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→5. Implementation – GMP, NB, RB
The team referred to a variety of web resources and used a number of digital tools in the baseline preparation process – both while designing the module and in actual classroom transaction. These assessments also provided inputs to the module design. They were used to create a student baseline as well as on a periodic basis to check progress on student learning profile. The observations were recorded during these assessments for the analysis of student learning progress on their difficult areas. The baseline created through the student assessment and by classroom observation helped in understanding the students contexts and needs, as well as the school culture and the classroom environment. This provided inputs to the overall curriculum design. The baseline report is available here [https://karnatakaeducation.org.in/KOER/en/images/4/47/Insights_from_a_Study_of_Middle_School_Studentsa.pdf https://itforchange.net/insights-from-a-study-of-middle-school-students-foundational-mathematics-and-language-skills].
The team referred to a variety of web resources and used a number of digital tools in the baseline preparation process – both while designing the module and in actual classroom transaction. These assessments also provided inputs to the module design. They were used to create a student baseline as well as on a periodic basis to check progress on student learning profile. The observations were recorded during these assessments for the analysis of student learning progress on their difficult areas. The baseline created through the student assessment and by classroom observation helped in understanding the students contexts and needs, as well as the school culture and the classroom environment. This provided inputs to the overall curriculum design. The baseline report is available here [https://karnatakaeducation.org.in/KOER/en/images/4/47/Insights_from_a_Study_of_Middle_School_Studentsa.pdf https://itforchange.net/insights-from-a-study-of-middle-school-students-foundational-mathematics-and-language-skills].
Specific modules were designed and developed to help all the students in the classroom to learn, including those with mild learning difficulties (MLD). The Universal Design for Learning (UDL) principles were applied in the design of subject specific modules. Based on the baseline data, it was decided to build modules with focus on foundational numeracy and literacy. Specific modules were developed for Mathematics and Languages. Integration of digital technologies and methods was a key element in the module design. Digital methods were used in designing inclusive education processes and resources, for contextualizing resources and for interacting on digital networks for collaborative working.
Specific modules were designed and developed to help all the students in the classroom to learn, including those with mild learning difficulties (MLD). The Universal Design for Learning (UDL) principles were applied in the design of subject specific modules. Integration of digital technologies and methods was a key element in the module design. Digital methods were used in designing inclusive education processes and resources, for contextualizing resources and for interacting on digital networks for collaborative working.
'''Continuous engagement design'''
The project aims to identify innovative and contextual inclusive pedagogical approaches for students in grades 6 and 7 through technology integration. Inclusive education allows students with different needs and skills to attend conventional schools and get equal learning opportunities tailored to meet their needs. It is founded on the idea that all learners, regardless of their socioeconomic backgrounds, gender, physical or mental abilities, or range of skills, should study together. It recognizes that all children have the capacity to learn, takes into account the different learning styles of children, creates a conducive environment for learning, and develops appropriate instructional strategies and tools.
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 [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 [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 [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 [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.
'''Event based engagement design'''
In the event based engagement activities like Camps and Science Exhibitions were planned.The aim was to expose students to inclusive education approaches and materials developed in the intensive school interactions. Science activities in the module aimed to build scientific temper in students and teachers, develop science process skills like observation, classification, inference, experimentation, Analysis, etc., The activities designed for Science module are aligned with Karnataka state syllabus and were designed using locally available materials in our surrounding. Technology integration has been considered at two levels, i.e, Planning and transacting the module.Technology while planning involves accessing to various web resources, customizing it to the needs of learners using various digital platforms, documenting and sharing it on a suitable platform to gain insights. Technology while planning involves children using tabs, educational tools, videos to strengthen their understanding on the content.
Also, Science exhibitions are planned in connection with students interest and needs , activities for exhibitions were planned in collaboration with students. Resources and academic inputs were given to students in designing the activities for science exhibition. Students were constantly guided and prepared to demonstrate the activities /experiments selected with confidence.
'''General Inclusion barriers that the modules intend to address:'''
# Linguistic-barriers (difference in the linguistic levels of the speaker and-listener) The digital resources have been created in both-Kannada and in English including supporting text in both languages.-Facilitators will also provide support in other languages such Tamil-and Hindi/ Urdu and Tamil for students who have migrated from these-language-speaking states.
# Use-of new vocabulary and ‘difficult’ words The vocabulary used-includes a lot of simple and commonly used words as per student-levels. The exercises provided at the end of the story include the-new vocabulary to be introduced along with a corresponding image. Important Science vocabularies have been introduced using pictures and illustrations wherever necessary.
# Psychological-(lack of interest from the part of the listener) The stories-used have been selected based on themes and contexts familiar to the-students and the corresponding activities have been designed to keep-the students engaged be it in individual, pair or group work. Integrating videos and hands-on experiences as part of science module for sustained interest of the children.
# Physiological-(partial or total hearing impairment) Although no such student-has been identified, most activities include corresponding texts in-both English and in Kannada.
# The-activities included focus on areas for developing speaking skills-using mechanics of-speaking (pronunciation), usage (vocabulary and language functions)-and cultural-and social contexts.Use of relevant physical resources , videos, illustrations were used while demonstrating science activities to address the needs of diverse learners.
# Students-will be provided with multiple learning discourses and encouraged to-read out loud, and will be taught how to break down words or-sentences for the same if necessary.
'''School Work'''
'''School Work'''
A ‘Digital Resource Center for Inclusive Education’ has been set up at the Vijaya Teachers College, a prominent Teacher Education Institute in Bengaluru. This is a (Bengaluru South 3) block level resource center. The resource center has information both about inclusive education in general, and about the modules & resources developed as part of the project. The Resource Center is important for accessing and sharing of resources that could be useful for student learning in an inclusive setting. We are also working with the Block Education Officer (BEO), to set up a resource center at the block level where all teachers can access, contribute, re-use and share.
A ‘Digital Resource Center for Inclusive Education’ has been set up at the Vijaya Teachers College, a prominent Teacher Education Institute in Bengaluru. This is a (Bengaluru South 3) block level resource center. The resource center has information both about inclusive education in general, and about the modules & resources developed as part of the project. The Resource Center is important for accessing and sharing of resources that could be useful for student learning in an inclusive setting. We are also working with the Block Education Officer (BEO), to set up a resource center at the block level where all teachers can access, contribute, re-use and share.
== 5. Implementation – GMP, NB, RB ==
== 5. Implementation – GMP, NB, RB ==
'''(Implementation)'''
'''(Implementation)'''
