Department of Education

REGIONAL INSTITUTE OF EDUCATION

(National Council of Educational Research and Training)

Sachivalaya Marg, Bhubaneswar-751022

Course: TE: In-Service Teacher Education

Submitted for the Partial Fulfillment of the Requirement
for the Degree
Of
2years [Link].

Programme

Submitted By:

Murlidhar Krishna

Kunal

(Roll No.: 25)

Submitted to :

Prof .Ramakanta Mohalik

 Table of Content
Content Page No.

1. Need Assessment Survey 1-27

of Secondary School
Science Teachers on
Problem Solving
2. Self-Learning Module on 28-41
Problem Solving Skills In
Science teaching and
Pedagogy
3. Transactional Module on 42-53
enhancing problem skills
for effective daily living
4. Observation Report on 54-62
Capacity Building
Program of INSET
program
5. Detailed Analysis of IN- 63-79
SET Report on Capacity
building of KRPs of
Bihar, Jharkhand &
Odisha on the
development of E-
Content
1. Needs Assessment Questionnaire: Applying
Problem-Solving Skills in Science Teaching at
Secondary Level
Demographic Insights

 Respondents' gender distribution: 38.1% Male, 61.9% Female.

 Qualifications: A mix of Graduation (28.6%), Post-Graduation (28.6%), [Link].
(38.1%), and others.
 Teaching Experience: The majority (71.4%) have 2-5 years of experience.
 School Type: Responses include Government (23.8%), Private (9.5%),
Government Aided (23.8%), and Others (42.9%).

Teachers' Perspectives on Problem-Solving Skills

 Training on Problem-Solving Skills: 52.4% have received training, while

47.6% have not.
 Confidence in Teaching Problem-Solving: 52.4% always feel confident, but
47.6% sometimes struggle.
 Challenges in Teaching Problem-Solving: 23.8% always face challenges,
while 71.4% sometimes do.
 Professional Development Opportunities: Only 19% feel they receive
adequate training; 52.4% say no, and 28.6% are unsure.
 Student Interest in Problem-Solving: 71.4% believe students enjoy these
activities.

Instructional Strategies and Barriers

 Student Struggles with Problem-Solving: 81% of teachers report students

sometimes struggle.
 Frequency of Problem-Solving Activities: 71.4% incorporate them sometimes,
28.6% always.
 Collaborative Learning: 61.9% sometimes encourage collaboration, while
23.8% always do.
 Designing Real-Life Problem-Solving Tasks: 61.9% do not frequently create
such tasks.
 Open-Ended Problems: 81% sometimes use them, 19% always do.
 Use of Group Discussions: 52.4% do not frequently use brainstorming, 42.9%
do.
 Reflection on Problem-Solving Strategies: 71.4% sometimes engage students
in reflection.

Technological Integration & Real-World Applications

 Use of Technology: 61.9% are comfortable, while others struggle.

 Hands-on Problem-Solving: 61.9% always provide hands-on opportunities.
 Assessment Based on Problem-Solving Approach: 52.4% do not assess
students beyond final answers.
 Use of Real-World Problems: 71.4% incorporate real-world issues sometimes.
 Challenges in Creating Age-Appropriate Tasks: 47.6% face difficulty.
 Time Constraints: 42.9% experience time limitations.
Curriculum and Student Development

 Foundation Knowledge Gaps: 57.1% believe students lack fundamental skills.

 Guidance Needs for Complex Problems: 61.9% feel students need structured
guidance.
 Curriculum Support: 52.4% believe the curriculum supports problem-solving
skills.
 Student Resistance: 47.6% encounter resistance.
 Class Size Challenges: 42.9% report difficulties.
 Impact on Critical Thinking: 61.9% believe problem-solving enhances critical
thinking.
 Confidence in Science After Problem-Solving: 52.4% see improvements.
 Interest in Professional Development: 61.9% are interested in more training.

2. Need Assessment Survey of Secondary School

Science Teachers
Demographic Data

 Age Distribution: 61.9% are 37 and above.

 Gender: 42.9% Male, 57.1% Female.

Technology & Digital Tools Usage

 Interactive Simulation for Light Bending: 85.7% prefer PhET Interactive

Simulations.
 Live Quizzes: 71.4% choose Kahoot!
 Sharing Digital Science Lessons: 95.2% favor Google Classroom.
 Virtual Lab Results Recording: 71.4% prefer Google Forms.
 Virtual Classroom Discussions: 47.6% use Microsoft Teams.

Inquiry-Based Learning & Assessment Strategies

 Engaging Students of Different Levels: 71.4% support tiered experiments with

scaffolded guidance.
 Assessing Hands-on Skills in Labs: 57.1% favor observation checklists with
verbal feedback.
 Bridging Theory and Practical Learning: 95.2% support problem-based
learning.

