Changes

The design of the module was influenced by a baseline study conducted to understand students’ Mathematics competency levels and language proficiency levels. The baseline engaged approximately 175 students from five schools in a series of activities wherein students worked in pairs or individually to complete the assigned tasks. These tasks were used as checkpoints for facilitators to learn more about students’ levels of learning, cognitive skills, and difficulties which they were faced in Mathematics and English language.  

The design of the module was influenced by a baseline study conducted to understand students’ Mathematics competency levels and language proficiency levels. The baseline engaged approximately 175 students from five schools in a series of activities wherein students worked in pairs or individually to complete the assigned tasks. These tasks were used as checkpoints for facilitators to learn more about students’ levels of learning, cognitive skills, and difficulties which they were faced in Mathematics and English language.  

The Mathematics and language module has been designed based on various teaching methodologies under ''Inclusive Education'' which encompasses considerations and strategies to support the diversity of learners in the given context by minimizing barriers to learning and helping each learner achieve their full potential. The Inclusive education approaches have been considered in developing the module that can be applied across schools to create a barrier-free learning environment for all students. Owing to the behavioral challenges witnessed in students across schools, content selection and activity design will be done in a manner that can help improve students’ socio-emotional learning and interpersonal skills as well as help them develop a growth mindset. The module has intentionally used themes familiar to students and which have also been previously covered in their prescribed language and Mathematics textbooks.  

The Mathematics and language module has been designed based on various teaching methodologies under ''Inclusive Education'' which encompasses considerations and strategies to support the diversity of learners in the given context by minimizing barriers to learning and helping each learner achieve their full potential. The [https://karnatakaeducation.org.in/KOER/en/index.php/Inclusive_Education_strategies Inclusive education approaches] have been considered in developing the module that can be applied across schools to create a barrier-free learning environment for all students. Owing to the behavioral challenges witnessed in students across schools, content selection and activity design will be done in a manner that can help improve students’ socio-emotional learning and interpersonal skills as well as help them develop a growth mindset. The module has intentionally used themes familiar to students and which have also been previously covered in their prescribed language and Mathematics textbooks.  

The design and transaction of Mathematics module based on students baseline analysis, the module has been designed to support the development of students' foundational numeracy skills in basic operations of addition, subtraction and multiplication. The aim is to provide students alternate methods to visualize and engage with mathematical concepts such as place value, addition, subtraction and multiplication and help students to make meaning of these concepts and understand them better in these operations.

The design and transaction of [https://karnatakaeducation.org.in/KOER/en/index.php/TIIE_Mathematics_Module Mathematics module] based on students baseline analysis, the module has been designed to support the development of students' foundational numeracy skills in basic operations of addition, subtraction and multiplication. The aim is to provide students alternate methods to visualize and engage with mathematical concepts such as place value, addition, subtraction and multiplication and help students to make meaning of these concepts and understand them better in these operations.

Since students were found to have a low exposure to the English language in schools and in their homes, the English module aims to provide a wider exposure to different types of discourses in English to help them become aware of meaningful vocabulary and the correct usage of grammatical structures. The stories that learners read and listen to, the topics they discuss, the role plays they enact, and the activities they engage in, will all have thematic links with issues such as personal and community values including gender, social justice and democracy, health and nutrition, and the environment. They will learn to understand and tackle these issues and develop values as they listen, read and speak.

Since students were found to have a low exposure to the English language in schools and in their homes, the [https://karnatakaeducation.org.in/KOER/en/index.php/TIIE_Language_Module English language module] aims to provide a wider exposure to different types of discourses in English to help them become aware of meaningful vocabulary and the correct usage of grammatical structures. The stories that learners read and listen to, the topics they discuss, the role plays they enact, and the activities they engage in, will all have thematic links with issues such as personal and community values including gender, social justice and democracy, health and nutrition, and the environment. They will learn to understand and tackle these issues and develop values as they listen, read and speak.

The Language lab designed to be learner-centric and uses '''storytelling as a pedagogical tool''' to develop listening, speaking and reading skills in English. Children enjoy listening to stories and are familiar with narrative conventions. Stories can  provide the starting point or act as a springboard for a wide variety of related language and learning activities, and offer an ideal resource for meeting diverse learning needs. They can help children understand the overall meaning of a story with the help of illustrations (which provide clues about the meaning) and facilitator support.  

The [https://karnatakaeducation.org.in/KOER/en/index.php/Language_Lab Language lab] designed to be learner-centric and uses '''storytelling as a pedagogical tool''' to develop listening, speaking and reading skills in English. Children enjoy listening to stories and are familiar with narrative conventions. Stories can  provide the starting point or act as a springboard for a wide variety of related language and learning activities, and offer an ideal resource for meeting diverse learning needs. They can help children understand the overall meaning of a story with the help of illustrations (which provide clues about the meaning) and facilitator support.  

The intention is to not merely read the stories by themselves and check for reading comprehension, but to enable an immersive language experience. Customized digital resources have been developed based on select stories in order to facilitate interaction in English. Stories from Pratham books’ ''Storyweaver'' have been used and some have been repurposed to create audio-visual resources in local languages using FOSS tools like Xerte, Audacity and Kdenlive to help apply a multilingual approach to teaching. Some of the activities included in this module are based on  KITE’s E-Language Lab software (an initiative by the Kerala Education Department). They include themes such as empathy, teamwork, managing emotions, and other interpersonal skills. The digital audio-visual resources contain level-appropriate listening and reading components, as well as assessments based on comprehension, vocabulary and grammar which can be used by learners individually or in groups, so that children can then respond according to their own language proficiency level and cognitive ability.  

The intention is to not merely read the stories by themselves and check for reading comprehension, but to enable an immersive language experience. Customized digital resources have been developed based on select stories in order to facilitate interaction in English. Stories from Pratham books’ ''[https://storyweaver.org.in/ Storyweaver]'' have been used and some have been repurposed to create audio-visual resources in local languages using FOSS tools like Xerte, Audacity and Kdenlive to help apply a multilingual approach to teaching. Some of the activities included in this module are based on  KITE’s E-Language Lab software (an initiative by the Kerala Education Department). They include themes such as empathy, teamwork, managing emotions, and other interpersonal skills. The digital audio-visual resources contain level-appropriate listening and reading components, as well as assessments based on comprehension, vocabulary and grammar which can be used by learners individually or in groups, so that children can then respond according to their own language proficiency level and cognitive ability.  

How the module aims to address the different barriers affecting listening, speaking and reading skills :

How the module aims to address the different barriers affecting listening, speaking and reading skills :