Open Educational Resources - User contributions [en]

TNOER need

2022-07-05T15:15:02Z

Ranjani: /* Annexure 1 - Key principles in the design of resources */

= Educational Context =
Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education – (i) availability of good quality curricular resources and (ii) strengthening the quality of teacher development within the education system.

Recognizing this, TN School Education Department has initiated a decentralized approach to teacher training focusing on revitalizing cluster and block level interactions as a key method of teacher preparation during the current academic year. The program will leverage a Communities of Practice approach for strengthening teacher capabilities.

Providing curricular resources that demonstrate new pedagogical approaches as well as provide more interactive content, can be a good way to catalysing the cluster level interactions towards changing the classroom practices. On the other hand, the cluster collectives can also contribute to the resource repository, creating a model of sustainable curricular resource creation as well.

= A curated resource repository =
SCERT has always been providing curricular resources; however this model has some limitations in terms of the limited number of resources, and lesser flexibility in making contextualized resources. For anchoring the cluster level interactions through resources, it is essential for us to have a platform where resources added continuously, including teacher-led contributions. It is envisaged that such a dynamic resource repository will be able to build on teachers’ creativity and innovations at the school level while also strengthening their pedagogic content knowledge.

With this objective, a meeting was held on July 1, 2022, chaired by the SPD, Samagra Shiksha. Director, SCERT also participated along with other senior faculty from SCERT. During this meeting, it was decided that the Tamil Nadu Teachers Portal (TNTP) will extended further to include resources for supporting classroom transactions; this extension will build upon the current platform already developed by EMIS.

= The TNTP portal =
The DSE has already developed a portal, called the TNTP, in which resources have been uploaded, based on a detailed taxonomy of school content for all grades upto higher secondary levels. The department has also created over 25000 videos on various topics through internal and external sources. In addition to this, the TNTP also contains a question bank in which over 200000 questions have been contributed, including by teachers. A detailed classification of resource type, mapped to syllabus has been developed.

== Extending the TNTP with resources for teaching-learning ==
The extensive mapping done as well as the resources created so far need to now be extended to lessons that teachers can actually transact in the classrooms. The lesson will be a “wrap-around” that includes multiple resources, and also suggested ways of building the lesson. The objectives of this would be as follows:

# To provide resource support for the planned cluster level interactions
# To provide a platform for teachers to share their experiences and resources
# To provide multiple resources for the teacher to support her classroom teaching, deepening their pedagogic content knowledge
# To provide supplementary and enrichment resources for students

These teaching-learning materials will be designed and organized by teams of teachers and teacher educators, identified by SCERT, on an ongoing basis. The creation and publishing of these resources will be done with support from EMIS, based on the current taxonomy.

This process of resource design and creation will be facilitated by IT for Change.

== Processes and action items ==
Teaching learning plans need to be developed for all school topics, for each concept. This would mean multiple lessons have to be developed across subject areas The SCERT will develop a format for these lessons based on the current frameworks being followed. A suggested structure for the resource can be seen in Annexure 1.

These resource pages will be shared in the cluster meetings for teachers to review, reflect and also compare with their own practices. Teacher reactions in terms of feedback to the resources, further ideas for lesson plans, will be captured in the meeting and this will form the basis of further revisions. A suitable communication needs to be shared with teachers.

For the cluster meeting on July 16th, this will be rolled out on a limited manner with selected topics from Class 6-10. On an ongoing basis, a process needs to be in place for building these teaching-learning resources on an ongoing basis.

A 3-day workshop has been proposed from July 6-8 for developing resources for topics from Classes 6-10; 2 topics per subject per class. Initially the subjects would include Mathematics, Science and English. During a subsequent workshop, from July 11-13, other subjects can be taken up for classes 6-10. In the subsequent months, resources for all classes, all subjects and all mediums of instruction would be taken up.

The workshop will comprise 10-12 resource persons by subject, a co-ordinator by subject and also key SCERT faculty for guidance for the resource creation. The workshop will be facilitated by IT for Change and EMIS, and other resource persons identified by SCERT.

= Draft Agenda =
An indicative agenda for the three days is provided below.
{| class="wikitable"
|'''Day'''
|'''10.30 am – 1.00 pm'''
|'''2.00 pm – 5.30 pm'''
|-
|Day 1

All 3 subjects, under the leadership of SCERT director
|Teachers and facilitators will discuss the template for organising the resources on the repository, provided by SCERT and how it can be used for for the topics that are selected
|An orientation from the facilitators on how resources can be organised on the repository (this will be a common session for teachers from all the three subjects) and discussions.
|-
|Day 2

(Co-ordinated by a nodal person from SCERT for each subject)
|Teachers will identify the concepts and develop a set of lesson ideas; based on this, the team will identify and evaluate resources (both from the existing content as well as open content from the web)
|The team will also come up with the organization and publishing plan for these resources on the repository. The facilitators will publish these on the portal, for review by the teachers
|-
|Day 3
|Teachers will present their resource pages and receive feedback from others on how to improve the organising of resources. Further orientation be given by the facilitators to help this group to become a resource group for designing similar resource for the remaining subject including Social Science and Tamil.
|Review and finalize the resource pages. Developing guidelines for teacher feedback and contribution at the cluster level.
|}

= Roles and responsibilities for the workshop =

== SCERT ==

# The three-day workshop will be organised by SCERT, calling 12 teachers in each of the three subjects. All teachers must have access to a computer with Internet connectivity during the workshop. These systems must have Geogebra, LibreOffice, Kalzium, Audacity, Vokoscreen FOSS applications.
# SCERT will provide the template in which the resources will be published on the repository. (An example of template which is being used in the Karnataka Open is made available can be seen on the Triangles page). SCERT will provide the specifications for the resource layout for the Tamil Nadu platform.

(SCERT is requested to take care of the local hospitality - lodging and boarding of the facilitator team from IT for Change).

== Technology support ==

# The EMIS team will install the platform on the server and make it available for the workshop.
# The team will also, with support from the IT for Change technology team, provide technical support to the teacher's use of the platform.
# The team will create editor logins for the participating teachers on the platform prior to the workshop. (SCERT should share names and mail ids of teachers for this).

= Further action items =

# Form a state-level steering group with SCERT faculty, SS team, DIET faculty, academics, educational technologists, teachers, under the leadership of the SPD. This group will draw up a vision document, road map and timeline, and mentor the TNOER project on a continuous basis.
# Develop the expert group for developing and curating the resource pages by grade/subject/medium of instruction.
# Develop processes for teacher contributions to TNOER
# The process of curricular resource development, curation, use and revision can become dynamic and continuous and integrated with the teacher development programs of the department, and made mutually reinforcing.
# EMIS team will explore the platform and make use of its features to extend its utility to teachers, teacher educators, curriculum developers etc.

= Annexure 1 - Organization of resources =

== Key principles in the design of resources ==

# The resources should be in line with the overall objectives of any subject and also have contextually relevant content
# The content should be accurate and free of any bias or prejudices and should also be accessible for children with special needs, and be available as open educational resources
# The resources should be able to address learners at multiple learning levels
# The resources will be in different formats and will be accessible online and offline
# The resources must allow for continuous revision through teachers, experts and other stakeholders in the education system
# The resource repository must also allow for monitoring and feedback from the teachers on the training and the extent of implementation

== Organization of curricular resources ==
The resources should be structured in such a way that concepts are linked and built, across grade levels and should have clarity on the learning objectives. The resources should be developed as a set of lessons and not as discrete resource units.

# Organize the resources by topic (not by class) – each topic must have a concept map that links all the underlying concepts and relevant basic concepts, creating teaching trajectories
# For each of the concepts, map the different kinds of tools that can be used
# Under each concept, list down the activities (can be bundled into any number of lessons)
# A full description of the activities – including hands-on experimentation, observation, field visits, community interaction, computer simulations, audio visual content (both readily available and teacher made). The activities will also invoke multiple resources
# Inclusion of questions and ideas that will provoke the learners to go beyond the syllabus requirements and connect various subjects
# Methods of assessment – multiple methods of assessments to be included.
# Appropriate meta data must be added to all content created so that teachers can access this by concept/ grade/ type of resource/ purpose of resource, etc.
# The resources can also be made available periodically offline and through an app.

An example of this can be found on this page for Triangles

This is a general design for the curricular content; this needs to be qualified and specialized for different subjects/ grades as the project gets underway.

= Annexure 2 – Action plan proposed =
{| class="wikitable"
|Project phase
|Broad focus areas
|Action tasks (to be developed further)
|-
|Designing and planning
|
# Defining the scope, terms, structure and processes of the repository
|
# Constitute a state-level steering group with SCERT faculty, SS team, DIET faculty, academics, educational technologists, teachers, under the leadership of the SCERT and SS, for creating a vision document, road map and timeline, and must be mentoring the project on a continuous basis
|-
|Planning the resource creation* and review

(see note below)
|
# Creating a design for the resource portal, focusing on integrating multiple tools and applications with teaching-learning processes Working with the technical team to action out the design in terms of architecture
# Developing the meta data parameters for the repository Creating and curating open educational resources, on an ongoing basis
# Creating processes and checklists for resource creation and curation
# Develop processes for inviting contributions from teachers
|
# Draw up a core team of teachers/ teacher educators/ resource persons by subject for coming up with a portal designed
# Creating a core team of technical experts who can work with the academic team to action out the portal Resource creation and curation workshops to be organized for the core groups of teachers; teachers will develop lesson plans integrating multiple resources (including those already created by the department
# Identify and curate web-based resources that are available for contextualization and integrate them with lessons as well Ongoing capacity building for teachers in the evaluation and use of multiple resources, especially digital resources
# Publishing the resources so developed
# Formation of district resource groups for review of resources on an ongoing basis
|-
|Designing and managing the repository (technical – managed by EMIS, with support from IT for Change)
|
# Technical design and architecture of the repository
# Metadata for resources
# Maintaining the repository
# Creating customized apps
|
# Formation of a technical team for management of the design and architecture of the team
# Identify the technical functionalities and determine the best platform
# Creating a plan for digital capacity building in the state
|}

<nowiki>*</nowiki> Broadly, there are 4 kinds of resources

# Resources created by SCERT/ SS programs, including textbooks
# Specialized content creation programs (e-content, Kalvi TV production) and content created by subject experts
# Resources curated by the the resource curation teams at the state level and district level
# Resources created by teachers and reflections from cluster meetings and other events/programs

Apart from these, the repository can also refer to existing open educational resources on the web.