Group Learning & Reflective Practice

 Ensuring Equal Group Participation: 52.4% assign structured roles with clear
performance indicators.
 Integrating Reflective Practices in Labs: 95.2% support lab journals with self-
assessment.
Scientific Experimentation & Data Collection

 Acid Rain Experiment: 76.2% believe leaf browning and lesions indicate
damage.
 Density Measurement Accuracy: 66.7% highlight digital balance and water
displacement.
 Newton’s Second Law on Inclined Planes: 95.2% emphasize controlled slopes
and precision tools.
 Comparing Mixtures: 76.2% favor filtration experiments.
 Measuring Electrical Conductivity: 85.7% recommend using a multimeter.
 Measuring Speed of a Toy Car: 61.9% prioritize time measurement.
 Light’s Effect on Plant Growth: 85.7% suggest controlling light distance.
 Effect of Surfaces on Friction: 42.9% emphasize weight control.
 Measuring Root Growth: 66.7% suggest tracking root length over time.
 Chemical Reaction Observation: 95.2% recommend slow chemical addition
for control.

Overall Findings and Recommendations

1. Need for More Professional Development
o A significant number of teachers feel untrained in problem-solving
instruction.
o Professional development programs should focus on practical strategies.
2. Enhancing Real-Life Applications and Critical Thinking
o Many teachers struggle to design real-life problem-solving tasks.
o Encouraging interdisciplinary problem-solving can improve engagement.
3. Addressing Student Challenges in Problem-Solving
o Many students lack foundational knowledge.
o More structured guidance and scaffolding are needed.
4. Improving Assessment Strategies
o Traditional assessments focus on final answers rather than the process.
o Teachers should assess the problem-solving approach itself.
5. Leveraging Technology for Better Engagement
o Teachers acknowledge the potential of digital tools but need more
training in effectively integrating them into lessons.
6. Addressing Practical Constraints
o Time constraints and class size challenges affect problem-solving
teaching.
o Schools should offer better resource allocation and scheduling.

Conclusion :
The surveys highlight a strong recognition of problem-solving as a vital skill in science
education. However, gaps in training, curriculum support, and instructional strategies
need to be addressed for effective implementation.
Needs Assessment Questionnaire: Applying
Problem Solving Skills in Science Teaching
at Secondary level
21 responses

Publish analytics

Name
12 responses

Pragya Singh

Keshaw Kumar Raja

Vikas raj

ANNAPURNA HANSDA

Hari Shankar

Jyoti Pandey

Vikram Kumar

Abin Joseph

Apurva singh

Tej Narayan

Pummy Kumari

Himanshu Ranjan
Gender Copy
21 responses

Male
38.1% Female
Transgender
others

61.9%

Highest Qualification Copy

21 responses

Graduation
Post Graduation
28.6% [Link].
28.6% [Link].
others

38.1%

Teaching Experience Copy

21 responses

Less than 2 yrs

14.3% 2-5 yrs
5-10 yrs
more than 10 yrs
others

71.4%
Type of School Copy
21 responses

Government
23.8% Private
Government Aided
Others
9.5%

42.9%
23.8%

Have you received training on Problem Solving Skills ? Copy

21 responses

Yes
52.4% No
Maybe

47.6%

Do you feel confident in teaching problem-solving skills to your Copy

students?
21 responses

Always
52.4% Sometimes
Never

47.6%
How often do you face challenges when teaching problem-solving Copy
skills?
21 responses

Always
Sometimes
Never
71.4%

23.8%

Do you receive adequate professional development or training on Copy

teaching problem-solving in Science?
21 responses

Yes
No
Maybe
19%
52.4%

28.6%

Do you believe that students enjoy problem-solving activities in Copy

Science?
21 responses

Yes
No
23.8% Maybe

71.4%
Do students tend to struggle with problem-solving tasks in Science? Copy
21 responses

Always
sometimes
never

81%

14.3%

How often do you incorporate problem-solving activities in your Science Copy

lessons?
21 responses

Always
Sometimes
71.4% Never

28.6%

Do you encourage students to work collaboratively on solving problems Copy

in Science?
21 responses

Yes
14.3% No
23.8% Maybe

61.9%
Do you design problem-solving tasks that require students to apply Copy
scientific concepts to real-life situations?
21 responses

Yes
No
33.3%
Maybe

61.9%

How frequently do you give students open-ended problems that do not Copy
have a single correct answer?
21 responses

Always
Sometimes
Never
81%

19%

Do you use group discussions or brainstorming sessions to solve Copy

scientific problems in your class?
21 responses

Yes
42.9% No
Maybe

52.4%
 How often do you guide students in reflecting on their problem-solving Copy
strategies after completing tasks?
21 responses

Always
Sometimes
71.4% Never

28.6%

How often do you relate theoretical concepts to practical problem- Copy

solving scenarios in your lessons
21 responses

Always
57.1% Sometimes
Never

42.9%

Do you incorporate interdisciplinary problems that link Science to other Copy

subjects ?
21 responses

Yes
42.9% No
Maybe

52.4%
 Copy
How comfortable are you with using technology (e.g., simulations, apps)
for problem-solving activities in Science?

