Difference between revisions of "Activity1 Teaching Language using Language Lab Stories"
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− | Objectives: | + | === '''Objectives:''' === |
+ | |||
+ | * To introduce the concept of Language Lab (why it is needed and its benefits). | ||
+ | * To discuss possible strategies for integrating Language Lab resources into classroom teaching. | ||
+ | * General FAQs regarding using Language Lab resources (how to access and possible challenges) | ||
+ | * Presenting our work on Language strategies and tools (including Mathematics and Science if time permits) in TIIE school sessions and camps. | ||
+ | |||
+ | === '''Initial talk:''' === | ||
+ | |||
+ | * Basic introductions | ||
+ | * Introducing the concept of Language Lab | ||
+ | * Inclusive aspects | ||
+ | * Student- Centric (at their own pace) | ||
+ | * Multilingual | ||
+ | * Context-based (designed for students studying in government schools in Bengaluru) | ||
+ | |||
+ | === '''Demo of Language Lab resources:''' === | ||
+ | |||
+ | * Materials & Resources required: | ||
+ | * Screen, projector, speaker, laptops and tabs. | ||
+ | * KOER pages, shareable Language Lab links. | ||
+ | * Show the resources on KOER | ||
+ | * '''Story 1: Rani’s first day at school (available in Kannada, English and Hindi)''' | ||
+ | * Connecting to introducing oneself | ||
+ | * To encourage conversations, discussions on how was your first day | ||
+ | * Bilingual text – students can read in Kannada/ English depending on what they are comfortable with. For students who speak other languages, peers or facilitator can translate the meaning in their languages and introduce the Kannada / English words | ||
+ | * Suggestions from teachers – can you think of ways in which this can be used to achieve any of the learning outcomes in ''Kalika Chetarike''? | ||
+ | * Learning Outcomes 6.2, 6.4, 6.9 and 7.1 | ||
+ | * '''Story 2: Timmy and Pepe (available in Kannada and English)''' | ||
+ | * For emergent readers in English | ||
+ | * Body parts | ||
+ | * Learning outcomes | ||
+ | * Ask teachers how they think these resources can be used? ''“Would you use these resources for introducing the unit, or at the end for assessment purposes?”'' | ||
+ | * Take teachers’ suggestions and feedback | ||
+ | * Let teachers know that similar resources for stories from ''Kalika Chetarike'' can also be prepared. Teachers are welcome to contribute to the resource creation process. | ||
+ | |||
+ | === '''Experiences so far:''' === | ||
+ | |||
+ | * Sharing the activities conducted in the TIIE sessions and camps. | ||
+ | * Activities on self-introduction | ||
+ | * Corresponding to Learning outcome 6.2 from KC | ||
+ | * Corresponding to the following ''Nipun Bharat'' competencies (Talk about friends, classroom, introduce himself/herself, develop vocabulary from their classroom and social environment | ||
+ | * Session on story elements | ||
+ | |||
+ | [[Category:TIIE languages]] |
Latest revision as of 11:15, 16 March 2023
Objectives:
- To introduce the concept of Language Lab (why it is needed and its benefits).
- To discuss possible strategies for integrating Language Lab resources into classroom teaching.
- General FAQs regarding using Language Lab resources (how to access and possible challenges)
- Presenting our work on Language strategies and tools (including Mathematics and Science if time permits) in TIIE school sessions and camps.
Initial talk:
- Basic introductions
- Introducing the concept of Language Lab
- Inclusive aspects
- Student- Centric (at their own pace)
- Multilingual
- Context-based (designed for students studying in government schools in Bengaluru)
Demo of Language Lab resources:
- Materials & Resources required:
- Screen, projector, speaker, laptops and tabs.
- KOER pages, shareable Language Lab links.
- Show the resources on KOER
- Story 1: Rani’s first day at school (available in Kannada, English and Hindi)
- Connecting to introducing oneself
- To encourage conversations, discussions on how was your first day
- Bilingual text – students can read in Kannada/ English depending on what they are comfortable with. For students who speak other languages, peers or facilitator can translate the meaning in their languages and introduce the Kannada / English words
- Suggestions from teachers – can you think of ways in which this can be used to achieve any of the learning outcomes in Kalika Chetarike?
- Learning Outcomes 6.2, 6.4, 6.9 and 7.1
- Story 2: Timmy and Pepe (available in Kannada and English)
- For emergent readers in English
- Body parts
- Learning outcomes
- Ask teachers how they think these resources can be used? “Would you use these resources for introducing the unit, or at the end for assessment purposes?”
- Take teachers’ suggestions and feedback
- Let teachers know that similar resources for stories from Kalika Chetarike can also be prepared. Teachers are welcome to contribute to the resource creation process.
Experiences so far:
- Sharing the activities conducted in the TIIE sessions and camps.
- Activities on self-introduction
- Corresponding to Learning outcome 6.2 from KC
- Corresponding to the following Nipun Bharat competencies (Talk about friends, classroom, introduce himself/herself, develop vocabulary from their classroom and social environment
- Session on story elements