= Annexure 3 - Candidate topics =
Two topics will be selected, one each from July and August
{| class="wikitable"
|Std
|Science
|Maths
|English
|-
|6th
|Matter Around Us
|Statistics
|I Dream of Spices
|-
|7th
|Health and Hygiene
|Geometry
|Your Space
|-
|8th
|Light
|Information Processing
|Sir Isaac Newton - e Ingenious Scientist
|-
|9th
|Periodic Classification of Elements
|Algebra
|Old Man River
|-
|10th
|Plant and Animal Hormones
|Coordinate Geometry
|The Ant and the Cricket
|}
August topics
{| class="wikitable"
|Std
|Science
|Maths
|English
|-
|6th
|The Cell
|Numbers
|Sports Stars
|-
|7th
|Heat & Temperature
|Measurements
|Adventures of Don Quixote
|-
|8th
|Movements in Animals
|Algebra
|A Thing of Beauty
|-
|9th
|Chemical Bonding
|Coordinate Geometry
|The Spider and the Fly
|-
|10th
|Types of Chemical Reactions
|Algebra
|Tech Bloomers
|}

The topic can be selected in a manner to be useful to teachers teaching across grades 6 through 10.

[[Category:Tamil Nadu]]

TNOER need

2022-07-05T15:13:56Z

Ranjani:

= Educational Context =
Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education – (i) availability of good quality curricular resources and (ii) strengthening the quality of teacher development within the education system.

Recognizing this, TN School Education Department has initiated a decentralized approach to teacher training focusing on revitalizing cluster and block level interactions as a key method of teacher preparation during the current academic year. The program will leverage a Communities of Practice approach for strengthening teacher capabilities.

Providing curricular resources that demonstrate new pedagogical approaches as well as provide more interactive content, can be a good way to catalysing the cluster level interactions towards changing the classroom practices. On the other hand, the cluster collectives can also contribute to the resource repository, creating a model of sustainable curricular resource creation as well.

= A curated resource repository =
SCERT has always been providing curricular resources; however this model has some limitations in terms of the limited number of resources, and lesser flexibility in making contextualized resources. For anchoring the cluster level interactions through resources, it is essential for us to have a platform where resources added continuously, including teacher-led contributions. It is envisaged that such a dynamic resource repository will be able to build on teachers’ creativity and innovations at the school level while also strengthening their pedagogic content knowledge.

With this objective, a meeting was held on July 1, 2022, chaired by the SPD, Samagra Shiksha. Director, SCERT also participated along with other senior faculty from SCERT. During this meeting, it was decided that the Tamil Nadu Teachers Portal (TNTP) will extended further to include resources for supporting classroom transactions; this extension will build upon the current platform already developed by EMIS.

= The TNTP portal =
The DSE has already developed a portal, called the TNTP, in which resources have been uploaded, based on a detailed taxonomy of school content for all grades upto higher secondary levels. The department has also created over 25000 videos on various topics through internal and external sources. In addition to this, the TNTP also contains a question bank in which over 200000 questions have been contributed, including by teachers. A detailed classification of resource type, mapped to syllabus has been developed.

== Extending the TNTP with resources for teaching-learning ==
The extensive mapping done as well as the resources created so far need to now be extended to lessons that teachers can actually transact in the classrooms. The lesson will be a “wrap-around” that includes multiple resources, and also suggested ways of building the lesson. The objectives of this would be as follows:

# To provide resource support for the planned cluster level interactions
# To provide a platform for teachers to share their experiences and resources
# To provide multiple resources for the teacher to support her classroom teaching, deepening their pedagogic content knowledge
# To provide supplementary and enrichment resources for students

These teaching-learning materials will be designed and organized by teams of teachers and teacher educators, identified by SCERT, on an ongoing basis. The creation and publishing of these resources will be done with support from EMIS, based on the current taxonomy.

This process of resource design and creation will be facilitated by IT for Change.

== Processes and action items ==
Teaching learning plans need to be developed for all school topics, for each concept. This would mean multiple lessons have to be developed across subject areas The SCERT will develop a format for these lessons based on the current frameworks being followed. A suggested structure for the resource can be seen in Annexure 1.

These resource pages will be shared in the cluster meetings for teachers to review, reflect and also compare with their own practices. Teacher reactions in terms of feedback to the resources, further ideas for lesson plans, will be captured in the meeting and this will form the basis of further revisions. A suitable communication needs to be shared with teachers.

For the cluster meeting on July 16th, this will be rolled out on a limited manner with selected topics from Class 6-10. On an ongoing basis, a process needs to be in place for building these teaching-learning resources on an ongoing basis.

A 3-day workshop has been proposed from July 6-8 for developing resources for topics from Classes 6-10; 2 topics per subject per class. Initially the subjects would include Mathematics, Science and English. During a subsequent workshop, from July 11-13, other subjects can be taken up for classes 6-10. In the subsequent months, resources for all classes, all subjects and all mediums of instruction would be taken up.

The workshop will comprise 10-12 resource persons by subject, a co-ordinator by subject and also key SCERT faculty for guidance for the resource creation. The workshop will be facilitated by IT for Change and EMIS, and other resource persons identified by SCERT.

= Draft Agenda =
An indicative agenda for the three days is provided below.
{| class="wikitable"
|'''Day'''
|'''10.30 am – 1.00 pm'''
|'''2.00 pm – 5.30 pm'''
|-
|Day 1

All 3 subjects, under the leadership of SCERT director
|Teachers and facilitators will discuss the template for organising the resources on the repository, provided by SCERT and how it can be used for for the topics that are selected
|An orientation from the facilitators on how resources can be organised on the repository (this will be a common session for teachers from all the three subjects) and discussions.
|-
|Day 2

(Co-ordinated by a nodal person from SCERT for each subject)
|Teachers will identify the concepts and develop a set of lesson ideas; based on this, the team will identify and evaluate resources (both from the existing content as well as open content from the web)
|The team will also come up with the organization and publishing plan for these resources on the repository. The facilitators will publish these on the portal, for review by the teachers
|-
|Day 3
|Teachers will present their resource pages and receive feedback from others on how to improve the organising of resources. Further orientation be given by the facilitators to help this group to become a resource group for designing similar resource for the remaining subject including Social Science and Tamil.
|Review and finalize the resource pages. Developing guidelines for teacher feedback and contribution at the cluster level.
|}

= Roles and responsibilities for the workshop =

== SCERT ==

# The three-day workshop will be organised by SCERT, calling 12 teachers in each of the three subjects. All teachers must have access to a computer with Internet connectivity during the workshop. These systems must have Geogebra, LibreOffice, Kalzium, Audacity, Vokoscreen FOSS applications.
# SCERT will provide the template in which the resources will be published on the repository. (An example of template which is being used in the Karnataka Open is made available can be seen on the Triangles page). SCERT will provide the specifications for the resource layout for the Tamil Nadu platform.

(SCERT is requested to take care of the local hospitality - lodging and boarding of the facilitator team from IT for Change).

== Technology support ==

# The EMIS team will install the platform on the server and make it available for the workshop.
# The team will also, with support from the IT for Change technology team, provide technical support to the teacher's use of the platform.
# The team will create editor logins for the participating teachers on the platform prior to the workshop. (SCERT should share names and mail ids of teachers for this).

= Further action items =

# Form a state-level steering group with SCERT faculty, SS team, DIET faculty, academics, educational technologists, teachers, under the leadership of the SPD. This group will draw up a vision document, road map and timeline, and mentor the TNOER project on a continuous basis.
# Develop the expert group for developing and curating the resource pages by grade/subject/medium of instruction.
# Develop processes for teacher contributions to TNOER
# The process of curricular resource development, curation, use and revision can become dynamic and continuous and integrated with the teacher development programs of the department, and made mutually reinforcing.
# EMIS team will explore the platform and make use of its features to extend its utility to teachers, teacher educators, curriculum developers etc.

= Annexure 1 - Key principles in the design of resources =

# The resources should be in line with the overall objectives of any subject and also have contextually relevant content
# The content should be accurate and free of any bias or prejudices and should also be accessible for children with special needs, and be available as open educational resources
# The resources should be able to address learners at multiple learning levels
# The resources will be in different formats and will be accessible online and offline
# The resources must allow for continuous revision through teachers, experts and other stakeholders in the education system
# The resource repository must also allow for monitoring and feedback from the teachers on the training and the extent of implementation

== Organization of curricular resources ==
The resources should be structured in such a way that concepts are linked and built, across grade levels and should have clarity on the learning objectives. The resources should be developed as a set of lessons and not as discrete resource units.

# Organize the resources by topic (not by class) – each topic must have a concept map that links all the underlying concepts and relevant basic concepts, creating teaching trajectories
# For each of the concepts, map the different kinds of tools that can be used
# Under each concept, list down the activities (can be bundled into any number of lessons)
# A full description of the activities – including hands-on experimentation, observation, field visits, community interaction, computer simulations, audio visual content (both readily available and teacher made). The activities will also invoke multiple resources
# Inclusion of questions and ideas that will provoke the learners to go beyond the syllabus requirements and connect various subjects
# Methods of assessment – multiple methods of assessments to be included.
# Appropriate meta data must be added to all content created so that teachers can access this by concept/ grade/ type of resource/ purpose of resource, etc.
# The resources can also be made available periodically offline and through an app.

An example of this can be found on this page for Triangles

This is a general design for the curricular content; this needs to be qualified and specialized for different subjects/ grades as the project gets underway.