21 responses

Always
Sometimes
61.9% Never
1

33.3%

How often do you provide opportunities for students to experiment and Copy
solve problems through hands-on activities?
21 responses

Always
61.9% Sometimes
Never

38.1%

Do you assess students based on their problem-solving approach and Copy

not just the final answer?
21 responses

Yes
42.9% No
Maybe

52.4%
How often do you use real-world problems (e.g., climate change) to teach Copy
Science concepts?
21 responses

Always
Sometimes
71.4% Never

28.6%

Do you find it difficult to create problem-solving tasks that are age- Copy
appropriate for your students?
21 responses

Yes
47.6% No
Maybe

19%

33.3%

Do you face time constraints in teaching problem-solving skills in your Copy

lessons?
21 responses

Yes
42.9% No
Maybe

57.1%
Do you feel that students lack sufficient foundational knowledge to Copy
approach problem-solving tasks in Science?
21 responses

Yes
57.1% No
Maybe

42.9%

Do you feel that students need more guidance in structuring their Copy
approach to solving complex problems?
21 responses

Yes
38.1% No
Maybe

61.9%

Do you believe the current curriculum supports problem-solving skill Copy

development in Science?
21 responses

Yes
52.4% No
Maybe

9.5%

38.1%
 Copy
Do you encounter resistance from students when introducing problem-
solving activities?

21 responses

Yes
47.6% No
Maybe

14.3%

38.1%

Do you face challenges with class size when teaching problem-solving Copy
skills?
21 responses

Yes
42.9% No
Maybe

52.4%

Do you believe that problem-solving activities improve students' critical Copy

thinking skills?
21 responses

Yes
38.1% No
Maybe

61.9%
Do you notice improvements in students’ ability to apply scientific Copy
concepts after engaging in problem-solving tasks?
21 responses

Always
42.9% Sometimes
Never

57.1%

Do students demonstrate increased confidence in Science after Copy

participating in problem-solving activities?
21 responses

Always
42.9% Sometimes
Never
1

52.4%

Do you believe that problem-solving activities help students develop Copy

collaborative skills?
21 responses

Yes
38.1% No
Maybe

61.9%
 Do you believe that problem-solving skills are essential for students' Copy
future success in Science-related fields?
21 responses

Yes
38.1% No
Maybe

57.1%

Do you feel motivated to continuously improve your problem-solving Copy

teaching practices in Science?
21 responses

Yes
38.1% No
Maybe

61.9%

Would you like to receive more professional development focused on Copy

enhancing your problem-solving teaching skills?
21 responses

Yes
38.1% No
Maybe

61.9%
Any Suggestion
5 responses

Questionnaire options should be appropriate to questions

Questionnaire is good. Improvements can be made by adding 5 points Likert scale.

Problem solving teaching should be interesting and use of eco friendly TLM

Training on problem solving skills should be given to all teachers

Problem Solved

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Need Assessment Questions for Secondary
School Science Teachers
21 responses

Publish analytics
Name
19 responses

Tej Narayan

Hari Shankar

Abin Joseph

Vivek Raj

Amisha Verma

Anshika Thakur

[Link]@[Link]

Pragya Singh

Dipanshu Kumar

Shilpa

Sumit Das

Apurva singh

Mr Sangram Shravan Dahikamble

Mukul upadhyay

Sneha

Krishna Kumar

Jyoti Pandey

Preeti

Satyam Kumar
Age group Copy
21 responses

18-24
19% 25-30
9.5% 31-36
37 and above
9.5%

61.9%

Gender Copy
21 responses

Male
42.9% Female
Transgender
Prefer not to say

57.1%

If you want to show your students an online experiment about how light Copy
bends, which tool is best to create an interactive simulation ?
21 responses

Adobe Reader
Notepad
PhET Interactive Simulations
85.7% MS Paint

9.5%
Which app can you use to run a live quiz during your science lesson to Copy
check students’ understanding immediately ?
21 responses

VLC Player
PDF Viewer
71.4% Calculator
Kahoot!

