September 2023 School Complex Meetings Agenda Time Table Material. Primary Level and Subject School Complex Level Meetings on 26th / 27th Sep 2023 Agenda Items, Agenda Items Download.
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All the RJDSE, DEOs and APCs in the state are hereby informed to conduct school complex training at the complex level without any deviation and ensure 100% attendance in all school complexes.
MEO-II to make monitoring visits and fill the monitoring framework form.
Don’ts in the Complex Trainings:
1. Objective of the PLC ideation session
Its to help the participants to know the need of PLCs. In this session all the participants collectively choose the 2 to 3 competencies out of 6 competencies which are stated below.
(Self-Awareness, Self-Management, Communication (NVC), Influence (IWA), Conflict management (Team Building), Observation & Feedback)
Note: The concerned school complex headmaster acted as a facilitator in the entire PLC ideation session.
2. 3 Target audience/Stakeholders
All school heads (Who attended the school leadership trainings) attached to the school complex.
3. 4 Date and Time
28-09-2023/29-09-2023
Session – 4: 11:45am to 12:45pm Session – 5: 01:45pm to 02:45pm
4. Materials
a. Concept notes on all 6 competencies.
b. A Concept Note on PLC
c. PLC execution roadmap
d. Formats for PLC conduction
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Facilitator's Role
The facilitator guides the session, keep it on track, and ensure that all participants have a chance to contribute. The facilitator should initiate the session with some prompt questions.
(Eg: How to give constructive feedback to the team? Group or individual)
Create a Supportive Environment
Facilitator should establish ground rules for the session, such as respecting each other's ideas, encouraging wild ideas, and avoiding criticism during the ideation phase.
Documentation
The facilitator should designate someone and use online form to capture and document all ideas generated during the session. This could include taking notes, using a whiteboard, or utilizing digital collaboration tools. (Note: For this purpose, use formats and Microsoft form links).
Follow-Up Plan
Decide on the next steps after the ideation session, including how and when to implement the selected ideas. Assign responsibilities for each action item.
Communication
Communicate the outcomes of the ideation session to all participants and stakeholders. Share the selected ideas and the plan for moving forward.
Feedback and Improvement
Collect feedback from participants to improve future ideation sessions. This can help refine your process and make subsequent sessions even more effective. (Note: collect through online Microsoft forms)
Review and Iterate
After implementing the ideas generated during the session, periodically review their progress, and iterate on them as needed. (Note: During the complex meetings)
Note: Remember that ideation sessions can vary in duration and complexity depending on your goals and the nature of the challenge. Be flexible and open to adapting your plan as the session unfolds to ensure a productive and creative experience.
Annexures
1. Item formats, their advantages and disadvantages
Anatomy of an MCQ
Different types of MCQs
Advantages of the MCQ format
Making fair and strong MCQs
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We all know how that the covid-19 pandemic has affected all of us. It has had a lot of social, economic, and psychological effects on the whole world. Apart from that education of the children has been affected a lot. They are just coming out of that effect.
Now Schools have started functioning at full capacity. Governments are undertaking a variety of special programs in addition to the regular curriculum to enhance the learning skills among children that they have lost. Especially on minimum basic language and math skills. Even as part of National Education Policy lot of priority has been given to FLN (Foundational Literacy Numeracy). Similarly, the state government has also implemented Teaching at the Right Level (TaRL) program across the state in the year 2022-23 for Std.3-5. We have seen good results in reading, writing and mathematics. After seeing the results of this, the state government have decided to continue the TaRL program for this academic year (2023-24) as well.
Teaching at the Right Level Framework
Teaching at the Right Level program uses the Pratham developed Teaching at the Right Level (TaRL) or Combination of Activities for Maximised Learning (CAMaL) methodology, with a focus on improving basic learning outcomes in early standards to provide a foundation for continued learning as children progress through school.