= Annexure 2 – Action plan proposed =
{| class="wikitable"
|Project phase
|Broad focus areas
|Action tasks (to be developed further)
|-
|Designing and planning
|
# Defining the scope, terms, structure and processes of the repository
|
# Constitute a state-level steering group with SCERT faculty, SS team, DIET faculty, academics, educational technologists, teachers, under the leadership of the SCERT and SS, for creating a vision document, road map and timeline, and must be mentoring the project on a continuous basis
|-
|Planning the resource creation* and review

(see note below)
|
# Creating a design for the resource portal, focusing on integrating multiple tools and applications with teaching-learning processes Working with the technical team to action out the design in terms of architecture
# Developing the meta data parameters for the repository Creating and curating open educational resources, on an ongoing basis
# Creating processes and checklists for resource creation and curation
# Develop processes for inviting contributions from teachers
|
# Draw up a core team of teachers/ teacher educators/ resource persons by subject for coming up with a portal designed
# Creating a core team of technical experts who can work with the academic team to action out the portal Resource creation and curation workshops to be organized for the core groups of teachers; teachers will develop lesson plans integrating multiple resources (including those already created by the department
# Identify and curate web-based resources that are available for contextualization and integrate them with lessons as well Ongoing capacity building for teachers in the evaluation and use of multiple resources, especially digital resources
# Publishing the resources so developed
# Formation of district resource groups for review of resources on an ongoing basis
|-
|Designing and managing the repository (technical – managed by EMIS, with support from IT for Change)
|
# Technical design and architecture of the repository
# Metadata for resources
# Maintaining the repository
# Creating customized apps
|
# Formation of a technical team for management of the design and architecture of the team
# Identify the technical functionalities and determine the best platform
# Creating a plan for digital capacity building in the state
|}

<nowiki>*</nowiki> Broadly, there are 4 kinds of resources

# Resources created by SCERT/ SS programs, including textbooks
# Specialized content creation programs (e-content, Kalvi TV production) and content created by subject experts
# Resources curated by the the resource curation teams at the state level and district level
# Resources created by teachers and reflections from cluster meetings and other events/programs

Apart from these, the repository can also refer to existing open educational resources on the web.

= Annexure 3 - Candidate topics =
Two topics will be selected, one each from July and August
{| class="wikitable"
|Std
|Science
|Maths
|English
|-
|6th
|Matter Around Us
|Statistics
|I Dream of Spices
|-
|7th
|Health and Hygiene
|Geometry
|Your Space
|-
|8th
|Light
|Information Processing
|Sir Isaac Newton - e Ingenious Scientist
|-
|9th
|Periodic Classification of Elements
|Algebra
|Old Man River
|-
|10th
|Plant and Animal Hormones
|Coordinate Geometry
|The Ant and the Cricket
|}
August topics
{| class="wikitable"
|Std
|Science
|Maths
|English
|-
|6th
|The Cell
|Numbers
|Sports Stars
|-
|7th
|Heat & Temperature
|Measurements
|Adventures of Don Quixote
|-
|8th
|Movements in Animals
|Algebra
|A Thing of Beauty
|-
|9th
|Chemical Bonding
|Coordinate Geometry
|The Spider and the Fly
|-
|10th
|Types of Chemical Reactions
|Algebra
|Tech Bloomers
|}

The topic can be selected in a manner to be useful to teachers teaching across grades 6 through 10.

[[Category:Tamil Nadu]]

Listening and Speaking

2021-10-03T21:06:44Z

Ranjani:

===== Objectives =====
# Creating an immersive environment for language acquisition
# Creating and modeling communication opportunities,focusing on language production
# Strengthening students' listening skills - to be able to listen, comprehend, respond (verbally and non-verbally)
# Enriching the students' vocabulary
List of resources could include
# Conversation cards
=== Word families (for vocabulary building) ===
## [http://teacher-network.in/?q=node/150#overlay-context=node/154%3Fq%3Dnode/154 Flowers]
## [http://teacher-network.in/?q=node/149#overlay-context=node/150%3Fq%3Dnode/150 Household items]
## [http://teacher-network.in/?q=node/133#overlay-context=node/149%3Fq%3Dnode/149 Birds]
## [http://teacher-network.in/?q=node/134#overlay-context=node/146%3Fq%3Dnode/146 Trees]
## [http://teacher-network.in/?q=node/140#overlay-context=node/134%3Fq%3Dnode/134 Vehicles]
## [http://teacher-network.in/?q=node/136#overlay-context=node/143%3Fq%3Dnode/143 Colours]
## [http://teacher-network.in/?q=node/141#overlay-context=node/136%3Fq%3Dnode/136 Shapes]
## [http://teacher-network.in/?q=node/131#overlay-context=node/142%3Fq%3Dnode/142 Wild animals]
## [http://teacher-network.in/?q=node/130#overlay-context=node/124%3Fq%3Dnode/124 Fruits]
## [http://teacher-network.in/?q=node/139#overlay-context=node/144%3Fq%3Dnode/144 School items]
## [http://teacher-network.in/?q=node/132#overlay-context=node/102%3Fq%3Dnode/102 Vegetables]
=== Storytelling, including digital resources for stories===
#[[https://radiopublic.com/-WY5PjO/episodes Listen to audio stories]]
===To be added===
#Childrens' conversations as the resources
#Activities for listening and doing/ listening and responding/ listening and creatively expressing

===Storytelling===
#Building vocabulary [[:File:Vocabulary game.odt|Activity: Vocabulary Game]]
#Listen and do - [[:File:Listening game Kannada.odt|Activity: Listening game Kannada]]
#Story telling for building conversational skills [[:File:Story My home kannada plan.odt|Lesson Plan:Story for Language learning(My Home)]]

Listening and Speaking

2021-10-03T21:05:27Z

Ranjani:

===== Objectives =====
# Creating an immersive environment for language acquisition
# Creating and modeling communication opportunities,focusing on language production
# Strengthening students' listening skills - to be able to listen, comprehend, respond (verbally and non-verbally)
# Enriching the students' vocabulary
List of resources could include
# Conversation cards
=== Word families (for vocabulary building) ===
## [http://teacher-network.in/?q=node/150#overlay-context=node/154%3Fq%3Dnode/154 Flowers]
## [http://teacher-network.in/?q=node/149#overlay-context=node/150%3Fq%3Dnode/150 Household items]
## [http://teacher-network.in/?q=node/133#overlay-context=node/149%3Fq%3Dnode/149 Birds]
## [http://teacher-network.in/?q=node/134#overlay-context=node/146%3Fq%3Dnode/146 Trees]
## [http://teacher-network.in/?q=node/140#overlay-context=node/134%3Fq%3Dnode/134 Vehicles]
## [http://teacher-network.in/?q=node/136#overlay-context=node/143%3Fq%3Dnode/143 Colours]
## [http://teacher-network.in/?q=node/141#overlay-context=node/136%3Fq%3Dnode/136 Shapes]
## [http://teacher-network.in/?q=node/131#overlay-context=node/142%3Fq%3Dnode/142 Wild animals]
## [http://teacher-network.in/?q=node/130#overlay-context=node/124%3Fq%3Dnode/124 Fruits]
## [http://teacher-network.in/?q=node/139#overlay-context=node/144%3Fq%3Dnode/144 School items]
## [http://teacher-network.in/?q=node/132#overlay-context=node/102%3Fq%3Dnode/102 Vegetables]
=== Storytelling, including digital resources for stories===
===To be added===
#Childrens' conversations as the resources
#Activities for listening and doing/ listening and responding/ listening and creatively expressing

==== Activities ====
#Building vocabulary [[:File:Vocabulary game.odt|Activity: Vocabulary Game]]
#Listen and do - [[:File:Listening game Kannada.odt|Activity: Listening game Kannada]]
#Story telling for building conversational skills [[:File:Story My home kannada plan.odt|Lesson Plan:Story for Language learning(My Home)]]
#[[https://radiopublic.com/-WY5PjO/episodes Listen to audio stories]]

Listening and Speaking

2021-10-03T21:04:32Z

Ranjani: /* Word families (for vocabulary building) */

===== Objectives =====
# Creating an immersive environment for language acquisition
# Creating and modeling communication opportunities,focusing on language production
# Strengthening students' listening skills - to be able to listen, comprehend, respond (verbally and non-verbally)
# Enriching the students' vocabulary
List of resources could include
# Conversation cards
=== Word families (for vocabulary building) ===
## [http://teacher-network.in/?q=node/150#overlay-context=node/154%3Fq%3Dnode/154 Flowers]
## [http://teacher-network.in/?q=node/149#overlay-context=node/150%3Fq%3Dnode/150 Household items]
## [http://teacher-network.in/?q=node/133#overlay-context=node/149%3Fq%3Dnode/149 Birds]
## [http://teacher-network.in/?q=node/134#overlay-context=node/146%3Fq%3Dnode/146 Trees]
## [http://teacher-network.in/?q=node/140#overlay-context=node/134%3Fq%3Dnode/134 Vehicles]
## [http://teacher-network.in/?q=node/136#overlay-context=node/143%3Fq%3Dnode/143 Colours]
## [http://teacher-network.in/?q=node/141#overlay-context=node/136%3Fq%3Dnode/136 Shapes]
## [http://teacher-network.in/?q=node/131#overlay-context=node/142%3Fq%3Dnode/142 Wild animals]
## [http://teacher-network.in/?q=node/130#overlay-context=node/124%3Fq%3Dnode/124 Fruits]
## [http://teacher-network.in/?q=node/139#overlay-context=node/144%3Fq%3Dnode/144 School items]
## [http://teacher-network.in/?q=node/132#overlay-context=node/102%3Fq%3Dnode/102 Vegetables]
=== Storytelling, including digital resources for stories===
===Childrens' conversations as the resources===
===Activities for listening and doing/ listening and responding/ listening and creatively expressing===

=== <u>English Language Learning</u> ===

==== Activities ====
#Building vocabulary [[:File:Vocabulary game.odt|Activity: Vocabulary Game]]
#Listen and do - [[:File:Listening game Kannada.odt|Activity: Listening game Kannada]]
#Story telling for building conversational skills [[:File:Story My home kannada plan.odt|Lesson Plan:Story for Language learning(My Home)]]
#[[https://radiopublic.com/-WY5PjO/episodes Listen to audio stories]]

Foundational literacy

2021-10-03T21:03:09Z

Ranjani: /* Activities and resources */

Reading and Meaning Making

2021-10-03T21:02:25Z

Ranjani:

====== Objectives ======
# Helping students become active and purposeful readers
# Helping students develop reading strategies for different kinds of texts
# Developing the skills in students for them to be able to read for learning

====== Activities and resources ======
# Familiarity with grammar; to be introduced in conjunction with the reading materials
# Graded reading materials including children's literature
# Creating opportunities for extending a given text for more learning (esp for informational texts)

Listening and Speaking

2021-10-03T21:01:35Z

Ranjani:

===== Objectives =====
# Creating an immersive environment for language acquisition
# Creating and modeling communication opportunities,focusing on language production
# Strengthening students' listening skills - to be able to listen, comprehend, respond (verbally and non-verbally)
# Enriching the students' vocabulary
List of resources could include
# Conversation cards
=== Word families (for vocabulary building) ===
## [http://teacher-network.in/?q=node/150#overlay-context=node/154%3Fq%3Dnode/154 Flowers]
## [http://teacher-network.in/?q=node/149#overlay-context=node/150%3Fq%3Dnode/150 Household items]
## [http://teacher-network.in/?q=node/133#overlay-context=node/149%3Fq%3Dnode/149 Birds]
## [http://teacher-network.in/?q=node/134#overlay-context=node/146%3Fq%3Dnode/146 Trees]
## [http://teacher-network.in/?q=node/140#overlay-context=node/134%3Fq%3Dnode/134 Vehicles]
## [http://teacher-network.in/?q=node/136#overlay-context=node/143%3Fq%3Dnode/143 Colours]
## [http://teacher-network.in/?q=node/141#overlay-context=node/136%3Fq%3Dnode/136 Shapes]
## [http://teacher-network.in/?q=node/131#overlay-context=node/142%3Fq%3Dnode/142 Wild animals]
## [http://teacher-network.in/?q=node/130#overlay-context=node/124%3Fq%3Dnode/124 Fruits]
## [http://teacher-network.in/?q=node/139#overlay-context=node/144%3Fq%3Dnode/144 School items]
## [http://teacher-network.in/?q=node/132#overlay-context=node/102%3Fq%3Dnode/102 Vegetables]

# Storytelling, including digital resources for stories
# Childrens' conversations as the resources
# Activities for listening and doing/ listening and responding/ listening and creatively expressing

=== <u>English Language Learning</u> ===

==== Activities ====
#Building vocabulary [[:File:Vocabulary game.odt|Activity: Vocabulary Game]]
#Listen and do - [[:File:Listening game Kannada.odt|Activity: Listening game Kannada]]
#Story telling for building conversational skills [[:File:Story My home kannada plan.odt|Lesson Plan:Story for Language learning(My Home)]]
#[[https://radiopublic.com/-WY5PjO/episodes Listen to audio stories]]

Foundational literacy

2021-10-03T20:56:32Z

Ranjani:

Foundational literacy

2021-10-03T20:55:12Z

Ranjani:

====== Objectives ======
# Re-introducing the students to the script and sounds of the language
# Helping students develop reading fluency
# Helping students become purposeful readers

====== Activities and resources ======
# Combining sounds to create words
## Introduction to sounds of the alphabet
###[https://teacher-network.in/?q=node/199 script-recognition-Alphabets-lowercase-non-phonetic pronounciation]
###[https://teacher-network.in/?q=node/200 script-recognition-Alphabets-uppercase-][https://teacher-network.in/?q=node/199 non-phonetic pronounciation]
###[https://teacher-network.in/?q=node/198#overlay-context=node/198%3Fq%3Dnode/198 script-recognition-Alphabets-uppercase-phonetic]
###[https://teacher-network.in/?q=node/197 script-recognition-Alphabets-lowercase-phonetic]

## Sound-script recognition
## Making (meaningful) words with the sounds of the language
# Reading with comprehension
## Words
## Phrases
## Simple sentence structures

===Introducing sounds and the associated symbols===
=====Objective=====
====Introducing script (which is an arbitrary artifact)====
====Introducing the connection between script and sound (which is a second arbitrary item)====
====44 sounds of English language====
This is a teacher resource, to support teachers to hear the [https://karnatakaeducation.org.in/KOER/en/index.php/44_sounds 44 sounds] in the English language (with associated words) to learn the correct pronunciations
====Combination of sounds and scripts====
Activity - Listening to the sound of the alphabet and seeing the writing of the alphabet, click [http://teacher-network.in/?q=node/176 here]
====Sensitizing the ear to the sound and shapes====
=====Audience=====
#Young children
#Any audience that will need the beginning literacy skills in English.
#Reinforcement for adults (useful for second language learning)
=====Resources=====
#Audio clips of the sounds in the language
#Interactive materials which will introduce the script and the sound
#For very young children, sensorial activities like writing in sand, tracing on sand etc of the letters
#Animations showing the formation of the script for each sound along with the recording of the sound
#Simple words,and commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary
#Concrete items which are commonly used / accessed / seen
#Basic verbs
#Word categories - animals, plants, relationships - See a list in this spreadsheet
#Simple sentences
=====Unit 1 - Isolation and introduction to sounds=====
Activity - For the words already introduced, the teacher will introduce the sounds the mouth makes when saying the words. To begin with, restrict it to beginning sounds.

"What is the sound your mouth makes when you say book?". The students may be able to say "b"

Here the local language should not be used. While children can listen and speak multiple languages, reading multiple script symbols is not to be encouraged.

Again the pictures of the words can be projected and students can work in pairs/ groups to say the sounds.

The teacher can record these and play for the class; this can be a peer assessment activity also.
=====Unit 2 - Showing the connection between sounds and script=====
Self learning, learners can browse through the letters and hear the sounds and register
=====Activities / processes (assessment)=====
#Self assessment - Quiz oneself - identify and utter the sound on seeing the letter.
#Hearing the sound and writing the letter

English Module 3

2021-10-03T20:53:42Z

Ranjani: /* Introducing sounds and the associated symbols */

Language Resources

2021-10-03T20:51:14Z

Ranjani: /* [https://teacher-network.in/OER/index.php/Foundational_literacy] */

Language Resources

2021-10-03T20:50:47Z

Ranjani: /* Scope of resources */

Language Resources

2021-10-03T20:48:29Z

Ranjani: /* Writing */

Resources for writing

2021-10-03T20:48:04Z

Ranjani: Created page with "====== Objectives ====== # Creating and modeling communication opportunities,focusing on language production # Become familiar with grammar and rules of written communication..."

====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

#

Language Resources

2021-10-03T20:47:31Z

Ranjani: /* Writing */

=== What are these resources? ===
The learning loss in the area of language could be due to a variety of reasons including:
* loss of language competencies acquired due to lack of opportunities to practice the skill
* and delays in the acquisition of new skills due to lack of inputs
* emotional and psychological stresses in the child's life due to the pandemic
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.

==== Teacher Handbooks ====
[[:File:Kannada Foundational Literacy Manual.pdf|Kannada Foundational Literacy Manual 1: Gubbachi]]

[[:File:Kannada Foundational Literacy Manual 2.pdf|Kannada Foundational Literacy Manual 2: Gubbachi]]
=== Scope of resources ===

====[https://teacher-network.in/OER/index.php/Listening_and_Speaking Listening and speaking]====
https://teacher-network.in/OER/index.php/Foundational_literacy

https://teacher-network.in/OER/index.php/Purposeful_commnication_and_writing

==== [[Reading and Meaning Making|Reading and meaning making]] ====

====[https://teacher-network.in/OER/index.php/Resources_for_writing Writing]====
====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

Language Resources

2021-10-03T20:47:06Z

Ranjani: /* Writing */

Language Resources

2021-10-03T20:46:36Z

Ranjani: /* Writing */

Language Resources

2021-10-03T20:45:33Z

Ranjani: /* Reading and meaning making */

=== What are these resources? ===
The learning loss in the area of language could be due to a variety of reasons including:
* loss of language competencies acquired due to lack of opportunities to practice the skill
* and delays in the acquisition of new skills due to lack of inputs
* emotional and psychological stresses in the child's life due to the pandemic
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.

==== Teacher Handbooks ====
[[:File:Kannada Foundational Literacy Manual.pdf|Kannada Foundational Literacy Manual 1: Gubbachi]]

[[:File:Kannada Foundational Literacy Manual 2.pdf|Kannada Foundational Literacy Manual 2: Gubbachi]]
=== Scope of resources ===

====[https://teacher-network.in/OER/index.php/Listening_and_Speaking Listening and speaking]====
https://teacher-network.in/OER/index.php/Foundational_literacy

https://teacher-network.in/OER/index.php/Purposeful_commnication_and_writing

==== [[Reading and Meaning Making|Reading and meaning making]] ====

==== Writing ====

====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

#

Language Resources

2021-10-03T20:44:44Z

Ranjani: Reverted edits by Ranjani (talk) to last revision by Anusha sharma

=== What are these resources? ===
The learning loss in the area of language could be due to a variety of reasons including:
* loss of language competencies acquired due to lack of opportunities to practice the skill
* and delays in the acquisition of new skills due to lack of inputs
* emotional and psychological stresses in the child's life due to the pandemic
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.

==== Teacher Handbooks ====
[[:File:Kannada Foundational Literacy Manual.pdf|Kannada Foundational Literacy Manual 1: Gubbachi]]

[[:File:Kannada Foundational Literacy Manual 2.pdf|Kannada Foundational Literacy Manual 2: Gubbachi]]
=== Scope of resources ===

====[https://teacher-network.in/OER/index.php/Listening_and_Speaking Listening and speaking]====
https://teacher-network.in/OER/index.php/Foundational_literacy

https://teacher-network.in/OER/index.php/Purposeful_commnication_and_writing

==== [[Reading and Meaning Making|Reading and meaning making]] ====

====== Objectives ======
# Helping students become active and purposeful readers
# Helping students develop reading strategies for different kinds of texts
# Developing the skills in students for them to be able to read for learning

====== Activities and resources ======
# Familiarity with grammar; to be introduced in conjunction with the reading materials
# Graded reading materials including children's literature
# Creating opportunities for extending a given text for more learning (esp for informational texts)

==== Writing ====

====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

#

Purposeful commnication and writing

2021-10-03T20:44:18Z

Ranjani: Created page with "==== Writing ==== ====== Objectives ====== # Creating and modeling communication opportunities,focusing on language production # Become familiar with grammar and rules of wri..."

==== Writing ====

====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

#

Language Resources

2021-10-03T20:43:57Z

Ranjani:

Resources for mathematics

2021-10-03T20:39:08Z

Ranjani:

Resources for mathematics

2021-10-03T20:38:24Z

Ranjani:

===What are these resources===

Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.

