This document discusses the importance of integrating gender considerations into teaching and learning processes. It notes that classrooms consist of diverse students from different backgrounds. The document outlines how this module will help address gender biases in textbooks, content, and classroom discussions. It lists learning objectives around developing gender-sensitive pedagogy and fostering a gender-sensitive classroom environment. An activity is provided to discuss gender stereotypes and how they are formed. The document then provides guidance on integrating gender concerns into teaching various subjects like language, social sciences, mathematics, and science. It concludes with the role of principals in making schools more gender-sensitive.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
#GENDER #gender in text #gender in context #how women are seen #gender inequality in textbooks #role of teachers in challenging gender inequalities #solutions to stop gender inequality in schools by authorities and teachers
gender,
gender discrimination in academic settings, teacher is an agent of change,how to promote gender equity,to promote gender equity and challenge stereotypes
Promoting Gender Equality in our school context: issues and challengesBidhan Gantait
This slide provide information about Gender Equality, specifically in our Indian school system. Mainly focuses on prevailing Issues and challenges in our school system.
This is a professional development workshop on setting a semester examination paper. While some in-house policies make this presentation local, most of its contents are globally relevant--any university and colleges can apply its contents.
#GENDER #gender in text #gender in context #how women are seen #gender inequality in textbooks #role of teachers in challenging gender inequalities #solutions to stop gender inequality in schools by authorities and teachers
gender,
gender discrimination in academic settings, teacher is an agent of change,how to promote gender equity,to promote gender equity and challenge stereotypes
Promoting Gender Equality in our school context: issues and challengesBidhan Gantait
This slide provide information about Gender Equality, specifically in our Indian school system. Mainly focuses on prevailing Issues and challenges in our school system.
This is a professional development workshop on setting a semester examination paper. While some in-house policies make this presentation local, most of its contents are globally relevant--any university and colleges can apply its contents.
NISHTHA is a capacity building programme for "Improving Quality of School Education through Integrated Teacher Training". It aims to build competencies among all the teachers and school principals at the elementary stage. The functionaries (at the state, district, block, cluster level) shall be trained in an integrated manner on learning outcomes, school based assessment, learner – centred pedagogy, new initiatives in education, addressing diverse needs of children through multiple pedagogies, etc. This will be organized by constituting National Resource Groups (NRGs) and State Resource Groups (SRGs) at the National and the State level who will be training 42 lakhs teachers subsequently. A robust portal/Management Information System (MIS) for delivery of the training, monitoring and support mechanism will also be infused with this capacity building initiative.
Learning Objectives
The module aims to develop:
understanding of ‘Arts’ as pedagogical tool and of its impact on the holistic learning and development of every child.
familiarity with art experiences (different art forms) as medium of exploring his/her creative expression.
skill of planning and organizing age-appropriate art experiences to make learning of different subjects appealing.
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Learning Objectives
After going through this unit, the trainee should be able to:
Comprehend historical perspectives on work based education in India
Describe the key features of skill development in India
Describe the purpose of work experience and pre-vocational education programme.
Describe the vocationalisation of school education under SamagraShiksha
Learning Objectives
After going through this module, the learner will be able to —
get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
understand the objectives and provisions under Samagra Shiksha for improving quality of school education.
take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, youth and eco clubs, etc., for providing children experiential learning opportunities and joyful learning.
Learning Objectives
At the end of this session you will be able to:
• Understand the concept of health and wellness.
• Understand the importance of a healthy environment for children in school.
• Develop and understand about pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among children.
• Develop life skills for achieving enhanced Learning Outcomes related to health and wellness.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
Module 12: Pedagogy of Social Sciences (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
Understanding the relevance of Social Sciences in order to appreciate the phenomena of continuity and change.
Recognising the relevance of the subject in establishing inter linkages with natural and social environment.
Appreciating the values enshrined in the Constitution of India such as justice, liberty, equality and fraternity and the unity and integrity of the nation and the building of a socialist, secular and democratic society.
Classifying and comparing the cause and effect relationship in the context of occurrence of events, natural and social processes and their impact on different sections of society
Explaining the concepts like unity in diversity, democracy, development, diverse factors and forces that enrich our culture and art.
Discussing the need for evolving plurality of approaches in understanding natural and social phenomena
Creating awareness and sensitivity towards diversity, gender disparity, needs of Children With Special Needs (CWSN) and marginalised sections of society.
