Strengthens the curricular concepts
Meaningful Continuity of Experiences
In every class, students plan a process to test a hypothesis, put the
process into motion using various hands-on materials and then see the
process to completion. Various facets of a theoretical concept are
covered through different hands-on activities. The courses are meant
for standard 6th, 7th, 8th, 9th & 10th and the concepts are mapped with
the CBSE curriculum.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 14
PLANS @ PRODIGY:
Program runs in the school without disturbing the regular curriculum
and supplements classroom learning
Content/Activities are mapped with science curriculum topics of
Standards 6th to 10th. Program aims to develop "higher order
thinking skills" among students through the route of hands-on science
learning
Engaging sessions to bring out learners' inquisitiveness and
motivation for experimenting and understanding
Take-away kits are given to students, using which they undergo a
number of experiments and activities throughout the year. For
ensuring learning outcomes, formative assessments are a part of
PRODIGY.
In the process of running PRODIGY in schools, I&We Engagements
will provide the following resources:
Activity kits
Teacher's Training
Instructors ‘Kit
Content
Activity Kits:
Each activity kit is designed to serve as a useful resource for
conducting engaging sessions that bring out learners' inquisitiveness
and motivation for experimenting and understanding. We have
developed the activity kits to facilitate students in exploring variety
of materials and learning the art of project building.
Trainings:
The content development team at I&We Engagements acknowledges
the fact that the success of any designed program depends largely on
the teachers who will implement it in classrooms. We empathize with
the hectic schedules of school teachers; hence we have developed, and
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 15
provide recommended lesson plans for easy accommodation of the
activity-based sessions in the school routine.
Unlike many teacher training programs which are boring, irrelevant
and inapplicable in practice, our teacher training modules are focused
on meaningfully orienting teachers into the new constructivist
paradigm of teaching-learning, in accordance with NCF 2005. To
complement this process, we have thoughtfully designed a
comprehensive Teacher Handbook to drive home the emphasis on
development of students' skills, concepts and scientific attitude, and
their Periodic Formative Assessment as per CCE recommendations.
Instructor KIT:
In an activity-based program, the instructor kit can usually be taken
for granted. However, we at I&We Engagements, realize and
emphasize that the availability of useful material resources with the
instructor has a vital role in ensuring the continuity of the learning
experiences of students.
The instructor kits are thus designed to facilitate enjoyable activities
or demonstrations to help maintain an organic pedagogic flow for
conducting an Engaging session. Specifically, the instructors' kits
consist of Materials for Setting up useful Demonstrations, Inventory
of Handouts and Materials needed during Student Activities, Tool
Kits, First Aid Kit, and a comprehensive Teacher Handbook.
CONTENT:
Our course is unique in terms of a meaningful integration of Hands-on
activities in Science Learning. The content is designed to supplement
what teachers can do in their classrooms. Students' experiences and
questions in the context of the activities may be usefully employed in
connecting the activity-based science learning session with the daily
experiences of students, and with other subjects learnt in school.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 16
Each student gets a session handout which is designed to augment the
process of activity exploration, explicate the sensory experiences of
the Key Science concepts involved, and narrate relevant human
experiences, for developing an expansive understanding of Science,
among students. The student handouts complement the session
structures for appropriate treatment of the topic; they further facilitate
the instructor in accommodating differential learners, and conducting
periodic formative assessment while conducting engaging sessions
with enjoyable hands-on activities.
RoboLab: Upgrade your computer lab to a robotics lab
Overview:
RoboLAB is a yearlong robotics program aimed at implementing
technology enhanced learning in classrooms.
It aims to promote robotics as a tool for application of concepts learnt
by students in classrooms using STEM (Science, Technology,
Engineering and Mathematics) integration by creating multiple
intelligence based learning environment.
RoboLAB also provides an opportunity to rediscover and redesign
learning by engaging students in an inquiry based approach to
collaborate and be creative in solving open ended robotics challenges.
It is best suited for Challenge Based Learning and Problem Based
Learning.
The key features of RoboLAB are:
Age appropriate robot design activities across grade 6-10.
Easy to use cloud based programming interface.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 17
Engineering Design Process (EDP) based open ended robotic
challenge statements.
Assessment rubrics to help teachers assess/record students
learning.
Guided PowerPoint sessions to assist students in robot building.
Detailed teachers handbook to help teachers facilitate robotics
classes effectively.
Comprehensive teachers training to empower them to conduct
robotics classes with ease.
Student performance monitoring interface.
Continuous feedback and support through the QSS process.
