https://karnatakaeducation.org.in/KOER/en/api.php?action=feedcontributions&user=Anusha&feedformat=atomKarnataka Open Educational Resources - User contributions [en]2024-03-28T14:21:39ZUser contributionsMediaWiki 1.35.6https://karnatakaeducation.org.in/KOER/en/index.php?title=Module-5-Nutrition-Part-1&diff=37588Module-5-Nutrition-Part-12023-01-09T08:33:01Z<p>Anusha: Removed assumptions</p>
<hr />
<div>== Summary ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition<br />
<br />
== Objective: ==<br />
To make our re-entry fun – start the process of interaction and start the conversation about nutrition<br />
<br />
== Process: ==<br />
• Greet the Kishoris. <br />
<br />
• Different role plays depicting the norms that we want to establish will be performed in front of Kishoris<br />
<br />
====== Role Plays ======<br />
The scenarios can have different dialogues depending on the school background. Different cases told by Kishoris itself are considered to perform role plays. Below are the role plays<br />
<br />
1. One girl talking and others ridiculing – Talkie talkie, yes poppa<br />
<br />
2. Everybody will participate + raising hand + Not interrupting – Interruption girl<br />
<br />
3. Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat <br />
<br />
'''Role Play 1. Talkie Talkie, Yes Poppa'''<br />
<br />
• A facilitator will announce the scenario title. <br />
<br />
'''Characters''': H2HD team facilitator, girl 1: girl who is talking, girl 2 and girl 3: 2 girls who are ridiculing girl 1<br />
<br />
Facilitator: What did you think about the audio clip on food?<br />
<br />
Girl 1: Food is very important to us, food is nutritious, food gives energy, () food is needed for the body, food is tasty ()<br />
<br />
Girl 2 and 3: Yeah to go to M.G Road and eat twister, ya ya that’s why gobi – giggle<br />
<br />
'''Everybody will participate + raising hand + Not interrupting – Interruption girl'''<br />
<br />
H2HD team facilitator, 3 girls - Chaos plus ideal behaviour<br />
<br />
'''Chaos:''' <br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: I will be in the park full of roses with my dog<br />
<br />
Girl 2: I will be with friends in Lalbagh<br />
<br />
Girl 3: Spaced out <br />
<br />
'''Ideal:'''<br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: Lift hand – I will be in college<br />
<br />
Girl 2: I will be working in Infosys<br />
<br />
Girl 3: I will be studying<br />
<br />
'''Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat'''<br />
<br />
Characters: Chaat bhandar guy, 3 girls<br />
<br />
Girl 1: I am really hungry ya<br />
<br />
Girl 2: I have 15 rupees, you?<br />
<br />
Girl 3: I have 20<br />
<br />
Girl 1: I only have 5 rupees<br />
<br />
Girl 2: Its ok, next time you can give. Come lets go<br />
<br />
Girl 1: I will give ok<br />
<br />
(Walk and come to chaat bhandar)<br />
<br />
Chaat Guy: Yen kodli<br />
<br />
Girl 2: one masale and one bhel puri thagolanva?, what ya? <br />
<br />
Girl 1: Uncle ond masalpuri, ondu bhel kodi, khara medium irli<br />
<br />
Girl 3: Bhel ge sweet kammi haaki<br />
<br />
(Chaat guy will start preparing chaats)<br />
<br />
Girl 3: Did you drink milk?<br />
<br />
Girl 1: yuck – my tonsil is paining<br />
<br />
Girl 2: I hate milk <br />
<br />
Girl 2: We should save money go to Mc. Donalds next month<br />
<br />
Girl 1: Yes, I love french fries -yummm<br />
<br />
Girl 2: My wish is to eat Mc dee meal for my birthday<br />
<br />
Girl 3: Dont look, is that guy following you Anusha? <br />
<br />
Girl 2: I saw him yesterday too<br />
<br />
Girl 1: Who? <br />
<br />
Girl 3: Red T shirt – near that auto behind you<br />
<br />
Girl 1: He looks like creepy (all of them giggle) <br />
<br />
• After the role play Kishoris will be asked, "How was it? Which one you liked best? Why? Who did you like the most? What do you think was the content of each scenario?"<br />
<br />
• The conversation will be steered towards food and nutrition. Kishoris will be asked "What will happen if they don't eat the whole day?"<br />
<br />
• Facilitator will continue to talk about how food is important to the body and why junk food is harmful.<br />
<br />
• Conversation will continue in the next class to discuss different types of nutrition required to the body.<br />
<br />
== Materials Required ==<br />
* Laptop<br />
* Speaker<br />
<br />
== Facilitators Required – 4 ==<br />
1 main facilitator and 3 co- facilitators to act out the role-play. <br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
Role-plays<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module6-Nutrition-Part-2&diff=37587Module6-Nutrition-Part-22023-01-09T08:32:27Z<p>Anusha: Removed Assumptoins</p>
<hr />
<div><br />
== Summary ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. <br />
<br />
== Objective: ==<br />
To continue our discussion on nutrition and give them simple understanding of balanced diet. <br />
<br />
== Process ==<br />
We will greet the Kishoris and recap norms. We will ask them if they have come with their individual food plan. '''(5 mins)'''<br />
<br />
If some of them have come back with a plan, then we can ask them to read aloud for the class. If they are shy then we collect them and read out for the class. <br />
<br />
If they have not written down anything then we will read out from our individual food plan. '''(10 mins)'''<br />
<br />
Facilitators will tell below are the foods they consume daily.<br />
{| class="wikitable"<br />
|<br />
|'''Breakfast'''<br />
|'''Lunch'''<br />
|'''Snacks'''<br />
|'''Dinner'''<br />
|-<br />
|Facilitator 1<br />
|Uppittu, Dose, Avalakki uppittu, Chitranna<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|Banana, Orange, Guava, Parle G biscuit<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|-<br />
|Facilitator 2<br />
|Idly, Poori, Chow Chow bath, Rotti<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar, Biryani<br />
|Omelet, dry fruits<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar<br />
|}<br />
<br />
After this, we will continue to discuss about food we consume everyday and how it helps our body by using a presentation. '''(5 mins)'''<br />
<br />
Presentation can be accessed here<br />
#REDIRECT [[https://tinyurl.com/h2hd-nu]<nowiki>]</nowiki><br />
<br />
If some of them are able to talk about their food and where that helps, then we can select volunteers to talk in front of their friends. '''(10 mins)'''<br />
<br />
== Materials Required ==<br />
1. Presentation on Nutrition<br />
<br />
== Facilitators Required – 2 ==<br />
1 main facilitator and 1 co-facilitator<br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
• Chart with presentation slides on them.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=35547Hosa Hejje Hosa Dishe English Modules2021-05-03T06:51:51Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchal Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 10: Patriarchal Messages - Part 4 ==<br />
In the previous sessions, Kishoris have seen how women and men have been portrayed in the ads and interviews. Based on their own perception, how they are going to impact others has also been discussed. After identifying their status in their respective families and the reasons for that has been discussed in the previous 4 weeks and the male prominence has been understood, also how media compliments it, further discussion of the same is the objective of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_10:_Patriarchal_Messages_-_Part_4 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analysing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
== Module 12 - How to overcome Patriarchy-Part-2 ==<br />
Kishoris have discussed in the last week what is Patriarchy and how that gives more power to Men. Also they have learnt what are the possible ways to overcome Patriarchy by watching cinema clips and through the persons/people in their own lives. This week they are going to discuss various methods to overcome Patriarchy through Role-Play. If we see a problem in different ways we get various options to overcome the same. Similarly, how we can overcome Patriarchy through different ways is the Objective of this Module.[https://karnatakaeducation.org.in/KOER/index.php/Module_12_-_How_to_overcome_Patriarchy-Part-2 Click here for more...]<br />
<br />
== Module 13 - Me and My Identity ==<br />
Ever since we started our conversation, Kishoris have learnt about topics like Adolescence, Adolescence Problems/Concerns, Human Anatomy, patriarchy etc. Apart from this, Kishoris also have started expressing their thoughts and started thinking about “Who am I?, “What is my position in my family?”. This week they are going to conduct audio interviews and vox pop recordings which reflect their learnings. [https://karnatakaeducation.org.in/KOER/index.php/Module_13_-_Me_and_My_Identity Click here for more...]<br />
<br />
== Module 14 - Patriarchy, in my perspective ==<br />
Kishoris have involved themselves with the team of HOSA HEJJE HOSA DISHE for a long time now. During this journey, there has been a significant improvement in Kishoris’ thought process and their ability to express themselves. Kishoris of the similar age group discuss the problems they may face and opportunities they come across in the group through world cafe-type activity to reflect their learnings. They also discuss ways to tackle those problems and increase the opportunities. Several models and charts which are drawn and constructed during group activities for each question have helped them to improve their way of thinking for the better. [https://karnatakaeducation.org.in/KOER/index.php/Module_14_-_Patriarchy,_in_my_perspective Click here for more...]<br />
<br />
== Module 15- Let My Present Change the Future ==<br />
Kishoris are involved in the interactions with “Hosa Hejje Hosa Dishe” team since many days. The way in which Kishoris express their thoughts has also improved considerably in the due course of the journey with the team. As the International Women’s Day falls during this week’s module, Kishoris will express their aspirations and views about the women as part of Women’s Day.<br />
<br />
In addition, they also will write about the changes they hope to see which benefits all the women. They would also write about the reasons for missing the school this year. [https://karnatakaeducation.org.in/KOER/index.php/Module_15-_Let_My_Present_Change_the_Future Click here for more...]<br />
<br />
== Module 16 - Conclusion ==<br />
Kishoris have involved themselves with the team of HOSA HEJJE HOSA DISHE for a long time now. During this journey, there has been a significant improvement in Kishoris thought process and ability to express themselves. Since this week’s interaction is going to be the last one for this academic year, the team would be asking the Kishoris for their opinion about our program. Kishoris would also be sharing what they liked and disliked about the program and the improvements / changes that can be made to the program. [https://karnatakaeducation.org.in/KOER/index.php/Module_16_-_Conclusion Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=35546Hosa Hejje Hosa Dishe English Modules2021-05-03T06:45:11Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchal Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 10: Patriarchal Messages - Part 4 ==<br />
In the previous sessions, Kishoris have seen how women and men have been portrayed in the ads and interviews. Based on their own perception, how they are going to impact others has also been discussed. After identifying their status in their respective families and the reasons for that has been discussed in the previous 4 weeks and the male prominence has been understood, also how media compliments it, further discussion of the same is the objective of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_10:_Patriarchal_Messages_-_Part_4 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analysing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
== Module 12 - How to overcome Patriarchy-Part-2 ==<br />