The pedagogy is targeted at children in standards III, IV, and V with special focus on those who have not reached a standard 2 level in reading or arithmetic. In the pedagogy, children are assessed using a simple tool then grouped according to level rather than standard. Each group is taught starting from its current competency level, and level-appropriate learning activities and materials are used. Throughout the entire process, children’s progress is assessed through ongoing simple measurement of children's ability to read, write, comprehend, and do basic arithmetic. TaRL activities are organized in ascending levels of competency for students to move up through. The combination of competencies, directions of learning, and classroom dynamics together constitute a whole learning experience for students to achieve specific learning outcomes.
Objectives of Teaching at the Right Level ( TaRL):
Each teacher should be able to understand the articulated learning objectives and goals to be achieved in a well-planned implementation process of TaRL/FLN. As mentioned in the Nipun Bharath.
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• Are teachers using right activity for the right group?
• Are teachers using suitable teaching-learning materials for each group?
If monitors can focus on above mentioned indicators, it will help to improve the quality of implementation of the TaRL/ FLN program in the school.
September 2023 School Complex Meetings Agenda Time Table Material
Government of Andhra Pradesh-Samagra Shiksha
School Complex meetings/Trainings
Dates 26-09-2023/27-09-2023
| Agenda for Month of September – Primary School Complexes | ||
| Time | Dur | Agenda Points |
| 09:00-09:10 | 10 min | Prayer (Vandematram) |
| 09:10-09:30 | 20 min | Session-1: Minutes of last meeting to be discussed, Discussion of the observations for last School complex, Message from PS |
| 09:30-10:30 | 60 min | Session-2:Self-reflection and ideation for choosing school leadership competencies. (Group Activity) |
| 10:30 - 10:45 | 15 min | Break |
| 10:45 - 11:45 | 60 min | Session-3:Selecting core competencies and buildingcase studies. (Individual task) |
| 11:45 - 12:45 | 60 min | Session-4: Best practices in creating multiple choice questions(MCQs) |
| 12:45 -01:45 | 60 min | Lunch Break |
| 01:45 -03:15 | 90 min | Session-5:TPD-Peer learning discussion on Module-1 of English pedagogy course/Telugu& Hindi-Discussion on Guidebooks (Lesson Plan Template) |
| 03:15 – 03:45 | 30 min | Session-6: DRPs training – discussing the impact and feedback on trainings |
| 03:45 - 04:30 | 45 min | Session-7:ICT in Science& ICT in Mathematics Education. |
| 04:30 – 04:45 | 30 min | Tea Break |
| 04:45 – 05:45 | 60 min | Session-8: Address by State Office – 10 min (Live session) Priority for the month/Academic Calendar |
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All the RJDSE, DEOs and APCs in the state are hereby informed to conduct school complex training at the complex level without any deviation and ensure 100% attendance in all school complexes.
MEO-II to make monitoring visits and fill the monitoring framework form.
Don’ts in the Complex Trainings:
- 1. No Union Meeting Discussions
- 2. No Discussions on service matter, No personnel discussions
- 3. No felicitation activities like transfers, promotions, no meeting with shawls and garland
- 4. No personnel parties, birthday parties, no visits, no site seeing programmes
Government of Andhra Pradesh-Samagra Shiksha
School Complex meetings/Trainings
Dates 26-09-2023/27-09-2023
| Agenda for Month of September-Secondary/Subject Specific School Complexes | ||
| Time | Dur | Agenda Points |
| 09:00-09:10 | 10 min | Prayer (Vandematram) |
| 09:10-09:30 | 20 min | Session-1: Minutes of last meeting to be discussed, Discussion of the observations for last School complex, Message from PS |
| 09:30-10:30 | 60 min | Session-2: Self-reflection and ideation for choosing school leadership competencies. (Group Activity) |
| 10:30 - 10:45 | 15 min | Break |
| 10:45 - 11:45 | 60 min | Session-3: Selecting core competencies and building case studies. (Individual task) |
| 11:45 - 12:45 | 60 min | Session-4: Best practices in creating multiple choice questions (MCQs) |
| 12:45 -01:45 | 60 min | Lunch Break |
| 01:45 -02:45 | 60 min | Session-5:TaRL |
| 02:45 – 03:45 | 60 min | Session-6: DRPs training – discussing the impact and feedback of trainings/LIP for secondary grade. |
| 03:45 - 04:30 | 45 min | Session-7: ICT in Science and ICT in Mathematics Education |
| 04:30 – 04:45 | 30 min | Tea Break |
| 04:45 – 05:45 | 60 min | Priority for the month/Academic Calendar |
Detailed Session Wise Agenda and Material
Session-2: PLC ideation session plan1. Objective of the PLC ideation session
Its to help the participants to know the need of PLCs. In this session all the participants collectively choose the 2 to 3 competencies out of 6 competencies which are stated below.
