Level IV

MLS
Level IV - Class 10
Age Group - 15 to 16 years
Pedagogy - Brain based
This is the last set of books in our series of books created especially for the Millennium Learning System (MLS). Aptly called 'Unleashing Aptitudes', our endeavour is to cater to the needs of our teenaged learner who is now on the threshold of ending her/ his Secondary School phase and getting ready to choose her/ his subject stream by the time he/she graduates from Grade X. It is an important, exciting and challenging year for our learner. Many of our learners would have, by now, shown an aptitude and inclination towards a particular subject stream and many will make their decision by the time they graduate.

Both types of learners need to be able to map their skills and aptitude, so that they can confidently take the first right step towards their future.

What MLS IV offers

It begins with testing the pre-requisite level of the learner by asking analytical questions. Once the learner is able to gauge her/ his level, she/ he is encouraged to apply the understanding of each concept sequentially and logically to build deductive reasoning. One of the highlights of this series is the usage of innovative learning strategies in examining new concepts and ideas. This approach equips the learners to assimilate and explore further. It clarifies doubts, points out keynotes and provides appropriate textual material to fill in gaps wherever necessary.

It then takes the learner to a higher order thinking level by analysing the concepts through formative assessments that are either in the form of pen-paper assessments or non pen-paper assessments. The CCE based formative assessments not only assess knowledge, but are also skill based. Each of them is mapped to a rubric given at the end of the book/ chapter. Each chapter concludes with a self-assessment grid that helps the learner take charge of her/ his own goals and achievements. Once the facilitator and learner are aware of the scores in formative assessments, the path to assessing the learner's aptitude becomes easy.

Research has shown that internalising large amounts of content is a challenge that most learners dislike. However, if the same quantum of content is provided in a logical flow, with ample use of learner-friendly methods, they are capable of internalising it. Thus, we have used excellent tools, mind maps and graphic organisers for breaking down large bits of information into easy to assimilate chunks wherever possible.

The transformation of text into its pictorial form helps the content to get imprinted in the learners' brain, thus helping them to recall it whenever necessary. Also, when they fill it out on their own after discussions, referring to various sources, they feel a connect with the content and this enhances the learning experience.

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At this level, most subjects have certain unique features in them. These become a challenge for the learners and at the same time, are the building blocks for all future study in the field. The internalisation of the basics in the subject is critical to develop skills in the same.

With these aspects in mind, the work books have been designed with subject-specific features to help the learners who are not very comfortable with the subject to develop skills in it. Thus, biological processes, chemical synthesis, geographical maps, historical time lines etc. are provided wherever necessary.

Additionally, strategies are put in place to further help in the assimilation of concepts.

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Each chapter of class 10 has three to six formative assessments embedded in it at the right spots. These FAs are both Pen and Paper and Non Pen and Paper based FAs as per the requirements of the CBSE's Continuous and Comprehensive Evaluation (CCE).

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Once the MLS IV learners are ready for new knowledge, it is necessary to keep them challenged and ready for creation of fresh connections in the brain. This ensures complete knowledge transfer, assimilation and permanence of concepts. The idea is that it can be recalled from the memory whenever required if it is provided in a manner that appeals to their cognitive powers.

The concept explanation is thus carried out with the help of different concept building strategies. The focus is on exercising their thinking powers and also to increase the chances for collaborative learning. The aim is to help the learner to internalise the concept with the interaction of peers, giving them challenging activities and thought provoking statements to apply their knowledge.

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The CCE guidelines clearly emphasise the importance of empowering the learners to make decisions and to help them set own their goals. This sets a pattern to help them improve their life skills and make choices to succeed in life.

Keeping this in mind, we have added meaningful rubrics to aid in the process. A rubric for every activity based assessment has been provided. This ensures that the learners are aware of the parameters that they will be assessed on. They are empowered to set their goals and standards that they want to achieve. Besides this, the facilitators also ensure that there is complete objectivity when the learners have to be assessed. There is no scope for misinterpretation of the parameters and on how to assess the learners. It can also be standardised over the school, ensuring fairness.

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One of the biggest milestones in the life of the learner is the successful completion of the end of the year examination in class X. While it is important to enjoy the process of learning, it is equally important to achieve the levels as per her/ his capability.

In addition, each section has questions ranging from knowledge-based to higher order thinking varieties, so that the application of the concepts is possible.

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Once the learners complete the questions given for practice, they are encouraged to evaluate themselves by filling out the grid provided at the end of the chapter. The parameters provided help them judge how they are performing in the practice section. They can see whether they are able to manage their time effectively. Also, they are encouraged to stick to the word limits prescribed for the answers, as it will affect the final number of questions that they are attempting in the question paper.

This Performance enhancement grid also aims to help the learners improve in the areas that are shown to be below the expected level by giving them a clear picture of their skill levels.

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When the learners have internalised all concepts that are required from the chapter and have answered different types of questions based on them, they are now said to be ready for an aptitude test.

These small tests are skill based, multiple choice questions. The unique aspect about them is that they are also diagnostic in nature. They are provided the necessary remediation of the concepts as soon as the tests are assessed. Thus, the learners can get clarity in their understanding of the concepts also.

In addition to this, when the final analysis of the learner's performance in these tests is done at the end of the year, the facilitator will be able to gauge the aptitude of the learner for various streams of learning. This in turn, can help them make the right choice when they finish class X and have to select a field for their further studies.

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The learners in this age group have advanced cognitive abilities and are capable of thinking through challenging situations with a degree of finesse. In order to provide opportunities to help the learners develop further in terms of skills such as information processing, application and presentation, a set of concept related projects have been designed for them. These also have inbuilt methods for development of life skills. Thus the CCE requirements are met through these component as it provides a platform for giving the learners an activity based assignment.

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This section performs the important function of connecting the learners with the prior knowledge needed in order to proceed further in the chapter. It forms the link that will help the learners delve into their memory reserves and use it in the more advanced level needed for the present level. To achieve this, the book contains suitable strategies that help in making the process enjoyable and achievable.

As the learners follow the sequence of steps outlined for the same, they get more comfortable with the concepts and also get ready to accept new knowledge easily.

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