Hardware:
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 18
iPitara is a modular re-programmable robotic kit. The kit consists of
a processing unit called "the brick" (includes an LCD display screen
and a buzzer), sensors (touch, obstacle, sound, light and continuity), 3
motors, a remote control and mechanical components like wheels,
gears, pulleys, castor etc. The kit also provides Meccano elements
which serve as the building blocks for creating a strong structure for
the robot.
Depending on the challenge thrown in each class, students identify
the various components that could be used to create a robot to solve
the challenge. The kit provides freedom to create multiple solutions to
the same challenge!
Software:
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 19
THiNK VPL lets the user create programs by manipulating program blocks graphically rather than specifying them textually. Instead of writing a set of imperative commands that get executed sequentially, this programming language allows the user to build logic using basic building blocks available for the same. The data flow constructed is like a series of workers available inline that do their assigned task.
THiNK VPL is targeted for beginner programmers having a basic understanding of concepts involved in robot building like mechanics, engineering, science etc. However, THiNK VPL is not limited to novices. The programming language also appeals to more enthusiastic roboteers for rapid prototyping or code development. As a result, THiNK VPL appeals to a wide audience of users including students and enthusiasts/hobbyists.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 20
Features of THiNK VPL
Tightly integrated with the hardware as only the elements supported by your hardware are available in the software and in exact numbers.
Easy drag and drop of programming blocks while building logic for your robot.
Single click solution to transfer your program onto the hardware.
Ability to save your work and retrieve the same (open) at any instant while building logic.
Enables you to declare your own variables and use them while building program logic.
Syntax checking for elements as you proceed with the logic.
Training:
Three teachers nominated by the school would undergo a 12 hours (2
days) duration training program. I&We Engagements certified
trainer(s) visits the school and conducts the program in the school
premises.
Training covers the following aspects:
1) Overview
Covers the ideology of learning through robotics and how the
principles of science, math and computer programming in theory can
be applied practically through robotics.
2) The hardware (i-Pitara Pro) and software (THiNK)
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 21
Covers a thorough hands-on training on the robotic platform: i-Pitara
Pro. It includes building robots, programming them using THiNK
software and testing.
3) Delivery of content (Design Workshops for students and teachers:
32 days)
Teachers are trained with specialized techniques to effectively deliver
the content to the students. This approach of empowerment helps in
developing confidence in the teachers, with events designed and
reviewed for students on 15-2-15 day basis.
CONTENT:
The yearlong RoboLAB program have 12 sessions each for grade 6
to grade 10. These sessions are a good mixture of Science,
Technology, Engineering and Math (STEM) based concepts and are
each planned for 60 minutes’ duration. These sessions help in the
development of crucial life skills like motor skills, spacial
visualization, logical reasoning, collaborative learning, critical
thinking, time management etc. There are two Engineering Design
Process (EDP) based challenge days per grade to give scope for
independent thinking and qualitative self-evaluation.
Students learn manual robotics (remote controlled robotics structures)
in grade 6 while they are exposed to manual as well as programmable
robotics in grade 7 to grade 10.
The deliverables to the school are:
12 unique Power Point Sessions for each grade to help teachers
conduct the sessions.
STEM relevant learning outcomes for all sessions.
Engineering Design Process (EDP) based open ended robotic
challenge statements (2 sessions per grade).
Assessment rubrics to help teachers assess/ record students
learning.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 22
Students workbook to record their observations/ work flow
during challenge days.
o This can also be used by teachers as an evidence of
students learning.
Detailed visual instructions to assist construction of models.
Visual programming software - THiNK
o Browser based programming software built on Google
powered platform.
o Inspired from (look and feel) the world famous children
programming software SCRATCH.
o Student performance monitoring interface.
Workshop Duration: Given in each particular section and catered to
the expectation of the associating school!!! (You wish a duration; we
design an “experience”)
Benefits: Need we Elaborate on the true benefits of a program like
this??? Science takes its true form; your child gets the correct norm...
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 23
Growth Plan 2:
Mathematical Interactives (MI)
Designed for the new standards. Every standard, unpacked.
…Based on the philosophies of Vedic Maths…
Objectives:
Covers all learning object
Rigorous concept Development
Address Mathematical processes
Varying levels of depth of knowledge (DOK)
Tied to content progressions
Includes common misconceptions
Sample Gradations and Offering Plan:
Every grade, every concept.
Including traditional & integrated pathways for high school.
Elementary Grades:
1. Grade 1 Assignment — Contexts are grade-level appropriate
with clear text and visuals.
2. Grade 1 Lesson — Engaging visual lessons help scaffold
content.
3. Grade 2 Assignment — Familiar models are used to reinforce
classroom instruction.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 24
4. Grade 3 Lesson — Real-world connections provide a
pathway to trickier concepts.
