PRACTICAL ACTIVITY 9

Study of the Physical Environment of Early Primary Grade Classroom

(Class1/ Class 2)
(This Practical Activity relates to Course 4 (MCD-004), Block 1, Units 4, 5 and
6)
9.1 INTRODUCTION
In this Practical Activity you have to carry out two Tasks:
Task 1: To observe the physical environment of an Early Primary Grade
Classroom (Class1/Class 2) in a school (including the indoor and outdoor space
arrangement) and its influence on transaction of curriculum by the teacher and
learning activities of the children.
Task 2: To interview the in-charge/teacher of the primary class in order to know
his/her beliefs regarding how young children’s learning is influenced by their
physical environment.
9.2 OBJECTIVES OF THE PRACTICAL ACTIVITY
Through this Practical Activity you will get an opportunity to:
1) Understand the importance of appropriate location and space for setting-up an
Early Primary
Grade Classroom (Class1/ Class 2).
2) Learn how the arrangement of space inside the classroom influences transaction
of the curriculum, children’s learning and interaction among them.
3) Find out the role of the primary teacher in arranging classroom space and the
teacher’s understanding of the relationship between space arrangement and
children’s learning and development.
Setting up of a school for young children requires careful selection of location and
space. The location must be safe and hygienic. There should be adequate indoor
and outdoor space for children’s play, learning activities as well as provision for
storage, food distribution, washing and toileting. Space is a constraint in many
places and well-thought alternatives need to be planned in case of space crunch.
For example, using the neighbourhood park or open ground for outdoor play
activities.
A well-lighted and ventilated room with safety features and a variety of activity
areas with adequate age-appropriate play material goes a long way in enabling
effective implementation of the curriculum and enhancing children’s learning and
development. Clearly demarcated Activity Areas with clear physical boundaries
reduce distraction, increase attention to activity and lead to more goal-directed play
and engagement among children.Teacher’s belief about the impact of space on
children’s learning will definitely influence how she organizes space in the
classroom. Even within space constraint, the teacher can create a good quality
environment if she is aware of the influence of space on children’s learning. The
classroom must be planned in such a way that it promotes active learning,
independence, initiative and confidence. Children should be able to easily use play
materials, engage in hands-on activities and move around, without hindrance.
Further, when material is kept in good condition and arranged, marked and stored
properly, children learn to value material and become responsible for putting the
material back after use.
Note: Ideally the space arrangement in school/ classroom should have disability-
specific features.
However, in this Practical Activity we have not focussed on disability-specific
features because this aspect will be taken up in Course 5, MCD-005 which has
focus on Disability. Practical Activity 12 is specifically devoted to this aspect.
9.3 BEFORE THE PRACTICAL ACTIVITY
1) Read the Units 4, 5 and 6 linked to this Practical Activity from Block 1 of
Course 4. Identify a primary school in your area.
2) Contact the headmistress/ principal of the primary school. Seek permission to
observe the physical environment of the primary classroom and interview the class
teacher on this aspect.
3) Seek permission to take photographs of different rooms, entrance to the
centre/school and outdoor play area. Explain that these photographs will be used
only to support your assignment and will not be used for any other purpose. The
pictures will add more credibility to the report that you will submit, and will also
supplement your written descriptions.
9.4 THE PROCESS OF CARRYING OUT THE TASKS
1) This Practical Activity will require at least two visits to the Class 1 / Class 2
primary classroom.
You will need a few hours on both days for observation. Apart from outdoor area,
classrooms
and toilet area, you have to observe any other space available in the centre such as
kitchen, office room and storage rooms.
We have given a plan of observation for Day 1 and Day 2. This is only a
suggestion. Your sequence of observation could be different, depending upon your
specific circumstance.
Day 1
2) On Day 1 you will obtain permission to observe space arrangements in the
class 1/ class 2.
If you get permission to observe on the same day, you can start your observations
the same day.
3) On Day 1 observe the following:
a) the location and the surroundings of the primary school/ primary wing in the
bigger school.
b) the outdoor space available in the primary school/ primary wing of the school.
c) the physical state of the building, and the infrastructure in the building,
including lighting and ventilation.
Day 2
4) On Day 2 you have to observe the space arrangement in one primary
classroom (either
class 1 or class 2) where children are engaged in activities. You have to be in the
classroom for the entire duration when activities are being organized with the
children because you need to observe how the space was utilized throughout the
day and if space arrangements were changed during the day to enable children’s
learning.
5) Before you begin the observation in the specific class, meet the teacher and
explain what you will be doing in her class. Request her to introduce you to the
children at this time, so that they are somewhat familiar with you when you
observe the class. Make sure that your work does not impact the activities of the
class.
6) After the observation on Day 2, interview the class teacher and also seek
clarifications based on your observations. In case interview is not possible that day,
set up the appointment for another day.
7) A format has been provided to you in Section 9.5 to record your observations
regarding various aspects of the physical environment. Tick one or more options in
the Observation. Tables as per your observations. If the statements given in a
particular Observation Table are not applicable to the primary school/ classroom
you are observing, you can mention NA (Not Applicable) and state the reason why
the statements of that Observation Table are not applicable.
8) Observation Table 1 to 11 pertain to Day 1 and Observation Tables 12 to 24
pertain to Day.
9) After you complete the Observation Tables, you have to cut the pages along the
dotted line and submit these along with other write ups of this Practical Activity
for Evaluation.
9.5 TASK 1: Observation Regarding the Physical Environment of
the Primary School (30 Marks)