The learning loss in mathematics could be due to a variety of reasons including:
* lack of opportunities to practice the skill as well as acquire new skills
* lack of conceptual understanding and sufficient mastery of the skill in the first place
* loss of language skills
* emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
{|
|-
| style="width: 50%;" |{{Color-box|8|Number Sense and Basic Operations -1|[https://teacher-network.in/OER/index.php/Number_Sense_and_Basic_Operations_-_1 This section] contains resources for foundational numeracy. }}
| style="width: 50%;" |{{Color-box|3|Number Sense and Basic Operations -2|}}
|-
| style="width: 50%;" |{{Color-box|12|Patterns and Shapes|}}
| style="width: 50%;" |{{Color-box|11|Geometry|[https://teacher-network.in/OER/index.php/Geometry This section] contains resources for teaching basics of geometry.}}
|}
=== Playing with numbers ===
<nowiki>#</nowiki>1 and #2 will have to be done iteratively
# [[Number_Sense_and_Basic_Operations_-_1|Number sense]]
## Number quantity association
## Familiarity with numbers
## Comparison and estimating
## Counting , grouping and place value
# [[Number Operations|Operations on numbers]]
## Addition and subtraction
## Addition and subtraction with number lines
## Multiplication and division (with manipulatives as necessary)
# Games for reinforcing operations
# Worksheets for self-learning
# Fractions
## Using manipulatives for introducing fractions
## Worksheets for practice (addition, equivalent fractions)
## Equal measure model of fractions
## Multiplication and division of fractions
# Decimals??
# Introduction to the idea of sets

=== Geometry ===
==== Lines and Angles ====
[[Introduction to GeoGebra: Points, lines and segments|Lesson Plan: Introduction to Geogebra, Points, Lines and Segments]]

[[Intersection of lines and Angle Formation|Lesson plan: Intersection of Lines and Angle Formation]]

==== Triangles ====
[[Angle sum property of triangles]]

Resources for mathematics

2021-10-03T20:37:38Z

Ranjani: /* Geometry */

===What are these resources===

Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.

The learning loss in mathematics could be due to a variety of reasons including:
* lack of opportunities to practice the skill as well as acquire new skills
* lack of conceptual understanding and sufficient mastery of the skill in the first place
* loss of language skills
* emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
{|
|-
| style="width: 50%;" |{{Color-box|8|Number Sense and Basic Operations -1|[https://teacher-network.in/OER/index.php/Number_Sense_and_Basic_Operations_-_1 This section] contains resources for foundational numeracy. }}
| style="width: 50%;" |{{Color-box|3|Number Sense and Basic Operations -2|}}
|-
| style="width: 50%;" |{{Color-box|12|Patterns and Shapes|}}
| style="width: 50%;" |{{Color-box|11|Geometry|[https://teacher-network.in/OER/index.php/Geometry This section] contains resources for teaching basics of geometry.}}
|}
==== Playing with numbers ====
<nowiki>#</nowiki>1 and #2 will have to be done iteratively
# [[Number_Sense_and_Basic_Operations_-_1|Number sense]]
## Number quantity association
## Familiarity with numbers
## Comparison and estimating
## Counting , grouping and place value
# [[Number Operations|Operations on numbers]]
## Addition and subtraction
## Addition and subtraction with number lines
## Multiplication and division (with manipulatives as necessary)
# Games for reinforcing operations
# Worksheets for self-learning
# Fractions
## Using manipulatives for introducing fractions
## Worksheets for practice (addition, equivalent fractions)
## Equal measure model of fractions
## Multiplication and division of fractions
# Decimals??
# Introduction to the idea of sets

==== Geometry ====
=== Lines and Angles ===
[[Introduction to GeoGebra: Points, lines and segments|Lesson Plan: Introduction to Geogebra, Points, Lines and Segments]]

[[Intersection of lines and Angle Formation|Lesson plan: Intersection of Lines and Angle Formation]]

=== Triangles ===
[[Angle sum property of triangles]]

Resources for mathematics

2021-10-03T20:36:56Z

Ranjani:

Number Sense and Basic Operations - 1

2021-10-03T20:35:45Z

Ranjani: /* Teacher Handouts */

==== Addition ====
[http://karnatakaeducation.org.in/KOER/en/images/f/f9/Adding_0_and_1.odt Worksheet: Adding 0 and 1]

[http://karnatakaeducation.org.in/KOER/en/images/1/16/Addition_2.odt Worksheet: One digit addition]

[http://karnatakaeducation.org.in/KOER/en/images/9/93/Adding_three_numbers.odt Worksheet: One digit addition of 3 numbers]

[http://karnatakaeducation.org.in/KOER/en/images/f/f9/Addition_worksheet.odt Worksheet: One digit addition horizontally and vertically]

[http://karnatakaeducation.org.in/KOER/en/images/4/4d/Addition_as_counting_forward.odt Worksheet: Addition as counting forward]

[http://karnatakaeducation.org.in/KOER/en/images/1/1d/Addition_3.odt Worksheet: Two digit addition]

[http://karnatakaeducation.org.in/KOER/en/images/f/fe/Checking_the_answer_for_addition_and_subtraction.odt Worksheet: Two digit addition and subtraction with verification]

[http://karnatakaeducation.org.in/KOER/en/images/5/52/Placing_the_digits_in_correct_place_and_adding.odt Worksheet: Two digit addition - Arrange vertically and add]

[http://karnatakaeducation.org.in/KOER/en/images/0/0e/Fun_with_numbers.odt Worksheet: Two digit addition find missing numbers]

[http://karnatakaeducation.org.in/KOER/en/images/d/d8/Arrenge_the_two_numbers_under_hundreds%2C_tens_and_ones..odt Worksheet: Three digit addition - Arrange vertically and add]

[https://teacher-network.in/OER/images/a/a6/Three_digit_addition.odt Worksheet: Three digit addition horizontally and vertically]

==== Subtraction ====
[http://karnatakaeducation.org.in/KOER/en/images/0/0e/Counting_backword.odt Worksheet: Subtraction as counting backward]

[http://karnatakaeducation.org.in/KOER/en/images/f/fc/Subtracting_the_number_itself_and_previous_number.odt Worksheet: Subtracting the number itself and previous number]

[http://karnatakaeducation.org.in/KOER/en/images/4/45/Subtraction_of_tens.odt Worksheet: Subtraction of tens]

[http://karnatakaeducation.org.in/KOER/en/images/c/c1/Subtraction_with_borrowing.odt Worksheet: Subtraction with borrowing]

[http://karnatakaeducation.org.in/KOER/en/images/7/7d/Subtraction_2.odt Worksheet: Horizontal subtraction 1]

[http://karnatakaeducation.org.in/KOER/en/images/3/30/Subtraction_3_.odt Worksheet: Horizontal subtraction 2]

[http://karnatakaeducation.org.in/KOER/en/images/6/61/Subtraction_4.odt Worksheet: Horizontal subtraction 3]

====Multiplication====
[https://teacher-network.in/OER/images/7/77/Division_And_Mixed_Operations_1.pdf Multiplication patterns]

====Division ====
[https://teacher-network.in/OER/images/d/df/Division_And_Mixed_Operations_2.pdf Division patterns]

[https://teacher-network.in/OER/images/9/9a/Division_And_Mixed_Operations_3.pdf Simplifying division]

[https://teacher-network.in/OER/images/2/2b/Division_And_Mixed_Operations_4.pdf Approximating Quotients]

[https://teacher-network.in/OER/images/d/da/Division_And_Mixed_Operations_5.pdf Dividing by 2 digit number]

==== Mixed Operations ====
[https://teacher-network.in/OER/images/e/e4/Division_And_Mixed_Operations_7.pdf Mixed Operations]

[https://teacher-network.in/OER/images/1/14/Division_And_Mixed_Operations_6.pdf Finding Unit costs]

[https://teacher-network.in/OER/images/9/9c/Counting_and_Operations_Activity.odt Activity: Counting and Operations]

=== Teacher Handouts ===
#'''Lesson plan for teaching basic number sense and operations - Gubbachi curriculum [[:File:Gubbachi Math Curriculum Level 1.pdf|Level 1]] [[:File:Gubbachi Math Curriculum Level 2.pdf|Level 2]] [[:File:Gubbachi Math Curriculum Level 3.pdf|Level 3]]'''

#'''[[:File:Basic Operations on integers and Place Value.odt|Lesson plan for teaching basic integer operations, number line and place value]]'''
[[Category:Mathematics]]
[[Category:Number Sense]]
[[Category:Worksheets]]
[[Category:Number Operations]]

Resources for mathematics

2021-10-03T20:34:56Z

Ranjani: /* Suggested sequence of lessons */

===What are these resources===

Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.

The learning loss in mathematics could be due to a variety of reasons including:
* lack of opportunities to practice the skill as well as acquire new skills
* lack of conceptual understanding and sufficient mastery of the skill in the first place
* loss of language skills
* emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
{|
|-
| style="width: 50%;" |{{Color-box|8|Number Sense and Basic Operations -1|[https://teacher-network.in/OER/index.php/Number_Sense_and_Basic_Operations_-_1 This section] contains resources for foundational numeracy. }}
| style="width: 50%;" |{{Color-box|3|Number Sense and Basic Operations -2|}}
|-
| style="width: 50%;" |{{Color-box|12|Patterns and Shapes|}}
| style="width: 50%;" |{{Color-box|11|Geometry|[https://teacher-network.in/OER/index.php/Geometry This section] contains resources for teaching basics of geometry.}}
|}
==== Playing with numbers ====
<nowiki>#</nowiki>1 and #2 will have to be done iteratively
# [[Number_Sense_and_Basic_Operations_-_1|Number sense]]
## Number quantity association
## Familiarity with numbers
## Comparison and estimating
## Counting , grouping and place value
# [[Number Operations|Operations on numbers]]
## Addition and subtraction
## Addition and subtraction with number lines
## Multiplication and division (with manipulatives as necessary)
# Games for reinforcing operations
# Worksheets for self-learning
# Fractions
## Using manipulatives for introducing fractions
## Worksheets for practice (addition, equivalent fractions)
## Equal measure model of fractions
## Multiplication and division of fractions
# Decimals??
# Introduction to the idea of sets

'''[https://teacher-network.in/OER/index.php/File:Basic_Operations_on_integers_and_Place_Value.odt Lesson plan for teaching basic integer operations, number line and place value]'''

==== Geometry ====

Resources for mathematics

2021-10-03T20:34:10Z

Ranjani: /* Suggested sequence of lessons */

===What are these resources===

Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.

