Field Work Report

Report submitted for the partial fulfillment

of the award of
Bachelor of Arts in Psychology

By
Shruti Jindal
BA (H) Psychology
Semester VI

Under the supervision of

Dr. Nasrina Siddiqui
Department of Psychology
Jamia Millia Islamia
New Delhi
 Contents

1 Cover Page
2 Contents Page
3 Acknowledgements Page
4 Certificate
5 Declaration
6 Course Objectives
7 About the Organization
8 About the Department
9 Basic Concepts
1 Methods of Enquiry used during
0 Field Work
1 Training Summary
1
1 Case - 01
2
1 Case - 02
3
1 Case - 03
4
1 Case - 04
5
1 Case - 05
6
1 Log Sheet of Field Training
7
 Acknowledgements
This report has been prepared for the internship that has been done in
the Enroute to Skills Pvt. Ltd., Faridabad in order to study the practical
aspect of the course and implementation of the theory in the real field
with the purpose of fulfilling the requirements of the course of B.A.
(Hons) Psychology.

I would like to express my sincere gratitude to my internship

supervisor Dr. Nasrina Siddiqui who have given her valuable time and
given me chance to learn something despite having her busy schedule
and her great guidelines for internship. I am also thankful to Ms.
Geetika Luthra (Director, Enroute to Skills Pvt. Ltd.) and other staff
members for their co-operative support, and also presenting with an
opportunity for me to have a practical experience in this organization.

Lastly, I would like to thank Mr. Gaurav Singh, Co-founder of

Enroute to Skills who helped me to clutch the rear opportunities to
learn the real world situation. I am also grateful to all member of
Enroute to Skills for providing several documents, papers, data,
figures and services as well as sharing their experience with me and
teaching me different techniques to develop a curriculum based on
different cases, situation and simulations effectively and efficiently.
 Certificate

This is to certify that this Report on Field

Training submitted by Shruti Jindal, in partial
fulfillment of the award of Bachelor of Arts
in Psychology Jamia Millia Islamia, is a
record of her original training experience
carried out under the guidance and
supervision of Dr. Nasrina Siddiqui.

Dr. Nasrina Siddiqui

Department of Psychology
Jamia Millia Islamia
New Delhi-110025
 Declaration
I, Shruti Jindal, a bonafide student of
Bachelor of Psychology, Jamia Millia
Islamia, Delhi
hereby declare that I have undergone the field
work programed at Enroute to Skills Pvt.
Ltd..

I also declare that the present report is my

original work and the content of which has
not been submitted to any other university or
institute, either in part or full for the award of
any degree, diploma or fellowship.

Shruti Jindal
BA (H) Psychology
Semester VI
Jamia Millia Islamia
 Course Objectives
Field work is offered by the esteemed Department of Psychology at
Jamia Millia Islamia for academic credit. It has been superficially
directed to provide practical hands on learning experiences in the
field in conjugation with practical knowledge such that the student
learns in their coursework. The endeavor enables them to apply
theoretical knowledge to practical experiences. Additionally, it
provides an opportunity to all the students to develop organizational
and interpersonal skills in a workplace or a community setting.

The field work therefore is a practice based learning experience that

aims to provide firsthand experience of various psychological
phenomena to the students while they are placed in any field such as
School, NGO’s, Special Schools, Industry, Mental health clinics and
Counseling centers. The course intends to develop sensitivity among
the students to identify the problems/issues, develop suitable
methodology to understands/explore the problem/issue, exploring
their probable causes and devise intervention strategy to
handle/manage the problem/issue in the field where they are placed.

The students were placed in the field for a period of 30 days under a
field supervisor as well as a faculty supervisor to whom we were to
report.

The main objective of the field training program is to instill in all

students the skills of identifying and understanding Psychological
problems and the ability to devise an intervention strategy to handle
and solve the area of concern. Thus by engaging in thirty days of
field training we were expected to learn to easily apply theoretical
knowledge to real life and practical circumstances.
 About the Organization
As a part of my curriculum for the final semester of the
Undergraduate Program at the Department of Psychology, Jamia
Millia Islamia, we had to undertake a period of field training cum
internship in any field of Psychology to get a firsthand experience in
the practical application of various psychological concepts that we
had been studying in the previous semesters.