(Self-Awareness, Self-Management, Communication (NVC), Influence (IWA), Conflict management (Team Building), Observation & Feedback)
Note: The concerned school complex headmaster acted as a facilitator in the entire PLC ideation session.
2. 3 Target audience/Stakeholders
All school heads (Who attended the school leadership trainings) attached to the school complex.
3. 4 Date and Time
28-09-2023/29-09-2023
Session – 4: 11:45am to 12:45pm Session – 5: 01:45pm to 02:45pm
4. Materials
a. Concept notes on all 6 competencies.
b. A Concept Note on PLC
c. PLC execution roadmap
d. Formats for PLC conduction
Agenda for PLC ideation session
| Sl. No. | Activity | Objective | Time duration |
| a. | Welcome and Introduction | Introducing each other | 11:45am 11:50am to |
| b. | Problem Statement or Challenge Explanation | Participants share their experiences group. are going to administrative among the | 11:50am 12:00pm to |
| c. | Icebreaker Activity (Optional) As listed in annexures of this document | 12:00pm 12:10pm to | |
| d. | Discussion on competencies school leadership | Participants coming to know and align the school leadership competencies in their professional experience. | 12:10pm 12:45pm to |
| Lunch Break 12:45pm to 01:45pm | |||
| e. | Prioritization of school leadership competencies | All the participants are going to prioritize need of the school leadership competencies by larger needs of the school leaders. | 01:45pm 02:15pm to |
| f. | Action Planning and Next Steps competencies as per the immediate need of the concerned complex. | All school leaders finalize the 1 or 2 school leadership | 02:15pm 02:40pm to |
| Closing and Thank You | 02:40pm to 02:45pm | ||
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Facilitator's Role
The facilitator guides the session, keep it on track, and ensure that all participants have a chance to contribute. The facilitator should initiate the session with some prompt questions.
(Eg: How to give constructive feedback to the team? Group or individual)
Create a Supportive Environment
Facilitator should establish ground rules for the session, such as respecting each other's ideas, encouraging wild ideas, and avoiding criticism during the ideation phase.
Documentation
The facilitator should designate someone and use online form to capture and document all ideas generated during the session. This could include taking notes, using a whiteboard, or utilizing digital collaboration tools. (Note: For this purpose, use formats and Microsoft form links).
Follow-Up Plan
Decide on the next steps after the ideation session, including how and when to implement the selected ideas. Assign responsibilities for each action item.
Communication
Communicate the outcomes of the ideation session to all participants and stakeholders. Share the selected ideas and the plan for moving forward.
Feedback and Improvement
Collect feedback from participants to improve future ideation sessions. This can help refine your process and make subsequent sessions even more effective. (Note: collect through online Microsoft forms)
Review and Iterate
After implementing the ideas generated during the session, periodically review their progress, and iterate on them as needed. (Note: During the complex meetings)
Note: Remember that ideation sessions can vary in duration and complexity depending on your goals and the nature of the challenge. Be flexible and open to adapting your plan as the session unfolds to ensure a productive and creative experience.
Annexures
- · Ice-breaking activities are a great way to build rapport and create a positive learning environment during the training sessions. Here are some ice-breaking activities specifically tailored for teacher trainings.
