Changes

As a result of the lock-down owing to Covid-19, schools are exploring ways of supporting student learning. Given that the situation is not a short term challenge and is likely to pose difficulties intermittently, it is necessary to evolve [https://deccanherald.com/opinion/panorama/reclaiming-education-during-a-pandemic-866035.html appropriate and flexible strategies] to design learning possibilities for students, especially for students who may not receive much support at home. The flexible strategies will involve a combination of online sessions with offline activities, project-based learning, thematic learning, etc. Having no interactions with students, or relying only on online education would not be adequate and research says that students, particularly from marginalized backgrounds run the risk of malnutrition, dropping out of education, early marriages, and child labor.   

As a result of the lock-down owing to Covid-19, schools are exploring ways of supporting student learning. Given that the situation is not a short term challenge and is likely to pose difficulties intermittently, it is necessary to evolve [https://deccanherald.com/opinion/panorama/reclaiming-education-during-a-pandemic-866035.html appropriate and flexible strategies] to design learning possibilities for students, especially for students who may not receive much support at home. The flexible strategies will involve a combination of online sessions with offline activities, project-based learning, thematic learning, etc. Having no interactions with students, or relying only on online education would not be adequate and research says that students, particularly from marginalized backgrounds run the risk of malnutrition, dropping out of education, early marriages, and child labor.   

In Karnataka, the education department has suggested that schools initiate learning activities, which will not require all students to be in class at the same time. Titled 'Vidyagama' this program has elements of teachers creating learning opportunities for students through community-level interactions, providing activities and assignments that students can do by themselves, and with support from those at home.  

In Karnataka, the education department has suggested that schools initiate learning activities, which will allow students to get in touch again with learning, and increase interactions with the school education processes. The program, titled '''Vidyagama,''' endeavours to take the learning beyond the physical environment of the classroom.  The program will involve meeting students - physically and digitally - according to the infrastructure and connectivity levels of the students.  While the broad contours of the program have been designed by the education department, individual schools can structure the student interactions and activities, based on the requirements.  

The TCOL program has aimed to support schools and teachers to integrate ICT in their teaching and this situation requires careful attention to possibilities of supporting learning, and the 2020-21 program will focus on how Vidyagama could be designed and implemented by schools. This page discusses the possible approaches/steps which can be used as a reference, each school would need to develop its own customized approaches based on local contexts and priorities.

The TCOL program has aimed to support schools and teachers to integrate ICT in their teaching and this situation requires careful attention to possibilities of supporting learning, and the 2020-21 program will focus on how Vidyagama could be designed and implemented by schools. This page discusses the possible approaches/steps which can be used as a reference, each school would need to develop its own customized approaches based on local contexts and priorities.

=== Principles of the program ===

=== What can be some guiding principles for the schools ===

# '''Decentralization''' ('''connecting school and community, strengthening teacher agency and school autonomy''') - Locating the teacher at the center of the effort and supporting decentralized efforts by schools and communities, rather than a centralized one-size-fits-all program. This is essential for flexible, including 'out of box' local actions to changing situations. Local actions will also be quicker than centralized decision making. Teachers and schools need to be empowered to take timely decisions to respond to challenges, instead of waiting for instructions. This requires appropriate guidelines to be provided, requiring local actions. 

# '''Decentralization''' ('''connecting school and community, strengthening teacher agency and school autonomy''') While the guidelines have been given, a lot depends on the teacher and school autonomy in designing and implementing the program.  The specific strategies will change based on the location, the kind of infrastructure available, the number of teachers and the demographic profile of students.  Locating the teacher at the centre of the effort and supporting decentralized efforts by schools and communities is likely to be more effective than a centralized one-size-fits-all program. This will enable  flexible, including 'out of box' local actions to emerge to changing situations.

# '''Comprehensive efforts''' - Exploring multiple options to provide holistic learning opportunities to students, beyond only 'digital education'

#[[File:20200826 111519-min.jpg|thumb|Mathematics teachers using digital to create resources |450x450px]]'''Using multiple learning resources''' - Creating a portfolio of activities and resources that can be used in multiple settings will be essential to address students learning needs.  This involves creating multiple resources, graded at different levels, combining physical activities, online education and student self-work. Shifting the same pedagogy to an online environment may not be the most optimal way of organizing learning.