5. Grade 3 Assignment — Drag and drop items allow students
to have a more interactive experience.
6. Grade 5 Lesson — Accompanying questions scaffold content
in meaningful ways.
7. Grade 5 Assignment — Multiplication of fractions is
reinforced through visual models.
MIDDLE GRADES:
8. Grade 6 Assignment — Students develop their
understanding of percentages by identifying various
representations of a single percent.
9. Grade 6 Lesson — Students are asked to display a deeper
understanding of negative and positive numbers in a real-world
context by describing the location of and evaluating the
relationship between the given quantities.
10. Grade 7 Assignment — Students apply their understanding
of complementary and vertical angles while identifying the
missing angle measurement.
11. Grade 7 Lesson — Students demonstrate Math Practice 7
by applying the definition of an acute angle to identify the
inequality
12. Grade 7 Assignment — Students strengthen their
understanding of proportional relationships by using percents to
complete the chart and form conclusions.
13. Grade 8 Lesson — Through identifying the most
appropriate measure, students demonstrate their
understanding of the given quantities and assess the precision
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 25
of each option.
14. Grade 8 Assignment — Students extend understanding of
the Pythagorean Theorem by finding the distance between the
points on the coordinate plane.
HIGHER GRADES:
15. Quadratic Equations Lesson — Students are asked to
relate the solutions of a quadratic equation to its discriminant
and its x-intercept.
16. Factoring Quadratic Expressions Assignment — A real-life
scenario involving area requires students to solve a quadratic
equation to find the dimensions of a rectangle.
17. Solving Literal Equations Assignment — Students extend
their knowledge in solving literal equations and apply their skills
by isolating a particular variable in a pentagon.
18. Coordinate Geometry and Area Assignment — Students
use the distance formula in a coordinate plane to calculate for
areas of triangles.
19. Transformation of Functions Assignment — Students
improve their understanding of the nature of functions by
identifying compressions and stretches given in a graph.
20. Identifying Cross-Sections Assignment — Students are
asked to extend their knowledge of a solid formed by a rotation
and to calculate the volume of that solid.
21. Solving Right Triangle Word Problems Assignment —
Students demonstrate their ability to calculate the sides of a
right triangle using a real-life scenario.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 26
HOW IT WORKS?
Prepare-Instruct
Understand the learning objectives and
prerequisites for each standard.
Easily assess readiness for new concepts.
Visual and Engaging, Rigorous content
Enrich and remediate – easily
Engage-Motivate
Student-directed, blended learning.
Personalized, self-paced learning.
Fluency Development in skills
Points, games, and certificate rewards
Reinforce-Intervene
Create Procedural and conceptual understanding
Help when we’re not there, Embedded Hints and
videos
Instant Remediation
Insight into individual and class performances
Asses and Differentiate
Rigorous Formative and Summative Assessment
Actionable Results Lead to personalized curriculum
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 27
Growth Plan 3:
Interactive English Speaking & Personality Enhancement[IESPE]
“English Language Arts”
a. 8 day (1-3-1-3) sessions for teacher orientation and readiness
b. 32 day (15-2-15) sessions for Student Skill Enhancement,
interfacing, contributory development and assignment solutioning.
Procedure:
Reading Wizard (Via a comprehension of graded material to
read ranging from basic Panchatantra fables to famous pieces of
literature) …. each material needs a basic read time of 10 mins (worst
case)
Picture “Mr. Perfect” (Via a comprehension of levelled videos,
documentaries and visual comprehension acuities, students are
taught the “art” of assimilation, transcription & eventual
reproduction of the series of events and their significance in the
overall scheme of things)
Voice “Modulators” & Critique ( Audio reproduction, hearing
concentration, translation into native understandings and re-
recording for diction, phonetics, pronunciation and abilities to
effectively integrate vocabulary into multiple representations)
Dialogue King/Queen (Effective communication development model
with monologues, bi lingual interactions, group discussions , multiple
thread script understanding, roleplays, theatrics and emulation of
great dialogues, speeches , debates, extempore, impromptu speaking
exercise via an understanding of the catered audience)
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 28
Growth Plan 4:
Computing “THE New Way” ….
with its Brain and its Impulses
with its Flows and its data
Mission Statement:
Our vision is that every student in every school should have the
opportunity to learn computer science. We believe computer science
should be part of core curriculum, alongside other courses such as
biology, chemistry or algebra.
We intend to increase diversity in computer science by reaching
students of all backgrounds where they are — at their skill-level, in
their schools, and in ways that inspire them to keep learning.