Kishoris have discussed in the last week what is Patriarchy and how that gives more power to Men. Also they have learnt what are the possible ways to overcome Patriarchy by watching cinema clips and through the persons/people in their own lives. This week they are going to discuss various methods to overcome Patriarchy through Role-Play. If we see a problem in different ways we get various options to overcome the same. Similarly, how we can overcome Patriarchy through different ways is the Objective of this Module.[https://karnatakaeducation.org.in/KOER/index.php/Module_12_-_How_to_overcome_Patriarchy-Part-2 Click here for more...]<br />
<br />
== Module 13 - Me and My Identity ==<br />
Ever since we started our conversation, Kishoris have learnt about topics like Adolescence, Adolescence Problems/Concerns, Human Anatomy, patriarchy etc. Apart from this, Kishoris also have started expressing their thoughts and started thinking about “Who am I?, “What is my position in my family?”. This week they are going to conduct audio interviews and vox pop recordings which reflect their learnings. [https://karnatakaeducation.org.in/KOER/index.php/Module_13_-_Me_and_My_Identity Click here for more...]<br />
<br />
== Module 14 - Patriarchy, in my perspective ==<br />
Kishoris have involved themselves with the team of HOSA HEJJE HOSA DISHE for a long time now. During this journey, there has been a significant improvement in Kishoris’ thought process and their ability to express themselves. Kishoris of the similar age group discuss the problems they may face and opportunities they come across in the group through world cafe-type activity to reflect their learnings. They also discuss ways to tackle those problems and increase the opportunities. Several models and charts which are drawn and constructed during group activities for each question have helped them to improve their way of thinking for the better. [https://karnatakaeducation.org.in/KOER/index.php/Module_14_-_Patriarchy,_in_my_perspective Click here for more...]<br />
<br />
== Module 15- Let My Present Change the Future ==<br />
Kishoris are involved in the interactions with “Hosa Hejje Hosa Dishe” team since many days. The way in which Kishoris express their thoughts has also improved considerably in the due course of the journey with the team. As the International Women’s Day falls during this week’s module, Kishoris will express their aspirations and views about the women as part of Women’s Day.<br />
<br />
In addition, they also will write about the changes they hope to see which benefits all the women. They would also write about the reasons for missing the school this year. [https://karnatakaeducation.org.in/KOER/index.php/Module_15-_Let_My_Present_Change_the_Future Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=35543Hosa Hejje Hosa Dishe English Modules2021-05-03T06:37:48Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 10: Patriarchal Messages - Part 4 ==<br />
In the previous sessions, Kishoris have seen how women and men have been portrayed in the ads and interviews. Based on their own perception, how they are going to impact others has also been discussed. After identifying their status in their respective families and the reasons for that has been discussed in the previous 4 weeks and the male prominence has been understood, also how media compliments it, further discussion of the same is the objective of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_10:_Patriarchal_Messages_-_Part_4 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analysing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
== Module 12 - How to overcome Patriarchy-Part-2 ==<br />
Kishoris have discussed in the last week what is Patriarchy and how that gives more power to Men. Also they have learnt what are the possible ways to overcome Patriarchy by watching cinema clips and through the persons/people in their own lives. This week they are going to discuss various methods to overcome Patriarchy through Role-Play. If we see a problem in different ways we get various options to overcome the same. Similarly, how we can overcome Patriarchy through different ways is the Objective of this Module.[https://karnatakaeducation.org.in/KOER/index.php/Module_12_-_How_to_overcome_Patriarchy-Part-2 Click here for more...]<br />
<br />
== Module 13 - Me and My Identity ==<br />
Ever since we started our conversation, Kishoris have learnt about topics like Adolescence, Adolescence Problems/Concerns, Human Anatomy, patriarchy etc. Apart from this, Kishoris also have started expressing their thoughts and started thinking about “Who am I?, “What is my position in my family?”. This week they are going to conduct audio interviews and vox pop recordings which reflect their learnings. [https://karnatakaeducation.org.in/KOER/index.php/Module_13_-_Me_and_My_Identity Click here for more...]<br />
<br />
== Module 14 - Patriarchy, in my perspective ==<br />
Kishoris have involved themselves with the team of HOSA HEJJE HOSA DISHE for a long time now. During this journey, there has been a significant improvement in Kishoris’ thought process and their ability to express themselves. Kishoris of the similar age group discuss the problems they may face and opportunities they come across in the group through world cafe-type activity to reflect their learnings. They also discuss ways to tackle those problems and increase the opportunities. Several models and charts which are drawn and constructed during group activities for each question have helped them to improve their way of thinking for the better.[https://karnatakaeducation.org.in/KOER/index.php/Module_14_-_Patriarchy,_in_my_perspective Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=35542Hosa Hejje Hosa Dishe English Modules2021-05-03T06:22:58Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 10: Patriarchal Messages - Part 4 ==<br />
In the previous sessions, Kishoris have seen how women and men have been portrayed in the ads and interviews. Based on their own perception, how they are going to impact others has also been discussed. After identifying their status in their respective families and the reasons for that has been discussed in the previous 4 weeks and the male prominence has been understood, also how media compliments it, further discussion of the same is the objective of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_10:_Patriarchal_Messages_-_Part_4 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
== Module 12 - How to overcome Patriarchy-Part-2 ==<br />
Kishoris have discussed in the last week what is Patriarchy and how that gives more power to Men. Also they have learnt what are the possible ways to overcome Patriarchy by watching cinema clips and through the persons/people in their own lives. This week they are going to discuss various methods to overcome Patriarchy through Role-Play. If we see a problem in different ways we get various options to overcome the same. Similarly, how we can overcome Patriarchy through different ways is the Objective of this Module.[https://karnatakaeducation.org.in/KOER/index.php/Module_12_-_How_to_overcome_Patriarchy-Part-2 Click here for more...]<br />
<br />
== Module 13 - Me and My Identity ==<br />
Ever since we started our conversation, Kishoris have learnt about topics like Adolescence, Adolescence Problems/Concerns, Human Anatomy, patriarchy etc. Apart from this, Kishoris also have started expressing their thoughts and started thinking about “Who am I?, “What is my position in my family?”. This week they are going to conduct audio interviews and vox pop recordings which reflect their learnings. [https://karnatakaeducation.org.in/KOER/index.php/Module_13_-_Me_and_My_Identity Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=35541Hosa Hejje Hosa Dishe English Modules2021-05-03T06:13:18Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 10: Patriarchal Messages - Part 4 ==<br />
In the previous sessions, Kishoris have seen how women and men have been portrayed in the ads and interviews. Based on their own perception, how they are going to impact others has also been discussed. After identifying their status in their respective families and the reasons for that has been discussed in the previous 4 weeks and the male prominence has been understood, also how media compliments it, further discussion of the same is the objective of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_10:_Patriarchal_Messages_-_Part_4 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
== Module 12 - How to overcome Patriarchy-Part-2 ==<br />
Kishoris have discussed in the last week what is Patriarchy and how that gives more power to Men. Also they have learnt what are the possible ways to overcome Patriarchy by watching cinema clips and through the persons/people in their own lives. This week they are going to discuss various methods to overcome Patriarchy through Role-Play. If we see a problem in different ways we get various options to overcome the same. Similarly, how we can overcome Patriarchy through different ways is the Objective of this Module.[https://karnatakaeducation.org.in/KOER/index.php/Module_12_-_How_to_overcome_Patriarchy-Part-2 Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34738Hosa Hejje Hosa Dishe English Modules2020-10-16T09:54:41Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 10: Patriarchal Messages - Part 4 ==<br />
In the previous sessions, Kishoris have seen how women and men have been portrayed in the ads and interviews. Based on their own perception, how they are going to impact others has also been discussed. After identifying their status in their respective families and the reasons for that has been discussed in the previous 4 weeks and the male prominence has been understood, also how media compliments it, further discussion of the same is the objective of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_10:_Patriarchal_Messages_-_Part_4 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34737Hosa Hejje Hosa Dishe English Modules2020-10-16T09:36:04Z<p>Anusha: /* Module4 : Audio Recording Basics */</p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34736Hosa Hejje Hosa Dishe English Modules2020-10-16T09:33:55Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module4 : Audio Recording Basics ==<br />
Learning basics of present day’s technology and it trends helps Adolescent girls in numerous positive ways. By learning audio recording, Adolescent girls will develop interest in technology and it also increases confidence in them. [https://karnatakaeducation.org.in/KOER/index.php/Module4_:_Audio_Recording_Basics Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
<br />
[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
<br />
{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
<br />
[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34731Hosa Hejje Hosa Dishe English Modules2020-10-14T09:31:15Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34730Hosa Hejje Hosa Dishe English Modules2020-10-14T09:25:21Z<p>Anusha: /* Module 8: Patriarchial Messages – Part2 */</p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34729Hosa Hejje Hosa Dishe English Modules2020-10-14T09:24:48Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34728Hosa Hejje Hosa Dishe English Modules2020-10-14T09:20:28Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34727Hosa Hejje Hosa Dishe English Modules2020-10-14T09:17:21Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34725Hosa Hejje Hosa Dishe English Modules2020-10-14T07:06:45Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34724Hosa Hejje Hosa Dishe English Modules2020-10-14T07:03:25Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
== Module 8: Patriarchial Messages – Part2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
<br />
Module 7-External Factors of Risks Part-1<br />
<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. Click here for more...<br />
<br />
Module-8-External Factors of Risks Part-2<br />
<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed. Click here for more...</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34723Hosa Hejje Hosa Dishe English Modules2020-10-14T06:48:12Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
<br />
Module 6-Nutrition Part-2<br />
<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. Click here for more...<br />
<br />
Module 7-External Factors of Risks Part-1<br />