Consent Form

I, ......................................................................................(name of the student) am

pursuing Post Graduate Diploma in Early Childhood and Foundational Stage
Education (PGDECFE) programme from IGNOU. I am attached
to........................................................................Regional Centre at Study
Centre/Programme Study
Centre ................................................................................ (Name, Address and
PSC/SC No.). I am doing Practicals of the Course ‘Supervised Practicum’
(MCDL-001). For the completion of my course work, I need you to give your
consent to observe the classroom of a teacher in your school and to interview.
Please grant me permission and oblige.

(Student’s Signature and Name)

Consent Given / Consent Not Given
(Principal/Head Masters/Teacher’s Signature and Name)
RESPONSE SHEET

Basic Information about the Primary School

a) Name of the Primary School :
b) Address :
c) Type (government/ for-profit private/ not-for-profit voluntary) :
d) Grade (Class) Observed: Grade 1/ Grade 2
e) Timings of the Primary Class Observed :
f) Age group of children attending the Primary Class Observed :
g) Total number of children in the Class Observed :
h) Dates of Observation :
9.5.1 Observation to be Conducted on Day 1
A. Location of the Primary School
Observation Table No. 1

Dangerous/ Hazardous/ Unhygienic Places(more than one YES

option can be ticked)

Is the primary school located close to any of the following:

Ponds, streams, open wells

Roads with heavy traffic
Roaming animals such as cows and dogs
Garbage pits
Animal sheds
Open drain
Sewer holes
Stagnant water in pits with mosquitoes breeding

Any other unhygienic, dangerous or hazardous features around

the centre,
specify.........................................................................................
.

No unhygienic, dangerous or hazardous feature

RESPONSE SHEET
Observation Table No. 2
Noise Pollution from Outside Yes
Surroundings
(more than one option can be ticked)

Excessive noise from outside often

affects the conversations in the
classroom and activities with children.
Noise from outside sometimes disturbs
the conversations in the
classroom and activities with the
children.
There is no noise disturbance from the
outside surroundings.
Any other observation, specify……
B. Building of the Primary School
Focus your observations in that part of the building where the class you are
observing is located.
Observation Table No. 3
Safety Level of the Building (more Yes
than one option can be ticked)
Observe the building and the classroom
in it and note if any of the following
negative features are present in areas
and rooms used by or for children.
Broken or uneven floors
Broken doors and windows and/or
broken handles
Seepage in rooms/toilets
Plaster falling from walls and ceilings
Dangerous electrical equipment such as
open plug points/protruding
wires
Hazardous substances used for
cleaning or medical purpose are within
reach of children

Any other observation, specify ……

Observe the building and the classroom

in it and note if any of
the following positive features are
present.
There are emergency exits and these
are clearly marked
Functional fire extinguishers are
installed
Security guard is present at the main
gate
There is a boundary wall or strong
fence around the building
Sturdy protective railings of
appropriate size have been
installed wherever required (such as at
the staircase/ balcony)

Any other observation, specify……

RESPONSE SHEET
Observation Table No. 4

Temperature, Ventilation and Yes

Lighting in the Classroom
(more than one option can be ticked)
The temperature in the classroom is
maintained at a comfortable level
(neither hot nor cold)
There are enough windows to allow
fresh air and light to come into the
room
Where natural light does not reach the
room, there are enough electric
lights so that there are no dark spaces
Shades or blinds have been used to
control natural light in the room