Module 11: Pedagogy of Science (Upper Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module, the learner is expected to
have basic understanding of science as a subject at upper primary stage
have basic understanding of curricular expectations and learning outcomes at upper primary stage
apply science as a process of inquiry and knowledge construction
explain how teacher can facilitate learning
integrate content, pedagogy and assessment during teaching-learning process
design various learning situations for students to transact concepts
Learning Objectives
After going through this module the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to
relate the competencies and skills as given in the Learning outcomes with the state syllabus
conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes
integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
Module 8: Pedagogy of Environmental Studies (Primary Stage)NISHTHA_NCERT123
Learning Objectives
After going through this module you will be able to
• appreciate EVS as an integrated curricular area at the Primary Stage
• relate its objectives with the concepts and issues included in the syllabus
• locate the concepts and issues in textbooks and be aware of different approaches to their transaction in classroom
• plan and design context and need specific learning experiences for children
• organise learning opportunities to engage all learners meaningfully.
• use varied assessment strategies to map the learning progress against learning outcomes in EVS
Module 6: Integration of ICT in Teaching-Learning and AssessmentNISHTHA_NCERT123
Learning Objectives
After going through this module, the learner will be able to
• Explain the meaning of ICT
•Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies
• Explore various eContent, tools, software, hardware for teaching, learning and assessment for different subjects
• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration
Learning Objectives
After going through this module, the learner will be able to
• Get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
• Understand the objectives and provisions under Samagra Shiksha for improving quality of school education
• Take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, Youth and Eco Clubs, etc., for providing children experiential learning opportunities and joyful learning
Learning Objectives
After going through this module the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to
relate the competencies and skills as given in the Learning outcomes with the state syllabus
conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes
integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
2. We must accept that the social and educational profile of the
classroom is multi-class, multi-caste, multi-religious and gendered
with disability as a significant dimension of the profile of children in
classrooms. Thus classroom consists of learners who belong to
diverse ethnic, racial, cultural, linguistic and socio-economic
backgrounds including children with special needs. And Gender cuts
across all these categories at varied levels.
3. This module will :
• Help in addressing gender concerns through text books
and pedagogy. This will enable to recognize the factors of
gender bias in textual material and curriculum
transaction;
• Identify the biases with regard to the content or role
allocation to male and female characters and explore
linguistic bias,
• Recognize the participation of women in political, social
and economic processes;
• Help to promote respect for the roles that all genders play
in their families, communities and the nation at large.
4. Learning Objectives
• Identify existing gender biased attitudes and
behavior among teachers and students
• Develop gender sensitive pedagogical
processes in transaction of various
disciplines
• Use and adopt learning activities that foster
gender sensitive classroom environment
5. Activity
Stereotypes are Created by Socialization
Discussion points
• Do you think men and women have different characteristics?
• How are these characteristics developed in an individual?
• How are they reinforced in schools (textbooks, curriculum etc.)
Note for facilitator: Encourage students to discuss how they feel being a
boy or girl. Elicit their responses whether they feel restricted by these
characteristics. Other than the family what are the other agencies responsible
for nurturing these characteristics.
Three exclusive
male characteristics
Three exclusive
female
characteristics
Three
characteristics
common to both
6. What is Gender
• Gender refers to a socially determined and
culturally specific difference between women,
men and transgender.
• Gender relations and functions are dynamic and
may vary over time and place and between
different groups of people.
• Our gender identities determine how we are
perceived and how we are expected to behave as
men, women and transgender persons.
7. The Role of the Teacher
• Teachers generally inculcate gender biased
attitudes as a result of their own socialization
formally and informally.
• They must leave their own baggage of
prejudices/biases behind when they enter the
classroom.
• The teacher should first identify the gender
differences in all schooling activities and then plan
and implement the activities in the classroom and
outside classroom accordingly.
8. • Create an enabling environment in the
classroom where all students including girls
can share their experiences, question
existing prejudices and stereotypes and work
out suitable solutions based on discussion
and debate.
9. Hidden Curriculum
• Hidden Curriculum includes behaviours,
perspectives and attitudes that students
pickup in the schooling process within and
outside classroom in an unintended manner.
10. • Gender inevitably becomes an element of hidden
curriculum.
• It gets transacted through the organizational
arrangements, including the division of physical
spaces, assignment of different tasks to boys and
girls, routines, rituals and practices in everyday
school activities, teacher-student and student-
student interactions.
• Even the play space boundaries used by boys
and girls in the school and the formal games
offered to them are different.