14.3%

14.3%

When planning a digital science lesson, which platform helps you share Copy
materials and announcements with your students?
21 responses

Instagram
Windows Media Player
Google Classroom
Youtube
95.2%

For a virtual lab session where students record their experiment results Copy
online, which tool is the best choice
21 responses

Adobe Photoshop
Google Forms
23.8%
Microsoft Word
DVD Player

71.4%
Which online platform is best for managing virtual classroom Copy
discussions during a science lesson?
21 responses

Google Classroom
A digital whiteboard
47.6%
Microsoft Teams
OBS Studio
9.5%

9.5%
33.3%

In a class with diverse levels of prior knowledge, you plan an inquiry- Copy
based investigation on plant growth. Which strategy best ensures that
each student engages practically and at an appropriate level
21 responses

Implementing tiered
19% experiments with scaffolded
guidance and differentiated
roles
Using a one-size-fits-all lab
procedure for all students
Relying solely on lecture
demonstrations
71.4% Assigning a standardized lab
report without prior discussion

While conducting a lab on chemical reactions, you need to assess Copy

students’ hands-on experimental skills in real time. Which formative
assessment method is most effective?
21 responses

Using a detailed observation

checklist combined with
23.8%
immediate verbal feedback
14.3%
Administering a written test at
the end of the lab
Solely relying on peer
evaluations after the activity
Collecting lab reports at the end
of the week
57.1%
When teaching energy transformations through a hands-on experiment, Copy
some students struggle to connect the practical activity with theoretical
concepts. Which pedagogical approach best bridges this gap?
21 responses

Facilitating problem-based
learning sessions where
students hypothesize, test, an…
Increasing the amount of direct
instruction and lecture time
Providing extra reading
95.2%
assignments without additional
lab work
Focusing on memorization of
energy formulas only

During a group project on renewable energy, unequal participation Copy

becomes evident. Which strategy would you use to ensure practical
involvement and accountability among all group members?
21 responses

Assigning structured roles with

rotating responsibilities and
23.8% 19% clear performance indicators
Allowing students to self-select
roles without teacher
intervention
Grouping students randomly
and expecting uniform contrib…
Relying solely on end-of-project
52.4% group grades

To improve students’ practical lab skills and critical analysis, you decide Copy
to integrate reflective practice into your science lab sessions. Which
method is most effective?
21 responses

Incorporating lab journals with

guided self-assessment
prompts and periodic teacher-…
Using only multiple-choice
quizzes at the session’s end
Conducting a one-time group
95.2%
presentation without follow-up
discussion
Focusing solely on procedural
checklists without reflection
In an experiment to assess the impact of acid rain on leaves, which Copy
observable sign would most reliably indicate that the leaf tissue has been
compromised?
21 responses

Enhanced leaf pigmentation

Formation of lesions, browning,
and chlorosis
Increased leaf surface area
9.5%
Uniform leaf growth
76.2%
9.5%

While determining the density of various substances in a lab, which Copy

procedural detail is critical for ensuring accurate measurements?
21 responses

Using a digital balance paired

14.3% with a graduated cylinder while
carefully minimizing air bubbles
during water displacement
14.3%
Estimating volume based on
visual size
Relying on manual weighing
without calibrating instruments
66.7% Measuring only the mass and
assuming standard volume

For an experiment designed to illustrate Newton’s Second Law on an Copy

inclined plane, which setup detail is most crucial for ensuring reliable
data collection?
21 responses

Using a friction-reduced (or

frictionless) surface with a
constant slope angle and
precise measurement tools fo…
Varying the slope angle
randomly during trials
95.2%
Allowing friction to vary without
control
Using inconsistent time
measurement methods
When comparing mixtures in a lab, which practical activity best Copy
distinguishes a homogeneous mixture from a heterogeneous one?
21 responses

Conducting a filtration
experiment where one
14.3% component can be visibly
separated from the solution
Simply stirring the components
together
Heating the mixture to observe
phase changes
76.2%
Mixing colored solutions without
a separation process

In a practical investigation of electrical conductivity, which procedure Copy

best enables a fair comparison of different materials?
21 responses

Setting up an electrical circuit

with a battery, known resistor,
and a multimeter to measure…
Observing static electricity
9.5% effects in an unstructured
manner
Relying on subjective
85.7%
observations of material appe…
Using a non-calibrated
instrument under uncontrolled…

When testing how fast a toy car moves on a ramp, which measurement Copy
is most important?
21 responses

Time taken to reach the bottom

28.6% The color of the toy car
The shape of the ramp
The room temperature
9.5%

61.9%
In a plant growth experiment testing the effect of light, what should you Copy
change while keeping other factors the same?
21 responses

The distance between the light

source and the plant
The type of plant each time
14.3% The amount of water given
The soil type

85.7%

When testing how different surfaces affect friction, which factor must Copy
remain the same?
21 responses

The weight of the object

42.9% The colour of the object
The shape of the object
The size of the object

19%

33.3%

In an experiment to see how fast roots grow, what should you measure? Copy
21 responses

The length of the roots over a

9.5% set time
14.3% The color of the roots
Only the weight of the plant
9.5%
The shape of the leaves

66.7%
When mixing two chemicals to observe a reaction, why is it important to Copy
add one chemical slowly?
21 responses

To control the rate of reaction

and better observe changes
To make the process last longer
To avoid making a mess
To follow a procedure
95.2%

Any Suggestion Copy

8 responses

3
3 (37.5%)

1
1 1 (12.5%) 1 (12.5%) 1 (12.5%) 1
(12.5%) (12.5%)

0
Good Assessment Tool Nice assessment tool For sch… No
I'm not a science student, onl… Nice 🙂 assessment Unaware abou…

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<br>

SELF- LEARNIN G.