Our goals:
Improve diversity in CS Inspire students Create fantastic courses Reach classrooms Prep new CS teachers Change school district curriculum Set up policies to support CS Go globally local
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 29
Breakup of offering:
Computer Science Fundamentals for elementary school
(grade 1- grade 5)
I&We Engagements has developed an elementary school
curriculum that allows even the youngest students to explore the
limitless world of computing - at no cost for schools. The courses
blend online, self-guided and self-paced tutorials with “unplugged”
activities that require no computer at all. Each course consists of
about 20 lessons that may be implemented as one unit or over the
course of a semester. Even kindergarten-aged pre-readers can
participate.
Computer Science Fundamentals for elementary school
(grade 1- grade 5)
Total period of interaction: 77 days (across diff grades)
Workshop Breakup:
C1= W1 + W2 + W3 (Each Workshop has six programs) -
duration (6 days, with 9 days of support – 15 days)
Students create computer programs with loops and events and write algorithms for everyday tasks. Through this they learn to collaborate with others meaningfully, investigate different problem-solving techniques, persist in the face of difficult tasks, and learn about Internet safety. By the end of this course, students create their very own custom game
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 30
or story that they can share. Students starting in Course 1 will be early-readers in the lower elementary grades
Happy MAPS
Move Exercises
Building Foundations
Getting Loopy and much more…...
C2= W4 +W5 +W6(Total of 19 activities) -duration (8 days,
with 12 days of support – 20 days)
Students create programs with loops, events, and conditionals
and write algorithms for everyday tasks. They will translate their
names into binary, investigate different problem-solving
techniques, and discuss societal impacts of computing. By the
end of the curriculum, students create interactive games or
stories they can share. While the description of some lessons
may look similar to lessons in the C1, this review is important
for those who have taken C1 as most will be at the lower
elementary level. The complexity and depth of topics discussed
are scaffolded appropriately to provide all students a rich and
novel experience. Students starting in Course 2 will be students
who can read in the lower and middle elementary grade.
Graph Paper Programming
Real-Life Algorithms
Relay programming
Conditionals
Binary Bracelets
and much more….
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 31
C3= W7 +W8 +W9(Total of 21 activities) -duration (9 days,
with 12 days of support – 21 days)
Students create programs with different kinds of loops, events, functions, and conditions and write algorithms for everyday tasks. Through this they will investigate different problem-solving techniques, discuss societal impacts of computing and the Internet, and learn about Internet transmission methods. By the end of the curriculum, students create interactive stories and games they can share with anyone. Students taking Course 3 will have already taken C2
Computational Thinking
Functional Snatchers
Internet
Crowdsourcing
Digital Citizenship and much more…
C4= W10 +W11 +W12(Total of 22 activities) -duration (9
days, with 12 days of support – 21 days)
Course 4 is designed for students who have taken Courses 2 and 3. Students will learn how to tackle puzzles with increased complexity as they learn how to combine several concepts when solving each challenge. By the time this Course is completed, students will be creating programs that let them showcase multiple skills, including for loops and functions with parameters. Recommended for grades 4-8.
Variables
For-Loop
Function parameters
Abstraction
Binary images and much more….
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 32
Middle School (grade 6- grade 8) Our current middle school curriculum focuses on using computer science and programming within the context of middle school math and science - as a tool to teach math and science concepts. Our newest course-in-development, CS Discoveries, will be a year-long computer science course designed for middle school students (broken into multiple workshops)
Middle School Breakup (grade 6th – 9th)
Computer Science Discoveries
Computer Science Discoveries is a full-year introductory computer science survey course (can be implemented as two standalone semesters) targeted at upper middle school and lower high school. The course takes a wide lens on computer science by covering topics such as programming, physical computing, HTML/CSS, and data. Students are empowered to create authentic artefacts and engage with CS as a medium for creativity, communication, problem solving, and fun.
CLUSTER 1: CS Discoveries: Exploration and Expression (3
Workshops, 21 Days)
The first semester of CS Discoveries introduces students to computer
science as a vehicle for problem solving, communication, and
personal expression. As a whole this semester focuses on the visible
aspects of computing and computer science, encouraging students to
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 33
see where computer science exists around them and how they can
engage with it as a tool for exploration and expression.
WorkShop1- Problem Solving: Computers and Logic (7 days: 3-1-3)
Computers are all around us, and for students much of their everyday
action is impacted by computing. In the unit students will explore
what it means for something to be a computer - what core
functionality brings together all these items we think of as computers.
Students should know how to use computers effectively - this means
being able to navigate a computer and accomplish tasks. Students
look at the many things computers allow people to do.
