Changes

exactly it would be bridging. In the current context, children are coming back to school after a

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.

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.

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?==

==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.

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?==

==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.

10 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

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.

for the intended purpose and audience.

==How will these resources be made available?==

==How will these resources be made available?==