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Monday, November 29, 2021

Nishtha 3.0

 










Course  Information


Description of the Course

       The Ministry of Education, Government of India has launched a Foundationa Literacy and Numeracy (FLN) Mission and provide guidelines to build literacy and numeracy skills among children at the foundational stage. This course deals with the aims and objectives of the mission and highlights the role of different stakeholders.


Nishtha 3.0 Join Link Below

(5) GJ 5 'Vidhya Pravesh' Ane 'Balvatika' ne Samajava

(6) GJ 6 Payani Bhasha Ane Saxarata


(7) GJ 7 Prathamik Dhoran ma Bahubhashi Sixan

(8) GJ 8 Shaixanik Mulyankan



(9) GJ 9 Payani Sankhyagyan

(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


Concept of Competency Based Education

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

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




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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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AHEVAL 1 PDF CLICK HERE

AHEVAL 2 PDF CLICK HERE

AHEVAL 3 PDF CLICK HERE

AHEVAL 3 PDF CLICK HERE YouTube Link

AHEVAL 4 PDF CLICK HERE

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AHEVAL 5 PDF CLICK HERE


AHEVAL 6 PDF CLICK HERE


AHEVAL 7 PDF CLICK HERE


AHEVAL 8 PDF CLICK HERE


AHEVAL 9 PDF CLICK HERE



AHEVAL 10 PDF CLICK HERE



AHEVAL 11 PDF CLICK HERE




AHEVAL 12 PDF CLICK HERE


What are Learning Outcomes?

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 in each subject area needs

to be continuously 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 improved and active learning

processes and better quality teaching



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Assessment of Learning Outcomes

Formative assessments are emphasised 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 assessment, self- assessment, rubrics and portfolio to track students’

progress.


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