WorkShop2 - The Internet: Web Development (7 days: 3-1-3)
Students will find empowerment through the realization that they too
can take part in this creation and dissemination of information online
by developing their own web pages from scratch using just HTML
and CSS. By critically examining the web pages they visit every day,
students will start to explore what makes a strong website and then
use their new design process to implement parts of those designs.
WorkShop3 - Programming: Interactive Games and Animations (7 days: 3-
1-3)
Starting off with simple primitive shapes and building up to more
sophisticated sprite-based games, students will become familiar with
the basic concepts that form the foundation of computer
programming. The development of a personalized final project will
engage students in design, testing, and iteration as they come to see
that failure and debugging are an expected (and valuable) part of the
programming process that make your end product better.
Cluster 2: CS Discoveries: Innovation and Impact ( 3 workshops, 96 days)
Where the first semester centres on the immediately observable and
personally applicable elements of computer science, the second
semester asks students to look outward and explore the impact of
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 34
computer science on society. Students will see how a thorough user-
centred design process produces a better application, how their
personal data is collected and used on the web, and they will work
with bare circuit boards to see how computers collect input and
return output in a variety of ways. Through the entirety of this
semester student groups will continue to iterate on and refine a
mobile app that integrates everything they’ve learned throughout the
course into one capstone project.
WorkShop4 - Problem Solving: The Design Process (15-2-15)
By following the design process and working with structured group
roles, student groups will identify an audience, investigate their
needs, and develop a concept and paper wireframe for an app to
serve that audience. With concept and wireframe in hand, students
will then develop and interactive prototype of their apps that they
can use to test with actual users, taking feedback to drive further
development.
WorkShop5 - The Internet: Data and Society (15-2-15)
Students will learn what information they leave behind online, and
ways to control who has access to their information. In addition,
students will learn simple ways to collect data and use it to create
apps the display the data to the user in visual ways so that they can
gain insight into how data that is uninteresting at the individual level
can reveal useful information when compiled. Finally, students will
return to the app they began in unit 4 to integrate simple data
collection.
WorkShop6 - Programming: The Internet of Things (15-2-15)
By exploring innovative computing devices from a variety of fields,
students will explore the essential elements of computer hardware.
Using a bare microcontroller board with several integrated sensors
and output devices students will learn how software interacts with
hardware and they will develop prototypes of physical computing
devices. In the final stage of the course student groups will once
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 35
again return to their capstone apps, this time connecting them with
their physical computing boards as a means of input, output, or both.
High School (grade 9- grade 12) For high schools, we offer two years (9th -10th & 11th -12th) of
Computer Science courses for beginners: Exploring Computer Science and AP
Computer Science Principles (broken into a series of connected workshops)
HIGH SCHOOL FUNDA
Grade 9th-12th
BREAKUP:
Computer Science Principles
(Contact : 166 Days ( virtual + interactional))
The course introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world.
Features
Access to daily lesson plans, covering roughly 150 hours of
material with linked activity guides and assessment support
Build problem solving skills through the use of computational
widgets such as the pixelation and text compression widgets
Rapidly develop shareable web applications using App Lab:
Code.org's online, block to text, JavaScript programming
environment
Experience a blend of online, guided tutorials and open-ended,
project-based learning
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 36
Learn from a diverse cast of role models, from well-known tech
celebrities to social innovators who are using CS to tackle
society's problems
Engage all students in constructing their own understanding of
computer science concepts through equitable teaching practices
and inquiry-based instructional strategies
W1:
The Internet: (14 Sections/ 32 days/ 15-2-15)
This Workshop begins exploring the technical challenges and
questions that arise from the need to represent digital information in
computers and transfer it between people and computational
devices. In the second half of the Workshop, students solve problems
similar ones that had to be solved to build the real Internet. Students
design their own versions of protocols, each one layered on the
previous one, in a process that mimics the layered sets of protocols
on the real Internet. Topics include: the digital representation of
numbers and text, Internet Protocol, DNS, and TCP/IP.
W2:
Digital Information: (14 Sections/ 32 days/ 15-2-15)
This Workshop further explores the ways that digital information is
encoded, represented and manipulated. In this Workshop students
will look at and generate data, clean it, manipulate it, and create and
use visualizations to identify patterns and trends.
W3:
Algorithms and Programming: (28 Sections/ 40 days/ 17-6-17)
This Workshop introduces students to programming in the JavaScript
language and creating small applications (apps) that live on the web.
This introduction places a heavy emphasis on understanding general
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 37
principles of computer programming and revealing those things that
are universally applicable to any programming language.
