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Thanks Ranjani for your comments/suggestions. <br>
<br>
A single letter will be easier to track, will incorporate the other
suggestions.<br>
<br>
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.<br>
<br>
regards,<br>
Guru<br>
<br>
On 17/11/21 10:32 pm, Sriranjani Ranganathan wrote:<br>
<blockquote type="cite"
cite="mid:CA+SfCqJtWBfj_ERg2QJbjUMd1v88obadCZmYCXyOMN38-v0j6Q@mail.gmail.com">
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<div>Dear Guru</div>
<div><br>
</div>
<div>Thank you for sharing this - I think it is important that
we bring this up..</div>
<div><br>
</div>
<div>A few thoughts/ suggestions - do see what may be useful /
meaningful to incorporate given the context.<br>
</div>
<div>1. Would it be better to separate the issues and make
different letters or notes? <br>
</div>
<div>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. <br>
</div>
<div>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). <br>
</div>
<div>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...<br>
</div>
<div>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...</div>
<div><br>
</div>
<div>Some of these have been argued and presented in the
guidelines presented to DSERT already...<br>
</div>
<div><br>
</div>
<div>Regards</div>
<div>Ranjani<br>
</div>
<br>
<div><br>
</div>
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<br>
<div class="gmail_quote">
<div dir="ltr" class="gmail_attr">On Wed, Nov 17, 2021 at 8:32
PM Guru <<a href="mailto:Guru@itforchange.net"
target="_blank" moz-do-not-send="true">Guru@itforchange.net</a>>
wrote:<br>
</div>
<blockquote class="gmail_quote" style="margin:0px 0px 0px
0.8ex;border-left:1px solid
rgb(204,204,204);padding-left:1ex">Dear all,<br>
<br>
While Karnataka LPS teachers have been asked to focus on
foundational<br>
language and maths teaching using a socio-emotional
development approach<br>
(and avoid textbook teaching for the present), High School
teachers are<br>
receiving monthly syllabus prescriptions. Though High School
teachers<br>
also admit that their students are not ready for grade
level textbooks.<br>
<br>
We are planning to meet the Commissioner to discuss this
matter tomorrow<br>
afternoon. Pl share your comments on the draft letter
attached at your<br>
earliest.<br>
<br>
regards,<br>
Guru<br>
<br>
-- <br>
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