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2,076 bytes added, 16:57, 20 January 2021
Using the current COVID-19 pandemic as the point of focus, the objective will be to work with the children to have a conversation around their current life situations, address any questions and concerns they may have as well as provide accurate preventive health information. Students will be encouraged to draw pictures/ cartoons illustrating what they would like to know about COVID. This will be followed by a discussion by the facilitators.
==== [[Backtoschool session Communicative competencies and basics of language|Communicative competencies and basics of language(Kannada)]] ====
The students returning to school have been out of school for several months and the majority of these months have been spent without any opportunities for formal learning or enrichment. Helping students rebuild basic communicative competencies as well as regain working fluency in the first language and/ or medium of instruction is important. Students will be introduced to the basic competencies of LSRW, through story-telling and conversational activities. Students' participation and their work portfolios (which will be text-based as well as audio-visual and graphical) will be used to assess their language competencies as well.
==== [[Backtoschool session Puzzling through mathematics|Puzzling through mathematics]] ====
Spatial reasoning and visualization are important skills to be developed; these are also essential when geometry is introduced formally. The focus of this activity is to build these skills through different kinds of visualization and patterning exercises. Tangram is a powerful way for allowing students to visualize shapes and orientations for figures. Students can be given pre-cut Tangram shapes or they can be encouraged to make the shapes themselves.
==== [[Backtoschool session Communicative competencies and English as a second language|Communicative competencies and English as a second language]] ====
English in India has become an aspirational issue in education determining opening or closing of schools, enrolment of government versus private schools and so on. Learning in mother tongue and the associated impact on learning skills and attainments in different fields is still being debated among educationists, it is also true that English proficiency still determines mobility and employment opportunities in many ways, for a combination of reasons.
Language learning is now widely recognised as having two objectives – one of communicative competencies and using language for learning. English is no different and the Position Paper on Teaching of English recommends a similar approach for the teaching of English. In the context of a country like India where there are multiple languages, English is not to be seen stand alone but in the context of multiple languages.
Yet another context in which the learning of English is being explored here is in the increasing use of digital technologies - also referred to as Information and Communication Technologies (ICT). ICT provide methods of creating and communicating in multiple formats and present new opportunities for building language competencies. Digital platforms also now make it possible to create multiple educational resources which can be offered to learners using multiple methods – combining physical and virtual means. This presents new possibilities and pathways for designing curricular materials and instructional design for learning English.
It is against this backdrop that this course on English learning has been developed. The course has been developed as a series of course modules focusing on building language competencies in English as well as using English for learning. These modules can be attempted in sequence or independently (assuming competencies required prior to that module have been reasonably attained).
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