Last date for nomination: July 26, 2024
Course Objective
To guide and equip education practitioners to implement conceptually sound and doable classroom practices for foundational learning, literacy that are contextualized and address learner diversity and inclusionCourse Outcomes
Participants will be able to:- Understand elements of good classroom practices / activities that support foundational learning, and literacy;
- Develop contextualised classroom practices relevant for their own context;
- Address learning needs of diverse learners in a typical classroom.
Pre-requisites and candidate profiles
- Educators, teachers or education practitioners working with early grade/beginning school goers within schools, learning centres, or non-formal learning spaces.
- Education administrators, middle-level education functionaries, facilitators and mentors.
- The ideal team would comprise of three to four persons, including middle-level and field level persons from an organization. This facilitates adaptation and effective implementation of the pedagogies within the new context’s functionaries.
- It is essential for the same group of participants to complete the entire course consisting of one contact session and two online interactions.
Expected Commitment
It is expected that the same set of participants from an organisation attend all the phases and engagements including offline workshops, field engagement, online engagements and assignments.It is expected that participants will complete necessary assignments given as part of the course and submit their reflections within given timeline.
Course Details:
The OELP course on Foundational learning will be for a duration 150 hours distributed over one academic year and includes the following.- An offline engagement at OELP’s work sites consisting of 6 days and 60 hours in two phases. The aim is to build conceptually sound understanding of FLN practice through hands-on and experiential ways which include demonstration and modelling of related classroom pedagogies with real-time, early-grade classrooms within rural government schools.
- Multiple iterations of guided classroom-based assignments and reading-based assignments needing a commitment of 90 hours. The participants will undertake assignments based on implementation of learning within their classrooms/ education programmes with a time gap of about 6 weeks between them. They will have access to mentoring support for these. The assignments will be followed up with online presentations and review sessions along with individual feedback by OELP’s mentors. This will help the participants apply learning into real world contexts. In addition, they will undertake one assignment based on a set of readings to deepen their conceptual understanding.
| Phases | Module | Activity / No. of hours | Mode of Delivery | Location |
|---|---|---|---|---|
| Phase 1 |
|
Offline 3 -days workshop in October 2024 | Offline | Ajmer, Rajasthan |
| Assignment 1: classroom-based | Offline | Participant / Org Location | ||
| Review of assignment 1 | Online | Online | ||
| Phase 2 |
|
Assignment 2: classroom-based | Offline | Participant / Org Location |
| Review of assignment 2 | Online | Online | ||
| Offline 3-days workshop in February 2025 | Offline | Ajmer district, Rajasthan 7 | ||
| Phase 3 | Assignment 3: Reading-based | Online | Online | |
| Phase 4 | Final review | Online | Online |
About The Resource Organization
Organisation for Early Literacy Promotion (OELP) is a not-for-profit organization with extensive experience in innovative, evidence-based solutions to building high-quality foundations for learning in young children from low-literate communities. This program has been developed organically over more than a decade, by working closely with beginning schoolgoers and teachers in rural government primary schools. Currently, OELP is engaged with the capacity building of GOs and CSOs toward implementing its innovations in foundation learning across wider locations. These include Foundational Literacy and Numeracy (FLN).Details of the organization are available on the website: www.oelp.org/
Course Facilitators
|
Keerti Jayaram is an educationist with more than 35 years of experience in teaching and working with children, teachers and communities. She is a founding member of OELP and has been instrumental in developing the OELP methodologies rooted in real classroom practice |
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Arti Sawhny is a resident of Ajmer. She has a medical background and has worked with communities in the villages of Ajmer district for over twenty-five years. She has also taught in a primary school. She has been with OELP for more than a decade and has a deep conceptual understanding of the program’s content, its objectives and the contexts. |
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Kiran Dubey is from Ajmer. She has an in-depth understanding of the local context and has over twenty years of experience of working with rural women. She has also taught primary school children from government schools and is currently overseeing the implementation of OELP’s programs. She combines a deep conceptual understanding of FLN with an in-depth understanding of low literate contexts. She is an excellent communicator with a rich repertoire of local songs, stories and other forms of local knowledge, which add texture to the capacity building sessions that she engages in. |
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Priyanka Upreti is a consultant with eight (8) years of experience in the development sector. Her previous experience has been in organizations such as Teach For India (TFI) and Central Square Foundation. She has a strong understanding of the grassroots and of education sector policy. At OELP, she has been overseeing the organization’s website redesign, and the designing process of training modules on FLN. |
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Bhivaram Jat is a resident of Sinodia village. He has been with OELP for a decade and has built an in-depth conceptual understanding of early learning with low-literate contexts. He oversees the quality of program implementation within government schools. He plays the role of a mentor and resource person during capacity building sessions with educators and teachers from GOs and NGOs. He is computer savvy and has played an active role in developing TLM, activities, and games based on local adaptations. |
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P Kanaram Vaishnav is a resident of Patan Village. He has helped adapt OELP’s methodologies to the local context. He has a depth of conceptual understanding. He oversees the OELP Community Libraries Program and the organization’s grassroots work. He has played a pivotal role in organizing Kahani Melas and working with teacher trainees from wider contexts. He plays the role of a mentor and resource person during capacity building sessions with educators and teachers. He has played an active role in developing teaching material, activities and games based on local adaptations. |
Testimonials
Gagandeep Kour and Abhay Vaishisth, Sanjhi Sikhiya
“OELP has a treasure house for teaching and learning. We learnt a lot about child centered pedagogies and the learning environment. Our expectations from the workshop have been fulfilled and once again we have built a bond with Hindi.”
Amita Nowal, The Community Library Project
“The first thing that stood out for me was the excellent classroom management based on care, respect, joy and fearlessness. Another notable aspect was the classrooms’ abundance of print resources. Both teachers and students actively utilized them for teaching and learning. The utilization of phonological awareness was particularly noteworthy. The scaffolding technique before Read Aloud was truly impressive.”
“OELP has a treasure house for teaching and learning. We learnt a lot about child centered pedagogies and the learning environment. Our expectations from the workshop have been fulfilled and once again we have built a bond with Hindi.”
Amita Nowal, The Community Library Project
“The first thing that stood out for me was the excellent classroom management based on care, respect, joy and fearlessness. Another notable aspect was the classrooms’ abundance of print resources. Both teachers and students actively utilized them for teaching and learning. The utilization of phonological awareness was particularly noteworthy. The scaffolding technique before Read Aloud was truly impressive.”