The learning loss in mathematics could be due to a variety of reasons including:
* lack of opportunities to practice the skill as well as acquire new skills
* lack of conceptual understanding and sufficient mastery of the skill in the first place
* loss of language skills
* emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
{|
|-
| style="width: 50%;" |{{Color-box|8|Number Sense and Basic Operations -1|[https://teacher-network.in/OER/index.php/Number_Sense_and_Basic_Operations_-_1 This section] contains resources for foundational numeracy. }}
| style="width: 50%;" |{{Color-box|3|Number Sense and Basic Operations -2|}}
|-
| style="width: 50%;" |{{Color-box|12|Patterns and Shapes|}}
| style="width: 50%;" |{{Color-box|11|Geometry|[https://teacher-network.in/OER/index.php/Geometry This section] contains resources for teaching basics of geometry.}}
|}
=== Suggested sequence of lessons ===

==== Playing with numbers ====
<nowiki>#</nowiki>1 and #2 will have to be done iteratively
# [[Number_Sense_and_Basic_Operations_-_1|Number sense]]
## Number quantity association
## Familiarity with numbers
## Comparison and estimating
## Counting , grouping and place value
# [[Number Operations|Operations on numbers]]
## Addition and subtraction
## Addition and subtraction with number lines
## Multiplication and division (with manipulatives as necessary)
# Games for reinforcing operations
# Worksheets for self-learning
# Fractions
## Using manipulatives for introducing fractions
## Worksheets for practice (addition, equivalent fractions)
## Equal measure model of fractions
## Multiplication and division of fractions
# Decimals??
# Introduction to the idea of sets

'''Lesson plan for teaching basic number sense and operations - Gubbachi curriculum [[:File:Gubbachi Math Curriculum Level 1.pdf|Level 1]] [[:File:Gubbachi Math Curriculum Level 2.pdf|Level 2]] [[:File:Gubbachi Math Curriculum Level 3.pdf|Level 3]]'''

'''[https://teacher-network.in/OER/index.php/File:Basic_Operations_on_integers_and_Place_Value.odt Lesson plan for teaching basic integer operations, number line and place value]'''

==== Geometry ====

Educational resource repository

2021-10-03T20:32:08Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository|

With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Emotional well-being|As children (and teachers) return to school after an extraordinary disruption, it is essential to support them with resources to re-establish relationship and trust. Resources in this [https://teacher-network.in/OER/index.php/Mental_Health section] are being compiled with that objective and are not to be seen as a substitute for professional mental health support.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}

| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|

|}
__NOTOC__

[[Category:Portal]]

Socio-Emotional Learning

2021-10-03T20:28:45Z

Ranjani:

'''These resources have been developed as a result of interventions undertaken by Quest Alliance in communities they have worked with. These are meant to be supportive activities and should not be seen as substitute for expert mental health support.'''

'''General Guidelines for Facilitators'''
* To be prepared for the sessions : Do grounding exercises, breathing exercises before and after the session. Enter the session at least 5 minutes before the session.
* Some statements and tools to ensure safety at the beginning of the session itself. E.g., Behavioral contract
* While doing any activity, be mindful of the emotional state of your learners through frequent sense checks.
* Display a healthy balance of emotions. (don’t go overboard with sadness or happiness)
* Be empathetic when learners are sharing their feelings/experiences.
* Ensure it's a safe space for everyone. (keep repeating the norms of the group and to respect people as they share)
* Don’t forget to note down important points that emerge from sharings of learners. (e.g, any student who is struggling with anything - loss of parents or loved ones, anxiety, harassment, child labour/marriage, those on the verge of dropping out of schools, in need help for basic needs like food, shelter etc)
* The activities can be tweaked depending on the medium you use (WhatsApp/GoogleMeet/Zoom/Phone Calls)
* The work done by our students during any of the activities can become an artifact.
'''[https://teacher-network.in/OER/index.php/Wellbeing_Session_1 Session 1]'''

'''[https://teacher-network.in/OER/index.php/Wellbeing_Session_2 Session 2]'''

[[Category:Mental Health]]

Number Sense and Basic Operations - 1

2021-10-03T20:24:40Z

Ranjani:

==== Addition ====
[http://karnatakaeducation.org.in/KOER/en/images/f/f9/Adding_0_and_1.odt Worksheet: Adding 0 and 1]

[http://karnatakaeducation.org.in/KOER/en/images/1/16/Addition_2.odt Worksheet: One digit addition]

[http://karnatakaeducation.org.in/KOER/en/images/9/93/Adding_three_numbers.odt Worksheet: One digit addition of 3 numbers]

[http://karnatakaeducation.org.in/KOER/en/images/f/f9/Addition_worksheet.odt Worksheet: One digit addition horizontally and vertically]

[http://karnatakaeducation.org.in/KOER/en/images/4/4d/Addition_as_counting_forward.odt Worksheet: Addition as counting forward]

[http://karnatakaeducation.org.in/KOER/en/images/1/1d/Addition_3.odt Worksheet: Two digit addition]

[http://karnatakaeducation.org.in/KOER/en/images/f/fe/Checking_the_answer_for_addition_and_subtraction.odt Worksheet: Two digit addition and subtraction with verification]

[http://karnatakaeducation.org.in/KOER/en/images/5/52/Placing_the_digits_in_correct_place_and_adding.odt Worksheet: Two digit addition - Arrange vertically and add]

[http://karnatakaeducation.org.in/KOER/en/images/0/0e/Fun_with_numbers.odt Worksheet: Two digit addition find missing numbers]

[http://karnatakaeducation.org.in/KOER/en/images/d/d8/Arrenge_the_two_numbers_under_hundreds%2C_tens_and_ones..odt Worksheet: Three digit addition - Arrange vertically and add]

[https://teacher-network.in/OER/images/a/a6/Three_digit_addition.odt Worksheet: Three digit addition horizontally and vertically]

==== Subtraction ====
[http://karnatakaeducation.org.in/KOER/en/images/0/0e/Counting_backword.odt Worksheet: Subtraction as counting backward]

[http://karnatakaeducation.org.in/KOER/en/images/f/fc/Subtracting_the_number_itself_and_previous_number.odt Worksheet: Subtracting the number itself and previous number]

[http://karnatakaeducation.org.in/KOER/en/images/4/45/Subtraction_of_tens.odt Worksheet: Subtraction of tens]

[http://karnatakaeducation.org.in/KOER/en/images/c/c1/Subtraction_with_borrowing.odt Worksheet: Subtraction with borrowing]

[http://karnatakaeducation.org.in/KOER/en/images/7/7d/Subtraction_2.odt Worksheet: Horizontal subtraction 1]

[http://karnatakaeducation.org.in/KOER/en/images/3/30/Subtraction_3_.odt Worksheet: Horizontal subtraction 2]

[http://karnatakaeducation.org.in/KOER/en/images/6/61/Subtraction_4.odt Worksheet: Horizontal subtraction 3]

====Multiplication====
[https://teacher-network.in/OER/images/7/77/Division_And_Mixed_Operations_1.pdf Multiplication patterns]

====Division ====
[https://teacher-network.in/OER/images/d/df/Division_And_Mixed_Operations_2.pdf Division patterns]

[https://teacher-network.in/OER/images/9/9a/Division_And_Mixed_Operations_3.pdf Simplifying division]

[https://teacher-network.in/OER/images/2/2b/Division_And_Mixed_Operations_4.pdf Approximating Quotients]

[https://teacher-network.in/OER/images/d/da/Division_And_Mixed_Operations_5.pdf Dividing by 2 digit number]

==== Mixed Operations ====
[https://teacher-network.in/OER/images/e/e4/Division_And_Mixed_Operations_7.pdf Mixed Operations]

[https://teacher-network.in/OER/images/1/14/Division_And_Mixed_Operations_6.pdf Finding Unit costs]

[https://teacher-network.in/OER/images/9/9c/Counting_and_Operations_Activity.odt Activity: Counting and Operations]

=== Teacher Handouts ===
'''Lesson plan for teaching basic number sense and operations - Gubbachi curriculum [[:File:Gubbachi Math Curriculum Level 1.pdf|Level 1]] [[:File:Gubbachi Math Curriculum Level 2.pdf|Level 2]] [[:File:Gubbachi Math Curriculum Level 3.pdf|Level 3]]'''

'''[[:File:Basic Operations on integers and Place Value.odt|Lesson plan for teaching basic integer operations, number line and place value]]'''
[[Category:Mathematics]]
[[Category:Number Sense]]
[[Category:Worksheets]]
[[Category:Number Operations]]

Number Sense and Basic Operations - 1

2021-10-03T20:23:44Z

Ranjani:

=== Worksheets and Activities ===

==== Number - Quantity Association ====

==== Numbers and Numerals ====

==== Counting and Grouping ====
[[The Eighth Donkey Story]]

==== Number Lines and Operations ====
[[Introduction to Number Line|Activity: Introduction to number line]]

[https://teacher-network.in/OER/index.php/Hopping_on_Number_Line Activity: Hopping on Number Line]

[[:File:Worksheet- Numbers line exercises.odt|Worksheet: Number line exercises]]

==== Place Value and Decade Structure ====
[[:File:Place value exercises.odt|Worksheet: Place Value]]

[[Base 10 blocks|Worksheet: Base ten blocks]]

==== Number bonds and combinations ====
[http://karnatakaeducation.org.in/KOER/en/images/2/23/Number_combination.odt Worksheet: Number combinations 1 to 6]

[http://karnatakaeducation.org.in/KOER/en/images/9/94/Solve_the_number_bonds_.odt Worksheet: Number bonds]

[[Number Stories|Worksheet: Number Stories]]

Worksheet:

==== Understanding Large Numbers ====
[https://teacher-network.in/OER/images/b/b8/Understanding_large_numbers_1.pdf Comparing and Arranging numbers]

[https://teacher-network.in/OER/images/5/52/Understanding_Large_Numbers_2.pdf 5 digit numbers]

[https://teacher-network.in/OER/images/e/e7/Understanding_Large_Numbers_3.pdf 6 digit numbers and greater]

[https://teacher-network.in/OER/images/e/ec/Understanding_Large_Numbers_4.pdf Place value of large numbers - Indian System]

[https://teacher-network.in/OER/images/5/5b/Understanding_Large_Numbers_5.pdf Place value of large numbers - International System]

[https://teacher-network.in/OER/images/7/7f/Understanding_Large_Numbers_6.pdf Regrouping]

[https://teacher-network.in/OER/images/6/6d/Understanding_Large_Numbers_7.pdf Operations on large numbers]

==== Negative Numbers ====
[https://teacher-network.in/OER/images/d/d4/Negative_Numbers_Activity.odt Activity: Concept of negative numbers and operations on them]