I undertook my period of field work and training at “Enroute to

Skills Pvt. Ltd., Faridabad” as a Curriculum Developer from 26
December 2018 to 31 January 2019 under the Department of
Research and Development.

Enroute to Skills (E2S) is a year young initiative headed by Geetika

Luthra and Gaurav Singh. Geetika Luthra was my senior in high
school who recommended me to work with her late in December
2018. It was an opportunity for me to work with an organization
which provides the framework used for connecting the growing
network of educational disciplines, businesses, and communities to
create adaptable citizen-involved, globally-responsible, reality-
based programs.

E2S aims to bridge the gap between Technology and Education

through a fusion of Performing Arts, Science and Mathematics. E2S
provides a one-stop solution to the institutions to get equipped with
a lab that can train the young learners in the best possible way by
combining the theoretical and practical learning.
When the learners are allowed to carry on with the study doing
hands-on with any related activity or project, the concepts definitely
retain for long.
 About the Department
The Department of Research and Development at Enroute to skills
make their curriculum by attracting a team of experts from all corners
of the field of engineering and education, including mathematicians,
education research scientists, artists, teachers, interactive and print
designers, botanists, electrical engineers, STEM specialists and other
researchers.

Curriculum specialists and lesson developers plan each lesson.

Instructional designers build the activities. Writers and editors make
sure that the content is accurate, engaging, and appropriate.
Information architects analyze how parents and students will use the
online program, engineers design and build the software that makes
E2S run, and quality assurance specialists make sure everything works
properly.
The curriculum at E2S is a teacher designed, industry aligned, using
best-in-class robotic technology, the STEM Education Works
curriculum drives problem-solving, collaboration and creative-
thinking skills which ensures student success in the workforce. All
these modules are targeted toward students’ grades KG-12, the
curriculum is split into modules, focusing on core STEM subjects such
as engineering, technology and robotics that can be directly applied to
a future career.

The Research and Development Department at E2S incorporates

feedback from parents and children constantly to ensure the quality
supply of the work done. Many of the parents have volunteered to help
them create their programs through surveys, focus groups, lesson
reviews, round-table discussions, and product testing.

The online portals of their lessons receive tons of feedback from

parents and children all the time. This kind of vibrant connection and
devotion to listening, fine tuning, and measuring are notable things
that set them apart from traditional curriculum developers.
 Basic Concepts
The psychology of learning is categorized into three schools of
thought: the Cognitive, Behaviorist, and Humanist. These cognitive
schools of thought present with the modern trends in the study of
teaching approaches were most suitable in developing the ideas
proposed for each discipline at E2S.

The cognitive approach to learning tries to understand individuals

thought processes by studying the structures of thinking and
remembering. It refers to all the processes by which sensory input is
transformed, reduced, elaborated, stored, recovered, and used;
includes such hypothetical stages or aspects as sensation, perception,
imagery, retention, recall, problem-solving, and thinking (Driscoll,
2001). The basic Cognitive Information Processing model is
concerned with fundamental mental operations, mainly how we
perceive and remember events and information as how it was
explained in the first part. The cognitive theory says that learning is a
process that is dictated by the students’ previous experiences, and how
the information is presented to the student. Cognitivists are more
concerned with the way information is represented in memory,
schemata, and mental models.

The major teaching approach under the cognitive approach includes

reception learning, problem solving, and discovery learning although
they are commonly done inside the classroom. The following are
implications for instruction in the cognitive approach to learning:
1. Build on students’ informal knowledge. As in any domain, new
material is learned more meaningfully when it can be related to what
the learner already knows.
2. Identify students' current "theories" or algorithms.
3. Use student errors as a source of information about their mental
models. These “buggy algorithms” and naïve misconceptions are
typically based on uncontrolled observations and need to be brought to
the student’s awareness before they can be challenged.
4. Use "think aloud" activities, since these help to uncover current
models.
5. Model real problem-solving for students. Students need to see that
solving problems is not just a matter of plugging numbers into an
algorithm; rather it is a matter of determining the kind of problem so
that an algorithm can be successfully applied.
6. Explicitly teach problem-solving strategies. Don’t expect that
students will acquire appropriate strategies merely by seeing the
teacher use them. Students will need guided, hands-on experience in
using these.
7. Focus on processes, structures, and decisions, not answers. If
students have a broad, conceptual understanding they will more likely
be able to solve other kinds of problems in the future, not just the
limited set they encounter in school.8. Provide a mix of problem types,
rather than grouping problems of one type; otherwise, students won't
develop skill at determining the problem type and choosing an
appropriate solution strategy.

