Changes

The teaching processes that have been followed in classroom teaching, will not be possible to be replicated. Instead, new teaching-learning processes and materials can be innovated to engage students and provide relevant and meaningful learning opportunities. There should be no pressure to 'complete the syllabus' and 'conduct the exams', as that would have a detrimental impact on student interest and learning. Instead, the textbook topics can be adapted to provide opportunities for designing small collaborative projects. In the given situation, having the entire cohort of one class/grade and section will be unlikely, hence the projects/activities have to be designed for small learning groups (10-15 students) and these are likely to be mixed-age learning groups. Schools will need to network with local community volunteers (college students, high school graduates, other qualified, willing people), who can support the teachers' efforts. The program will need to combine digital content and online education with physical (face to face) learning and materials.    

The teaching processes that have been followed in classroom teaching, will not be possible to be replicated. Instead, new teaching-learning processes and materials can be innovated to engage students and provide relevant and meaningful learning opportunities. There should be no pressure to 'complete the syllabus' and 'conduct the exams', as that would have a detrimental impact on student interest and learning. Instead, the textbook topics can be adapted to provide opportunities for designing small collaborative projects. In the given situation, having the entire cohort of one class/grade and section will be unlikely, hence the projects/activities have to be designed for small learning groups (10-15 students) and these are likely to be mixed-age learning groups. Schools will need to network with local community volunteers (college students, high school graduates, other qualified, willing people), who can support the teachers' efforts. The program will need to combine digital content and online education with physical (face to face) learning and materials.    

====Creating appropriate lessons/content for online teaching (creating and teaching) ====

=====Creating appropriate lessons/content for online teaching (creating and teaching) =====

Online teaching is NOT the conversion of 'chalk-and-talk' into video recording of lectures, much more creativity is needed to make the learning an engaging activity. Students are unlikely to spend hours watching videos of teaching. Interactivity is even more necessary in online learning.  

Online teaching is NOT the conversion of 'chalk-and-talk' into video recording of lectures, much more creativity is needed to make the learning an engaging activity. Students are unlikely to spend hours watching videos of teaching. Interactivity is even more necessary in online learning.  

This means that lessons would need to be developed and digital versions created to be used in online teaching. The lessons can be developed as projects that students can co-design and implement in their homes/communities along with their family members.       

This means that lessons would need to be developed and digital versions created to be used in online teaching. The lessons can be developed as projects that students can co-design and implement in their homes/communities along with their family members.       

==== Educating about the pandemic ====

===== Educating about the pandemic =====

The first focus of the program should be on building a greater and firmer understanding of the pandemic and educating parents and communities through the students. Simple audiovisual and print materials, some available and some developed can be shared with students through online as well as shared in community. This is also required to bring learning into connect with the biggest crisis (not merely a health crisis, but a social, cultural, economic and political crisis) and help the learners reflect on the nature of the world they should be building. Ignoring the pandemic and focusing solely on textbooks would not be useful or meaningful.       

The first focus of the program should be on building a greater and firmer understanding of the pandemic and educating parents and communities through the students. Simple audiovisual and print materials, some available and some developed can be shared with students through online as well as shared in community. This is also required to bring learning into connect with the biggest crisis (not merely a health crisis, but a social, cultural, economic and political crisis) and help the learners reflect on the nature of the world they should be building. Ignoring the pandemic and focusing solely on textbooks would not be useful or meaningful.       

==== Subject-specific content and pedagogy models for teaching ====

===== Subject-specific content and pedagogy models for teaching =====

The TPCK (Technological-Pedagogical-Content Knowledge) framework can be used to support the planning of lessons that are engaging and facilitate student learning.             

The TPCK (Technological-Pedagogical-Content Knowledge) framework can be used to support the planning of lessons that are engaging and facilitate student learning.