<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. Click here for more...<br />
<br />
Module-8-External Factors of Risks Part-2<br />
<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed. Click here for more...</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34722Hosa Hejje Hosa Dishe English Modules2020-10-14T06:32:01Z<p>Anusha: </p>
<hr />
<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
<br />
Module 3 Rapport Building Part-2<br />
<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. Click here for more...<br />
<br />
Module 4 -Vox Populi<br />
<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. Click here for more...<br />
<br />
Module 5-Nutrition Part-1<br />
<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition. Click here for more...<br />
<br />
Module 6-Nutrition Part-2<br />
<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. Click here for more...<br />
<br />
Module 7-External Factors of Risks Part-1<br />
<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. Click here for more...<br />
<br />
Module-8-External Factors of Risks Part-2<br />
<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed. Click here for more...</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34721Hosa Hejje Hosa Dishe English Modules2020-10-14T06:07:49Z<p>Anusha: </p>
<hr />
<div>'''Module 1: A New Step in Introduction'''<br />
<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
<br />
Module 2 Co-Creation<br />
<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. Click here for more...<br />
<br />
Module 3 Rapport Building Part-2<br />
<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. Click here for more...<br />
<br />
Module 4 -Vox Populi<br />
<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. Click here for more...<br />
<br />
Module 5-Nutrition Part-1<br />
<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition. Click here for more...<br />
<br />
Module 6-Nutrition Part-2<br />
<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. Click here for more...<br />
<br />
Module 7-External Factors of Risks Part-1<br />
<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. Click here for more...<br />
<br />
Module-8-External Factors of Risks Part-2<br />
<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed. Click here for more...</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=34004Module-8-External Factors of Risks Part-22020-06-24T10:36:29Z<p>Anusha: </p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-7-External_Factors_of_Risks-Part-1&diff=34003Module-7-External Factors of Risks-Part-12020-06-24T10:35:57Z<p>Anusha: </p>
<hr />
<div>== Summary ==<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives.<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris have agreed to eat midday meal.<br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from nutrition.<br />
<br />
8. We have completed internal physical risks due to dietary habits. May be we can look at external risks that Kishoris may face.<br />
<br />
9. Facilitating in group is not possible as there is limited space.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. Enquire about who have had the mid day meal in the school. Distribute the sticker to Kishoris who had mid day meal. '''10 minutes'''<br />
<br />
8 groups are made by the team itself (7 Kishoris in each group). '''5 minutes'''<br />
<br />
Explanation of group activity and distributing the resources to do the activity. '''5 minutes'''<br />
<br />
We will give a chart to each group. Please look at the picture or the drawing in the chart. <br />
<br />
Please write about the problems/ issues that you face in these spaces. Discuss in the group and write down. It cannot be general issues like traffic, pollution, water.. It should be personal problem. <br />
<br />
E.g. Bus conductors don't allow school children on bus as they have bus pass<br />
<br />
Bus conductor stomps your foot purposely in the bus while you are standing<br />
<br />
Group activity is done with each facilitator with 2 groups. '''15 minutes'''<br />
<br />
Collecting the materials and concluding the activity. '''5 minutes'''<br />
<br />
== Materials Required ==<br />
No. of Facilitators - 4<br />
<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• Stickers <br />
<br />
• 8 pre-drawn charts for group activity<br />
<br />
• Sketch pen<br />
<br />
• glue<br />
<br />
• Camera<br />
<br />
== Inputs ==<br />
• 8 pre-drawn charts for group activity<br />
<br />
== Outputs ==<br />
• Points written by Kishoris<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module6-Nutrition-Part-2&diff=34002Module6-Nutrition-Part-22020-06-24T10:34:50Z<p>Anusha: </p>
<hr />
<div><br />
== Summary ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. <br />
<br />
== Assumptions ==<br />
# Kishoris are less noisy after crafts teacher started attending sessions based on our request.<br />
# Two of the facilitators won't be available tomorrow. We have 40 mins class time, 60 girls we need to handle with only 2 facilitators. This is quite a challenge because 4 facilitators were ineffective in using small group activities. <br />
# Kishoris don't engage with food related topics much because they are resistant due to their junk eating practices. <br />
# We may have 3 more sessions in this school, so we should complete at least one topic. <br />
# Only few Kishoris participate in the conversation because of peer ridicule. <br />
# They might not have done their homework of preparing individual food plan. <br />
# Compared to last session we have to plan this session to be more fun and effective inviting them to participate. <br />
# Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
== Objective: ==<br />
To continue our discussion on nutrition and give them simple understanding of balanced diet. <br />
<br />
== Process ==<br />
We will greet the Kishoris and recap norms. We will ask them if they have come with their individual food plan. '''(5 mins)'''<br />
<br />
If some of them have come back with a plan, then we can ask them to read aloud for the class. If they are shy then we collect them and read out for the class. <br />
<br />
If they have not written down anything then we will read out from our individual food plan. '''(10 mins)'''<br />
<br />
Facilitators will tell below are the foods they consume daily.<br />
{| class="wikitable"<br />
|<br />
|'''Breakfast'''<br />
|'''Lunch'''<br />
|'''Snacks'''<br />
|'''Dinner'''<br />
|-<br />
|Facilitator 1<br />
|Uppittu, Dose, Avalakki uppittu, Chitranna<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|Banana, Orange, Guava, Parle G biscuit<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|-<br />
|Facilitator 2<br />
|Idly, Poori, Chow Chow bath, Rotti<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar, Biryani<br />
|Omelet, dry fruits<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar<br />
|}<br />
<br />
After this, we will continue to discuss about food we consume everyday and how it helps our body by using a presentation. '''(5 mins)'''<br />
<br />
Presentation can be accessed here<br />
#REDIRECT [[https://tinyurl.com/h2hd-nu]<nowiki>]</nowiki><br />
<br />
If some of them are able to talk about their food and where that helps, then we can select volunteers to talk in front of their friends. '''(10 mins)'''<br />
<br />
== Materials Required ==<br />
1. Presentation on Nutrition<br />
<br />
== Facilitators Required – 2 ==<br />
1 main facilitator and 1 co-facilitator<br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
• Chart with presentation slides on them.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-5-Nutrition-Part-1&diff=34001Module-5-Nutrition-Part-12020-06-24T10:34:03Z<p>Anusha: </p>
<hr />
<div>== Summary ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition.<br />
<br />
== Assumptions ==<br />
# Since there is a very long break Kishoris might have forgotten why we wish to work with them.<br />
# We don’t have a lot of classes as December is the last month we can go to school. <br />
# They swing from noisy girls to silent ones (while talking to us). We have not been able to make them articulate.<br />
# They keep resisting us and pushing us towards authority figures, so we need a very creative methodology to reach them.<br />
# We feel their other class behaviour (i.e, not answering or not being able to answer teacher’s question) impacts on articulation coaxing from us.<br />
# Not having places and having less time – continues to be a hindrance.<br />
# Audio Vox pop on food - made some of them speak, we hope that role plays that we do will make more Kishoris to speak up.<br />
# Tearing each other down if one girl tries to stand up and talk needs to be changed Norms need to be re-established.<br />
<br />
== Objective: ==<br />
To make our re-entry fun – start the process of interaction and start the conversation about nutrition<br />
<br />
== Process: ==<br />
• Greet the Kishoris. <br />
<br />
• Different role plays depicting the norms that we want to establish will be performed in front of Kishoris<br />
<br />
====== Role Plays ======<br />
The scenarios can have different dialogues depending on the school background. Different cases told by Kishoris itself are considered to perform role plays. Below are the role plays<br />
<br />
1. One girl talking and others ridiculing – Talkie talkie, yes poppa<br />
<br />
2. Everybody will participate + raising hand + Not interrupting – Interruption girl<br />
<br />
3. Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat <br />
<br />
'''Role Play 1. Talkie Talkie, Yes Poppa'''<br />
<br />
• A facilitator will announce the scenario title. <br />
<br />
'''Characters''': H2HD team facilitator, girl 1: girl who is talking, girl 2 and girl 3: 2 girls who are ridiculing girl 1<br />
<br />
Facilitator: What did you think about the audio clip on food?<br />
<br />
Girl 1: Food is very important to us, food is nutritious, food gives energy, () food is needed for the body, food is tasty ()<br />
<br />
Girl 2 and 3: Yeah to go to M.G Road and eat twister, ya ya that’s why gobi – giggle<br />
<br />
'''Everybody will participate + raising hand + Not interrupting – Interruption girl'''<br />
<br />
H2HD team facilitator, 3 girls - Chaos plus ideal behaviour<br />
<br />
'''Chaos:''' <br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: I will be in the park full of roses with my dog<br />
<br />
Girl 2: I will be with friends in Lalbagh<br />
<br />
Girl 3: Spaced out <br />
<br />
'''Ideal:'''<br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: Lift hand – I will be in college<br />
<br />
Girl 2: I will be working in Infosys<br />
<br />
Girl 3: I will be studying<br />
<br />
'''Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat'''<br />
<br />
Characters: Chaat bhandar guy, 3 girls<br />
<br />
Girl 1: I am really hungry ya<br />
<br />
Girl 2: I have 15 rupees, you?<br />
<br />
Girl 3: I have 20<br />
<br />
Girl 1: I only have 5 rupees<br />
<br />
Girl 2: Its ok, next time you can give. Come lets go<br />
<br />
Girl 1: I will give ok<br />
<br />
(Walk and come to chaat bhandar)<br />
<br />
Chaat Guy: Yen kodli<br />
<br />
Girl 2: one masale and one bhel puri thagolanva?, what ya? <br />
<br />
Girl 1: Uncle ond masalpuri, ondu bhel kodi, khara medium irli<br />
<br />
Girl 3: Bhel ge sweet kammi haaki<br />
<br />
(Chaat guy will start preparing chaats)<br />
<br />
Girl 3: Did you drink milk?<br />
<br />
Girl 1: yuck – my tonsil is paining<br />
<br />
Girl 2: I hate milk <br />
<br />
Girl 2: We should save money go to Mc. Donalds next month<br />
<br />
Girl 1: Yes, I love french fries -yummm<br />
<br />
Girl 2: My wish is to eat Mc dee meal for my birthday<br />
<br />
Girl 3: Dont look, is that guy following you Anusha? <br />
<br />
Girl 2: I saw him yesterday too<br />
<br />
Girl 1: Who? <br />
<br />
Girl 3: Red T shirt – near that auto behind you<br />
<br />
Girl 1: He looks like creepy (all of them giggle) <br />
<br />
• After the role play Kishoris will be asked, "How was it? Which one you liked best? Why? Who did you like the most? What do you think was the content of each scenario?"<br />
<br />
