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Quality over quantity: High performing countries seems to set lower in number but high in depth expectations from students.

Conscious efforts for every student to reach a basic standard before the whole class moves on.

Taking student context into account in creating teacher's guide in Finland (This means different teacher's guide for different districts).  This seems like
something we need to look into when talking to mentors about teacher resources. We may have to include resources that are more context specific for the school districts. This seems to be in line with the Principles of CRT as well.

Additional Support for  students falling behind

Peer tutoring for less talented students

Lowering expectation doesn't work

Short term grouping can be useful.

Motivation: Deci and Ryan

Specific Pedagogical Content Knowledge (What can I do if my student is falling behind in understanding government systems?) helps. (A lot of such resources are available in Cult of Pedagogy)

Relatedness: This part especially seems relevant to our work and the ERC. Its about teacher's collaboration with colleagues.

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Harsh - do we bring expertise?

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Harsh - points here not complete - distracted
What is FGD?
System capability to improve results. 90 energized, excited, motivated to take forward results. Positivity. System strengthening.
Reforms not about what but about how
Infrastructure --- better in board exams, obliged to do their bit.
Mindset still to be addressed.
Principles and values
1. Shared vision
- Mentor program not effective
2. Decentralize power
-SMC financial powers, hire guest teachers
3. Engage
4. Outcomes matter
- how clean / safe / board results
5. Culture of celebration & Recognition

How it happened.
- selective on NGO - VISION Aligned and have expertise we need
- Political Leadership frequent assessments

Challenges
- class 9 drop out and

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What happened to my post on Curriculum

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Pedagogical Content Knowledge: How specific concepts are taught.

More experienced teachers helping the less experienced.

Having clear standards for practice and holding each other accountable.

(Subrahmanian Giridhar)Voluntary Teacher Forums- ERC?

Help Teachers deal with Multi Grade classrooms

Bringing all children to a basic standard

Important to have career advancement for teachers with professional development.

3 Questions for PD:
1. What does the teacher needs to know based around how students learn.
2. How does teachers change? How to help teachers change their practice?
3. Are we giving enough support?

2 Ways to assess the effect of teacher professional development:
1. Long term with RCT
2. Is the teacher using a practice that we know is effective? And are they doing it again and again?

Taking PD to classrooms
Giving space for teachers to practice before they implement something in schools.
Habit Change: Keeping reminders so that you don't forget during class.

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Ankita:

1. Core Academic Unit - 29 teachers working on assessment tools & developing material - Can we be of any assistance here?

2. Design initiatives in collaboration with field stakeholders: (like Chunauti & Buniyaad)
Is it possible to do a study to assess foundational SSt understandings? (what is foundational SSt understanding)
A baseline assessment like that for Social Studies can help in creating a program like C&B.

4. "create conscious & public spirited citizens who contribute to progress of human society" - vision
The vision demands a greater focus on SSt which is missing in the initiatives taken till now

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Avni:
1.Help to bridge gap between community and school by designing curriculum and learning activities that relate to everyday experiences/local environment of the learners.
2. Challenges associated with grade 9- how can we help students undergo a transition from middle to senior years.
3. Coming up with initiatives that address all the learners-  (chunauti for weakest learners)

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Outcome Orientation: We can have our contributions here by helping teachers design evidence based classrooms and assessment models.

Dropout trends: One way to address this is by introducing culturally responsive teaching and strategies for building motivation in children from adverse backgrounds (Adversity Research). But it would be great to have data on whether there is a demographic trend on dropouts.

public spirited citizens who contribute to the progress of human society:  A C3 like framework for Social Sciences to set goals and assess concrete evidences of this idea is needed for social sciences.

Note: The NGOs/Civil Society Organizations listed in the report do not Include us.

Bringing Happiness and Entrepreneurship to Social Sciences: We can play role in bridging these to Social Science Classrooms buy helping teachers design social science classrooms a venue for students practice and further their understandings on happiness and entrepreneurship.