MODULE

ON

PROBLEM SOLVING

SKILLS IN SCIENCE
TEA CH ING & PE DAGOGY
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MOpULE ON PROBLEM SOLVING SKILLS IN SCIENCE

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achinhee
e fhis madwle ae
7he
W

fo mate ne mere enteatire k engi

Arihca
Exna'ie
S0Self- Evaluaton

educahion
Nould ye to feau the duentt

3. Create a sion flam

choie

ertane
tano ualt shdnt
a fomahne amnt
Miclael J. kina
SS

eduuto
Sane Suene luton by kl
4 fosleuig Crutinh i
<br>

12

TRANSACTION AL
MODULE

ON

PROBLEM sOLVING SkILLS

FoR EFFECTIVE DAILY

LIVIN G
<br>

1. INTRODUCTION

Skil.

. Gokam Jotoggg
bolution, cihud
indindualo

Btil.

Can be
methods
sita
Vaie prtdna with prollms
and
thu kiL konupt
the thartiat
Jhis medue fesut

Vaniou apets fb pyotus

tutjut eeas t
diffant

0BJE CTIVES

duui be
the
Udtad
<br>

44)

Con eat.

aguisihon

3• TRANSACTIONAL MODEL

Cutonas henactiel Madalaty A3eshnt

Lcasning loits | dauiy

1 ) Dafiw pretam Intratne deetine

Use
with PPT:

ysemati proua Cinolins

to adds
Sbroods)

glemainataa.
it
rae one
a a Cores tainees
fauitta
ihia
& how
(-3miinty)
eluteto dutehil3

Sutmie
R saope pont
<br>

49

wig Qutcanes hanstionat Molaliy

Q Componts (a)deit at hast Bravsbmi Trainee Waakshet.

kuy conpon tomgont
oasonady

Kasntg, dingot xpini,

Bipchant

Paiu at
out

eio howing hoo

hoing Wte e a Iov

fositieatitdy posti auo

seensio
hord pagyn
aido ti Comonnta m
heped
psonet tuilion
Lnteratievdeo;
gnifcaee
l)Avhieulate epanee g
3: Use
Deujo at
à vita Rght Sacu)
Rigåtne =

Osar lestuto
Dsston; raiees
dkoeo of Sueen
Namatu a
Bhae
lintey fputo
sperinee
Q-9 mnilto )

tain
<br>

4
daniny Cutaa ranationat

|4 Poces of (a) Deseibu 9atuactie ledne fouschant:

hu Aleps ht PPT; Create a

a sep
Invold cn besent mad
5 Roiwchat
(g- fowue'i nag)

cefi Jolne)
natyk,

lh oonpaue Asened va
enat Soliy a
lrous do a ubie
kgpathtiat Csue lyteam lonlit)
ty

Fatl Senaio

ltmit bvin
at least watu
kh
bArrics
deseiptiom
cetni (2seee ea)
traan

One

Qneoe
ene idntifed

bai (o- pow)

<br>

Loaig bito| doaiy Qutens ransahional Asetsmnt

,
(a) hmoatiat buansoam it ubmimen

solutions fetmt 5
5+ Rolusty
oing
o a
Coumon isue oague
mltijpekoutiga
allswed
bapotda
Kfeto nka
Pais
at ot
dingu thu bt boition
Joutbions en
a aluto
Content

lhui choe
eiausston hainees hbt: dut

Proslem

Cntent acas Bubjut anea

a
peata
Gros
Smeitey

sejetdesata), rehwy ((oo wort)

trat
heaentd
<br>

48)

Gutes hensatia Modality

Aeunent

8 B) Sag asess Selt Aseyament Snitog

Stmiinin
Faines omyete Compet

Aqatitio aiknt sale

toet.

Rflestiän buie;
rainees wmite

inpraumuatr
guided hy

tain

Cne aspet
Empmmemt
feedsa
<br>

4. lewoue Matens fu Pohieipauts

ne den4 deak wita thim

Sres
lead to
Well

westi more peleno gadiis

d
anzig,
Shos

.A pretl
wit t
4dees itmees
ifiwlt
abgt
t Net au [Link] Can befiet
t
<br>

Componente of rodalam Solning

Relem

3 Aiwngt

4' wecthout

6
&
neaony het

tnt pauty to unduttnd i hn

Rhead ato hat

<br>

frostem

aw inprone buia praie

we nee doget
gow, but boma h'meo

betten,
hane
Kene ane feens
different methels to tea this hiu.
cete

Cremmbny as SuENcE)