• The conversation will be steered towards food and nutrition. Kishoris will be asked "What will happen if they don't eat the whole day?"<br />
<br />
• Facilitator will continue to talk about how food is important to the body and why junk food is harmful.<br />
<br />
• Conversation will continue in the next class to discuss different types of nutrition required to the body.<br />
<br />
== Materials Required ==<br />
* Laptop<br />
* Speaker<br />
<br />
== Facilitators Required – 4 ==<br />
1 main facilitator and 3 co- facilitators to act out the role-play. <br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
Role-plays<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=34000St Anne's Girls High School, Halasuru Module 4- Vox Populi2020-06-24T10:33:21Z<p>Anusha: /* Summary */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. In the previous sessions we went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articulation. Usage of technology will also trigger interests in Kishoris and help them in opening up to us before venturing into serious topics of adolescence.<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time available is 40 minutes.<br />
# Number of absentees may be more due to holidays during Independence Day.<br />
# In the last 3 sessions Kishoris have been asked to write something using chart and sketch pen or on paper. They may be thinking in this we would do the same in this session as well.<br />
# Activities can’t be done outside the classrooms. Grounds are occupied by one or the other class.<br />
# Kishoris found the last module boring because of various components- our silence, facilitator turning into teacher and so on.<br />
<br />
=Objective=<br />
# To use the Vox pop to trigger a conversation around food.<br />
# To use technology which might make them open up in real sense..<br />
<br />
=Process=<br />
The session will start with greeting the Kishoris (by gesturing and by showing cards from the previous session)<br />
<br />
Placards of the norms are also shown.<br />
<br />
Kishoris are asked to recall what happened in previous session. Assumption is that the Kishoris would tell the points one by one. If they don’t respond Facilitators probe them by telling them, “We started the session by greeting them silently and communicating with placards.”<br />
<br />
Few common points that Kishoris wrote in the previous session will be shared in front of everyone and this will be concluded by saying,<br />
<br />
“We are happy to know that majority of you wrote about higher studies and working in different settings like doctor, teacher and so on. We wish you all the very best for achieving what you imagined.”<br />
<br />
After this the facilitator will ask for 12 volunteers. After choosing the volunteers they will be asked to be seated where they are and told that the instruction will be given later.<br />
<br />
A vox pop on food is created by asking, “What is food to you?” to everybody in the office. It will be in different languages and funny songs are also added in between to make it interesting. <br />
<br />
Audio of vox pop will be played in front of the Kishoris.<br />
<br />
'''[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Link for the vox pop]'''<br />
<br />
After playing the vox pop Kishoris will be asked to tell their view on the audio.<br />
<br />
Following questions can be used as examples ''“How was it?”,“What did you like in this audio?”'' There may be question on why this audio was played. Facilitator will tell them to keep listening to the audio and their question will be answered. <br />
<br />
12 volunteers are asked to come forward. 4 facilitators will ask, ''“What is food to you?”'' in Telugu, Tamil, Kannada, and English to 3 Kishoris each.<br />
<br />
Depending on the time remaining, volunteers will ask the others the same question.<br />
<br />
Facilitator will conclude the session by saying the following to reaffirm what do we do in the program and why it was necessary for the team to be silent in the previous session.<br />
<br />
''“From the of the program we have been talking about co-creation. And we just went through the process of co-creation. From our end we created the audio and you told what is food to you. In this process you got to know little bit about us, and we got to know little bit about you. This is the basic element of the program.”''<br />
<br />
''“Thank you very much for all the volunteers. From past 2 sessions it was chaotic and it resulted in us being silent. Therefore nothing was created. But, thank you all of you for today, because we could co-create something this week.”''<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# Speaker 1<br />
# Laptop with audio editing software (audacity)<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris and ask the questions to volunteers<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Vox pop created on food<br />
<br />
=Outputs=<br />
Kishoris’ points on food.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=33999St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22020-06-24T10:29:08Z<p>Anusha: </p>
<hr />
<div>==Summary==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.<br />
<br />
==Background==<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
==Assumptions==<br />
# Total time 40 minutes.<br />
# Can’t take Kishoris outside classroom as there will be one or the other section using the playground.<br />
# There are 59 Kishoris.<br />
# There is disturbance from other class Kishoris who come and stand near the window and try to talk to Kishoris.<br />
# Difficult to take extra time as the other school extra-curricular activities are scheduled after school<br />
# Since we are new to the school and the rapport with the school is not built we can show videos but can’t use any other technical equipment.<br />
# We need to take control of the class while establishing that it is not a normal class but the discipline should be maintained.<br />
# Classroom is small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
==Objective==<br />
# To negotiate with the Kishoris to listen to facilitators and agree and follow the norms.<br />
# To counter noise with silence from our side.<br />
==Process==<br />
The session will start by entering the class and greeting them in silence. Facilitators body language will be happy one and mirroring Kishoris’ emotion, but they will remain silent. After the commotion has died down, The charts will be shown in silent.<br />
<br />
Content in the charts will be as following:<br />
<br />
# Hello all – greetings '''1 minute'''<br />
# We have decided to be silent for sometime – why is this, we will tell you later '''20 seconds'''<br />
# Last time we agreed we would all follow certain norms, they are – We will not interrupt others while they are speaking, we will not ridicule or make fun of our friends who are speaking, we will lift our hand in case we wish to speak, and we will not disrespect the time we have got together by being distracted or by distracting others, '''2.30 minute'''<br />
# Choose one person from each desk, who can get up and share/speak in '''2 minutes''' <br />
# Are you done? '''1 minute'''<br />
# Each desk representative, share about the last class (recap) one by one <br />
# Please share one point each '''8.30 minutes'''<br />
# If they don't start speaking, then a chart will be shown which shows how the previous session started. <br />
# Shall we start speaking? <br />
# But we will become silent if the norms are broken. <br />
# Deal?<br />
<br />
A conclusion on previous session’s activity will be done by saying “As you saw, each group last week shared a different story and different line up of pictures. Even though the pictures were same in two sub-groups, different stories were thought of. Based on this we can say how creative you all are and how we all co created the picture based stories. We will continue to explore avenues for effective co creation in all our classes/sessions.” 2 minutes. After this A4 sheets are distributed and Kishoris are asked to think of the following<br />
<br />
“Close your eyes”<br />
“ Just imagine, this is year 2026, if you are 14 or 15 now then you will be 20 or 21, just imagine where you will be, what you will be doing, who is there in your life, how does this future seem to you?”. '''5 minutes'''<br />
<br />
After the imagination Kishoris are asked to write about their imagination. '''10 minutes'''<br />
<br />
Once the writing is done all the sheets are collected. <br />
<br />
Conclusion is done by saying, “We will collate this and bring it next week. It is exciting to think of all the things imagined by all of you.” '''5 minutes'''<br />
<br />
==Materials Required==<br />
# Chart with silent messages<br />
# A4 sheets - 60<br />
<br />
==Facilitators Required – 4==<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris<br />
<br />
==Timing==<br />
40 minutes<br />
<br />
==Inputs==<br />
# Chart with silent messages<br />
# Narrative to imagine future<br />
<br />
==Outputs==<br />
Imagination of Kishoris written in A4 sheets<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_2_-_Co-Creation&diff=33998St Anne's Girls High School, Halasuru Module 2 - Co-Creation2020-06-24T10:05:30Z<p>Anusha: </p>
<hr />
<div>==Summary==<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.<br />
<br />
==Assumptions==<br />
# There are student cliques– their dynamics and whether they will be willing to work with other cliques should be understood.<br />
# All the Kishoris are not yet confident enough to participate.<br />
# Module will be conducted in English.<br />
# All the classes have CCTV cameras, so the Kishoris and the facilitators will be conscious. <br />
# There are some naughty Kishoris who keep asking smart-alecky questions.<br />
# In the previous session, Kishoris have asked, “How do we benefit from this?” and also “How do you benefit from this?”, this might be due to them exposed to other NGOs working with them.<br />
<br />
==Objectives==<br />
# Effectively clarify Kishoris’ questions from previous session regarding IT for Change/ Facilitators and H2HD<br />
# Enthuse Kishoris towards the principles that operate on the design of H2HD– participatory ownership building learning processes, co-creation, content driving technologies, autonomy of thought and so on. <br />
==Process==<br />
Greet Kishoris.<br />
<br />
Answer the questions that were asked in the previous session. Their 3 questions are,<br />
# How do you benefit from this?<br />
# How do we benefit from this?<br />
# What do we have to do?<br />
<br />
''' How do you benefit from this? (H2HD)''' <br />
<br />
Our answer: <br />
<br />
We have been working with adolescent girls both in rural and urban areas. Over the years, we have seen that adolescence is a crucial age where majority of life altering things are decided. We have seen over the years that autonomy and power over such decisions are not with adolescent girls but with parents or elders at home. We would love to build a dialogue around these issues using various tools and methodologies. <br />
<br />
'''How do we benefit from this? (St. Anne’s Kishoris)''' <br />
<br />
Our answer: <br />
# As many shared last week that you are happy to be with us, we will be with you every _____day for another year.<br />
# We will become friends.<br />
# All of you will become closer and know more about each other<br />
# We might together go for an outing.<br />
# Not all of you talked last time, all of you will build confidence to speak without hesitation inside and outside School.<br />
# Through this programme you will be able to build on your strengths so that it can favourably help you in future.<br />
<br />
'''What do we (Kishoris) have to do?'''<br />
<br />
Trust us and participate equally in co-creating.<br />
<br />
==Picture story Activity==<br />
Give Kishoris pre-cut picture set rolled in rubber band (6 each). The list of pictures of 6 are as follows,<br />
{| class="wikitable"<br />
|'''Set 1'''<br />
|'''Set 2'''<br />
|'''Set 3'''<br />
|'''Set 4'''<br />
|-<br />
|Moon<br />
|Laptop<br />
|Camera<br />
|Watch<br />
|-<br />
|Dog<br />
|Bucket<br />
|Chalk piece<br />
|Pen<br />
|-<br />
