Changes

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

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

# '''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.

# '''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.

# '''Using multiple learning resources efforts''' - Creating a portfolio of activities and resources that can be used in multiple settings will be essential to address studentsExploring multiple options to provide holistic learning opportunities to students, beyond only 'digital education' is being envisaged. This involve

#[[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 ===

==== 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.