[https://teacher-network.in/OER/images/5/56/Integers_on_number_line_and_place_value.odt Worksheet: Integer Operations]

=== Teacher Handouts ===
'''Lesson plan for teaching basic number sense and operations - Gubbachi curriculum [[:File:Gubbachi Math Curriculum Level 1.pdf|Level 1]] [[:File:Gubbachi Math Curriculum Level 2.pdf|Level 2]] [[:File:Gubbachi Math Curriculum Level 3.pdf|Level 3]]'''

'''[[:File:Basic Operations on integers and Place Value.odt|Lesson plan for teaching basic integer operations, number line and place value]]'''
[[Category:Mathematics]]
[[Category:Number Sense]]
[[Category:Worksheets]]
[[Category:Number Operations]]

Intersection of lines and Angle Formation

2021-10-03T20:21:53Z

Ranjani:

Source: IT for Change

=== Objectives ===
To verify vertically opposite angles are equal

=== Estimated Time ===
20 minutes

=== Prerequisites/Instructions, prior preparations, if any ===
Knowledge about point, line, angle

=== Materials/ Resources needed ===
Digital: Click here to [[:File:Intersection of two lines.ggb|open]] the file

Non-digital: Paper, pencil, ruler, compass, protractor

===Process (How to do the activity) ===
{{Geogebra|haaj2yr5}}'''Procedure :'''
# What are intersecting lines?
# Identify two lines cross each other in a plane i.e. lines 'g' and 'f' intersect at point 'A'
# Identify intersecting lines (two or more) meet only at one point always and also can cross each other at common vertex (which is the point of intersection).
# Identify the angles formed at common vertex 'A'
# Identify two pairs of opposite angles
# What is the vertically opposite angle?how many pair of vertically opposite angles are formed?
# Identify and measure vertically opposite angles?What is your conclusion?
# Can vertically opposite angles be adjacent?
# How many pairs of adjacent angles are formed?
# Idenify and measure adjacent angles?What is your conclusion?
=== Evaluation at the end of the activity ===
# Can two lines cross at two points?
# If out of two angles of linear pair one is 60°, then what is the measure of other angle?
# If two angles are vertically opposite angles, where the measure of one of the angles is 30°, then what is the measure of other angle?
Go back - [[KVS Lines and Angles|click here]]

[[Category:Lines and Angles]]

===Evaluation at the end of the activity===
[https://karnatakaeducation.org.in/KOER/en/images/6/67/Worksheet_2_-_Angles_formation_and_its_types.pdf Worksheet 2 - Angles formation and its types.pdf]

Introduction to GeoGebra: Points, lines and segments

2021-10-03T20:18:20Z

Ranjani:

Source: IT for Change

=== Objectives ===
Students will be able to identify parallel and intersecting lines.

=== Estimated Time ===
20 minutes

=== Prerequisites/Instructions, prior preparations, if any ===
Knowledge about line, line segment

=== Materials/ Resources needed ===
Digital: Click here to [[:File:Parallel lines .ggb|open]] files

Non-digital : paper, pencil, ruler, protractor, compass

=== Process (How to do the activity) ===
{{Geogebra|m7gxxkgb}}'''Procedure:'''
# What are Parallel Lines?
# How can you tell that lines are parallel?
# Two lines ‘i’ and ‘h’ are parallel to each other
# Identify parallel lines which do not have a common meeting point in the same plane
# Identify parallel lines do not intersect if extended till infinite in both the directions.
# Measure the distance between the lines and identify the equidistance (move point 'G') between the parallel lines
# Students will use sticks or straws to create parallel line segments. They will prove the line segments are parallel by measuring the distance between the line segments.
# What are intersecting lines?
# Identify intersecting lines (two or more) meet only at one point always and also can cross each other at common vertex (which is the point of intersection).

=== Evaluation at the end of the activity ===
# What is the difference between parallel and intersecting lines?
# Can parallel lines also be intersecting lines?
Go back - [[KVS Lines and Angles|click here]]

[[Category:Lines and Angles]]

===Evaluation of the activity===
[https://karnatakaeducation.org.in/KOER/en/images/7/7d/Worksheet-1_Points_and_Lines.pdf Points and Lines Worksheet]

Educational resource repository

2021-10-03T20:05:06Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository|

With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://teacher-network.in/OER/index.php/Mental_Health section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}

| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|

|}
__NOTOC__

[[Category:Portal]]

Educational resource repository

2021-10-03T20:04:46Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository| '''Tamil''' '''Kannada''' '''Hindi''' '''Other languages'''

With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://teacher-network.in/OER/index.php/Mental_Health section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}

| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|

|}
__NOTOC__

[[Category:Portal]]

Educational resource repository

2021-10-03T20:02:49Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository|Tamil Kannada Hindi Other Indian languages With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://teacher-network.in/OER/index.php/Mental_Health section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}

| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|

|}
__NOTOC__

[[Category:Portal]]

Educational resource repository

2021-10-03T20:01:48Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository|With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://teacher-network.in/OER/index.php/Mental_Health section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}

| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|

|}
__NOTOC__

[[Category:Portal]]

Educational resource repository

2021-10-03T20:00:54Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository|With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://teacher-network.in/OER/index.php/Mental_Health section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}

| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Setting up a mixed level learning environment|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments. }}

|}
__NOTOC__

[[Category:Portal]]

Educational resource repository

2021-10-03T19:59:04Z

Ranjani:

{{Color-box|11|An introduction to the education resource repository|With governments across the country tentatively beginning to reopen schools it is very important
for us to look at ways of supporting teachers and school administrators to resume teaching-
learning practices. In the current context, children are coming back to school after a
very abnormal disruption, and in many cases after major disruptions in their lives.
While there are many aspects of this school reopening that would be like the annual reopening
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,
students, parents and school administrators. These resources also need to be flexible and allow
for the school system to respond to the immediate requirement as well as for responding to any
further school disruptions/ changes . While teachers are expected to create and use resources
to respond to the situation, they have not had any special preparation to do so. The repository
is intended to be a participatory, supportive space for meeting this need.
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]
}}
[[File:Map of the repository.png|1000px]]

{|
|-
| style="width: 50%;" |{{Color-box|8|Language resources|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}

| style="width: 50%;" |{{Color-box|3|Mathematics resources|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}
|-
| style="width: 50%;" |{{Color-box|12|Environmental Studies and Ecology|This is an opportunity for us to re-imagine the way learning happens in schools, focusing on a more integrative approach. Observing the nature and local environment and bringing it into the curriculum both allows the learning to be contextual while also providing pegs for building numeracy and literacy skills. [[https://teacher-network.in/OER/index.php?title=Environmental_Studies_and_Ecology Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Strategies for mixed level teaching|These resources are intended as exemplars of how lessons can be developed to address students at multiple levels of learning - using content areas in the case of mathematics and environmental studies. [[https://teacher-network.in/OER/index.php/Developing_mixed_level_teaching_learning_plans Read more...]].
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Student learning materials|Students need adequate materials for practicing skills and we have attempted to compile multiple resources for various concepts. These worksheets will be categorized by skill and age group and can also be accessed from subject areas}}

| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Resources and strategies for working with children with learning difficulties}}
|-
| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://teacher-network.in/OER/index.php/Mental_Health section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.
}}

|}
{|
|-
| style="width: 50%;" |{{Color-box|8|Setting up a mixed level learning environment|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments. }}

|}
__NOTOC__

[[Category:Portal]]

Developing mixed level teaching learning plans

2021-10-03T19:54:19Z

Ranjani:

Children are often at varied levels in a classroom and teaching to the mean is not effective. It is possible to create lesson plans that allow children to work at different levels even on a single topic/ concept. These mixed level strategies can also be implemented in same age classrooms. Using stories, projects, activity cards, combined with teacher led activities and students' self-work are some strategies that can be combined for effective mixed level teaching.

Examples of mixed age lessons/ modules are provided below.
#[https://teacher-network.in/OER/index.php/Water Water]
#[https://teacher-network.in/OER/index.php/Language_and_Ecology Language and Ecology]

Developing mixed level teaching learning plans

2021-10-03T19:53:52Z

Ranjani: Created page with "Children are often at varied levels in a classroom and teaching to the mean is not effective. It is possible to create lesson plans that allow children to work at different le..."

Children are often at varied levels in a classroom and teaching to the mean is not effective. It is possible to create lesson plans that allow children to work at different levels even on a single topic/ concept. These mixed level strategies can also be implemented in same age classrooms. Using stories, projects, activity cards, combined with teacher led activities and students' self-work are some strategies that can be combined for effective mixed level teaching.

Examples of mixed age lessons/ modules are provided below.
#[[https://teacher-network.in/OER/index.php/Water Water]]
#[[https://teacher-network.in/OER/index.php/Language_and_Ecology Language and Ecology]]

Resources for mathematics

2021-09-28T11:19:36Z

Ranjani:

===What are these resources===

Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.