|Tree<br />
|Ice candy<br />
|Peacock<br />
|Chair<br />
|-<br />
|Water glass<br />
|Cow<br />
|Bicycle<br />
|Banana<br />
|-<br />
|Sunglasses<br />
|Cashew Nut<br />
|Plastic bag<br />
|Water Bottle<br />
|-<br />
|Baby<br />
|Candle<br />
|Chilly<br />
|Road<br />
|}<br />
The images can be sourced from internet or any places. Copyrights should be kept in mind while using them.<br />
<br />
Divide the class into group of 4 by counting 1-4. There will be a facilitator in each group. '''5 minutes'''<br />
<br />
In the group Facilitator will make 2 sub-groups A and B.<br />
<br />
Each sub-group will be given the same set of pictures and a chart. For example if Group 1A gets Set 3 of pictures as mentioned above, Group 1B will also get the same set of pictures. '''5 minutes'''<br />
<br />
After this each sub-group will be asked to create a story using the pictures they got. '''7 minutes'''<br />
<br />
Halfway through story building the sub-groups in a group will be asked to exchange the charts and work on the<br />
<br />
other sub-group’s story. '''7 minutes'''<br />
<br />
After this each group will share their story created with the whole class once. '''6 minutes'''<br />
<br />
The discussion about the story building activity will be done by asking the Kishoris. ''“What do you feel about this?”'' Kishoris will share their experience/opinion. '''5 minutes'''<br />
<br />
==Conclusion==<br />
We end the session by talking about co-creation and end the session. <br />
<br />
It will be as follows, ''“We spoke about co creation last week, the activity you did now demonstrates that phenomenon. All of you have shown or showcased your creativity, different views in creating the stories. If we are able to harness all the creativity then everything is possible. During the course of this year, you will know more about this.”'' <br />
<br />
==Materials Required==<br />
# Pre-printed picture sets – 4<br />
# Charts – 4 <br />
# Fevicol/Fevistick – 4<br />
<br />
==Facilitators Required - 4==<br />
1 main facilitator and 3 more facilitators for group activity<br />
<br />
==Timing==<br />
40 minutes<br />
<br />
==Inputs==<br />
Pre-printed picture sets<br />
<br />
==Outputs==<br />
Co-created story charts<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_1_Rapport_Building_Part_1&diff=33997St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 12020-06-24T10:04:04Z<p>Anusha: </p>
<hr />
<div>==Summary==<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. <br />
<br />
==Assumptions==<br />
# Total time available is 40 minutes<br />
# Module will be conducted in English.<br />
# All the classes have CCTV and the facilitators need to get used to that. <br />
# There isn’t much information available with us about the school.<br />
# Number of Kishoris - 59<br />
# Since it is the last period of the day Kishoris might already be tired.<br />
# As Sister Wency shared, Kishoris hardly eat, they skip lunch and also resist drinking milk, this might lead to fatigue and in turn disinterest in what we do <br />
==Objective==<br />
# To establish what we will do in this project in an attractive manner (our identity)<br />
# To build their excitement to work with us every week <br />
==Process==<br />
Greet the Kishoris.<br />
<br />
Flash cards to be used as an introduction activity. Facilitators should start this activity to illustrate how this is to be done. Kishoris will be asked to introduce themselves by saying their name plus what is written in the flash card they picked. Flash cards follow the theme of knowing their favourites. e.g 'Your favourite heroine', 'your favourite song' and so on. The following are the favourites that can be explored. Flash cards should be distributed during facilitator introduction. <br />
<br />
{| class="wikitable"<br />
|Tree<br />
|Nail polish color<br />
|Heroine<br />
|Hero<br />
|-<br />
|Dance form<br />
|Colour<br />
|Vehicle<br />
|Subject<br />
|-<br />
|Teacher<br />
|Sweet<br />
|Song<br />
|Snack<br />
|-<br />
|Female sports person<br />
|Object at your home<br />
|Festival<br />
|Hairstyle<br />
|-<br />
|TV programme<br />
|Drink<br />
|Film<br />
|Food from canteen<br />
|-<br />
|Fragrance<br />
|Colour<br />
|Object in your bag<br />
|Fruit<br />
|-<br />
|Place at home<br />
|city/town<br />
|Place to worship<br />
|Animal<br />
|-<br />
|Plant<br />
|Male sports person<br />
|Dress<br />
|Day of the week<br />
|-<br />
|Place in school<br />
|Book<br />
|Place in Bangalore<br />
|Bird<br />
|-<br />
|Chats<br />
|Pet animal<br />
|Ice-cream<br />
|Sweet<br />
|-<br />
|Singer<br />
|Sports<br />
|Pickle<br />
|Season<br />
|-<br />
|Flower<br />
|Place to shop<br />
|<br />
|<br />
|}<br />
<br />
Time allocated for this - 15 minutes (59 Kishoris plus 4 facilitators) <br />
<br />
Once the introductions are over, small groups of Kishoris consisting of 10-12 members will be made. In the small groups, they will discuss the question “What do they think that the girls of their age want to learn?” Time allocated for this - 10 minutes<br />
<br />
Kishoris are asked to share the small group discussion items with the whole class. Whatever they tell will be written in front of them on a chart paper. <br />
<br />
Time allocated for this - 5 minutes <br />
<br />
Sharing from facilitators: Who we are (IT for Change) and what we envision to do (Hosa hejje Hosa Dishe project). <br />
<br />
Post sharing, Kishoris will be asked if they have any questions/clarifications, and they will be addressed. Time allocated for this - 5 minutes <br />
<br />
Sharing from facilitators: Explain what co creation is in a way they understand that the sessions will not be top down monologues, but they bring their insights, and we bring our expertise to create new learning possibilities. <br />
<br />
Time allocated for this -5- minutes<br />
<br />
=Materials Required=<br />
# Chits written with different fun questions<br />
# Chart<br />
# Sketch pen<br />
# Double sided tape for sticking the chart on the board or wall<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module6-Nutrition-Part-2&diff=33652Module6-Nutrition-Part-22020-05-13T13:30:38Z<p>Anusha: </p>
<hr />
<div><br />
== Summary ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. <br />
<br />
Facilitator: Aparna <br />
<br />
Co-facilitator: Karthik<br />
<br />
== Assumptions ==<br />
# Kishoris are less noisy after crafts teacher started attending sessions based on our request.<br />
# Two of the facilitators wont be available tomorrow. We have 40 mins class time, 60 girls we need to handle with only 2 facilitators. This is quite a challenge because 4 facilitators were ineffective in using small group activities. <br />
# Kishoris dont engage with food related topics much because they are resistant due to their junk eating practices. <br />
# We may have 3 more sessions in this school so we should complete at least one topic. <br />
# Only few Kishoris participate in the conversation because of peer ridicule. <br />
# They might not have done their homework of preparing individual food plan. <br />
# Compared to last session we have to plan this session to be more fun and effective inviting them to participate. <br />
# Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
== Objective: ==<br />
To continue our discussion on nutrition and give them simple understanding of balanced diet. <br />
<br />
== Process ==<br />
We will greet the Kishoris and recap norms. We will ask them if they have come with their individual food plan. '''(5 mins)'''<br />
<br />
If some of them have come back with a plan, then we can ask them to read aloud for the class. If they are shy then we collect them and read out for the class. <br />
<br />
If they have not written down anything then we will read out from our individual food plan. '''(10 mins)'''<br />
<br />
Facilitators will tell below are the foods they consume daily.<br />
{| class="wikitable"<br />
|<br />
|'''Breakfast'''<br />
|'''Lunch'''<br />
|'''Snacks'''<br />
|'''Dinner'''<br />
|-<br />
|Facilitator 1<br />
|Uppittu, Dose, Avalakki uppittu, Chitranna<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|Banana, Orange, Guava, Parle G biscuit<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|-<br />
|Facilitator 2<br />
|Idly, Poori, Chow Chow bath, Rotti<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar, Biryani<br />
|Omelet, dry fruits<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar<br />
|}<br />
<br />
After this, we will continue to discuss about food we consume everyday and how it helps our body by using a presentation. '''(5 mins)'''<br />
Presentation can be accessed here<br />
#REDIRECT [[https://tinyurl.com/h2hd-nu]]<br />
<br />
If some of them are able to talk about their food and where that helps, then we can select volunteers to talk in front of their friends. '''(10 mins)'''<br />
<br />
== Materials Required ==<br />
1. Presentation on Nutrition<br />
<br />
== Facilitators Required – 2 ==<br />
1 main facilitator and 1 co-facilitator<br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
• Chart with presentation slides on them.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=33651St Anne's Girls High School, Halasuru Module 4- Vox Populi2020-05-13T13:24:02Z<p>Anusha: </p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. In the previous sessions we went theough the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articulation. Usage of technology will also trigger interests in Kishoris and help them in opening up to us before venturing into serious topics of adolescence.<br />
<br />
Facilitator: Karthik<br />
<br />
Co-Facilitator: Anusha, Aparna, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time available is 40 minutes.<br />
# Number of absentees may be more due to holidays during Independence day.<br />
# In the last 3 sessions Kishoris have been asked to write something using chart and sketch pen or on paper. They may be thinking in this we would do the same in this session as well.<br />
# Activities can’t be done outside the classrooms. Grounds are occupied by one or the other class.<br />
# Kishoris found the last module boring because of various components- our silence, facilitator turning into teacher and so on.<br />
<br />
=Objective=<br />
# To use the Vox pop to trigger a conversation around food.<br />
# To use technology which might make them open up in real sense..<br />
<br />
=Process=<br />
The session will start with greeting the Kishoris (by gesturing and by showing cards from the previous session)<br />
<br />
Placards of the norms are also shown.<br />
<br />
Kishoris are asked to recall what happened in previous session. Assumption is that the Kishoris would tell the points one by one. If they don’t respond Facilitators probe them by telling them, “We started the session by greeting them silently and communicating with placards.”<br />
<br />
Few common points that Kishoris wrote in the previous session will be shared in front of everyone and this will be concluded by saying,<br />
<br />
“We are happy to know that majority of you wrote about higher studies and working in different settings like doctor, teacher and so on. We wish you all the very best for achieving what you imagined.”<br />
<br />
After this the facilitator will ask for 12 volunteers. After choosing the volunteers they will be asked to be seated where they are and told that the instruction will be given later.<br />
<br />
A vox pop on food is created by asking, “What is food to you?” to everybody in the office. It will be in different languages and funny songs are also added in between to make it interesting. <br />
<br />
Audio of vox pop will be played in front of the Kishoris.<br />
<br />
'''[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Link for the vox pop]'''<br />
<br />
After playing the vox pop Kishoris will be asked to tell their view on the audio.<br />
<br />
Following questions can be used as examples ''“How was it?”,“What did you like in this audio?”'' There may be question on why this audio was played. Facilitator will tell them to keep listening to the audio and their question will be answered. <br />
<br />