Any other observation, specify ……

Observation Table No. 5

The Cooking Area (more than one Yes

option can be ticked)
Children bring food from home and no
food in served by the school
Pre cooked food arrives at the school
and it is served to children
Food is cooked in the school for the
children
There is a separate kitchen to store pre-
cooked food in the school or
cook fresh food
There is a no separate kitchen in the
school but there is a demarcated
cooking area away from children’s play
and activity area to store or
cook food
All kitchen and food related
equipment, utensils, dishes are clean
and
in good condition
Soaps/cleaning agents/pesticides/any
other toxic material are kept away
from this area

Any other observation, specify ……

RESPONSE SHEET
Observation Table No. 6
The Toilet Area (more than one Yes
option can be ticked)
There are separate toilets/toilet area for
boys and girls
Boys and girls use the same toilet
Toilet seats are of appropriate size for
children, whether Indian or
Western
A working exhaust fan is fitted in the
toilet
Toilet area is clean and odourless, with
water available for
self-cleaning and flushing
A washbasin with soap is fixed at
children’s height
There is no washbasin but there is a
designated place for washing hands,
where water, soap and mug are
available

Any other observation, specify ……

Observation Table No. 7

Water Facility for Cooking and Yes
Drinking (more than one option can
be ticked)

Clean water is available in the school

for drinking and
cooking purpose
No drinking water facility in school
Children bring water from home

Any other observation, specify ……

C. Outdoor Space
Observation Table No. 8

Availability of Outdoor Space for Yes

Children’s Play (Only one option can
be ticked)

No outdoor space is available for

children’s play in the
primary school/ primary wing of the
school
Outdoor space is available but it is
insufficient for a group
of 30 children to play together
Enough outdoor space is available for a
group of 30 children
to play together
There is a park or open ground nearby
which can be used for
children’s play

Any other observation, specify ……

RESPONSE SHEET
Observation Table No. 9

Availability and Variety of Outdoor Yes

Play Equipment
(Only one option can be ticked)
There is no outdoor play equipment in
the primary school/
Primary wing of the School
There is less than 3 types of outdoor
play equipment
There are 3 or more types of outdoor
play equipment
List the specific material available such
as slides, swings,
jungle gym, sand pit, tricycle etc.

Any other observation, specify ……

Observation Table No. 10 (To be completed only if play equipment is available in

the Primary School/ Primary wing of the School)

Safety of Outdoor Play Equipment Yes

(more than one option can be ticked)

Equipment is made of high quality

metal/plastic
There are no broken/sharp protruding
parts from any equipment
Equipment is sturdy and cannot fall or
dislocate when children are
using it
All equipment is functional for use by
children

Any other observation, specify ……

RESPONSE SHEET
D. Indoor Space

Observation Table No. 11

Number of Rooms in the primary
Purpose of the room (e.g. –
classroom,
school/ primary wing of the school
storage, kitchen, office room)

1 Room 1
2 Room 2
3 Room 3
4 Room 4
5 Room 5
6 Room 6
7 Room 7

Any other observation, specify ……

(In case there are more rooms, add

that detail)

Observe if any rooms are used for more than one purpose. Elaborate with details if
the same room/space is used for more than one purpose. You can clarify this point
during the interview too.
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RESPONSE SHEET
9.5.2 Observation to be Conducted on Day 2: Organization of Space in one
class in a
Primary School / Primary wing of a School
E. Classroom Observed: Class 1/ Class 2
No of children in the classroom:
Size of the Room – Small/ Medium/
Large .................................................................
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Actual dimensions of the room in
feet/metre ..........................................................
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Observation Table No. 12

Adequacy of Indoor Space in the Yes
Classroom (Only one option can be
ticked)
Space is NOT enough for all children
to EVEN sit comfortably
Space is enough for all children ONLY
to sit comfortably but NOT
enough for moving around or
conducting activities which involve
movement
Space is enough for ALL children to sit
comfortably, for moving around
AND for conducting activities which
involve movement