C loveet infometo
Causes

E ramne optÜna m

Warro. dons choices fat

N
C Compon pace thuplan
r
E- Btend, rerin

hen
without uging
Buntom dota of idus

Chanu_thw be l nost do ahe ae

'Mud Toalw
<br>

Causo ut iaguma, tit hat's uiy pretln

Caneet

sense

otriny fesnigueo
Comno loslem
uithout
We sabne potms
teekniguto Rere
avtom he

sone
ap info (lit booku orukti)
ahde)
do

hnog the preclen alone &tus

ef ketk::hind
hat do do
&do we)

betttr

yo protlem d meke it Clearer

wit dovsn

atout isluas wet komuone

henlle
howsmeoe else
Waeiy denan
<br>

yo pratlm with a gonp

*
Gayfedbas :Shane

eaput

Ohn leunigpes

th
thus
: Act But thwpkim
ales uih Somone
Rale Raeen fuika them
8. huctrau
dst au ides a
nutt
4
Tak t Out
hrup pom yout
hat ith adiono

htrospecko withnt
6

do Jeel or at bat

Rhnse
post
oot bat at

baiatormy
<br>

OBSER VA TION
REPORT

ON

INSERVIC E TEAcHER

TRAINING EDUCATIONAL

PROGRAM (INSET)

Capacity Buitding Rogram

<br>

INTRODUCTION

The Insaria fg at

Kducation LRIE) in Bhubanes was

teauta,

eduatiow
Rhocto

cse
otout bos to
isas

ools
& methed

ihelsi fr

nnake
alko

wit
Jeah
to
he pant
edutiow
<br>

1 sing Mobile hones

nas ho ebil
Gne b idea
distatou, Can
ne just
howed
Piega
hetp shudut lean cdustion

taked abat

This

esm a

claym

R Cacles those
cnthodue
Jhe
Y
o
ndos, attlo

atiihes
nake lesons
<br>

3.
esoalixed deaniy wih

Tooes te matsends,

Swpy9 m)
(Sua as
&
DIKS HA
Videos online Jatfomas
sono
mate fit
shidnt
leke math
shudnta wndtan
Jeisne batteu

4 Snaktig
Anotha
toi
Commt)

lesme. Jhiu mare

o pap
a
sciue lenon lold ntuste

were
fuchy
oulne
<br>

&
DISHA where
NISHTHA
Cowts fo
improne hin
hesor
ne
chek ho wele hunto

So Hout

S0-hous
and

cmneient beeause teuns

Ris
do g
it fom

Couusas (MOOcs)
Fhee Cnlne
Masu

hau SwAYAM. hee ae

(Mooc), iko
kan ahe clin

wih nadn rdeas

<br>

69)

8 Managing Sehoc ih
BAoed
fo Sehose lenns,
4, the
handle
VIDyA SANTAY fo
oftian ike
kdeiions.
lihe attendney Bhat

maks
data (eke
abot
bmant oheices
do

9.
Tratnp Mid- Day Muals

wetw

hols Cam che it tw

toa
ndos intatne

ma
bendy) matt
Chons jt
eke
<br>

(60)

mrtione Vituae
ation) to lep Ahdt
hetti
Snalied
11. Gnmunhe
wit the Comm

jke
o
wl
wes
VIDYANTALI
aeed

hons pant
an
Can anake edusaho
Blsols. his amwol

12.
a Need
Stdt
needA
ptadnG

A tot Casled PRASHAST,

entadeeg a
r disniihe meed
kids
neke

r hue shadnts
Caua IEPs) do cnlud hem in
Kaneat)

also
clas
<br>

SUMNARISATION

to

() Use
tons Snsty
det ludnt obile dince
teohns
Jeae tan
(b) a
aues
nat
Naki sure aL bhudims
jut
3torie
)

SwAYAM
DIKs HA
Teahs

&
makedeeirous
(2) bett

basd
Aho need detp
ohdent
PRASHAST to fnd
Che
hen in he igh
<br>

ONCLUSION

hmsand
Insevice

eduateow

Mhoals
this wil
bett ideas
<br>

ANALysIS OF INSERVICE

TEACHER EDUCAT1ON

PROGRAMME 0N.

Academi Rjsut on apauity

KRP o
Jhaskkand

of & onent
devetopmunt
<br>

INTRODVC TION

by (3nof Ranatauta Mohalk, Codutd im Dert2-16,ns

f f. lonlent
n on
Ruf
Putih th
e- con kent for snael tdusta
attaked "Guideliu Bnletmnt or
br
oation ( Mot),
by h Miniaty of lou
his lualuati
etjutuu,
Centent deviepnnnt prcua inklleetua

doutcees
o
(1) Ovevies the lagam
Jhe hepout detail t
aimd
2 at thw RIE, Bhubnuwaw,
Deeenb 12-l6,
esouue Rson(KRR) fom

e-contnt or Seoal edueaton

heswo,

do
catane ICT d to the CovID9
2o0 bTH
of
& he miniky of duto's lihati
landmi
Channe
or eduahienal Gntt
<br>