12 volunteers are asked to come forward. 4 facilitators will ask, ''“What is food to you?”'' in Telugu, Tamil, Kannada, and English to 3 Kishoris each.<br />
<br />
Depending on the time remaining, volunteers will ask the others the same question.<br />
<br />
Facilitator will conclude the session by saying the following to reaffirm what do we do in the program and why it was necessary for the team to be silent in the previous session.<br />
<br />
''“From the of the program we have been talking about co-creation. And we just went through the process of co-creation. From our end we created the audio and you told what is food to you. In this process you got to know little bit about us, and we got to know little bit about you. This is the basic element of the program.”''<br />
<br />
''“Thank you very much for all the volunteers. From past 2 sessions it was chaotic and it resulted in us being silent. Therefore nothing was created. But, thank you all of you for today, because we could co-create something this week.”''<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# Speaker 1<br />
# Laptop with audio editing software (audacity)<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris and ask the questions to volunteers<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Vox pop created on food<br />
<br />
=Outputs=<br />
Kishoris’ points on food.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=33647St Anne's Girls High School, Halasuru - Modules2020-05-05T14:42:15Z<p>Anusha: /* Module 5-Nutrition Part-1 */</p>
<hr />
<div>==Module 1 Rapport Building Part - 1==<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [[St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 1|Click here for more......]]<br />
<br />
==Module 2 Co-Creation==<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [[St Anne's Girls High School, Halasuru Module 2 - Co-Creation|Click here for more...]]<br />
<br />
==Module 3 Rapport Building Part-2==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [[St Anne's Girls High School, Halasuru module 3 Rapport Building Part-2|Click here for more...]]<br />
<br />
==Module 4 -Vox Populi==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. [[St Anne's Girls High School, Halasuru Module 4 Module 4 Vox Populi|Click here for more...]]<br />
<br />
== Module 5-Nutrition Part-1 ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition. [[Module-5-Nutrition-Part-1|Click here for more...]]<br />
<br />
== Module 6-Nutrition Part-2 ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. [[Module6-Nutrition-Part-2|Click here for more...]]<br />
<br />
== Module 7-External Factors of Risks Part-1 ==<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. [[Module-7-External Factors of Risks-Part-1|Click here for more...]]<br />
<br />
== Module-8-External Factors of Risks Part-2 ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed. [[Module-8-External Factors of Risks Part-2|Click here for more...]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=33634Hosa Hejje Hosa Dishe2020-05-04T06:42:43Z<p>Anusha: /* School based Modules */</p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Audio resource - What is food to you?]<br />
<br />
== School based Modules ==<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಗಂಗಮ್ಮ_ಹೊಂಬೆಗೌಡ_ಬಾಲಕಿಯರ_ಪ್ರೌಢಶಾಲೆ,_ವಿಲ್ಸನ್_ಗಾರ್ಡನ್_-_ಮಾಡ್ಯೂಲ್ಗಳು Gangamma Hombegowda Girls High School, Wilson Garden - Kannada Medium]<br />
<br />
[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%97%E0%B2%82%E0%B2%97%E0%B2%AE%E0%B3%8D%E0%B2%AE_%E0%B2%B9%E0%B3%8A%E0%B2%82%E0%B2%AC%E0%B3%86%E0%B2%97%E0%B3%8C%E0%B2%A1_%E0%B2%AC%E0%B2%BE%E0%B2%B2%E0%B2%95%E0%B2%BF%E0%B2%AF%E0%B2%B0_%E0%B2%AA%E0%B3%8D%E0%B2%B0%E0%B3%8C%E0%B2%A2%E0%B2%B6%E0%B2%BE%E0%B2%B2%E0%B3%86,_%E0%B2%87%E0%B2%82%E0%B2%97%E0%B3%8D%E0%B2%B2%E0%B2%BF%E0%B2%B7%E0%B3%8D%E2%80%8C_%E0%B2%AE%E0%B2%BE%E0%B2%A7%E0%B3%8D%E0%B2%AF%E0%B2%AE,_%E0%B2%AE%E0%B2%BE%E0%B2%A1%E0%B3%8D%E0%B2%AF%E0%B3%82%E0%B2%B2%E0%B3%8D%E2%80%8C%E0%B2%97%E0%B2%B3%E0%B3%81 Gangamma Hombegowda Girls High School, Wilson Garden - English Medium]<br />
<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಕರ್ನಾಟಕ_ಪಬ್ಲಿಕ್_ಶಾಲೆ,_ಬಸವನಗುಡಿ_-_ಮಾಡ್ಯೂಲ್ಗಳು Karnataka Public School, Basavanagudi]<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=33633Hosa Hejje Hosa Dishe2020-05-04T06:37:42Z<p>Anusha: </p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Audio resource - What is food to you?]<br />
<br />
== School based Modules ==<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಗಂಗಮ್ಮ_ಹೊಂಬೆಗೌಡ_ಬಾಲಕಿಯರ_ಪ್ರೌಢಶಾಲೆ,_ವಿಲ್ಸನ್_ಗಾರ್ಡನ್_-_ಮಾಡ್ಯೂಲ್ಗಳು Gangamma Hombegowda Girls High School, Wilson Garden - Kannada Medium]<br />
<br />
[[ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢಶಾಲೆ, ಇಂಗ್ಲಿಷ್ ಮಾಧ್ಯಮ, ಮಾಡ್ಯೂಲ್ಗಳು|Gangamma Hombegowda Girls High School, Wilson Garden - English Medium]]<br />
<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಕರ್ನಾಟಕ_ಪಬ್ಲಿಕ್_ಶಾಲೆ,_ಬಸವನಗುಡಿ_-_ಮಾಡ್ಯೂಲ್ಗಳು Karnataka Public School, Basavanagudi]<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=33632St Anne's Girls High School, Halasuru - Modules2020-05-04T06:25:32Z<p>Anusha: </p>
<hr />
<div>==Module 1 Rapport Building Part - 1==<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [[St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 1|Click here for more......]]<br />
<br />
==Module 2 Co-Creation==<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [[St Anne's Girls High School, Halasuru Module 2 - Co-Creation|Click here for more...]]<br />
<br />
==Module 3 Rapport Building Part-2==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [[St Anne's Girls High School, Halasuru module 3 Rapport Building Part-2|Click here for more...]]<br />
<br />
==Module 4 -Vox Populi==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. [[St Anne's Girls High School, Halasuru Module 4 Module 4 Vox Populi|Click here for more...]]<br />
<br />
== Module 5-Nutrition Part-1 ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition. C[[Module-5-Nutrition-Part-1|lick here for more...]]<br />
<br />
== Module 6-Nutrition Part-2 ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. [[Module6-Nutrition-Part-2|Click here for more...]]<br />
<br />
== Module 7-External Factors of Risks Part-1 ==<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. [[Module-7-External Factors of Risks-Part-1|Click here for more...]]<br />
<br />
== Module-8-External Factors of Risks Part-2 ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed. [[Module-8-External Factors of Risks Part-2|Click here for more...]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-7-External_Factors_of_Risks-Part-1&diff=33631Module-7-External Factors of Risks-Part-12020-05-04T06:24:17Z<p>Anusha: added Category:St Anne's Girls High School using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives.<br />
<br />
Facilitator - Anusha<br />
<br />
Co-Facilitator - Aparna, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris have agreed to eat mid day meal.<br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from nutrition.<br />
<br />
8. We have completed internal physical risks due to dietary habits. May be we can look at external risks that Kishoris may face.<br />
<br />
9. Facilitating in group is not possible as there is limited space.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. Enquire about who have had the mid day meal in the school. Distribute the sticker to Kishoris who had mid day meal. '''10 minutes'''<br />
<br />
8 groups are made by the team itself (7 Kishoris in each group). '''5 minutes'''<br />
<br />
Explanation of group activity and distributing the resources to do the activity. '''5 minutes'''<br />
<br />
We will give a chart to each group. Please look at the picture or the drawing in the chart. <br />
<br />
Please write about the problems/ issues that you face in these spaces. Discuss in the group and write down. It cannot be general issues like traffic, pollution, water.. It should be personal problem. <br />
<br />
E.g. Bus conductors don't allow school children on bus as they have bus pass<br />
<br />
Bus conductor stomps your foot purposely in the bus while you are standing<br />
<br />
Group activity is done with each facilitator with 2 groups. '''15 minutes'''<br />
<br />
Collecting the materials and concluding the activity. '''5 minutes'''<br />
<br />
== Materials Required ==<br />
No. of Facilitators - 4<br />
<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• Stickers <br />
<br />
• 8 pre-drawn charts for group activity<br />
<br />
• Sketch pen<br />
<br />
• glue<br />
<br />
• Camera<br />
<br />
== Inputs ==<br />
• 8 pre-drawn charts for group activity<br />
<br />
== Outputs ==<br />
• Points written by Kishoris<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-7-External_Factors_of_Risks-Part-1&diff=33630Module-7-External Factors of Risks-Part-12020-05-04T06:22:49Z<p>Anusha: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives.<br />
<br />
Facilitator - Anusha<br />
<br />
Co-Facilitator - Aparna, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris have agreed to eat mid day meal.<br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from nutrition.<br />
<br />
8. We have completed internal physical risks due to dietary habits. May be we can look at external risks that Kishoris may face.<br />
<br />
9. Facilitating in group is not possible as there is limited space.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. Enquire about who have had the mid day meal in the school. Distribute the sticker to Kishoris who had mid day meal. '''10 minutes'''<br />
<br />
8 groups are made by the team itself (7 Kishoris in each group). '''5 minutes'''<br />
<br />
Explanation of group activity and distributing the resources to do the activity. '''5 minutes'''<br />
<br />
We will give a chart to each group. Please look at the picture or the drawing in the chart. <br />
<br />
Please write about the problems/ issues that you face in these spaces. Discuss in the group and write down. It cannot be general issues like traffic, pollution, water.. It should be personal problem. <br />
<br />
E.g. Bus conductors don't allow school children on bus as they have bus pass<br />
<br />
Bus conductor stomps your foot purposely in the bus while you are standing<br />
<br />
Group activity is done with each facilitator with 2 groups. '''15 minutes'''<br />
<br />
Collecting the materials and concluding the activity. '''5 minutes'''<br />
<br />
== Materials Required ==<br />
No. of Facilitators - 4<br />
<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• Stickers <br />
<br />
• 8 pre-drawn charts for group activity<br />
<br />
• Sketch pen<br />
<br />
• glue<br />
<br />
• Camera<br />
<br />
== Inputs ==<br />
• 8 pre-drawn charts for group activity<br />
<br />
== Outputs ==<br />
• Points written by Kishoris<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module6-Nutrition-Part-2&diff=33629Module6-Nutrition-Part-22020-05-04T06:22:23Z<p>Anusha: added Category:St Anne's Girls High School using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. <br />
<br />
Facilitator: Aparna <br />
<br />
Co-facilitator: Karthik<br />
<br />
== Assumptions ==<br />
# Kishoris are less noisy after crafts teacher started attending sessions based on our request.<br />
# Two of the facilitators wont be available tomorrow. We have 40 mins class time, 60 girls we need to handle with only 2 facilitators. This is quite a challenge because 4 facilitators were ineffective in using small group activities. <br />
# Kishoris dont engage with food related topics much because they are resistant due to their junk eating practices. <br />
# We may have 3 more sessions in this school so we should complete at least one topic. <br />
# Only few Kishoris participate in the conversation because of peer ridicule. <br />
# They might not have done their homework of preparing individual food plan. <br />
# Compared to last session we have to plan this session to be more fun and effective inviting them to participate. <br />
# Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
== Objective: ==<br />
To continue our discussion on nutrition and give them simple understanding of balanced diet. <br />
<br />
== Process ==<br />
We will greet the Kishoris and recap norms. We will ask them if they have come with their individual food plan. '''(5 mins)'''<br />