W3:
Big Data and Privacy: (12 Sections/ 22 days/ 10-2-10)
The data rich world we live in also introduces many complex
questions related to public policy, law, ethics and societal impact. In
many ways this Workshop acts as a Workshop on current events. It is
highly likely that there will be something related to big data, privacy
and security going on in the news at any point in time. The major
goals of the Workshop are 1) for students to develop a well-rounded
and balanced view about data in the world around them and both
the positive and negative effects of it and 2) to understand the basics
of how and why modern encryption works.
W5:
Building Apps: (21 Sections/ 40 days/ 17-2-17)
This Workshop continues to develop students’ ability to program in
the JavaScript language, using Code.org’s App Lab environment to
create a series of small applications (apps) that live on the web, each
highlighting a core concept of programming. In this Workshop
students transition to creating event-driven apps. The Workshop
assumes that students have learned the concepts and skills from
Workshop 3, namely: writing and using functions, using simple repeat
loops, being able to read documentation, collaborating, and using
the Code Studio environment with App Lab.
CS Discoveries
An introductory Computer Science course that empowers students to create authentic artefacts and engage with CS as a medium for creativity, communication, problem solving, and fun.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 38
Cluster 1: CS Discoveries: Exploration and Expression (3 Workshops, 42 Days)
W1 - Problem Solving: Computers and Logic (14 days: 6-2-6))
Computers are all around us, and for students much of their everyday
action is impacted by computing. In the Workshop students will
explore what it means for something to be a computer - what core
functionality brings together all these items we think of as computers.
Students should know how to use computers effectively - this means
being able to navigate a computer and accomplish tasks. Students
look at the many things computers allow people to do.
W2 - The Internet: Web Development (14 days: 6-2-6)
Students will find empowerment through the realization that they too
can take part in this creation and dissemination of information online
by developing their own web pages from scratch using just HTML
and CSS. By critically examining the web pages they visit every day,
students will start to explore what makes a strong website and then
use their new design process to implement parts of those designs.
W3 - Programming: Interactive Games and Animations (14 days: 6-2-6))
Starting off with simple primitive shapes and building up to more
sophisticated sprite-based games, students will become familiar with
the basic concepts that form the foundation of computer
programming. The development of a personalized final project will
engage students in design, testing, and iteration as they come to see
that failure and debugging are an expected (and valuable) part of the
programming process that make your end product better.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 39
Cluster 2: CS Discoveries: Innovation and Impact
( 3 workshops, 96 days)
Where the first Cluster centres on the immediately observable and
personally applicable elements of computer science, the second
Cluster asks students to look outward and explore the impact of
computer science on society. Students will see how a thorough user-
centred design process produces a better application, how their
personal data is collected and used on the web, and they will work
with bare circuit boards to see how computers collect input and return
output in a variety of ways. Through the entirety of this Cluster
student groups will continue to iterate on and refine a mobile app that
integrates everything they’ve learned throughout the course into one
capstone project.
W4 - Problem Solving: The Design Process (15-2-15)
By following the design process and working with structured group
roles, student groups will identify an audience, investigate their needs,
and develop a concept and paper wireframe for an app to serve that
audience. With concept and wireframe in hand, students will then
develop and interactive prototype of their apps that they can use to
test with actual users, taking feedback to drive further development.
W5 - The Internet: Data and Society (15-2-15)
Students will learn what information they leave behind online, and
ways to control who has access to their information. In addition,
students will learn simple ways to collect data and use it to create
apps the display the data to the user in visual ways so that they can
gain insight into how data that is uninteresting at the individual level
can reveal useful information when compiled. Finally, students will
return to the app they began in Workshop 4 to integrate simple data
collection.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 40
W6 - Programming: The Internet of Things (15-2-15)
By exploring innovative computing devices from a variety of fields,
students will explore the essential elements of computer hardware.
Using a bare microcontroller board with several integrated sensors
and output devices students will learn how software interacts with
hardware and they will develop prototypes of physical computing
devices. In the final stage of the course student groups will once again
return to their capstone apps, this time connecting them with their
physical computing boards as a means of input, output, or both.
Professional development workshops near you
I&We Engagements is offering high-quality, zero-cost, 1-day
workshops to prepare educators and content-area teachers (librarians,
tech-ed specialists, etc.) to introduce computer science basics in a
format that's fun and accessible to the youngest learners (grades K-5).
The workshop will cover content for all three courses and teachers
will receive the supplies they need to teach the course- at no cost.
