https://karnatakaeducation.org.in/KOER/en/api.php?action=feedcontributions&user=Shreyas&feedformat=atomKarnataka Open Educational Resources - User contributions [en]2024-03-29T14:24:44ZUser contributionsMediaWiki 1.35.6https://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe_English_Modules&diff=34735Hosa Hejje Hosa Dishe English Modules2020-10-16T09:32:42Z<p>Shreyas: /* Module 11: Overcoming Patriarchy – Part 1 */</p>
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<div>== Module 1: A New Step in Introduction ==<br />
This module is designed to introduce Kishoris and Facilitators to each other. Introducing each other through fun filled activities will create a feeling that this is different from regular classes in school. By using digital content (subject) to build a story on the spot will help Kishoris to overcome shyness and hesitation towards technology. This in turn will create excitement in them regarding our programs. [https://karnatakaeducation.org.in/KOER/index.php/Module_1_A_New_Step_in_Introduction Click here for more......]<br />
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== Module 2: My Challenges, Our Challenges Indeed ==<br />
Adolescence challenges can create a lot of confusion and anxiety. Discussing with their friends, and having group discussions can help the Kishoris realize that the challenges are not their own but all have the same challenges. Having activities in circle using the charts will help in understanding where Kishoris have interest in their daily life. (Duration: 160 mins). [https://karnatakaeducation.org.in/KOER/index.php/Module_2:_My_Challenges,_Our_Challenges_Indeed Click here for more......]<br />
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== Module 3: Adolescence - An Explanation ==<br />
In the previous module, adolescent girls (hereafter referred to as Kishoris) have identified their concerns and realized that these are problems of all Kishoris. In this module, we present these problems as role plays. Then, we have group discussions on why and in what age these problems tend to occur frequently. The role plays would be based only on the problems discussed by the Kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_3:_Adolescence_-_An_Explanation Click here for more...]<br />
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== Module 5: Audio Recording Basics – Part 2 ==<br />
Learning technology helps Kishoris explore many different opportunities. With use of Audio Recoding Kishoris can gain Self Confidence, and the technology can be used by them too. Along with Audio recording, encouraging Kishoris to talk on various topic will enhance their communication skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_5:_Audio_Recording_Basics_%E2%80%93_Part_2 Click here for more...]<br />
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== Module 6: Audio Recordings Basics – Part 3 ==<br />
Providing opportunity to Kishoris to know about technology and explore different possibilities to learn. By using Audio recording Kishoris will have confidence that we can also use the technology. Along with Audio recording, Kishoris should be encouraged to learn to express and talk about different topics to develop different skills. [https://karnatakaeducation.org.in/KOER/index.php/Module_6:_Audio_Recordings_Basics_%E2%80%93_Part_3 Click here for more...]<br />
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== Module 7: Patriarchal Messages Part 1 ==<br />
In the previous weeks, Kishoris learnt about adolescence and their problems, continuing this, discussions on patriarchy will also be started from this week - as part of this, discussion on body image. The propaganda of various products, costumes and advertisements with actresses and the imagery which make Kishoris think about their body and the body image is the main intention of this module. [https://karnatakaeducation.org.in/KOER/index.php/Module_7:_Patriarchal_Messages_Part_1 Click here for more...]<br />
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== Module 8: Patriarchial Messages – Part 2 ==<br />
In the previous weeks the Kishoris have discussed how women have been portrayed in the advertisements. This week continuing the discussion forward we will see how men are portrayed in the advertisements, so the objective of this module would be to convey the message on patriarchal issue. [https://karnatakaeducation.org.in/KOER/index.php/Module_8:_Patriarchial_Messages_%E2%80%93_Part2 Click here for more...]<br />
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== Module 9: Patriarchal Messages Part 3 ==<br />
In the past two weeks Kishoris had a discussion on how men and women are portrayed in Advertisements. In this week’s discussion Kishoris will be able to identify the differences in the type of questions presented in front of actor-actresses in interviews. They will also identify which person has what/how much power and influence on them in their family. The main motive of this module is that through all these activities Kishoris will discuss and understand their value and rights in the family. [https://karnatakaeducation.org.in/KOER/index.php/Module_9:_Patriarchal_Messages_Part_3 Click here for more...]<br />
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== Module 11: Overcoming Patriarchy – Part 1 ==<br />