Aim : Santity Shgos

Sone neknsses, futine Coreette

MoE Guudtin
Alignmnt witn
owitu the
skila (TPeK{noma)
Telno- paaggiea

hauds n

(Foss)
u Aouptaihiyg
veluded pratica utiites liku
Je froam
u
thu ICT Sttdio
kands on opiene
avotiemut patiuipads
Sfakeholdu authanihies
SCERT e sat
Coasoratton wih
invelnemnt
Beleton eneah
enhaned

• Salale Outone lsouee lusona

menua
&
& haned
raned ty
he atid
(KRPs) enale
. Posttin fustak
t hu otent hlenanu
fatipati prsd Latitfaton a goge form
hrsoue pm & hngetis thun
feeolkak menisn.
<br>

|22 Weaneles
Pregan ehdle Rlrane
misnath bls th

edoof
ttipatipat
hsenee
. Neds emnt
Aes
nch
was not Condwted,
Jhe nots iftght at a
need assosmnt bpeufu
egured ths ongam adresmd patiipat
s pagum
Cold have
Baquui ents.
Feetbak
&
Asesmnt oat aimitatin

&
thuwis
agian chee, aitiy
gueohons ayked
ebestnes
enalueton procea
Con ceun about thu
detaily
latiupaut & Resoue Puson
pathiaptnt data
mr datailed
h hota peiut ot the need
kutbjut baugeunt)
Jelaphoe

Traiang heluia Distbutn

net distibuted
medule

CooTdinatoy Qetaiu
Conrdinnt,
lada a dutailed profte f thu lgan
hich Coula proMOe
<br>

• imithd Metatat Boumentton

mmntion mtndata Crahion,
Jke Aepant lats eiit
Mo E
Aequlrement i thu
discoatiliy

Creatune Conemons (cc)

Whethes
Jhne i no cean ondicatio
producd
, hich is a
e contat
adopfe fr th
Citca MoE Yeem wmoaton fr haig

Methcs
mtiu fs
Th

Compliare
Elihnial 9ye thw MOES
add
Jhu faegam dou net prouamti
Condd
afet
larat ike

Comectou
weatreses &
fut
R3
Futue Shps o Sore

Cratim
en metaati
a dedicatd tesion
wite MoE Padnd

(ntrated
&
a sehion on mtndata
menue to inelude
tau raining
Cemetion : Ks h e-ontnt duuy
enaue þautiipan; lounnt mtidn fa faatution:
<br>

Creatune Comma densiy f a

ou CC BY,
freduut witnaJestan
CC By-NC-SA) o edueate

wse
e Content &
lieensd eende cc or Sharing
aL
Metrics E-tortent
ubuica etertint
Skp: Develep a dandarised ensatv finins ain

aLesibiigy pggi
pug
Correchon Reases he e-ntent
pratued duuy thpatpant

imprornuty
e Ases mnt Toe
|4. feedbak Mih divese

Shp:Qusp aa Cydikut Jali,

ofen eudet qAhions)
tgpes
qushin
delailed inaghh
,
Corretiom ottemnt
chech for eontt protued

Joels ike Tarnihnu, aAre

to

matuu dstibutign
5 Trainig madule o fautiuipant
Aumbwta the
nàke tavieale
hpogm và eni
Carwt &hann thu
<br>

Schudule : Aralyse shethu j s

relront or Not

31 Ragam Sedue ovenis CApundix-C, Pag 198):

aayguati, ntatackion too e-conkat danlapmut

Day
i: Ahago CAre-preduchten, reductian,
lou-praduchion)

e-(enknt
beleetoi
e-atent, mdá

er connt
Satsion
, gonp w r Aouipt durlapmnt,

Aene

Suipt renson
, vendiny the TCT Sndio, editiy
Doy 4:
diusion:

Days:
esbauk aucho Veledictry
copymiynt sehion,
Sesslon

3Anayis ef Reterane

321Shghs

fheoihica
, lost prdutä)
Strutad prees Cfn-preduuta, rdutgi
<br>

ous
• 9
uluds dle atintiu utans, kandson AUM, disusin),

Gaig
dike
Ry
Coned, he
322 Weakneses

was wethot
ak of Needs asenmt u
rdule
at fullyy odducn pautipunt
pnor ncds asessment ko it
need
mone
fous onfenisc

totnis ike mt datn enctom maematy

adnaed as pe MoE Juidlins
demlepmnt
hi
ane cihia tr
doeu net desnon duators
Ttn Aocaten Th sehdule

TCT 9udio oy vs thuoretical esion!

atiihis
on
Conuion elewane Consesintinl aspets
elntes
-intnt deueiapmt ahet
anessment,