What teachers get from this workshop
In person instruction from an experienced computer science
facilitator, including an intro to computer science, pedagogy,
overview of the online curriculum, teacher dashboard, and strategies
for teaching “unplugged” classroom activities. Workshop attendees
will also receive a bag of I&We Engagements swag and printed
curriculum guide containing course lesson plans. You will also
receive a certificate of completion, as well as classroom supplies for
the unplugged activities.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 41
Growth Plan 5:
“Socially Awakened” with an Understanding
to
WHAT, WHEN, WHY & HOW (SAWWWH)
Objectives:
To assimilate the “existence” chronology
Civically understand the rights, principles and fundamentality
Create appreciation of the Social multiplicity and plurality of
the Indian STATE
Geographical Tooling and Usage reasoning
Tracing history with an Intellect and Interactive Media
representation
Creating a holistic approach and treating society as the “new
age lab”
Ways We do It….and mind it…. its “WE”
Elementary:
Me and My World:
In a series of Writing for Understanding activities, students explore what they look like, what they care about, how they feel, and things they can do. They then create "What Am I?" books and have classmates guess who is being described.
What is a Family? In a series of Writing for Understanding activities, students identify and picture the members of their families, the things
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 42
they do together, and the special "gifts" their family members offer one another.
How do I get along with others?
In an Experiential Exercise, students learn first-hand why taking turns is important for getting along.
How do I Make Friends?
In a series of Social Studies Skill Builders, students learn four skills for making new friends.
How Do I Solve Problems with Others?
In a series of Social Studies Skill Builders, students learn and practice four problem solving steps: stop and calm down, talk and listen, think of solutions, and agree on a plan to try-Group activities
What Is in My Neighbourhood?
Students should generate the observational capability through this task
Where Am I in the World?
How Do People Live Around the World?
How Can I Help Take Care of the World?
Middle School:
The Ancient World:
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 43
History Alive! The Ancient World introduces students to the
beginnings of the human story. As they explore the great
early civilizations of Egypt and the Near East, India, China,
Greece, and Rome, students discover the secrets of these
ancient cultures that continue to influence the modern world
(inclusion of videos).
Investigating the past:
In a Social Studies Skill Builder, students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artefacts—attach videos
From hunter Gatherers to Farmers ……
The ancient Egyptian Pharaohs
Geography and the early settlement of India
Unlocking the secrets of Mohenjo-Daro
High School:
The Geographer’s World
The Tools of Geography
Why do geographers use variety of maps to represent the world?
Maps & Directions Continents & Countries around the world, and much more….
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 44
Plans to Implement Communication Workshop in Institutes
(Teacher & Student Plans)
With regards to the PROGRAM we have designed a Schedule
structure for facilitating the student Interface workshops on "English
Speaking and Personality Development", which we call as " Smart
English".
We as a Government Authorized training body for students and their
interests believe that You as teachers play the most important role in
taking this journey forward and make the overall learning both useful
and organic. You are our conduits to successfully training each
student in your school and making them confident enough to face "
The world of Today", with the language that "The World Speaks".
For Teachers:
As our first step to this program we intend to train you people on the
role you need to play in making this process possible for the students.
We intend to equip you with the wherewithal of all that’s needed to
observe, review and strengthen the understanding of the normal
student (with no preparedness expected). We will conduct a full
structure of training for you to make you aware of our module, the
expected outcomes from the student program, your contribution at
each level, and the very reason for this program.
The schedule is as follows:
1. The whole program for the teachers is for 8 days
2. 1st Day: - two representatives from our Team (Smart
English Team) visit your school and address all the teachers for a
general introduction to the plan and its flow description. - 2
Hours
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 45
3.2nd, 3rd, 4th Day: - Study Material, Inclusive Learning
programs, templates and student program design are shared with
you (on the 1st Day of Visit), and you are expected to go through
them for an understanding of the same. - 40 minutes/Day
4. 5th Day: - Two representatives train you for a day long
(by visiting your school) interaction and understanding of the
overall program, comprehensive structuring of the content to be
offered to students, your expected interaction patterns, reviewing
mechanisms, segregating students with regards to their
performance in each cluster (5-day Period), and reporting the
same, for our readiness.
5. 6th, 7th, 8th Day: - Checking for readiness of your
abilities and allotment of program coordination with the students
via assessments. (Details to be Shared on the first day of our visit).
Among these 8 days, 2 days have our physical interaction with You,
and the others would have to be reported to us via an online medium
or through call support. Various Computer Faculties have a very
important role to play with us along with the various English
Faculties.
