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4 October 2021

Nishtha Online Talim

 



Description of the Course 

The Ministry of Education, Government of India has launched a Foundational Literacy and Numeracy (FLM and provided guidelines to build literacy and numeracy skills among children at the foundational stage. TH deals with the aims and objectives of the mission and highlights the role of different stakeholders. Keywords FOUNDATIONAL LITERACY, FOUNDATIONAL NUMERACY, FOUNDATIONAL EDUCATION. FLN. MISSION, ED EARLY CHILDHOOD, CARE, ECCE, NISHTHA FLN Course Overview



Nishtha 3.0 Link Below




National Initiative for School Heads' and Teachers' Holistic Advancement The National Education Policy (NEP) 2020 states that "Teachers truly shape the future of our children and therefore, the future of o empowerment of teachers is required to ensure the best possible future of our children and nation". As per the recommendation o head teacher is expected to participate in at least 50 hours of Continuous Professional Development (CPD) opportunities every ye development, driven by their own interests. CPD opportunities will, in particular, systematically cover the latest pedagogies regard numeracy, formative and adaptive assessment of learning outcomes, competency-based learning, and related pedagogies. such integrated, sports-integrated, and storytelling-based approaches, etc. To realize the vision of NEP-2020, recently NCERT in collabr autonomous bodies under MoE, MoD and MOTA (CBSE, KVS. NVS, CTSA, AEES, Sainik School. CICSE etc) have initiated the NISHTHA Training programme for different stages of school education. NISHTHA 1.0 for Elementary level (Class I-VIII) NISHTHA 2.0 for Secondary level (Class IX-XII) NISHTHA 3.0 for NIPUN Bharat (ECCE to Class V)




Objectives On completion of this course, the learner will be able to: Differentiate between the term 'Competency' and 'Learning Outcomes'. Describe the need for shifting towards Competency Based Education. Explain the initiatives undertaken in India for shifting towards Competency Based Education. Describe the three developmental goals used in the Foundational Literacy and Numeracy (FLN) framework for integrated and holistic development. Demonstrate an understanding of codification of learning outcomes in the FLN framework




• Need for Competency Based Education for FLN Concept of Competency Based Education Learning Outcomes for FLN 
• Shifts in Competency Based Education (CBE) Systems 
• Towards Competency Based Education in India The Foundational Literacy and Numeracy (FLN) Framework - Goals and Codification of Learning Outcome


Concept of Competency Based Education


AERT Children come to school from different backgrounds and contexts. Some children have parents and adults in the family who engage with them. They play, tell stories, provide interactive language experiences, provide safety, connections and high quality routines, which are enriching and interesting for children. On the other hand there are children who have experienced less fortunate early childhood years, without secure attachments, safety and connection, good nutrition and rest, and without enriched learning opportunities. As a result, children have differences in readiness for school when they begin preschool or kindergarten. Additionally, children in the same class might have 12 months age differences. There are differences in the levels of language skills, visual-motor skills, diversity in socio-economic contexts and home atmosphere. And when children from diverse backgrounds having different learning needs enter the typical school, all the students are expected to be ready for


NISHTHA 3.0 AHEVAL

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AHEVAL 1 PDF CLICK HERE

AHEVAL 2 PDF CLICK HERE



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contexts and home atmosphere. 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 monitoring whether children are learning to a level of deep understanding and application. When similar instructions are provided and one time testing is used for all the children, without considering their learning levels, children are quickly categorized as winners and losers. By the end of third grade, children have settled into patterns of learning that usually persist for life.


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NERT Expected learning outcomes define the totality of information, knowledge, understanding, attitudes, values, skills or behaviours a learner should master upon the successful completion of the curriculum. Learning outcomes are essentially evidence of having acquired the competencies. Learning outcomes are specific statements that describe exactly what a student will be able to do in some measurable way. There may be more than one measurable outcome defined for a given competency. Achieved learning outcomes can only be identified following the learning process, through assessments and demonstration of achieved learning in real life, for example, at work. The performance of the child to be continuously matched with the intended learning outcomes. Children each subject area needs 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 improved and active learning


NIshtha Old Course Aheval PDF Click HERE


Are the Learning Outcomes Mapped to Specific Textbooks/ Chapters? Textbooks are one of the reference materials for transacting the curriculum. The curriculum content may be transacted by using various other pedagogies. For example, to achieve the learning outcome of Class III EVS 'identifies simple observable features (e.g., shape, colour, texture, aroma) of leaves, trunk and bark of plants in immediate surroundings children can be taken out to a garden to observe variety of flowers, leaves and plants. They can be asked to trace the bark of the trees or asked to bring different leaves, plants to the classroom from their immediate environment and discussion around its colour, texture, aroma can take place. The teachers can use different strategies to help children construct their own knowledge by asking questions, initiating discussions, engaging them in group activities etc. Also, children can be taught about different

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