Remnenda hions b pahijpant nedo

a needi amessment to taulot blu
• Cgndut
mdadatä, ausih)
compomg.
<br>

Araye Ned Ases mat toat

4- Necd Asesment in
tu pragm

dos nat mention neds assessmet m'r

a

o he pragum. he eput Gonim ths bleting,

Mes toiw do not hane nod

auessment as
it anesfrau
Jhe asums that Sne
e Contnt dlopnt
pattcipants, a neds aHomnt
ifrie for
al

Coydinaos
sumey hut au pautieipant

Thi asmphian Siplhio panning but onalos

Poito
lnd. Bue to ahyene d asesmet toa,
tndindu fenes.
di

,
it lesto to mismatio ay lornt pntüpawt dutty
ar Casfomisto
meneg opegunity
mind

43. Ruommdatiow
patiipan IcT
Ceat a frpragam áumy tans
do poutiipanti upon ngittia

lontent
e-atat dulopmnt?
ith

•None ginna Inkndste

het dhaluga do yate
creatuig
<br>

Rsoue Puson

menti'ons mulhj

pot lm tirms

Pripati invond

hagamn Goorcdinatorz

Jrstite

man ntw NCERJ. fu heo tense

duuhon (RIE) hubans
f

inihatires te RTE AteKMs.

His wo ineluds
on
PhD Cadidatty pis
<br>

Tacluy deanay Matut

A toaiig madule n e-con

lut dwlapmnt duiapd

thui

6) fedba Assesmnt tal

wsiig Jooge tonm
lordbauk sey Calutg bom prtiupantý
,
de nesoes puusom' conpeteniss lontt
gtoms

leport dees net speuby khs

tgpy of grotons inud4

heen estiit the

omultipe Choie),
tthe feedbak.
Reendaton Rese thu
dt dule
lontat)
Rito thw helenane ofh

th ily
ompeemnt
onginality
radued b ensn
Chek for e
caet
<br>

List of Pautipanda

SL: Nam o Sutyeut Wobiie

Sehool adhes 81tu
No
speialiuha
autiipans

Teah oluctiow, Polih ar

SIHAR suie 97269249
Chatunedi ghanlgka, ahyt
81200 1

Meghj Menonal Béd. Suienee H989331

Counge, baaun

?, anchala DIET, Khirnighet Badi'

chanchala Sunee
Kumau Big
Brhan, &12001
Vhs Nawabgany, Semli, Bibau
4
PIN-Jsol
kahha, bhan
DIET, Taa Y, DadgBihau
Uham eenani 4St s4 SO9S

Jhakkd 89364s3SS
frasad Bggaiah,
Jhanthen

hort Kgn hhoe, Jhauthant Siee 8023294

+2
Kumau
khusawan
henthe

Gram vikus kin ehse, Jhauthand Suenc

|Gandhay
Pooy9re108
Jhahang
JcERT
Arrung
istony
uma yhah
Tethaiketena
thathemy 29 lo
<br>

Namm of
late pubyit Mobile
No Pautiuipt ddre peeinliahá

Shita Santau 9437014089

DIShA
Satha
kucteia via
danipatas
Dat- Sundga

Mahua
q439206g0
Tantachhai
banjam
odisha

30 Bishnsgjit Dunguri Bdia 136)5)

Nadas

Susant 4AD934

Maheana 9226|16153
branamn
6002

33

uman Siene
Gosmnt
fouida
Balichandyw
<br>

Aralyit af lanticpanti feedkaik

Atpendi'x- A
shos putiuipanti
Jhaesad,
huh endhsores th needs Kr

Subjut bugud

how these bangounde

in d thui e-lomht
cduptn
duulapmnt

up Quuction
• nte) /foen detailey feds
dngrg ta gath
fprimprrmts

1. Omau rpuieue

Comkat

Training matnei,

81
<br>

1 Meenakshi chatumdi Eduuationinlotihi Sicue)

(Siee)

(1) Jhaskhand faaiupaut

Kuunau Seine)

Porau kumai (igli)

(1) odisnu prutiipantg

J. MahsN4u Nayn (Sine)

Mahanena (lgi)
So heas
ment 2 Smpat
1. skiu delop
Jhankhaig
Bihaw,
Paticipats
auiptiby
cet
mone inleatin hest
dsons
<br>

TPCK aue
medea feleetion
Seaieus
onght
qelenant, but patiipant
e-ontent aceti bilty diee for

toy like metacata &entatensbutiaa.

eanns, &aancd

to
inile kunicn
de

4
Sugghoo timpront
Auomwnde Sehsno

los cost empms

lsses,

with
<br>

i0. CONCLUSION

The Ruoue lon

at RIE. Caubanyay
hld Rom leenbu 12- 16, o22
haeessluly ingouned
Comnnde indactni tht
aduats hgi hant
identi fid Weaknwu, thu progum dhowas

a fold
for skiu duopt, shih pativpats
fondatio

e-con tent .
ggennt

Onlne lofenemedu, th
metia
to alij none
lositiond

Jo

o 20'.
aligamnt ith NEp
eduuto in