Any other observation, specify ……

Observation Table No. 13

Flexibility of Space Arrangement Yes

(Only one option can be ticked)
Fixed space arrangement which cannot
be changed to accommodate a
variety of activities (e.g. tables and
chairs are fixed and cannot be moved
to create alternative space
arrangement)
Flexible space arrangement which can
be changed as per the need of the
activity/children (example, tables and
chairs can be moved to one side to
create a central space for children to
come together for group activity
like singing action songs and rhymes)
Any other observation, specify ……

RESPONSE SHEET
Observation Table No. 14
Activity Areas/Learning Centres Yes

Specific areas in the classroom or

specific rooms in the building have
been
demarcated as ‘Activity Areas/
Activity Rooms’. So there are fixed
areas or
rooms designated as ‘Activity
Areas/Activity Rooms’.
Activity Areas are not specially
demarcated in the room or in the
building.
These are created at that specific point
of time in the classroom, as per the
requirements of the group by the
teacher by changing the classroom
space
arrangement.
The teacher does not create any
Activity Areas in the room

Any other observation, specify ……

It is possible that the teacher often creates Activity Areas in the room but she does
not do so onBthe day of your observation. So you will need to explore this aspect
in greater detail during theBinterview.
If there are Activity Areas in the room or building, fill in the details in Observation
Table 15
Observation Table No. 15
Name of Activity Location of Activity Area: Material available in
Areas in a separate room in the the Activity Areas
building or created in the
classroom
(Attach your own additional sheets to write further)
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RESPONSE SHEET
Observation Table No. 16
Arrangement for Children’s Seating Yes
(Only one option can be ticked)
Children sit
On a large mat or mat strips on floor
On mats on the floor spread around a large common low table
Child-sized individual table and chairs in semi-circular arrangement
Child-sized individual table and chairs in rows and columns
3-4 child sized chairs arranged around a table, with 4-5 such table-chair
arrangements in the class
Mixed seating arrangement with more than one option available in the
room (e.g., large mat in the centre side of the room for whole group
activity and tables and chairs for individual work)
Any other observation, specify ……
Observation Table No. 17
Adequacy of Play and Learning Material in the Classroom Yes
(Only one option can be ticked)
There is no play and learning material in the classroom*
Some play and learning material is there but it is inadequate for the
number of children in the class
Adequate play and learning material is there for all children in the class
Any other observation, specify ……
*a) In case you observe there is no play and learning material in the classroom,
then confirm
by asking the teacher because material could be kept inside cupboard.
*b) If there is no play and learning material at all anywhere in the classroom, then
you Omit
Table No. 19 & 20.
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RESPONSE SHEET
Observation Table No. 18
Age appropriateness of Play and Learning Material
(Only one option can be ticked) Yes
Most of the play and learning material is not appropriate
Most of the play and learning material is age appropriate
Give one example of age appropriate play and learning
Material observed by you
Give one example of age-inappropriate play and learning
Material observed by you
Any other observation, specify ……
List the play and learning material available in the classroom, whether it is in
shelves or
cupboards.
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RESPONSE SHEET
Observation Table No. 19
Accessibility of Play and Learning Material and its storage in the Yes
classroom (More than one option can be ticked)
Play and Learning Material
Is placed neatly on low open shelves from where it can
be easily taken by children for use
Is in cupboards or boxes from where it can be easily
taken by children for use
Is in cupboards or boxes which are not accessible to
children. However, the teacher uses the material and
gives it to children to play with and puts it back after use
Is in cupboards or boxes and is not used by the children
Is there in another room and the teacher brings it into
the classroom to give children as required
Is stacked in one area in the classroom in an unorganized
way and children/ teacher take time to find what they need.
Any other observation, specify……
Observation Table No. 20
Cultural appropriateness of Play and Learning Material and TLM Yes
(Only one option can be ticked)
Language and pictures in books; pictures on charts and
displays; toys and other play and learning material are
mostly appropriate to the child’s cultural environment
Language and pictures in books; pictures on charts and
displays; toys and other play and learning material is
somewhat appropriate to the child’s cultural environment
Language and pictures in books; pictures on charts and
displays; toys and other play and learning material is not
appropriate to the child’s cultural environment
Any other observation, specify ……
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RESPONSE SHEET
Observation Table No. 21
Display in the Classroom (More than one option can be ticked) Yes
Display of play and learning material (such as charts, books,
