An introduction to the education resource repository - Revision history

Ranjani: /* Why do we need this resource repository? */

2021-09-12T14:44:24Z

Why do we need this resource repository?

Ranjani at 11:18, 12 September 2021

2021-09-12T11:18:25Z

Ranjani: Created page with "==Why do we need this resource repository?== With governments across the country tentatively beginning to reopen schools it is very important for us to look at ways of support..."

2021-09-12T11:17:42Z

Created page with "==Why do we need this resource repository?== With governments across the country tentatively beginning to reopen schools it is very important for us to look at ways of support..."

New page

==Why do we need this 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. It would not do us any good to assume that schools can reopen, and learning
can simply resume in the usual way with a bridge course, as has normally been the case. Even
under normal conditions, it has not been clear what a bridge course should consist of and what
exactly it would be bridging. 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.
We are likely to see more variations in the class than what we were used to seeing –
teaching to the mean will be even less effective than usual
More emotional support may be needed for children – both in terms of addressing the
disruptions in their lives, and in terms of (re)adapting to the skills of learning, processes
of schools.
Children’s readiness to engage with formal learning will vary widely across contexts
More skills must be re-acquired and more content needs to be re-learnt than usual
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.
==How do we compile these resources?==
Fortunately, across the country many interventions have continued at ground zero, addressing
the needs of the children and the communities. These have ranged from alternative, community
based schools which functioned as learning centres, community learning activities, school
teachers combining forces to deliver online lessons (especially in rural and remote areas), small
groups of children supported in their learning through digital media and resources.
The underlying unifying theme from several of these “alternative” interventions seems to be an
underlying desire to connect with the children and a focus on individual learning. Many methods
have been tried – evolving mostly organically, in response to the needs of the contexts they
were working and very crucially, based on the resources and capabilities available within the
intervention; where the formal school system has been disrupted across these interventions, a
common thread that emerges is of community stepping in to fill that learning need. Children’s
lived experiences, embedded within the community, have both become the learning and the
means for the learning.The endeavor of this repository would be to curate and publish the resources from across these
interventions. While these resources could provide the school system with multiple strategies
for handling the immediate student learning needs, they could also help fashion a
transformatory shift in the way school education can be designed and delivered.
==How will these resources be organized?==
The objective is to compile the resources in a manner as to support the acquisition/ re-
acquisition of skills of learning – in terms of language abilities, mathematical abilities as well as
social/ behavioral skills. Broadly, the resources could be imagined along these lines below and
they will be pegged at different age groups – early childhood (2-6 years) primary school level (6-
10 years) and middle school level (11-13 years). It is expected that these resources will help the
teachers and students in meeting the grade-appropriate learning requirements, in a flexible
manner, at the pace of the child.
Resources for supporting the (re)development of reading and writing
Resources for supporting the (re)development of arithmetic skills
Resources for teachers to create group activities for children – focusing on listening to
each other, working collaboratively, cooperative games, and storytelling
Resources for the teacher to organize the classroom in terms of mixed learning levels –
this will include language and mathematics exemplars
Models of assessment, including oral assessments as well as activity-based
assessments
Learning materials for students to practice their skills – self-learning, group-learning as
well as teacher-led activities
Resources for the teachers to address students with different learning needs
Resources for the teachers to respond to any signs of psychological distress in children
Resources for teachers to learn the digital skills necessary for conducting online/ digital
classes
Collection of community-based initiatives to support learning/ use of community
resources for supporting learning
These resources will be created/ curated from multiple organizations, and they are not intended
to be prescriptive. Rather, we hope that these would help teachers equip themselves with a
flexible repertoire of approaches and resources to respond to children at different levels.
Resources will not be subject to any editorial supervision – other than for the appropriateness
for the intended purpose and audience.
==How will these resources be made available?==
These resources will be made available on a web portal; periodic offline versions of these can
also be distributed through the education departments wherever they are interested. We expect
the portal to be on a Mediawiki based platform – which would mean that resources can be
contributed on an on-going basis by practitioners.