- · Name Bingo: Create bingo cards with different characteristics or experiences that teachers might have, such as "Has taught for more than 5 years" or "Has travelled to more than 3 countries."
- · Ask participants to mingle and find someone who matches each characteristic, filling in the name of that person in the respective bingo square.
- · The first person to complete their bingo card wins a small prize.
- · Two Truths and a Lie: Each participant shares two true statements about themselves and one false statement. The group tries to guess which statement is the lie, fostering interaction and getting to know each other better.
- · Human Bingo: Create bingo cards with interesting facts or characteristics that might apply to teachers, such as "Has a master’s degree in education" or "Speaks more than one language."
- · Participants need to find people in the group who match the descriptions and have them sign their bingo card squares. The first person to complete their card shouts "Bingo!" and shares some interesting things they learned about their colleagues.
- · Group Jigsaw: Divide participants into small groups and give each group a jigsaw puzzle piece. Participants must work together to complete the puzzle. This activity encourages collaboration and teamwork.
- · Partner Interview: Have participants pair up and give them a set of questions to ask each other. Questions can be related to their teaching experiences, goals, or hobbies. After the interviews, each person introduces their partner to the group.
- · Memory Map: Provide participants with a blank sheet of paper and ask them to draw a map of their educational journey, including key milestones and experiences. Afterward, participants can share their maps and discuss their educational backgrounds.
- · Speed Networking: Set up a series of tables with discussion topics or questions related to teaching and education. Participants rotate to different tables in a timed manner and engage in quick discussions with different colleagues. This activity helps participants get to know a variety of people and ideas.
- · Storytelling Circle: Have each participant share a short, memorable teaching experience or anecdote with the group. Encourage active listening and follow-up questions to promote engagement and connection. Remember to choose ice-breaking activities that are appropriate for your group's size, comfort level, and training goals. These activities can help participants relax, build connections, and create a positive and collaborative atmosphere for the teacher training session.
Session-4: Best practices in creating multiple-choice questions
MCQ as a learning diagnostic toolbox1. Item formats, their advantages and disadvantages
Different types of MCQs
1. Avoiding factors that contribute to irrelevant difficulties
Ø Don't use unnecessary reading load
Ø Don't use difficult vocabulary
Ø Don't use stereotyping and bias
Ø Avoid complex sentences and passive voice sentences
Ø Don't use figurative language
Ø Don't use trickery - confusing words
Ø Don't use non-referenced pronouns
Ø Don't use personal pronouns
Ø Don't use negative phrasing (unless absolutely necessary). If using negative phrasing, highlight it in special style font.
Ø Don't use contractions.
Ø Don’t use multiple negatives
Ø Don’t use unrealism, irrelevant humour, unnecessary images - causes distractions
Ø Don’t use contexts that may not be familiar to all students (biased, unfair items)
Ø Don’t use illogically ordered options
2. Avoiding factors that contribute to testwiseness
Ø Don't use keywords only in the CA
Ø Don't use absurd distractors
Ø Don't use misaligned distractors
Ø Don't use non-parallel options
Ø Don't use overlapping options
Ø Don't use specific or vague determiners
Ø Don't use 'all of the above’ / 'none of the above’ as a correct option
Ø Don't use unnecessary reading load
Ø Don't use difficult vocabulary
Ø Don't use stereotyping and bias
Ø Avoid complex sentences and passive voice sentences
Ø Don't use figurative language
Ø Don't use trickery - confusing words
Ø Don't use non-referenced pronouns
Ø Don't use personal pronouns
Ø Don't use negative phrasing (unless absolutely necessary). If using negative phrasing, highlight it in special style font.
Ø Don't use contractions.