toys, puzzles) is neat and appealing
Display of play and learning material (such as charts, books,
toys, puzzles) is age-appropriate
The work of children (their drawings, clay models, activity
sheets) is attractively displayed in the room
Pictures of children or their families have been displayed
in the room
All displays are at children’s eye level
There is no display in the classroom
Any other observation, specify ……
Observation Table No. 22
Availability and Use of Blackboard Yes
Black board is
Not available
Available at children’s eye level
Available at teacher’s eye level
Any other observation, specify ……
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RESPONSE SHEET
Observation Table no. 23
Aesthetic Appeal of the Room Yes
(Only one option can be ticked)
Room is disorganised and cluttered
Room is neat and well-organised
Room is neat and well-organised with features that are attractive to
children and create a sense of beauty such as child appropriate displays;
paintings on walls; plants in the room
Any other observation, specify ……
Observation Table No. 24
Appropriate labelling in the classroom Yes
(Only one option can be ticked)
Storage shelves have clear labels (with pictures and words) indicating
what play and learning material is stored in the shelf
Equipment like switch boards /taps/ dustbins are labelled using signs,
pictures and words
Activity areas and material and equipment in the areas are labelled with
signs, pictures and words
Any other observation, specify ……
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RESPONSE SHEET
F. Floor Plan of the Room
Draw the floor plan of the classroom in the space given below. You can refer to the
Unit 1
(Section 1.8) to know how to draw the floor plan. Explain the symbols that you are
using in
the floor plan in the key so that the reader is able to understand what you have
drawn.
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RESPONSE SHEET
9.6 TASK 2: Interview with the Class Teacher whose Class you
Observed
We have listed some questions you can ask the class teacher of the class that you
observed in
order to know her beliefs regarding how young children’s learning is influenced by
the space
arrangements around them. You may modify these questions and add new ones to
suit your
situation, based on your observations.
We have provided the questions of the interview schedule in English. You would
need to
translate these into Hindi or the language familiar to the teacher if the teacher is
more
comfortable with any other language. However, you have to report the entire
Practical Activity
in English as that is the medium of the programme of study.
9.6.1 Suggested Questions for the Interview
1) What are the positive aspects about the location of this school and what are the
negative
aspects? Elaborate (probe with respect to dangerous, hazardous and unhygienic
conditions
around the preschool or noise pollution).
2) Does the early primary school/primary wing of the school have adequate indoor
and
outdoor space for the number of children that you have?
3) If the person states that space is not adequate ask further: What are some issues
you face
because of space constraint? (Explore with respect to how space constraint
impacts
planning and transaction of curriculum.)
4) Are you satisfied with the seating arrangement of children in the classroom? If
yes, what
are its positive aspects? If not, what would you like to change?
5) Who decides the arrangement of space for the classroom?
6) If the person says she decides, ask: What are some of the things you keep in
mind while
designing the indoor space arrangement of the class?
7) If the person says, that the classroom arrangement is decided by the school
authorities,
then ask: Do you have the freedom as the class teacher to change the given indoor
space
arrangement of the class?
8) If you observed Activity Areas in the classroom or the building, ask: What is the
advantage
of creating ‘Activity Areas’?
9) If there are no Activity Areas in the classroom/building, ask: Are you aware of
the concept
of ‘Activity Areas’?
10) If the person says ‘yes’ ask: Why have you not created ‘Activity Areas’ in your
classroom/
school?
11) Do you think that availability of space and how it is arranged has any impact
on curriculum
transaction and children’s learning? Elaborate by giving examples from your
experience.
12) ‘A well planned environment is satisfying for both children and adults’. What
are your
views on this?
13) You can ask any other questions based on your observations, for e.g.:
a) If there is no outdoor space in the school, and you saw a play ground near the
school, then ask: is this park/open ground used for outdoor activities?
b) If there is no park and no outdoor space in school, then ask: How are outdoor
activities
conducted? Is the indoor space used to conduct gross motor activities?
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RESPONSE SHEET
14) What do you consider to be an ideal room size for an early primary class with
25-30 children?
15) Is outdoor space necessary in a school? Why do you say so?
16) Are you aware of any space related guidelines or principles that can help you
plan the space
arrangement in the classroom for an early primary school?
9.6.2 Report of the Interview
Write a report of the interview response in minimum of 700 words. (10
Marks)
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RESPONSE SHEET
9.7 ANALYSIS