@@ Line 5: / Line 5: @@
 exactly it would be bridging. 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.
-While there are many aspects of this school reopening that would be like the annual reopening
+# We are likely to see more variations in the class than what we were used to seeing – teaching to the mean will be even less effective than usual
-after vacations, there are some very crucial ways in which it would be different.
+# More emotional support may be needed for children – both in terms of addressing the disruptions in their lives, and in terms of (re)adapting to the skills of learning, processes of schools.
-We are likely to see more variations in the class than what we were used to seeing –
+# Children’s readiness to engage with formal learning will vary widely across contexts
-teaching to the mean will be even less effective than usual
+# More skills must be re-acquired and more content needs to be re-learnt than usual
-More emotional support may be needed for children – both in terms of addressing the
+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.
 ==How do we compile these resources?==
-Fortunately, across the country many interventions have continued at ground zero, addressing
+Fortunately, across the country many interventions have continued at ground zero, addressing the needs of the children and the communities. These have ranged from alternative, community
-the needs of the children and the communities. These have ranged from alternative, community
+based schools which functioned as learning centres, community learning activities, school teachers combining forces to deliver online lessons (especially in rural and remote areas), small
-based schools which functioned as learning centres, community learning activities, school
+groups of children supported in their learning through digital media and resources. The underlying unifying theme from several of these “alternative” interventions seems to be an underlying desire to connect with the children and a focus on individual learning. Many methods have been tried – evolving mostly organically, in response to the needs of the contexts they
-teachers combining forces to deliver online lessons (especially in rural and remote areas), small
+were working and very crucially, based on the resources and capabilities available within the intervention; where the formal school system has been disrupted across these interventions, a common thread that emerges is of community stepping in to fill that learning need. Children’s lived experiences, embedded within the community, have both become the learning and the means for the learning.The endeavor of this repository would be to curate and publish the resources from across these interventions. While these resources could provide the school system with multiple strategies for handling the immediate student learning needs, they could also help fashion a transformatory shift in the way school education can be designed and delivered.
 ==How will these resources be organized?==
-The objective is to compile the resources in a manner as to support the acquisition/ re-
+The objective is to compile the resources in a manner as to support the acquisition/ re-acquisition of skills of learning – in terms of language abilities, mathematical abilities as well as social/ behavioral skills. Broadly, the resources could be imagined along these lines below and they will be pegged at different age groups – early childhood (2-6 years) primary school level (6- 10 years) and middle school level (11-13 years). It is expected that these resources will help the teachers and students in meeting the grade-appropriate learning requirements, in a flexible manner, at the pace of the child.
-acquisition of skills of learning – in terms of language abilities, mathematical abilities as well as
+# Resources for supporting the (re)development of reading and writing
-social/ behavioral skills. Broadly, the resources could be imagined along these lines below and
+# Resources for supporting the (re)development of arithmetic skills.
-they will be pegged at different age groups – early childhood (2-6 years) primary school level (6-
+# Resources for teachers to create group activities for children – focusing on listening to each other, working collaboratively, cooperative games, and storytelling.
-years) and middle school level (11-13 years). It is expected that these resources will help the
+# Resources for the teacher to organize the classroom in terms of mixed learning levels – this will include language and mathematics exemplars
-teachers and students in meeting the grade-appropriate learning requirements, in a flexible
+# Models of assessment, including oral assessments as well as activity-based assessments
-manner, at the pace of the child.
+# Learning materials for students to practice their skills – self-learning, group-learning as well as teacher-led activities
-Resources for supporting the (re)development of reading and writing
+# Resources for the teachers to address students with different learning needs
-Resources for supporting the (re)development of arithmetic skills
+# Resources for the teachers to respond to any signs of psychological distress in children
-Resources for teachers to create group activities for children – focusing on listening to
+# Resources for teachers to learn the digital skills necessary for conducting online/ digital classes
-each other, working collaboratively, cooperative games, and storytelling
+# Collection of community-based initiatives to support learning/ use of community resources for supporting learning
-Resources for the teacher to organize the classroom in terms of mixed learning levels –
+These resources will be created/ curated from multiple organizations, and they are not intended to be prescriptive. Rather, we hope that these would help teachers equip themselves with a flexible repertoire of approaches and resources to respond to children at different levels. Resources will not be subject to any editorial supervision – other than for the appropriateness
 for the intended purpose and audience.
 ==How will these resources be made available?==

@@ Line 2: / Line 2: @@
 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. It would not do us any good to assume that schools can reopen, and learning
+learning practices. It would not do us any good to assume that schools can reopen, and learning can simply resume in the usual way with a bridge course, as has normally been the case. Even under normal conditions, it has not been clear what a bridge course should consist of and what
 exactly it would be bridging. 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.