The development of curriculum during the course of internship was

mostly based on CFT or Cognitive Flexibility Theory, an integrated
theory of learning, mental representation, and instruction (Spiro,
Feltovich, Jacobson, & Coulson, 1991). Cognitive Flexibility Theory
provides a number of heuristics for designing instruction that avoids
over-simplifying instruction by providing real-world cases, providing
multiple representations of the content in order to enhance transfer,
and requiring knowledge construction by learners, not knowledge
regurgitation. A primary teaching strategy is the use of hypertexts that
allow students considerable control as they explore and browse
through a content domain.
Methods used during Fieldwork
 Training Summary
I interned at Enroute to skills for thirty working days from 26th
December 2018 to 31 January 2019 in the Department of Research and
Development under the supervision of Ms. Geetika Luthra and Mr.
Gaurav Singh, the founders of E2S. The Research and Development
team was a team of six members. It involved two electronics, one
mechanical, and a Psychology major (Which was me), which was
further headed by an educationist cum Computer Engineer and a
Mechanical Engineer.

Throughout the four week program, the team worked on planning

workshops and activities that focused on curriculum development,
inquiry based learning. I and Geetika, with input from the engineering
students and guidance from their faculty members and a curriculum
coordinator, developed and wrote STEAM curriculum that focused on
engineering design and innovation and aligned with the academic
content standards. To facilitate this, all the interns were guided
through the curriculum development process using techniques and
strategies developed through evidence based research findings. All of
us made use of previously described, well-established, research based
curriculum template developed using the concepts I learned in 'Life
Span Development' and 'Basic Psychological Processes II' in second
year. At the close of every week experience, team had to the
opportunity to share some ideas and new concepts they developed by
themselves. All of us were required to provide an overview of their
lesson and then facilitate a short hand on activity every day. Except
the last few lessons which focused the special group of differently
abled students, were prepared by alone me. Founders used to meet the
interns every week which provided an opportunity to all of us to
provide feedback and suggestions to the existing system of activities
and its implementation.

The curriculum sheets developed through this experience was then

subjected to piloting and editing process and added as the
organization’s curriculum according to different age groups. Each
activity prepared targeted students of different age groups. Upon
completion of one-week experience, interns were selected to continue
working on curriculum development by the founders themselves.
Team organization, professional interactions were mapped to
emphasize collaboration, innovation, and increased STEAM content
knowledge in the interns of different fields. The diverse knowledge
and experiences of each member was beneficial not only to enrich the
learning opportunities, but also to increase the likelihood that the
curriculum development would align well with CBSE board functional
in majority of schools of India. In particular, efforts were made to
ensure the curriculum that was developed was uniquely innovative,
mapped to academic content standards and achieved high levels of
performance in academic fronts. This was accomplished in few
interactive sessions. Time between sessions was used by the interns to
continue curriculum production.

The first interactive session served as an intensive professional

development session where the team explored varying levels of
inquiry in relationship to the integrity of academic content and the
quality of the cognitive tasks for multiple scenarios.

Session two was used to introduce the writing template and critical
components of this template such as the enduring understandings,
essential questions, assessment plan, STEM career connection, and
technical brief. The template was created to ensure consistency in
formatting, quality and pedagogical information across all generated
curriculum. Additionally, the template was created to serve as a
professional development tool for the writers. As such, it provided
background and content knowledge necessary for properly completing
each section as well as additional resources in the form of hyperlinks
and references.

In the next session, we were provided guidance on what their

curriculum rubrics were to assess as well as reference material on
creating quality rubrics, and general objective/measurable vocabulary.

Next, the team proposed slight modifications to their curriculum that

would provide a richer learning experience for the students. This
curriculum realignment step provided the team with the opportunity to
reflect on the written communication and documentation of the
learning experience that the teachers envisioned for their students.
The last session was used to provide final feedback on the curriculum
and to allow the team to address any issues with their lessons. This
allowed for additional feedback and peer review.
Log Sheet of Field Training