Recall from Unit 1, the principles for arranging space that help in creating a
developmentally
appropriate learning environment. Analyse the data you have collected through
your observations
and interview with respect to these principles. This analysis will help you to
examine how the
space arrangement is influencing the transaction of curriculum by the teacher and
learning activities
of the children.
To support you in doing the analysis, we have listed below all the principles
discussed in Unit 1
and the numbers of the Observation Table and the Interview Questions that are
related to a particular
principle. This will help you to interpret the data with respect to each principle.
You can make
additional interpretations and analyse with respect to additional principles as well.
1) Safety of the centre in terms of the location and the building
(Observation tables — 1, 2, 3; Interview questions 1)
2) Planning of space arrangement in the room has been done from the child’s
perspective and
clearly communicates to the children what is expected from them.
(Observation tables — 20, 22, 23, 25; Interview questions 4, 6, & 16)
3) The learning environment is responsive to the culture of the communities to
which the children
belong and promotes self-worth.
(Observation tables — 21, 22)
4) Adequacy of indoor space which has been arranged with adequate activities and
age
appropriate material which is keeping all children occupied.
(Observation tables — 11, 12, 13, 18, 19, 20, 16, 15; Interview questions 2, 8, 9 &
10)
5) Attractively and aesthetically planned indoor space which conveys a warm,
comfortable
and welcoming feeling.
(Observation tables — 4, 24; Interview questions 12 &14)
6) The outdoor learning environment encourages movement and discourages
confinement of
children.
(Observation tables — 9, 10; Interview questions 11)
7) Flexibility of space arrangement in the centre to meet children’s needs.
(Observation tables — 5, 14; Interview questions 5 & 7)
8) Various facilities of the centre follow basic hygiene and sanitation norms.
(Observation tables — 6, 7)
9) Alternative arrangements if some essential spaces missing
(Observation tables — 9; Interview questions 3,13 &15)
(Minimum 1000-1500 words; 20 Marks)
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233
RESPONSE SHEET
9.8 CONCLUSION
Based on your analysis conclude
Whether the physical environment in the primary school has been planned
considering
children’s age and developmental level.
How the physical environment influenced the curriculum transaction by the teacher
and the
learning activities of children, both in positive way and in negative way.
Suggest some modifications in the classroom space arrangements to enhance the
quality of
learning experiences for children. You can also create another floor plan to visually
depict
the improvements you have suggested.
(Minimum 1000-1200 words; 15 Marks)
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234
9.9 CERTIFICATION
Your report must also include the certificate printed on the following page which
states that you
visited the centre for the purpose of collecting information. This certificate must be
signed by the
director/supervisor. Reports not containing this certificate will not be
considered valid and
will not be marked.
Certificate
This is to certify that …………………………………………………………
visited the
institution on ……………..……..(dates) from……….……………..a.m./p.m. to
………………………………….. a.m./p.m. for the purpose of interviewing and
observation.
Dated: Director/Principal
(Signature and Seal)
9.10 DOCUMENTS TO BE SUBMITTED FOR EVALAUTION OF
PRACTICAL
ACTIVITY
For evaluation of this Practical Activity you have to submit the following:
1) Observation regarding the physical environment of the primary school
2) Interview with the class teacher whose class you observed
3) Analysis
4) Conclusion
5) Certification
6) Evaluation sheet
235
Practical No. 9
EVALUATION SHEET
For Evaluation by Academic Counselor and IGNOU Expert
Assessment of Written Report
Sl. Assessment Maximum Marks Obtained
No. Marks Academic IGNOU
Counselor Expert
(Internal (External
Evaluation) Evaluation)
1 Observation of physical environment of
the primary school 30
2 Report of Interview of class teacher 10
3 Analysis 20
4 Conclusion 15
Grand Total 75
Total marks by Academic
Counselor .............................................................................................................
(The total marks are to be written in both figures and words)
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Total marks by IGNOU
Expert ...................................................................................................................
(The total marks are to be written in both figures and words)
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(Counselor’s Signature and Date) (IGNOU Expert’s Signature and Date)
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(Counselor’s Name) (IGNOU Expert’s Name)
Note for Academic Counselor : The Academic Counselor shall record the grand
total of this Practical Activity in Section 1
of Annexure A
Note for IGNOU Expert : The IGNOU Expert shall record the grand total of this
Practical Activity in Section 2
of Annexure A.
The IGNOU Expert will also consolidate the marks for Internal and External
Evaluation in
Section 3 of Annexure A.
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236
RESPONSE SHEET
Counselor’s Qualitative Comments about the Learner’s Work
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