Odisha releases guidelines for teaching learning activities to students in grades I-VII

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Bhubaneshwar: Students in class I to VII are likely to attend physical lessons after a gap of almost two years. As children have not attended schools for a long time, their emotional well-being must be taken care of by creating a pleasant and stress-free learning environment in schools.

Considering the facts above, the following activities have been designed to be undertaken soon after schools reopen.

Reporting:

  • The relationship building exercise can be conducted over a period of one week. A fixed schedule of one week will be prepared with only activities other than the textbook. Here are some activities:
  • Open discussion: Sharing good memories during the Covid 19 pandemic period, hobbies, how did you feel when schools were closed due to Covid 19. Good/Bad and why, what sports do you like, etc.
  • Brainstorming: puns, names of fruits, names of animals, etc. (both in Odia and English)
  • Storytelling: storytelling, rearranging story clips
  • Paint
  • Complete the board: All children will complete the board using their creative thinking. Suppose you give an overview of Hill and ask the children to complete it with their creative thinking.
  • Clay modeling / any craft work with locally available raw materials.
  • Collage work (gluing a small piece of paper into an empty image).
  • Proverbs
  • Any other with the interest of the teacher.

Care must be taken to select more or less thematic activities when selecting the activities as well as the involvement of all the children to be ensured.

Basic assessment:

  • Basic assessment of children (from class I to V) to be done in language, mathematics and English according to the date provided below to know their level of learning. Assessment questions developed by TE and SCERT for three levels, namely Levels I, II and III, IV and V, will be provided to the school.
  • 03.22: Language (Odia) for the fourth year
  • 03.22: Mathematics (Grade IV)
  • 03.22: English (Levels IV & V)
  • Baseline assessment followed by identification of learning status as well as learning loss for each child. · Different strategies can be developed by the teacher in consultation with CRCC & DIET teachers. The primary role of the CRCC is to analyze the outcome of their cluster’s baseline assessment and develop a holistic strategy in consultation with the attached DIET faculty under the DIET & CRCC link to ensure each child’s learning progress.
  • The learning level chart can be expanded and posted on the wall of each classroom to mark each child’s progress. The example of the table is given below. The levels can be finalized by referring to the manuals:

Guidelines for Teaching Learning Activities in Schools

Baseline Assessment Follow-up Action

  • Basic assessment answer sheets to share with parents and teachers.
  • According to the analysis, teachers should undertake learning activities to recover learning loss by forming groups of equal ability and mixed ability. Here are some of the suggestive activities for children to do depending on the level of learning:

Language: reading letters, reading words, reading sentences, reading with comprehension, writing letters, writing words, writing sentences, writing with comprehension.

Mathematics: notion of number, addition, subtraction, division, simple problems, shape and size, etc.

  • Teachers can use a variety of strategies to provide conceptual clarity on the topic, such as telling a story, a game, a recitation, a picture, project work, etc.
  • Each week there should be a sharing of progress with parents.
  • The CRCC should do a weekly analysis of the progress of the children in their cluster and submit the report to the block and the block to the district. The district must submit its report to the state fortnightly.
  • Special consideration should be given to children whose performance does not meet the baseline assessment.
  • While dealing with new concepts, care should be taken to refresh the related concepts from the previous class for better understanding.
  • More emphasis should be placed on fluency in oral reading and basic numeracy skills for Years I and II.
  • The activities reflected in the academic calendar from January to March must be carried out strictly at school level.
  • For Years IV and V, more written language and basic math skills development activities should be conducted.
  • For Years VI and VII, the focus should be on those learning outcomes that are essential to achieving the next higher grade learning outcomes.
  • Parents need to be motivated to send their children to school regularly and monitor children’s learning progress.

Parent awareness and school readiness

  • A large-scale campaign will be organized at the village level to ensure 100% school attendance on the day of school reopening by involving SMC and CRCC.
  • Prior to the opening of the schools, a PTA meeting should be held on 26.2.22 to have a detailed discussion of the activities to be undertaken as well as their role and responsibilities towards the school as well as the academic progress of their children.
  • In order to attract children to school and provide them with a joyful environment, a school readiness activity will be organized in which the entire campus will be cleaned, disinfected and as well as the entrance to the school. he school will be decorated with colored balloons and they will be greeted with flowers and tikas to give the children a festive air.
  • An SMC training will be held from February 25 to 28 to empower them on school safety, cleaning and sanitation, management and other school-related issues.
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