Changes

==== Design of curriculum appropriate to the context ====

==== Design of curriculum appropriate to the context ====

The teaching processes that have been followed in classroom teaching, will not be possible to be replicated. Instead, new teaching-learning processes and materials can be innovated to engage students and provide relevant and meaningful learning opportunities. There should be no pressure to 'complete the syllabus' and 'conduct the exams', as that would have a detrimental impact on student interest and learning. Instead, the textbook topics can be adapted to provide opportunities for designing small collaborative projects.  

The teaching processes that have been followed in classroom teaching, will not be possible to be replicated. Instead, new teaching-learning processes and materials can be innovated to engage students and provide relevant and meaningful learning opportunities. There should be no pressure to 'complete the syllabus' and 'conduct the exams', as that would have a detrimental impact on student interest and learning. Instead, the textbook topics can be adapted to provide opportunities for designing small collaborative projects. In the given situation, having the entire cohort of one class/grade and section will be unlikely, hence the projects/activities have to be designed for small learning groups (10-15 students) and these are likely to be mixed-age learning groups. Schools will need to network with local community volunteers (college students, high school graduates, other qualified, willing people), who can support the teachers' efforts. The program will need to combine digital content and online education with physical (face to face) learning and materials.  

 

Designing small learning groups (10-15 students)

 

Allowing mixed-age learning groups to be formed

 

Network with local community volunteers

 

College students, high school graduates, other qualified, willing people

 

Combine digital content, physical learning materials

 

 

Online learning platforms have some features to support online teaching including - video conferencing, sharing screen (which has a presentation or a video or even a web page), digital white/blackboard, online chatting, etc. Student management functions like muting participants, locking participants, sharing presentation rights, etc are also useful to learn. 

 

[https://teacher-network.in/OER/index.php/Learn_BigBlueButton BigBlueButton] is a free and open-source online teaching platform. It can be used as a standalone platform to teach or can be integrated with the Moodle Learning Management System. The latter option is suitable for teacher training programs while the former is simpler and hence suitable for student teaching. [https://teacher-network.in/OER/index.php/Learn_BigBlueButton BigBlueButton] has the advantage that it does not require an app installation to use on the phone, a web address (URL) is sufficient.

 

Familiarity with [https://teacher-network.in/OER/index.php/Learn_BigBlueButton BigBlueButton] will require two sessions of a few hours each, the second to refresh learning and solve any doubts or issues. See BigBlueButton_Workshop page for a workshop to learn BigBlueButton

====Creating appropriate lessons/content for online teaching (creating and teaching) ====

====Creating appropriate lessons/content for online teaching (creating and teaching) ====

==== School support system ====

==== School support system ====

The DIETs, BRCs and CRCs need to be facilitated to provide ongoing support to the schools and teachers. The pandemic has repeatedly proven the principle that centralized approaches will not work, as local solutions have to be imagined by schools/ teachers. Hence the support from the school system has to be guidelines and encouraging autonomous design of responses of the schools. Heavy handed fiats will be counter productive.         

The DIETs, BRCs and CRCs need to be facilitated to provide ongoing support to the schools and teachers. The pandemic has repeatedly proven the principle that centralized approaches will not work, as local solutions have to be imagined by schools/ teachers. Hence the support from the school system has to be guidelines and encouraging the autonomous design of responses of the schools. Heavy-handed fiats will be counterproductive.         

 

 

 

[[Category:TCOL Phase 3]]

[[Category:TCOL Phase 3]]