Ø Don’t use multiple negatives
Ø Don’t use unrealism, irrelevant humour, unnecessary images - causes distractions
Ø Don’t use contexts that may not be familiar to all students (biased, unfair items)
Ø Don’t use illogically ordered options
2. Avoiding factors that contribute to testwiseness
Ø Don't use keywords only in the CA
Ø Don't use absurd distractors
Ø Don't use misaligned distractors
Ø Don't use non-parallel options
Ø Don't use overlapping options
Ø Don't use specific or vague determiners
Ø Don't use 'all of the above’ / 'none of the above’ as a correct option
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For Primary Grade Session-5: Teaching at the Right Level Note for School Complex meeting on 28-09-2023
Introduction of Teaching at the Right Level ( TaRL)We all know how that the covid-19 pandemic has affected all of us. It has had a lot of social, economic, and psychological effects on the whole world. Apart from that education of the children has been affected a lot. They are just coming out of that effect.
Now Schools have started functioning at full capacity. Governments are undertaking a variety of special programs in addition to the regular curriculum to enhance the learning skills among children that they have lost. Especially on minimum basic language and math skills. Even as part of National Education Policy lot of priority has been given to FLN (Foundational Literacy Numeracy). Similarly, the state government has also implemented Teaching at the Right Level (TaRL) program across the state in the year 2022-23 for Std.3-5. We have seen good results in reading, writing and mathematics. After seeing the results of this, the state government have decided to continue the TaRL program for this academic year (2023-24) as well.
Teaching at the Right Level Framework
Teaching at the Right Level program uses the Pratham developed Teaching at the Right Level (TaRL) or Combination of Activities for Maximised Learning (CAMaL) methodology, with a focus on improving basic learning outcomes in early standards to provide a foundation for continued learning as children progress through school.
The pedagogy is targeted at children in standards III, IV, and V with special focus on those who have not reached a standard 2 level in reading or arithmetic. In the pedagogy, children are assessed using a simple tool then grouped according to level rather than standard. Each group is taught starting from its current competency level, and level-appropriate learning activities and materials are used. Throughout the entire process, children’s progress is assessed through ongoing simple measurement of children's ability to read, write, comprehend, and do basic arithmetic. TaRL activities are organized in ascending levels of competency for students to move up through. The combination of competencies, directions of learning, and classroom dynamics together constitute a whole learning experience for students to achieve specific learning outcomes.
Objectives of Teaching at the Right Level ( TaRL):
Each teacher should be able to understand the articulated learning objectives and goals to be achieved in a well-planned implementation process of TaRL/FLN. As mentioned in the Nipun Bharath.
| Language | Math |
|
|
|
|
Assessments and understanding of the data:
As part of Teaching at the Right Level Program, multiple assessment will be carried out by the teachers for the children who are in Std.3 to 5. As of now each school have completed the baseline. So each teacher must understand the data of their respective school. Because it is the first and very important step to implement the program. Through this data we will be able to understand each child’s learning level and accordingly make them into groups, implement the program and see how the children are progressing be conducting frequent assessments.
Mentoring & Monitoring:
Ongoing field classroom support is very much needed to the TaRL/FLN implementing teachers. Because this support will help them improve the quality of implementation of the program important aspect which has to be focused by the mentors/monitors are..
- Whether the teacher is aware of the program timelines, goals, methodology, and status of learning levels of children in his / her school?
- Whether the trained teacher conducting classes or not
- If untrained teacher is conducting the class, then what kind of support can be given to him/her?
- Are teachers making children in to the right grouping as per the learning levels?
Language Groups |
Math groups |
||
Group 1 |
Beginner and Letter |
Group 1 |
No operation and Addition |
Group 2 |
Word and Para |
Group 2 |
Subtraction and Multiplication |
Group 3 |
Story |
Group 3 |
Division |
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• Are teachers using right activity for the right group?
• Are teachers using suitable teaching-learning materials for each group?
If monitors can focus on above mentioned indicators, it will help to improve the quality of implementation of the TaRL/ FLN program in the school.
All AMOs are requested to share this YouTube live link with all school complexes with a instruction to watch the programme as per the given schedule.
DATE: 26.09.23
TIME: 9.30AM
