Course Information
Description of the Course
The Ministry of Education, Government of India has declare a Foundations Literacy and Numeracy (FLN) Mission and provide relationship ship to build literacy and numeracy ability among children at the foundational stage. This course deals with the ambition and objectives of the mission and highlights the role of unlike stakeholders.
(5) GJ 5 'Vidhya Pravesh' Ane 'Balvatika' ne Samajava
(6) GJ 6 Payani Bhasha Ane Saxarata
(7) GJ 7 Prathamik Dhoran ma Bahubhashi Sixan
(10) GJ 10 Payani Saxarata ane Sankhyagyan mate Shala Netrutv
(11) GJ 11 ICT nu Shikhava, Shikhavava ane Mulyankan Sankalan
(12) GJ 12 Payana Tabakka Mate Ramakada Adharit ShikshanShashtra
Keywords
FOUNDATIONAL LITERACY, FOUNDATIONA NUMERACY, FOUNDATIONAL EDUCATION, FLN, MISSION, EDUCATION, EARLY CHILDHOOD, CARE, ECCE, NISHTHA FLN
notice of Competency Based Education
Children come to school from different backgrounds and climate . Some children have parents and grow up in the family who engage with them. They play, tell stories, supply collective language experiences, provide safety,connections and high quality routines, which are enhancing and interesting for children. On the other hand there are children who have skillful less fortunate early childhood years, without secure attachments, safety and relationship , good nutrition and rest, and without enriched learning chance . As a result, children have differences in readiness for school when they begin preschool or kindergarten. also , children in the same class might have 12 months age differences. There are differences in the levels of language ability , visual-motor ability , diversity in socio-economic
contexts and home environment .
And when children from diverse backgrounds having different learning needs enter the typical school, all the students are expected to be ready for grade-level content standards to be covered and tested in a time-limited learning system. Most of the time the focus is on completing the syllabus without observe whether children are learning to a level of deep
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understanding and application. When similar order are provided and one time testing is used for all the children, without considering their learning levels, children are fastly categorized as winners and losers. By the end of third grade, children have settled into patterns of learning that relationship persist for life.
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What are Learning Outcomes?
await learning outcomes define the totality of information , knowledge, understanding, attitudes, values, skills or action a learner should master upon the successful completion of the curriculum. Learning outcomes are essentially proof of having acquired the competencies. Learning outcomes are particular statements that particular exactly what a student will be cleaver to do in some measurable way. There may be more than one quantifiable outcome explain for a given competency. Achieved learning outcomes can only be recognition following the learning process, through assessments and proof of attain learning in real life, for example, at work. The performance of the child in each subject area needs to be always matched with the intended learning outcomes. Children who are not performing up to the expected level need to be provided scaffolding and support by the teachers and parents. Outcomes-based qualifications provide students, teachers, parents and other stakeholders with a common reference point, which allows aimed and active learning processes and better quality teaching
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Assessment of Learning Outcomes
Formative assessments are emphasized so that teachers get to understand where students are facing difficulties or having misconceptions. Teachers can extend help and give feedback to children about their performance and areas where they need to improve. Assessment is used as a guiding tool, which is meaningful and provides positive learning experiences for children. Students construct their own knowledge by actively participating, applying critical-thinking and problem-solving skills along with good communication skills, collaboration and cultural responsiveness to help them work in ever-changing, diverse environment. Teachers can use anecdotal records, peer evaluation , self- assessment, rubrics and portfolio to track students’ progress.
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