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Tuesday, January 19, 2021

HOME LEARNING DAILY VIDEO DATE :- 19/01/2021

 HOME LEARNING DAILY VIDEO DATE :- 19/01/2021


What do you think about the work experience program in schools?  What is the need for work experience in schools?  Give your feedback for or against this issue.  What are the limitations of work experience in school?  How does a work experience program differ from pre-vocational education?  Supporting Institutions  Therefore, Instructions for Mothers and Assistants: Assistants In order to develop an understanding on this subject, it is necessary to thoroughly study each of the topics covered in the module from the ‘Pre-Vocational Education in Schools’ manual.  



You can also take additional activities from the module to further the purpose of the module.  Main no.  S 3 a.  Modalla Activity - Leading pre-vocational education in two upper primary schools.  Method;  Group Activity - Group Discussion The proposed steps refer to pre-vocational education for grades 6 to 8 as a whole in order to combine skill-oriented activity with general literacy subjects such as auxiliary science, language, social science, etc.  Participants are divided into groups.  Each group is asked to prepare functional activities in a single subject.  



These activities should highlight the basic skills required for creative work in the workplace.  The facilitator will suggest to each group the techniques and problem-solving, group project, as well as the necessary knowledge and skills while preparing the subject based work activities they have undertaken.  After each group prepares functional activities, the assistant will ask them to present those activities to a larger group. 



 The end will provide a detailed understanding of supportive, vocational education, vocational courses, opportunities available to children and vocational education functions, etc.  11 7 34 2 al Activity-1 Discussion.  Method suggested.  Contemplative questions for system level workers:.  CRC / BRC / TPEO / EI / ADEI / DPEO / DEO What is your role as CRC / BRC / TPEO / EI / ADEI / DPEO / DEO to ensure that pre-vocational opportunities are included in your cluster / block / district school?  What kind of support would you give to the head teachers and teachers of your cluster / block / district? 








- Suggestions for Assistants - Assistants need to carefully study the ‘Pre-Vocational Education in Schools’ module and all the topics covered in the module to develop an understanding on the subject.  May also take additional activities from the module to further the purpose of the module.  Key Message The idea behind pre-vocational education is more to integrate functional activities into the teaching-learning process than to add a separate scheme to the current education scheme for Std. 6th to 8th.  * It is mandatory for every head teacher and teachers to run pre-vocational education in primary and upper primary education and it is mandatory for system level workers to ensure that pre-vocational education runs in their unit.  





IMPORTANT LINK TO WATCH TODAY HOME LEARNING VIDEO:: 

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Module-4 Study - Racial Dimensions in the Teaching Process: Section-2 Activities Discussion on racial beliefs for quality in the study process and practice.  2.  Learning in school - the direction of sexual sensitivity in the teaching process.  


Time (minutes) 60 1 30 Activity-1 Discussion on racial beliefs to enhance study processes and quality in practice.  Method: Group Meditation in Group Suggested Steps: Introduce supportive participants to the main essence of the presented module of racial parameters in the study-teaching process and ask thoughtful questions 1 to 2.  Based on the participants' feedback, the assistant asks them to do the activity.  The assistant will show the participants the following table and ask them to classify the characteristics shown in the table into male or female.  Features Male female parasitic powerful capable 31

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