For Students:
As our second step to this program we intend to train the student on the specifics. We intend to equip them with the wherewithal of all that’s needed to observe, review and strengthen the understanding of their normal self (with no preparedness expected). We will conduct a full structure of training for the students to make them aware of their module, their contributory participation at each level, and the very reason for this program. The schedule is as follows: 1. The whole program for the students is for 32 days 2. The whole experience is divided into three sections:
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 46
First Set of 15 Days: During the course of these 15 days we divide the period into three clusters. Each Cluster is supposed to be of 5 days, In each of these 5 days we will have the following set of exercises for the students: 1st Cluster (Duration 5 days) : Teachers coordinate with the students daily for a period of 4 days to develop four important aspects of English Learning: Reading, Visual Comprehension, Sound Reproduction and analysis, Dialogue & Interactions( through bound scripts). On the fifth day there would be a review of which we'll be a part (virtually) and according to the responses received we would send in material for the next cluster. - 2 Hours each day... 2nd Cluster (Duration 5 days): With a model similar to that mentioned above we'll start segregating students on the basis of comprehension ability, grade mapping and reviews achieved. While in the process we intend to maintain, or scale up the preparation sequence via an advancement in the level of content and its complexity. On the 5th Day (effectively the 10th Day of the preparatory period), we have another round of review with the students through the teachers communicating us the observed results. - 2 Hours each day...
3rd Cluster (Duration 5 Days): Finally, we have the advanced understanding and feedback sharing set wherein each day, (in accordance with the model mentioned in the first cluster) the students are gradually cramped up the radar of understanding and preparedness. The final set of reviews (for each student, each grade) is shared with us for our readiness to bring them the TWO days of implementation study analogy, on whatever they have learnt and assimilated.
Six days of Interaction, Fun and Learning: On the curated reviews that we receive for each student, each grade across the set of 3 clusters we design (for
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 47
the students) an experience of fun learning and interaction in groups, in isolation, in representation, in competition and in total pursuit of the motif we have set out to achieve. The details of the same depend upon the exact reviews of the teachers (This experience is spread across two weeks, with 3 days in each week interspersed with the LAST set activity)
Last Set of 11 Days: Another combination of two clusters (4 & 7 Days respectively) with increasing levels of interactions, assignments, tests, assessments and recognition. Details would be ensued as per se the student performances in the 6-day interaction module that we would have conducted by then.
Among these 32 days, 6 days have our physical interaction with You, and the others would have to be reported to us via an online medium or through call support. Various Computer Faculties have a very important role to play with us along with the various English Faculties. We would be issuing certificates at the end of the workshop for Students which would certify them and more importantly provide them the Launchpad to exercise their skills in a market which values effective communication.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 48
Issued Certificates and Its Accreditations
The certificates would be undersigned by the company's authority under accreditation from Govt of India (NCQF & NASSCOM 10k)).
RECOGNITIONS/AWARDS We will also try to bring out the best talents from the schools and get their articles/recordings/audio clippings/visual design published in leading dailies of the state in a section dedicated to them versed by the name " Voice of 'Rural' Bengal" as a token of motivation.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 49
Financial Breakups:
Teacher Training Breakup:
Science Domain: 800/-
Mathematics Domain: 700/-
Interactive English and Communication: 600/-
IT & Computer Programs: 800/-
Social Science Interactives: 500/-
Note: All charges levied above are on a per teacher (pro rata
basis), the payment of which is done on the first day of
interaction programme and is charged against the logistics as
well as content bracket charges of the company.
Student Workshop Breakup:
Science Domain: 600/-
Mathematics Domain: 600/-
Interactive English and Communication: 300/-
IT & Computer Programs: 700/-
Social Science Interactives: 500/-
Note: All charges levied above are on a per student (pro rata basis),
the payment of which is done on the first day of interaction
programme and is charged against the logistics as well as content
bracket charges of the company.
pROPOSAL dOCUMENT for Institutes @ Bengal
“We Believe in the difference which we intend to make”
Page | 50
TERMS & Conditions
i&We Engagements Reserves the right to revise any of the
stipulated charges as per discretion (but with proper notice to
all stake holders).
All monetary transactions are to be handled via stipulated
norms which include payment modules (via Check/Draft) drawn
in favour of Seekhlo Education Pvt. Ltd. (i&We Engagements),
payments processed via prior understanding of
representatives, a M.O.U to support the overall program
design, etc.
The issued certificates are verifiable for online support with
minimum stipulation period of 37 days.
Each trainer who caters to the meets, trainings, workshops,
events representing Seekhlo Education Pvt. Ltd. Needs to be
ratified by the organizing premise campus.
No individual transactions or striking of continual deals are
permissible.
Each of the Hardware, Machinery support, appliance
provisioning that is provided by the company for the sake of
better facilitation of the workshops have to be returned non
mutilated and in full working condition
Any reproduction of any Course material or content flow,
without prior permission is deemed illegal.
Addition to this list with possible amendments at regular
intervals is an imminent possibility.
For any Queries Please Contact:
Aaquib Hussain - (+91) 9916638787 ([email protected])
Kazi Tanyeemul Haque - (+91) 9681213259 ([email protected])