HOME LEARNING DAILY VIDEO DATE :-12/1/2021

Activity 2: Proper planning and execution of early literacy and numeracy activities for pre-school education Methodology: Group Discussion Group Activity – After group discussion in the group, sample reading suggested steps.  Afterwards, he will begin the discussion on Concerned Questions 1-3.  Participants will answer questions and the collaborator will refer them from the module to a group discussion on understanding the processes of pre-school methodology, starting with initial literacy.

The collaborators will describe in detail the development of oral language, print awareness for early literacy and writing, phonetic awareness and the connection with books as the main processes for developing early literacy in children.  For each of the above processes, the collaborator will have to cover all the issues as stated in the module.  The emphasis will be on phonological awareness.  Collaborators will ask participants 4-5 contemplative questions.  Group Activity – The collaborator will divide the participant into two groups.  

One group (a combination of head teachers, teachers and system level workers) will work out a list of different methodological strategies / opportunities to increase early literacy and the other group (a mix of head teachers) / teachers / system level workers will work to increase early numeracy.  Will work.  After group consideration, the collaborator will first ask the group to introduce.  It will add to the list of strategies / opportunities to increase initial literacy given in the module (p. 15).  When the second group introduces, it will add to the list of strategies / opportunities to increase the initial literacy given in the collaborative module.  (P. 17) Sakyogi, in particular, will explain in detail examples of some of the activities for early arithmetic (pp. 17-18).  

For example, classification, breath and pattern, gradual thinking and problem solving skills.  Finally, the collaborator will discuss how to assess children’s progress in early literacy and early arithmetic.  (Pp. 15-16 and p. 17).  .  .  .  Contemplative Questions for Headmasters What do you think about the teaching of pre-school education?  What are the two ways in which learning can be enhanced in pre-school children?  (Hint: Early Literacy and Early Numerology) 25

Thoughtful questions for the head teacher: As a head teacher, what are your plans to improve student learning and teaching results in your school?  Improving Student Learning Learning – How will you collaborate with your school teachers to improve teaching processes and assessment strategies? 

 How will you evaluate student progress based on learning outcomes?  What other methods can you use to improve student learning in your school?  (E.g. teacher professional development, strengthening school-community relationships, learning from neighborhood schools, taking students for demonstration / nature visits, providing children with learning opportunities for experiments, inter-school visits, encouraging creativity and interaction between teachers and students  Innovation.).  Reflective Questions for System Level Workers: CRC / BRC / TPEO / E / ADEI / DPEO / DEO What will be your role as CRC / BRC / TPEO / EI / ADEI / DPEO / DEO to keep teachers and head teachers working to improve student academic outcomes?  

How do you set your sights on improving student learning using the platforms, forums and meetings available at the CRC block / district level?  What will be your strategies for exchanging best practices between teachers and head teachers at CRC / block / district level?  .  Note to collaborators: Emphasize this fact on creating and training a shared vision to provide team learning opportunities to create vibrant learning colors in school. 

 Module 1 (Section 6.2) will also provide guidelines for conducting effective staff meetings.  Key Message:.  The head teacher should facilitate an excellent learning environment.  Staff meetings are an opportunity for both the head teacher and teachers to improve academic assessment and student outcomes, 22