# '''Aims of education''' - Going beyond syllabi and textbook confines, to explore education in the context of an unprecedented pandemic, whose impact will stay for decades. This exploration is needed in line with the larger aims of education, to build concerned and capable citizens, who can work towards the attainment of our constitutional ideals.  

# '''Aims of education''' - Re-imagining the content and creatively exploring it will allow teachers to facilitate learning that can stay with the students. This exploration is needed in line with the larger aims of education, to build concerned and capable citizens, who can work towards the attainment of our constitutional ideals. The learning activities need to be organized keeping in mind equity considerations.  

# '''Adequately resourcing''' - schools and teachers to be able to respond to the challenges. The pandemic will require far greater investment in schools, especially schools working with students from marginalized communities, and the resourcing/funding of activities will directly influence the overall effectiveness of the efforts.

# '''Equity''' - There is a need to disproportionately invest in the education of children from marginalized groups. Many of these will have little resource support at home. There will also be reverse migration from urban to rural areas and schools will need to meet the learning needs of these 'new' students as well. While health grounds support lockdown, this affects marginalized groups the most, hence Vidyagama requires providing learning opportunities despite schools not working as usual.

=== Design of school-level intervention ===

=== Design of school-level intervention ===

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.    

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.    

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

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

Online teaching is NOT the conversion of 'chalk-and-talk' into video recording of lectures, much more creativity is needed to make the learning an engaging activity. Students are unlikely to spend hours watching videos of teaching. Interactivity is even more necessary in online learning.  

Online teaching is NOT the conversion of 'chalk-and-talk' into video recording of lectures, much more creativity is needed to make the learning an engaging activity. Students are unlikely to spend hours watching videos of teaching. Interactivity is even more necessary in online learning.  

This means that lessons would need to be developed and digital versions created to be used in online teaching. The lessons can be developed as projects that students can co-design and implement in their homes/communities along with their family members.       

This means that lessons would need to be developed and digital versions created to be used in online teaching. The lessons can be developed as projects that students can co-design and implement in their homes/communities along with their family members.       

==== Educating about the pandemic ====

===== Educating about the pandemic =====

The first focus of the program should be on building a greater and firmer understanding of the pandemic and educating parents and communities through the students. Simple audiovisual and print materials, some available and some developed can be shared with students through online as well as shared in community. This is also required to bring learning into connect with the biggest crisis (not merely a health crisis, but a social, cultural, economic and political crisis) and help the learners reflect on the nature of the world they should be building. Ignoring the pandemic and focusing solely on textbooks would not be useful or meaningful.       

The first focus of the program should be on building a greater and firmer understanding of the pandemic and educating parents and communities through the students. Simple audiovisual and print materials, some available and some developed can be shared with students through online as well as shared in community. This is also required to bring learning into connect with the biggest crisis (not merely a health crisis, but a social, cultural, economic and political crisis) and help the learners reflect on the nature of the world they should be building. Ignoring the pandemic and focusing solely on textbooks would not be useful or meaningful.       

==== Subject-specific content and pedagogy models for teaching ====

===== Subject-specific content and pedagogy models for teaching =====

The TPCK (Technological-Pedagogical-Content Knowledge) framework can be used to support the planning of lessons that are engaging and facilitate student learning.             

The TPCK (Technological-Pedagogical-Content Knowledge) framework can be used to support the planning of lessons that are engaging and facilitate student learning.             

==== Familiarity and comfort with online learning platform (connecting and teaching) ====

==== Familiarity and comfort with online learning platform (connecting and teaching) ====

Many teachers are sharing resources, worksheets, quizzes with students over mobile phone platforms. These allow asynchronous interactions, which are useful, and can be complemented by synchronous interactions through an online platform. The online platform can be used to teach as well as to clarify questions and doubts over content shared asynchronously.   

Many teachers are sharing resources, worksheets, quizzes with students over mobile phone platforms. These allow asynchronous interactions, which are useful, and can be complemented by synchronous interactions through an online platform. The online platform can be used to teach as well as to clarify questions and doubts over content shared asynchronously.   

 

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.   

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.   