The learning loss in mathematics could be due to a variety of reasons including:
* lack of opportunities to practice the skill as well as acquire new skills
* lack of conceptual understanding and sufficient mastery of the skill in the first place
* loss of language skills
* emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
{|
|-
| style="width: 50%;" |{{Color-box|8|Number Sense and Basic Operations -1|[https://teacher-network.in/OER/index.php/Number_Sense_and_Basic_Operations_-_1 This section] contains resources for foundational numeracy. }}
| style="width: 50%;" |{{Color-box|3|Number Sense and Basic Operations -2|}}
|-
| style="width: 50%;" |{{Color-box|12|Patterns and Shapes|}}
| style="width: 50%;" |{{Color-box|11|Geometry|[https://teacher-network.in/OER/index.php/Geometry This section] contains resources for teaching basics of geometry.}}
|}
=== Suggested sequence of lessons ===

==== Playing with numbers ====
<nowiki>#</nowiki>1 and #2 will have to be done iteratively
# [[Number_Sense_and_Basic_Operations_-_1|Number sense]]
## Number quantity association
## Familiarity with numbers
## Comparison and estimating
## Counting , grouping and place value
# [[Number Operations|Operations on numbers]]
## Addition and subtraction
## Addition and subtraction with number lines
## Multiplication and division (with manipulatives as necessary)
# Games for reinforcing operations
# Worksheets for self-learning
# Fractions
## Using manipulatives for introducing fractions
## Worksheets for practice (addition, equivalent fractions)
## Equal measure model of fractions
## Multiplication and division of fractions
# Decimals??
# Introduction to the idea of sets

'''Lesson plan for teaching basic number sense and operations - Gubbachi curriculum [[:File:Gubbachi Math Curriculum Level 1.pdf|Level 1]] [[:File:Gubbachi Math Curriculum Level 2.pdf|Level 2]] [[:File:Gubbachi Math Curriculum Level 3.pdf|Level 3]]'''

'''[https://teacher-network.in/OER/index.php/File:Basic_Operations_on_integers_and_Place_Value.odt Lesson plan for teaching basic integer operations, number line and place value]'''

==== Geometry ====

===== Playing with shapes and patterns =====
# Recognize/ produce patterns
# Tessellations
# Tangram Puzzles
# Paper folding to make various shapes/ solids

===== '''Lines and Angles''' =====
# Measurements – length, angles. Point has no dimension. Line segment has a finite length; rotating lines to make angles. Measuring angles.
# Line by itself...making a line; part of a line (on a playground, map, graph sheet, geogebra). Is there a thing called distance between two lines?
# Parallel lines
# Pairs of angles (rotation, complementary and supplementary angles, vertically opposite angles, linear pair)
# Types of angles

===== '''Polygons''' =====
# Intersecting lines (3 lines cover an area called a triangle; 4 lines cover a quadrilateral)
# Explore the properties of triangles
## Angle sum property of triangles
## Similarity and congruence of triangles
# Explore the properties of quadrilaterals
# '''am not sure what to do with theorems?'''
*

Resources for mathematics

2021-09-28T11:18:02Z

Ranjani:

===What are these resources===

Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.

The learning loss in mathematics could be due to a variety of reasons including:
* lack of opportunities to practice the skill as well as acquire new skills
* lack of conceptual understanding and sufficient mastery of the skill in the first place
* loss of language skills
* emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
{|
|-
| style="width: 50%;" |{{Color-box|8|Number Sense and Basic Operations -1|[https://teacher-network.in/OER/index.php/Number_Sense_and_Basic_Operations_-_1 This section] contains resources for foundational numeracy. }}
| style="width: 50%;" |{{Color-box|3|Number Sense and Basic Operations -2|}}
|-
| style="width: 50%;" |{{Color-box|12|Patterns and Shapes|}}
| style="width: 50%;" |{{Color-box|11|Geometry|[https://teacher-network.in/OER/index.php/Geometry This section] contains resources for teaching basics of geometry.}}
|}
=== Suggested sequence of lessons ===

==== Playing with numbers ====
<nowiki>#</nowiki>1 and #2 will have to be done iteratively
# [[Number Sense|Number sense]]
## Number quantity association
## Familiarity with numbers
## Comparison and estimating
## Counting , grouping and place value
# [[Number Operations|Operations on numbers]]
## Addition and subtraction
## Addition and subtraction with number lines
## Multiplication and division (with manipulatives as necessary)
# Games for reinforcing operations
# Worksheets for self-learning
# Fractions
## Using manipulatives for introducing fractions
## Worksheets for practice (addition, equivalent fractions)
## Equal measure model of fractions
## Multiplication and division of fractions
# Decimals??
# Introduction to the idea of sets

'''Lesson plan for teaching basic number sense and operations - Gubbachi curriculum [[:File:Gubbachi Math Curriculum Level 1.pdf|Level 1]] [[:File:Gubbachi Math Curriculum Level 2.pdf|Level 2]] [[:File:Gubbachi Math Curriculum Level 3.pdf|Level 3]]'''

'''[https://teacher-network.in/OER/index.php/File:Basic_Operations_on_integers_and_Place_Value.odt Lesson plan for teaching basic integer operations, number line and place value]'''

==== Geometry ====

===== Playing with shapes and patterns =====
# Recognize/ produce patterns
# Tessellations
# Tangram Puzzles
# Paper folding to make various shapes/ solids

===== '''Lines and Angles''' =====
# Measurements – length, angles. Point has no dimension. Line segment has a finite length; rotating lines to make angles. Measuring angles.
# Line by itself...making a line; part of a line (on a playground, map, graph sheet, geogebra). Is there a thing called distance between two lines?
# Parallel lines
# Pairs of angles (rotation, complementary and supplementary angles, vertically opposite angles, linear pair)
# Types of angles

===== '''Polygons''' =====
# Intersecting lines (3 lines cover an area called a triangle; 4 lines cover a quadrilateral)
# Explore the properties of triangles
## Angle sum property of triangles
## Similarity and congruence of triangles
# Explore the properties of quadrilaterals
# '''am not sure what to do with theorems?'''
*

Listening and Speaking

2021-09-28T11:16:35Z

Ranjani: /* Activities */

===== [[Listening and Speaking]] =====

====== Objectives ======
# Creating an immersive environment for language acquisition
# Creating and modeling communication opportunities,focusing on language production
# Strengthening students' listening skills - to be able to listen, comprehend, respond (verbally and non-verbally)
# Enriching the students' vocabulary
List of resources could include
# Conversation cards
# Storytelling, including digital resources for stories
# Childrens' conversations as the resources
# Activities for listening and doing/ listening and responding/ listening and creatively expressing

==== Activities ====
#Building vocabulary [[:File:Vocabulary game.odt|Activity: Vocabulary Game]]
#Listen and do - [[:File:Listening game Kannada.odt|Activity: Listening game Kannada]]
#Story telling for building conversational skills [[:File:Story My home kannada plan.odt|Lesson Plan:Story for Language learning(My Home)]]
#[[https://radiopublic.com/-WY5PjO/episodes Listen to audio stories]]

Listening and Speaking

2021-09-28T11:14:30Z

Ranjani: /* Listening and Speaking */

Listening and Speaking

2021-09-28T11:14:10Z

Ranjani: /* Listening and Speaking */

===== [[Listening and Speaking]] =====

====== Objectives ======
# Creating an immersive environment for language acquisition
# Creating and modeling communication opportunities,focusing on language production
# Strengthening students' listening skills - to be able to listen, comprehend, respond (verbally and non-verbally)
# Enriching the students' vocabulary
List of resources could include
# Conversation cards
# Storytelling, including digital resources for stories
# Childrens' conversations as the resources
# Activities for listening and doing/ listening and responding/ listening and creatively expressing

<iframe src="https://anchor.fm/rams5/embed/episodes/45-e15d2n8" height="102px" width="400px" frameborder="0" scrolling="no"></iframe>

==== Activities ====
#Building vocabulary [[:File:Vocabulary game.odt|Activity: Vocabulary Game]]
#Listen and do - [[:File:Listening game Kannada.odt|Activity: Listening game Kannada]]
#Story telling for building conversational skills [[:File:Story My home kannada plan.odt|Lesson Plan:Story for Language learning(My Home)]]

Language Resources

2021-09-28T11:12:52Z

Ranjani: /* https://teacher-network.in/OER/index.php/Listening_and_Speaking Listening and speaking */

=== What are these resources? ===
The learning loss in the area of language could be due to a variety of reasons including:
* loss of language competencies acquired due to lack of opportunities to practice the skill
* and delays in the acquisition of new skills due to lack of inputs
* emotional and psychological stresses in the child's life due to the pandemic
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.

==== Teacher Handbooks ====
[[:File:Kannada Foundational Literacy Manual.pdf|Kannada Foundational Literacy Manual 1: Gubbachi]]

[[:File:Kannada Foundational Literacy Manual 2.pdf|Kannada Foundational Literacy Manual 2: Gubbachi]]

=== Scope of resources ===

====[https://teacher-network.in/OER/index.php/Listening_and_Speaking Listening and speaking]====

====https://teacher-network.in/OER/index.php/Foundational_literacy====
====https://teacher-network.in/OER/index.php/Reading_to_make_meaning====
====https://teacher-network.in/OER/index.php/Purposeful_commnication_and_writing====

===== Reading and meaning making =====

====== Objectives ======
# Helping students become active and purposeful readers
# Helping students develop reading strategies for different kinds of texts
# Developing the skills in students for them to be able to read for learning

====== Activities and resources ======
# Familiarity with grammar; to be introduced in conjunction with the reading materials
# Graded reading materials including children's literature
# Creating opportunities for extending a given text for more learning (esp for informational texts)

===== Writing =====

====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

#

Language Resources

2021-09-28T11:12:29Z

Ranjani: /* Scope of resources */

=== What are these resources? ===
The learning loss in the area of language could be due to a variety of reasons including:
* loss of language competencies acquired due to lack of opportunities to practice the skill
* and delays in the acquisition of new skills due to lack of inputs
* emotional and psychological stresses in the child's life due to the pandemic
The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. The resources will focus on building the LSRW skills and will be based both a phonetic approach to language learning as well a whole language approach. This approach can be used both for first language learning and English - though for English (or any other second language) there needs to be a much longer period of instructional activities for listening. The resources are broadly structured along the LSRW competencies, however, their use in classrooms is expected to be seamless.

==== Teacher Handbooks ====
[[:File:Kannada Foundational Literacy Manual.pdf|Kannada Foundational Literacy Manual 1: Gubbachi]]

[[:File:Kannada Foundational Literacy Manual 2.pdf|Kannada Foundational Literacy Manual 2: Gubbachi]]

=== Scope of resources ===

====[[https://teacher-network.in/OER/index.php/Listening_and_Speaking Listening and speaking]]====
====https://teacher-network.in/OER/index.php/Foundational_literacy====
====https://teacher-network.in/OER/index.php/Reading_to_make_meaning====
====https://teacher-network.in/OER/index.php/Purposeful_commnication_and_writing====

===== Reading and meaning making =====

====== Objectives ======
# Helping students become active and purposeful readers
# Helping students develop reading strategies for different kinds of texts
# Developing the skills in students for them to be able to read for learning

====== Activities and resources ======
# Familiarity with grammar; to be introduced in conjunction with the reading materials
# Graded reading materials including children's literature
# Creating opportunities for extending a given text for more learning (esp for informational texts)

===== Writing =====

====== Objectives ======
# Creating and modeling communication opportunities,focusing on language production
# Become familiar with grammar and rules of written communication
# Comfort with the script

====== Activities and resources ======
# Expressing their understanding of a story (after listening) through pictures and a combination of pictures and words
# Expressing their understanding of a reading material through pictures and a combination of pictures and words

#