[Core] letter for Karnataka Edu Dept (High Schools)

[Guru]

Thanks Ranjani for your comments/suggestions.

A single letter will be easier to track, will incorporate the  other
suggestions.

The initial assessment is suggested to say that the teacher should not
get into teaching without having a sense of where the children are. You
may say this should be part of the initial transaction and this is what
is intended here. It would be necessary that the assessment is local and
contextual, completely under the control of the teacher, and not needed
to be 'reported', this will be clarified.

regards,
Guru

On 17/11/21 10:32 pm, Sriranjani Ranganathan wrote:
> Dear Guru
>
> Thank you for sharing this - I think it is important that we bring
> this up..
>
> A few thoughts/ suggestions - do see what may be useful / meaningful
> to incorporate given the context.
> 1.  Would it be better to separate the issues and make different
> letters or notes?
> 2.  I would suggest  that we do not use the phrase "children have
> regressed".  It may be simpler to say that class 8 children have come
> into school after a gap of ....; they were in class 6 when schools
> closed. And the skills that children did not acquire/ did not have an
> opportunity to reinforce/ practice would be reduced and we must make
> the effort to meet this gap.  We could even use NAS results if
> available to show what the learning levels were, pre-lockdown. 
> 3. Would it be possible to use this opportunity to explain this
> learning gap... (Learning gap - i prefer this to the word loss, if
> possible - needs to be broken down into atleast 3 parts - the levels
> students had not attained even earlier, the skills they have forgotten
> due to not using them and what they had no opportunity to learn). 
> 4.  We do not need to assess children to start teaching them, would be
> my suggestion.  The teacher needs flexibility in interpreting the
> content to be taught - and creating learning paths to address students
> at multiple levels....I feel the letter need not suggest
> assessments... Atomizing to specific competencies to "meet" high
> school syllabus, etc. could lead to solutions like apps and such...
> 5.  You could perhaps also suggest that resources that are at multiple
> levels need to be accessible to teachers for them to interpret content
> meaningfully...
>
> Some of these have been argued and presented in the guidelines
> presented to DSERT already...
>
> Regards
> Ranjani
>
>
>
> On Wed, Nov 17, 2021 at 8:32 PM Guru <Guru at itforchange.net
> <mailto:Guru at itforchange.net>> wrote:
>
>     Dear all,
>
>     While Karnataka LPS teachers  have been asked to focus on foundational
>     language and maths teaching using a socio-emotional development
>     approach
>     (and avoid textbook teaching for the present), High School
>     teachers are
>     receiving monthly syllabus prescriptions. Though High School teachers
>     also admit  that their students are not ready for grade level
>     textbooks.
>
>     We are planning to meet the Commissioner to discuss this matter
>     tomorrow
>     afternoon. Pl share your comments on the draft letter attached at your
>     earliest.
>
>     regards,
>     Guru
>
>     -- 
>     Gurumurthy Kasinathan
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