<br />
If some of them have come back with a plan, then we can ask them to read aloud for the class. If they are shy then we collect them and read out for the class. <br />
<br />
If they have not written down anything then we will read out from our individual food plan. '''(10 mins)'''<br />
<br />
Facilitators will tell below are the foods they consume daily.<br />
{| class="wikitable"<br />
|<br />
|'''Breakfast'''<br />
|'''Lunch'''<br />
|'''Snacks'''<br />
|'''Dinner'''<br />
|-<br />
|Facilitator 1<br />
|Uppittu, Dose, Avalakki uppittu, Chitranna<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|Banana, Orange, Guava, Parle G biscuit<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|-<br />
|Facilitator 2<br />
|Idly, Poori, Chow Chow bath, Rotti<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar, Biryani<br />
|Omelet, dry fruits<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar<br />
|}<br />
<br />
After this, we will continue to discuss about food we consume everyday and how it helps our body by using a presentation. '''(5 mins)'''<br />
<br />
If some of them are able to talk about their food and where that helps, then we can select volunteers to talk in front of their friends. '''(10 mins)'''<br />
<br />
== Materials Required ==<br />
1. Presentation on Nutrition<br />
<br />
== Facilitators Required – 2 ==<br />
1 main facilitator and 1 co-facilitator<br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
• Chart with presentation slides on them.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module6-Nutrition-Part-2&diff=33628Module6-Nutrition-Part-22020-05-04T06:22:05Z<p>Anusha: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. <br />
<br />
Facilitator: Aparna <br />
<br />
Co-facilitator: Karthik<br />
<br />
== Assumptions ==<br />
# Kishoris are less noisy after crafts teacher started attending sessions based on our request.<br />
# Two of the facilitators wont be available tomorrow. We have 40 mins class time, 60 girls we need to handle with only 2 facilitators. This is quite a challenge because 4 facilitators were ineffective in using small group activities. <br />
# Kishoris dont engage with food related topics much because they are resistant due to their junk eating practices. <br />
# We may have 3 more sessions in this school so we should complete at least one topic. <br />
# Only few Kishoris participate in the conversation because of peer ridicule. <br />
# They might not have done their homework of preparing individual food plan. <br />
# Compared to last session we have to plan this session to be more fun and effective inviting them to participate. <br />
# Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
== Objective: ==<br />
To continue our discussion on nutrition and give them simple understanding of balanced diet. <br />
<br />
== Process ==<br />
We will greet the Kishoris and recap norms. We will ask them if they have come with their individual food plan. '''(5 mins)'''<br />
<br />
If some of them have come back with a plan, then we can ask them to read aloud for the class. If they are shy then we collect them and read out for the class. <br />
<br />
If they have not written down anything then we will read out from our individual food plan. '''(10 mins)'''<br />
<br />
Facilitators will tell below are the foods they consume daily.<br />
{| class="wikitable"<br />
|<br />
|'''Breakfast'''<br />
|'''Lunch'''<br />
|'''Snacks'''<br />
|'''Dinner'''<br />
|-<br />
|Facilitator 1<br />
|Uppittu, Dose, Avalakki uppittu, Chitranna<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|Banana, Orange, Guava, Parle G biscuit<br />
|Ragi rotti, chapathi, palya, rice and sambar<br />
|-<br />
|Facilitator 2<br />
|Idly, Poori, Chow Chow bath, Rotti<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar, Biryani<br />
|Omelet, dry fruits<br />
|Ragi Mudde, Chapathi, Rice with vegetable sambar<br />
|}<br />
<br />
After this, we will continue to discuss about food we consume everyday and how it helps our body by using a presentation. '''(5 mins)'''<br />
<br />
If some of them are able to talk about their food and where that helps, then we can select volunteers to talk in front of their friends. '''(10 mins)'''<br />
<br />
== Materials Required ==<br />
1. Presentation on Nutrition<br />
<br />
== Facilitators Required – 2 ==<br />
1 main facilitator and 1 co-facilitator<br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
• Chart with presentation slides on them.<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-5-Nutrition-Part-1&diff=33627Module-5-Nutrition-Part-12020-05-04T06:21:38Z<p>Anusha: added Category:St Anne's Girls High School using HotCat</p>
<hr />
<div>== Summary ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition.<br />
<br />
Facilitator: Aparna<br />
<br />
Co-faclitator: Anusha, Karthik, Shreyas<br />
<br />
== Assumptions ==<br />
# Since there is a very long break Kishoris might have forgotten why we wish to work with them.<br />
# We don’t have a lot of classes as December is the last month we can go to school. <br />
# They swing from noisy girls to silent ones (while talking to us). We have not been able to make them articulate.<br />
# They keep resisting us and pushing us towards authority figures, so we need a very creative methodology to reach them.<br />
# We feel their other class behavior (i.e, not answering or not being able to answer teacher’s question) impacts on articulation coaxing from us.<br />
# Not having places and having less time – continues to be a hindrance.<br />
# Audio Vox pop on food - made some of them speak, we hope that role plays that we do will make more Kishoris to speak up.<br />
# Tearing each other down if one girl tries to stand up and talk needs to be changed Norms need to be reestablished.<br />
<br />
== Objective: ==<br />
To make our re-entry fun – start the process of interaction and start the conversation about nutrition<br />
<br />
== Process: ==<br />
• Greet the Kishoris. <br />
<br />
• Different role plays depicting the norms that we want to establish will be performed in front of Kishoris<br />
<br />
====== Role Plays ======<br />
The scenarios can have different dialogues depending on the school background. Different cases told by Kishoris itself are considered to perform role plays. Below are the role plays<br />
<br />
1. One girl talking and others ridiculing – Talkie talkie, yes poppa<br />
<br />
2. Everybody will participate + raising hand + Not interrupting – Interruption girl<br />
<br />
3. Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat <br />
<br />
'''Role Play 1. Talkie Talkie, Yes Poppa'''<br />
<br />
• A facilitator will announce the scenario title. <br />
<br />
'''Characters''': H2HD team facilitator, girl 1: girl who is talking, girl 2 and girl 3: 2 girls who are ridiculing girl 1<br />
<br />
Facilitator: What did you think about the audio clip on food?<br />
<br />
Girl 1: Food is very important to us, food is nutritious, food gives energy, () food is needed for the body, food is tasty ()<br />
<br />
Girl 2 and 3: Yeah to go to M.G Road and eat twister, ya ya that’s why gobi – giggle<br />
<br />
'''Everybody will participate + raising hand + Not interrupting – Interruption girl'''<br />
<br />
H2HD team facilitator, 3 girls - Chaos plus ideal behaviour<br />
<br />
'''Chaos:''' <br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: I will be in the park full of roses with my dog<br />
<br />
Girl 2: I will be with friends in Lalbagh<br />
<br />
Girl 3: Spaced out <br />
<br />
'''Ideal:'''<br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: Lift hand – I will be in college<br />
<br />
Girl 2: I will be working in Infosys<br />
<br />
Girl 3: I will be studying<br />
<br />
'''Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat'''<br />
<br />
Characters: Chaat bhandar guy, 3 girls<br />
<br />
Girl 1: I am really hungry ya<br />
<br />
Girl 2: I have 15 rupees, you?<br />
<br />
Girl 3: I have 20<br />
<br />
Girl 1: I only have 5 rupees<br />
<br />
Girl 2: Its ok, next time you can give. Come lets go<br />
<br />
Girl 1: I will give ok<br />
<br />
(Walk and come to chaat bhandar)<br />
<br />
Chaat Guy: Yen kodli<br />
<br />
Girl 2: one masale and one bhel puri thagolanva?, what ya? <br />
<br />
Girl 1: Uncle ond masalpuri, ondu bhel kodi, khara medium irli<br />
<br />
Girl 3: Bhel ge sweet kammi haaki<br />
<br />
(Chaat guy will start preparing chaats)<br />
<br />
Girl 3: Did you drink milk?<br />
<br />
Girl 1: yuck – my tonsil is paining<br />
<br />
Girl 2: I hate milk <br />
<br />
Girl 2: We should save money go to Mc. Donalds next month<br />
<br />
Girl 1: Yes, I love french fries -yummm<br />
<br />
Girl 2: My wish is to eat Mc dee meal for my birthday<br />
<br />
Girl 3: Dont look, is that guy following you Anusha? <br />
<br />
Girl 2: I saw him yesterday too<br />
<br />
Girl 1: Who? <br />
<br />
Girl 3: Red T shirt – near that auto behind you<br />
<br />
Girl 1: He looks like creepy (all of them giggle) <br />
<br />
• After the role play Kishoris will be asked, "How was it? Which one you liked best? Why? Who did you like the most? What do you think was the content of each scenario?"<br />
<br />
• The conversation will be steered towards food and nutrition. Kishoris will be asked "What will happen if they don't eat the whole day?"<br />
<br />
• Facilitator will continue to talk about how food is important to the body and why junk food is harmful.<br />
<br />
• Conversation will continue in the next class to discuss different types of nutrition required to the body.<br />
<br />
== Materials Required ==<br />
* Laptop<br />
* Speaker<br />
<br />
== Facilitators Required – 4 ==<br />
1 main facilitator and 3 co- facilitators to act out the role-play. <br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
Role-plays<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-5-Nutrition-Part-1&diff=33626Module-5-Nutrition-Part-12020-05-04T06:21:23Z<p>Anusha: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>== Summary ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition.<br />
<br />
Facilitator: Aparna<br />
<br />
Co-faclitator: Anusha, Karthik, Shreyas<br />
<br />
== Assumptions ==<br />
# Since there is a very long break Kishoris might have forgotten why we wish to work with them.<br />
# We don’t have a lot of classes as December is the last month we can go to school. <br />
# They swing from noisy girls to silent ones (while talking to us). We have not been able to make them articulate.<br />
# They keep resisting us and pushing us towards authority figures, so we need a very creative methodology to reach them.<br />
# We feel their other class behavior (i.e, not answering or not being able to answer teacher’s question) impacts on articulation coaxing from us.<br />
# Not having places and having less time – continues to be a hindrance.<br />
# Audio Vox pop on food - made some of them speak, we hope that role plays that we do will make more Kishoris to speak up.<br />
# Tearing each other down if one girl tries to stand up and talk needs to be changed Norms need to be reestablished.<br />
<br />
== Objective: ==<br />
To make our re-entry fun – start the process of interaction and start the conversation about nutrition<br />
<br />
== Process: ==<br />
• Greet the Kishoris. <br />
<br />
• Different role plays depicting the norms that we want to establish will be performed in front of Kishoris<br />
<br />
====== Role Plays ======<br />
The scenarios can have different dialogues depending on the school background. Different cases told by Kishoris itself are considered to perform role plays. Below are the role plays<br />
<br />
1. One girl talking and others ridiculing – Talkie talkie, yes poppa<br />
<br />
2. Everybody will participate + raising hand + Not interrupting – Interruption girl<br />
<br />
3. Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat <br />
<br />
'''Role Play 1. Talkie Talkie, Yes Poppa'''<br />
<br />
• A facilitator will announce the scenario title. <br />
<br />
'''Characters''': H2HD team facilitator, girl 1: girl who is talking, girl 2 and girl 3: 2 girls who are ridiculing girl 1<br />