==== Visits to community spaces for interactions with students ====

==== Visits to community spaces for interactions with students ====

Vidyagama suggests teachers can, with the help of parents and community members, identify community spaces in habitations where many students may be staying, and organize interactions on a periodic/regular basis to support learning. Face to face interactions will be invaluable for supporting learning. Such visits are also especially useful for students who may not be part of digital and online learning possibilities.  

Vidyagama suggests teachers can, with the help of parents and community members, identify community spaces in habitations where many students may be staying, and organize interactions on a periodic/regular basis to support learning. Face to face interactions will be invaluable for supporting learning. Such visits are also especially useful for students who may not be part of digital and online learning possibilities. Spaces need to be made available for community learning in small (mixed age) groups.  

==== School as a community space for Vidyagama ====

==== School as a community space for Vidyagama ====

While community spaces will need to be identified, the school itself is the first choice for such a community space - as it would score high on student safety as well as hygiene. Limited school opening with adequate safeguards is an option to be explored, considering multiple factors to ensure safety and learning. Staggering classes, regrouping classes into smaller cohorts, combining in-school and out-of-school activities, with support from community facilitators are some strategies to start out with.  

While community spaces will need to be identified, the school itself is the first choice for such a community space - as it would score high on student safety as well as hygiene. Limited school opening with adequate safeguards is an option to be explored, considering multiple factors to ensure safety and learning. Staggering classes, regrouping classes into smaller cohorts, combining in-school and out-of-school activities, with support from community facilitators are some strategies to start out with.  

===== School attendance and class organization =====

===== School attendance and class organization =====

# Include community education within the school curriculum focusing on creating awareness about tracking infection, helping report infection and manage the community-level containment with parents and students (high school). This can also tie into the COVID related responsibilities assigned to schools and teachers

# Include community education within the school curriculum focusing on creating awareness about tracking infection, helping report infection and manage the community-level containment with parents and students (high school). This can also tie into the COVID related responsibilities assigned to schools and teachers

# Focus on supporting the students’ development of basic skills of literacy and numeracy, this is likely to be a critical requirement for academic performance, especially given the long gap in school interactions. (This is especially true for younger children and this can potentially be linked with the anganwadis for a community-supported initiative. This will also be necessary for children whose families may have migrated during the lock-down)

# Focus on supporting the students’ development of basic skills of literacy and numeracy, this is likely to be a critical requirement for academic performance, especially given the long gap in school interactions. (This is especially true for younger children and this can potentially be linked with the anganwadis for a community-supported initiative. This will also be necessary for children whose families may have migrated during the lock-down)

# Learning activities, though designed in accordance with the syllabus, should not be restricted to transmitting content. Rather, they should be based on building skills necessary and relevant in the current context. These activities should combine self-learning and creation with collaborative learning (within the students’ own physical contexts as well as with the teacher), and allow possibilities for sharing between students and teachers. Small group lectures and one-on-one interactions with students for follow-up and guidance should be encouraged. This model can be used in a purely online format (currently at the time of lock-down) as well as be integrated with physical classes when schools reopen in a phased manner.

# Learning activities, though designed in accordance with the syllabus, should not be restricted to transmitting content. Rather, they should be based on building skills necessary and relevant in the current context. These activities should combine self-learning and creation with collaborative learning (within the students’ own physical contexts as well as with the teacher), and allow possibilities for sharing between students and teachers. Small group lectures and one-on-one interactions with students for follow-up and guidance should be encouraged. This model can be used in a purely online format (currently at the time of lock-down) as well as be integrated with physical classes when schools open in a phased manner.

# Design project-based work for the students that will allow them to explore, investigate processes, phenomena around them and also build skills of questioning, investigating, analysis and presentation. These can be linked to specific chapters from the textbook as well. The projects would allow the students to work individually, with people who they have access to as with the teachers.

# Design project-based work for the students that will allow them to explore, investigate processes, phenomena around them and also build skills of questioning, investigating, analysis and presentation. These can be linked to specific chapters from the textbook as well. The projects would allow the students to work individually, with people who they have access to as with the teachers.

# Project-based learning will allow the students to work individually, with people who they have access to as well as with the teachers. Teacher interaction can be in the form of videos as well as small group interactions through online forums, in combination with digital methods.  

# Project-based learning will allow the students to work individually, with people who they have access to as well as with the teachers. Teacher interaction can be in the form of videos as well as small group interactions through online forums, in combination with digital methods.