1,534
edits
Changes
Jump to navigation
Jump to search
Line 7:
Line 7: − + − + − − In the baseline it was found that students across schools have behavioural issues and struggle with interpersonal skills. Taking this into consideration, the TIIE sessions have tried to incorporate elements of SEL. Observations, evidence and students’ responses from the sessions will be analysed to understand the extent to which some of these elements have been internalized by the students or have helped address some of the issues. Line 20:
Line 18: + +
→End line module design - GMP
=== End line module design - GMP ===
=== End line module design - GMP ===
The sessions in the schools have primarily focused on maths, language and SEL to some extent. The end-line assessment will assess students’ foundational competencies in maths and language that the project has attempted to develop using inclusive pedagogies. The end-line assessment will take into account students’ learning in the curricular areas that were focused on during the classroom sessions, students’ perspectives on inclusivity in the classroom, teacher perspectives on students’ responses and learnings, facilitators’ reflections from the sessions, camps and workshops conducted.
The sessions in the schools have primarily focused on maths, language and SEL to some extent. The assessment will incorporate [https://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf UDL principles] in its design and implementation. The assessment tools will be similar to what had been used during the baseline where interactions were done individually and in small groups with the students in a non-test-like environment. Maximum care would be taken to ensure that students don’t feel nervous or scared. Multiple modes of assessment will be employed to allow students to show their learning in different ways. ''It will also include student portfolios to be able to track students’ learning progress over the course of the project.''
The assessment will incorporate [https://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-no.pdf UDL principles] in its design and implementation. The assessment tools will be similar to what had been used during the baseline where interactions were done individually and in small groups with the students in a non-test-like environment. Maximum care would be taken to ensure that students don’t feel nervous or scared. Multiple modes of assessment will be employed to allow students to show their learning in different ways. ''It will also include student portfolios to be able to track students’ learning progress over the course of the project.''
The end-line assessment will assess students’ foundational competencies in maths and language that the project has attempted to develop using inclusive pedagogies. The end-line assessment will take into account students’ learning in the curricular areas that were focused on during the classroom sessions, students’ perspectives on inclusivity in the classroom, teacher perspectives on students’ responses and learnings, facilitators’ reflections from the sessions, camps and workshops conducted.
As part of the maths assessment, students’ understanding of place value, addition, subtraction and multiplication operation was assessed. Providing multiple means of actions and expressions is a key principle of UDL which underlines the need to differentiate the ways in which learners can express what they know and understand. The maths end-line assessment will incorporate this by evaluating students’ abilities in different formats.
As part of the maths assessment, students’ understanding of place value, addition, subtraction and multiplication operation was assessed. Providing multiple means of actions and expressions is a key principle of UDL which underlines the need to differentiate the ways in which learners can express what they know and understand. The maths end-line assessment will incorporate this by evaluating students’ abilities in different formats.
[https://karnatakaeducation.org.in/KOER/en/index.php/TIIE-Endline_Language_activity#Part_3_.E2.80.93_Reading_Comprehension_.26_Speaking End line Language activities]
[https://karnatakaeducation.org.in/KOER/en/index.php/TIIE-Endline_Language_activity#Part_3_.E2.80.93_Reading_Comprehension_.26_Speaking End line Language activities]
In the baseline it was found that students across schools have behavioural issues and struggle with interpersonal skills. Taking this into consideration, the TIIE sessions have tried to incorporate elements of SEL. Observations, evidence and students’ responses from the sessions will be analysed to understand the extent to which some of these elements have been internalized by the students or have helped address some of the issues.
==== Student interaction ====
==== Student interaction ====