<br />
Facilitator: What did you think about the audio clip on food?<br />
<br />
Girl 1: Food is very important to us, food is nutritious, food gives energy, () food is needed for the body, food is tasty ()<br />
<br />
Girl 2 and 3: Yeah to go to M.G Road and eat twister, ya ya that’s why gobi – giggle<br />
<br />
'''Everybody will participate + raising hand + Not interrupting – Interruption girl'''<br />
<br />
H2HD team facilitator, 3 girls - Chaos plus ideal behaviour<br />
<br />
'''Chaos:''' <br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: I will be in the park full of roses with my dog<br />
<br />
Girl 2: I will be with friends in Lalbagh<br />
<br />
Girl 3: Spaced out <br />
<br />
'''Ideal:'''<br />
<br />
Facilitator: Where will you be 5 years from now?<br />
<br />
Girl 1: Lift hand – I will be in college<br />
<br />
Girl 2: I will be working in Infosys<br />
<br />
Girl 3: I will be studying<br />
<br />
'''Chat bhandar – before chat visit – friends count money and then order – Lets eat chaat and chat'''<br />
<br />
Characters: Chaat bhandar guy, 3 girls<br />
<br />
Girl 1: I am really hungry ya<br />
<br />
Girl 2: I have 15 rupees, you?<br />
<br />
Girl 3: I have 20<br />
<br />
Girl 1: I only have 5 rupees<br />
<br />
Girl 2: Its ok, next time you can give. Come lets go<br />
<br />
Girl 1: I will give ok<br />
<br />
(Walk and come to chaat bhandar)<br />
<br />
Chaat Guy: Yen kodli<br />
<br />
Girl 2: one masale and one bhel puri thagolanva?, what ya? <br />
<br />
Girl 1: Uncle ond masalpuri, ondu bhel kodi, khara medium irli<br />
<br />
Girl 3: Bhel ge sweet kammi haaki<br />
<br />
(Chaat guy will start preparing chaats)<br />
<br />
Girl 3: Did you drink milk?<br />
<br />
Girl 1: yuck – my tonsil is paining<br />
<br />
Girl 2: I hate milk <br />
<br />
Girl 2: We should save money go to Mc. Donalds next month<br />
<br />
Girl 1: Yes, I love french fries -yummm<br />
<br />
Girl 2: My wish is to eat Mc dee meal for my birthday<br />
<br />
Girl 3: Dont look, is that guy following you Anusha? <br />
<br />
Girl 2: I saw him yesterday too<br />
<br />
Girl 1: Who? <br />
<br />
Girl 3: Red T shirt – near that auto behind you<br />
<br />
Girl 1: He looks like creepy (all of them giggle) <br />
<br />
• After the role play Kishoris will be asked, "How was it? Which one you liked best? Why? Who did you like the most? What do you think was the content of each scenario?"<br />
<br />
• The conversation will be steered towards food and nutrition. Kishoris will be asked "What will happen if they don't eat the whole day?"<br />
<br />
• Facilitator will continue to talk about how food is important to the body and why junk food is harmful.<br />
<br />
• Conversation will continue in the next class to discuss different types of nutrition required to the body.<br />
<br />
== Materials Required ==<br />
* Laptop<br />
* Speaker<br />
<br />
== Facilitators Required – 4 ==<br />
1 main facilitator and 3 co- facilitators to act out the role-play. <br />
<br />
== Timing ==<br />
40 minutes<br />
<br />
== Inputs ==<br />
Role-plays<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33625Module-8-External Factors of Risks Part-22020-05-04T04:52:29Z<p>Anusha: added Category:St Anne's Girls High School using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33624Module-8-External Factors of Risks Part-22020-05-04T04:51:45Z<p>Anusha: removed Category:St.anne's using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33623Module-8-External Factors of Risks Part-22020-05-04T04:50:21Z<p>Anusha: added Category:St.anne's using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St.anne's]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33622Module-8-External Factors of Risks Part-22020-05-04T04:50:08Z<p>Anusha: </p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33621Module-8-External Factors of Risks Part-22020-05-04T04:49:42Z<p>Anusha: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33620Module-8-External Factors of Risks Part-22020-05-04T04:49:24Z<p>Anusha: </p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. '''20 minutes'''<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
== No. of Facilitators - 4 ==<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
== Resources Required ==<br />
• External Risks Chart<br />
<br />
== Inputs ==<br />
• External Risks Chart<br />
<br />
== Outputs ==</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33619Module-8-External Factors of Risks Part-22020-05-04T04:48:44Z<p>Anusha: St.Anee's Module 8</p>
<hr />
<div>== Summary ==<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
<br />
Facilitator - Aparna <br />
<br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
<br />
== Assumptions ==<br />
1. In the last session Kishoris participated well. <br />
<br />
2. Craft teacher will be there in the classroom.<br />
<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
4. Rapport has been built with the Kishoris.<br />
<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
<br />
6. Few Kishoris have started to speak up.<br />
<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
== Objective ==<br />
Understanding Kishoris' idea of external risks.<br />
<br />
== Process ==<br />
Greet the Kishoris. Establish norms. '''5 minutes'''<br />
<br />
Ask about what happened in the previous session. <br />
<br />
Using below chart explain the external risk and how it operates. '''15 minutes'''<br />
<br />
The chart used can be accessed in the below link.<br />
<br />
[https://drive.google.com/open?id=1nBXuHZnvpiL6Rr_l8SHjGl8pKnE9_HRm External Risks Chart]<br />
<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
<br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. 20 minutes<br />
<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
<br />
No. of Facilitators - 4<br />
<br />
One main facilitator, 4 facilitators including main facilitator.<br />
<br />
Resources Required<br />
<br />
• External Risks Chart<br />
<br />
Inputs<br />
<br />
• External Risks Chart<br />
<br />
Outputs</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Module-8-External_Factors_of_Risks_Part-2&diff=33618Module-8-External Factors of Risks Part-22020-05-04T04:41:51Z<p>Anusha: Created page with "Summary In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helpe..."</p>
<hr />
<div>Summary<br />
In the previous session Kishoris have written the risks and vulnerabilities their lives in the house, on the way to school and in the schools. Group activity has helped them to share their concerns with few of their classmates. Continuing the conversation in this week why are these risks and vulnerabilities occur is discussed.<br />
Facilitator - Aparna <br />
Co-Facilitator – Anusha, Karthihk, Shreyas<br />
Assumptions<br />
1. In the last session Kishoris participated well. <br />
2. Craft teacher will be there in the classroom.<br />
3. Classroom is very small and there isn’t enough space in the class room to make Kishoris move around.<br />
4. Rapport has been built with the Kishoris.<br />
5. It is difficult to show any video in the classroom as the infrastructure available is not feasible for our usage.<br />
6. Few Kishoris have started to speak up.<br />
7. We can't start a new topic which will take longer time to complete as we may get only 2 more classes. We need to continue our conversation from risks.<br />
<br />
Objective<br />
Understanding Kishoris' idea of external risks.<br />
Process<br />
Greet the Kishoris. Establish norms. 5 minutes<br />
Ask about what happened in the previous session. <br />
Using below chart explain the external risk and how it operates. 15 minutes<br />
External Risks Chart<br />
After this Kishoris are asked why these risks and vulnerabilities occur? <br />
Kishoris may give different explanations. Depending on their explantation steer the conversation towards teenage?<br />
After this facilitator explains ‘What is teenage?’. If the Kishoris already know they may mention it themselves. 20 minutes<br />
Once the definition is established session is ended by saying more will be discussed in the coming week.<br />
No. of Facilitators - 4<br />
One main facilitator, 4 facilitators including main facilitator.<br />
Resources Required<br />
• External Risks Chart<br />
Inputs<br />
• External Risks Chart<br />
Outputs</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=33617Hosa Hejje Hosa Dishe2020-05-03T17:36:18Z<p>Anusha: /* School based Modules */</p>
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<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
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Hosa hejje hosa dishe means new step in new direction. <br />
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Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
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== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
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== Resources ==<br />
[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Audio resource - What is food to you?]<br />
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== School based Modules ==<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಗಂಗಮ್ಮ_ಹೊಂಬೆಗೌಡ_ಬಾಲಕಿಯರ_ಪ್ರೌಢಶಾಲೆ,_ವಿಲ್ಸನ್_ಗಾರ್ಡನ್_-_ಮಾಡ್ಯೂಲ್ಗಳು Gangamma Hombegowda Girls High School, Wilson Garden - Kannada Medium]<br />
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Gangamma Hombegowda Girls High School, Wilson Garden - English Medium<br />
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[https://karnatakaeducation.org.in/KOER/index.php/ಕರ್ನಾಟಕ_ಪಬ್ಲಿಕ್_ಶಾಲೆ,_ಬಸವನಗುಡಿ_-_ಮಾಡ್ಯೂಲ್ಗಳು Karnataka Public School, Basavanagudi]<br />
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[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Anushahttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=33616St Anne's Girls High School, Halasuru - Modules2020-05-03T10:39:07Z<p>Anusha: /* Module-7-External Factors of Risks-Part-1 */</p>
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<div>==Module 1 Rapport Building Part - 1==<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [[St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 1|Click here for more......]]<br />
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==Module 2 Co-Creation==<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [[St Anne's Girls High School, Halasuru Module 2 - Co-Creation|Click here for more...]]<br />
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==Module 3 Rapport Building Part-2==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [[St Anne's Girls High School, Halasuru module 3 Rapport Building Part-2|Click here for more...]]<br />
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==Module 4 -Vox Populi==<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. [[St Anne's Girls High School, Halasuru Module 4 Module 4 Vox Populi|Click here for more...]]<br />
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== Module 5-Nutrition Part-1 ==<br />
We have been struggling to establish norms with the Kishoris due to long gaps between sessions and various other reasons. In this session we will be trying to talk about norms by performing role plays. We will also start the conversation about food and nutrition. C[[Module-5-Nutrition-Part-1|lick here for more...]]<br />
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== Module 6-Nutrition Part-2 ==<br />
In the previous session, we have started the conversation about food and nutrition. In this session, we are giving them a broader idea about elements which constitute a balanced diet. [[Module6-Nutrition-Part-2|Click here for more...]]<br />
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== Module 7-External Factors of Risks Part-1 ==<br />
In the previous sessions Kishoris have discussed about nutrition and how food affects their body. In this they will discuss in the groups what are all the external facts of risk and vulnerabilities that they may face in their day to day lives. [[Module-7-External Factors of Risks-Part-1|Click here for more...]]<br />
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[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Anusha