12. Teaching of Languages
• Language cuts across all disciplines and is basic
to the construction of knowledge; as a result it
has wide ranging implications for gender
relations.
• Large number of elements such as words and
expressions perpetuate gender stereotypes.
• It should be gender inclusive, gender sensitive
and gender neutral. Use of visuals, illustrations,
noun and pronoun etc. should be gender
inclusive.
13. Activity
A few words have been given below. Write their gender
neutral forms in the space provided below.
Policeman ________
Chairman ________
Spokesman ________
Mankind ________
Manpower ________
Salesman ________
Housewife ________
14. Teaching of Social Sciences
• Acknowledge and respect diversity in terms of
gender, religion, region, class and disability and
look at all persons as equal
• Critically examine social, political, economic
institutions/issues and various dimensions of
inequality that affect the status of women
• Question and examine received ideas, institutions,
and practices
16. • The teacher needs to navigate discussion
of themes in such a way that students
begin to deliberate and question existing
institutions, ideas and practices and their
linkages with the past.
17. Social and Political life- Class VII
Begum Rokeya Sakhawat Hossein, a
noted educationist and literary figure
started schools for Muslim girls in Patna
and Calcutta. She was a fearless critic of
conservative ideas, arguing that religious
leaders of every faith accorded an inferior
place to women. She wrote a remarkable
story titled Sultana’s Dream in 1905 in
which Sultana who reaches a place called
Ladyland. Ladyland is a place where
women had the freedom to study,work,
and create inventions like controlling rain
from the clouds and flying air cars.
18. Laxmi Lakra is the first woman
engine driver for Northern
Railways. Hailing from a poor
family Laxmi studiedhard and
then went on to complete her
diploma in electronics. She then
took the railway board exam and
passed it in her first attempt.
Laxmi says, “I love challenges
and the moment somebody says
it is not for girls, I make sure I
go ahead and do it.”
Social and Political life- Class
VII
19. Activity- Write the following on the board and
ask students to read each statement
• Early Marriage of Girls
• Men are caregivers/ nurturers
• Practice of Dowry
• Menstrual Taboos
• Seclusion of widows
• Adventure sports is ideal for
girls
• Sons are legal heirs of family
property
• Preference of sons over daughters
• Restrictions on Physical Mobility
of Girls
• Girls are not permanent members
of the family
20. Practices/Tradi
tions /Norms
that are still
Prevalent
Practices
/traditions/Nor
ms that are not
prevalent
Practices/
Traditions/ Norms
that l would like
to change
Ask students to pick a statement from
above and place in a relevant box.
This activity will help teachers to ascertain the level of
awareness amongst students regarding certain socio-
cultural practices/traditions and norms that they face in
their lived realities. It is likely to also generate a
discussion amongst both boys and girls on why certain
institutions/ideas and practices require change.
21. Teaching of Mathematics
• It is a common myth that Mathematics subject is
not for girls and its teaching does not have scope
of gender discrimination and stereotyping.
• It is important to break this myth through our
curriculum and its transaction by the teachers.
• It should be highlighted through mathematics that
work at home is equally important and
productive and should be projected (through
mathematical problems) as a responsibility to
be shared by all members of the family
22. Teaching of Science
• Women have historically had limited access and contribution
to science and technology.
• The image of science is perceived as masculine and due to
various socio-cultural factors girls and women hesitate to
enter fields that are essentially related to technology.
• Through science students can be taught that physical
attributes and difference does not reflect superiority or
inferiority.
• Differential abilities of all sexes should be recognized,
rather than categorize one as stronger than other
• Women’s role in preserving the environment and its impact
on their life should also be highlighted.
23. Role of Principals in Making School
Gender Sensitive
• Identify and critically examine gender stereotypes
in behaviours and actions of all stake holders
including self.
• Support teachers to make classroom teaching
learning process more gender sensitive and use
relevant examples during transaction of subjects.
• Girls should be encouraged to express themselves
freely and confidently within and outside school
24. • Girls and boys should equally participate in all
sports and other activities.
• Develop a zero tolerance policy and an effective
mechanism to address all forms of violence
• Organise regular self defence training for both boys
and girls
• Gender sensitization of all the staff members
including supporting staff
• Establishing a gender sensitive school management
system that encourage gender equality in its
governance and operations
25. • Gender sensitive physical facilities like separate
functional toilets, water, sanitation and sanitary
pads to be made available.
• Involve more students to share their ideas on
how to improve the school environment through
gender clubs
• Guidance and counselling services for students
to be made available