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ಪಠ್ಯಕ್ರಮದ ಅವಲೋಕನ (ಮೂಲವನ್ನು ವೀಕ್ಷಿಸಿ)

೧೧:೩೫, ೨ ಮೇ ೨೦೨೩ ನಂತೆ ಪರಿಷ್ಕರಣೆ

೭,೫೪೫ bytes added ,  ೧ ವರ್ಷದ ಹಿಂದೆ
ಸಂಪಾದನೆಯ ಸಾರಾಂಶವಿಲ್ಲ
೧ ನೇ ಸಾಲು: ೧ ನೇ ಸಾಲು:  +
{| class="wikitable"
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|'''Week'''
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|'''Module'''
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|'''Objectives of the module'''
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|-
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|1
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|Rapport building
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| Establish what we will do in this project in an attractive manner (our identity) and build their excitement to work with us
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Digital / non-digital plug
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- Digital Story created in the session itself.
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|-
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|2
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|What is adolescence according to them – part 1
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|Each adolescent girl might think issues that bother her might be her personal issues, a process of exploring it with a group of adolescent girls can help in understanding that the issues are common to all and related to adolescence.
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- Sharing with the peers with our facilitation might make them articulate and see that many of these issues are common (mobility related, restrictions, fear for their safety to name a few)
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Digital / non-digital plug
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- Sharing issues/concerns that bother them in dyads
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- Writing it in A4 sheets to be presented in big group
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- Three spirals exercise (Home, commute between home & school and School )
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|-
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|3
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|What is adolescence to them – part 2
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|Place the common issues they are facing in front of them and explore why is this happening in increased degree now?
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- Steer it towards collective articulation of adolescence (we add to it)
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- Meaning making and collective understanding of what adolescence is.
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Digital / non-digital plug
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- Role play of scenarios which were commonly shared by Kishoris
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- Presentation (ODP) on physical, psychological and intellectual aspects of adolescence
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|-
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|4
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|Audio recording - basics
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| To make them learn to handle the Audio recorder for audio outputs.
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- Understanding how audio recording works.
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- Introduction to audio recorder and familiarising themselves with universal symbols of audio visual tools (play, pause, record and stop). 
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-  Knowing do's and dont's of handling audio recorders.
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Digital / non-digital plug
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- Pre written chart illustrating 4 basic norms of audio recording
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- Presentation (ODP) on Universal symbols
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|-
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|5
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|Nutrition
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|Significance of nutrition and how it affects body and mind.
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- Unpacking the lure of junk food and why is it harmful to the body (Artificial colours, huge volume of preservatives, taste enhancers, saturated fats, flavour enhancers and other harmful chemicals)
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- Understanding why we need food and its importance in maintaining good health
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- Understanding the components of balanced diet in an easy and memorable way
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- Benefits of balanced diet on physical and mental health
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- Illustrating how a simple day to day South Indian food can fulfill the majority of the balanced diet needs with a supplement of milk and affordable seasonal fruits.
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Digital / non-digital plug
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- Vox pop of ‘What’s food to you?’
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- Video clip on balanced diet
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- Presentation (ODP) on balanced diet
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|-
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|6
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|Identity building
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- body image 01
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|Making them understand a direct correlation between socio cultural concept of beauty, mainstream media and market forces
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- Establishing how existing and new beauty markers for men and women are created as well as exploited by mainstream media and market forces.
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- How this nexus influences the psyche of the society.
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Digital / non-digital plug
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- Presentation (ODP) on how the concept of beauty has changed over different eras of Kannada cinema.
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- Video clips of various consumer product advertisements which target women.
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|-
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|7
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|Identity building
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- body image 02
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|Unpacking the internalised negative/deficient self-image with respect to body and explaining the influencing factors
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- As a precursor to using the term patriarchy, examining gendered targeting of men and women to create images for ideal men and women.
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Digital / non-digital plug
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- Video clips of various consumer product advertisements which target men
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|-
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|8
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|Identity building
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-Patriarchy & Identity 01
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|Patriarchal messages in mainstream media and its influence on self-image
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- Targeted celebrity interviews to understand how mainstream media through patriarchal construct to carefully carve out the images of heroes and heroines.
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- Understanding that power assigned to male and female actors is disproportionate.
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- Identifying the location of each girl with respect to power and influence she holds within her family while taking decisions.
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Digital / non-digital plug
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- Video clips of interviews of Kannada film heroes and heroines.
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-Charts prepared in consultation with the girls using the concept of Venn diagram.
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|-
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|9
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|Identity building
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-Patriarchy & Identity 02
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|Introducing and defining Patriarchy as a term and concept.
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- All threads from body image module to previous week are brought together to make them understand how patriarchy has served as a system which operates as core of societal order.
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- Power assigned to them and their male counterparts within their family are examined as an illustration of how patriarchy operates.
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- Opportunities and barriers which operate differently for both genders are discussed.
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Digital / non-digital plug
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- Digitised details of power and influence chart.
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- Gender specific snake and ladder charts.
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|-
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|10
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|Identity building
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- Overcoming patriarchy 01
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|Understanding positive sanctions and negative ridicule of patriarchy on both genders.
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- To unpack why it was comical to see a society where role reversal of genders has happened by using video clips of a mainstream film. (Jamba Lakidi Pamba / Naari munidare gandu parari)
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Digital / non-digital plug
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- Video clips of the film.
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|-
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|11
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|Identity building
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- Overcoming patriarchy 02
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|Overcoming patriarchal construct one step at a time.
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- To examine how societal norms operating at the family level curb the freedom of a young girl by using role plays.
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(Scenario - A potential groom has come to potential bride’s house, but she is 15 years old and she is not interested in getting married. She wants to continue her education. Father is forcing her to get married and mother cannot go against father’s decision.)
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- Keeping the same scenario, how can a girl negotiate her way around this situation tactfully so that her wish of continuing education is protected by using support systems available to her.
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|-
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|12
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|Precursor to aspiration building -
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Conceptualisation
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|Girls articulating about conceptualisation of learning happened so far
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- Girls expressing their views about various topics such as equal sharing of work, individual likes and dislikes, their idea of themselves, what they wish for, what do they think of their friends,what according to them is their strength, what support structure do they have, how will they use tact to solve problems, their opinion about reasons for drop out and their present aspiration for themselves.
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Digital / non-digital plug
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- Audio interviews and audio vox pops
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|-
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|13
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|Precursor to Aspiration building - Articulation
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|Girls sharing in depth about issues girls of their age usually face based on patriarchy and how to overcome them.
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- Girls sharing about opportunities they have at present.
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- Girls sharing about aspirational opportunities they can envision using tact.
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Digital / non-digital plug
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- 2 sets of charts consisting of dramatic number of snakes and ladders.
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(Chart 1 – More snakes and less ladders ; Chart 2 - More ladders and less snakes
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Chart 3 – Only snakes ; Chart 4 – Only ladders)
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|-
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|14
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|Basics of computers learning
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| - Interacting with Ubuntu interface
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- Creating folders and saving file with their names.
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- Using keyboard with ease through Tux typing and Text editor
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- Using mouse with ease through Tux Paint
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|}
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[[Category:Hosa Hejje Hosa Dishe]]
 
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"https://karnatakaeducation.org.in/KOER/index.php/ವಿಶೇಷ:MobileDiff/30193" ಇಂದ ಪಡೆಯಲ್ಪಟ್ಟಿದೆ

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