Over the previous weeks, kishoris have learnt what patriarchy is and discussed how it gives men higher privileges. They have understood the possibilities of overcoming patriarchy through scenes from movies and through people in their own lives too. This week, by means of viewing movie scenes and analyzing them, kishoris will speak about overcoming patriarchy. Having these discussions by using funny videos will help effectively reach out to kishoris. [https://karnatakaeducation.org.in/KOER/index.php/Module_11:_Overcoming_Patriarchy_%E2%80%93_Part_1 Click here for more...]<br />
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==Pictures==<br />
<img src="https://live.staticflickr.com/65535/48432435716_c6644d09fe_b.jpg" width="350" height="300" alt="GHGHS "><br />
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[https://flic.kr/s/aHsmFHbGPV for more click here...]<br />
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{{Youtube<br />
|jsBTOlFKeyg|250|400}}<br />
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[[ವರ್ಗ:ಹೊಸ ಹೆಜ್ಜೆ ಹೊಸ ದಿಶೆ]]<br />
[[ವರ್ಗ:ಗಂಗಮ್ಮ ಹೊಂಬೆಗೌಡ ಬಾಲಕಿಯರ ಪ್ರೌಢ ಶಾಲೆ]]<br />
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[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=32503St Anne's Girls High School, Halasuru - Modules2019-11-07T05:09:04Z<p>Shreyas: /* Module 3 Rapport Building Part-2 */</p>
<hr />
<div>=Module 1 Rapport Building Part - 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [[St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 1|click here for more......]]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [[St Anne's Girls High School, Halasuru Module 2 - Co-Creation|click here for more...]]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [[St Anne's Girls High School, Halasuru module 3 Rapport Building Part-2|click here for more...]]<br />
<br />
=Module 4 Vox Populi=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. [[St Anne's Girls High School, Halasuru Module 4 Module 4 Vox Populi|click here for more...]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=32502St Anne's Girls High School, Halasuru - Modules2019-11-07T05:08:18Z<p>Shreyas: /* Module 2 Co-Creation */</p>
<hr />
<div>=Module 1 Rapport Building Part - 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [[St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 1|click here for more......]]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [[St Anne's Girls High School, Halasuru Module 2 - Co-Creation|click here for more...]]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2 click here for more...]<br />
<br />
=Module 4 Vox Populi=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. [[St Anne's Girls High School, Halasuru Module 4 Module 4 Vox Populi|click here for more...]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=32501St Anne's Girls High School, Halasuru - Modules2019-11-07T05:05:12Z<p>Shreyas: /* Module 1 Rapport Building Part - 1 */</p>
<hr />
<div>=Module 1 Rapport Building Part - 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [[St Anne's Girls High School, Halasuru Module 1 Rapport Building Part 1|click here for more......]]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2 click here for more...]<br />
<br />
=Module 4 Vox Populi=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. [[St Anne's Girls High School, Halasuru Module 4 Module 4 Vox Populi|click here for more...]]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32236Karnataka Public School, Basavanagudi2019-10-31T07:55:14Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
{{#widget:FlickrSetShow<br />
|user_id=itfc.h2hd<br />
|set_id=72157711169040406<br />
|width=700<br />
|height=400<br />
}}<br />
|}<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32231Karnataka Public School, Basavanagudi2019-10-31T07:39:56Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|<br />
|}<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32230Karnataka Public School, Basavanagudi2019-10-31T07:37:41Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|{{Flickr|72157711169040406|650|400}}<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|<br />
|}<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32224Karnataka Public School, Basavanagudi2019-10-31T07:15:19Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|{{Flickr|72157711169040406}}<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|<br />
|}<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32223Karnataka Public School, Basavanagudi2019-10-31T07:12:44Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|<br />
|}<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=32133Hosa Hejje Hosa Dishe2019-10-29T13:31:37Z<p>Shreyas: </p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Audio resource - What is food to you?]<br />
<br />
== School based Modules ==<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಗಂಗಮ್ಮ_ಹೊಂಬೆಗೌಡ_ಬಾಲಕಿಯರ_ಪ್ರೌಢಶಾಲೆ,_ವಿಲ್ಸನ್_ಗಾರ್ಡನ್_-_ಮಾಡ್ಯೂಲ್ಗಳು Gangamma Hombegowda Girls High School, Wilson Garden]<br />
<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಕರ್ನಾಟಕ_ಪಬ್ಲಿಕ್_ಶಾಲೆ,_ಬಸವನಗುಡಿ_-_ಮಾಡ್ಯೂಲ್ಗಳು Karnataka Public School, Basavanagudi]<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=32132Hosa Hejje Hosa Dishe2019-10-29T13:28:44Z<p>Shreyas: </p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Audio resource - What is food to you?]<br />
<br />
== School based Modules ==<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಗಂಗಮ್ಮ_ಹೊಂಬೆಗೌಡ_ಬಾಲಕಿಯರ_ಪ್ರೌಢಶಾಲೆ,_ವಿಲ್ಸನ್_ಗಾರ್ಡನ್_-_ಮಾಡ್ಯೂಲ್ಗಳು Gangamma Hombegowda Girls High School, Wilson Garden]<br />
[https://www.youtube.com yotube]<br />
<br />
[https://karnatakaeducation.org.in/KOER/index.php/ಕರ್ನಾಟಕ_ಪಬ್ಲಿಕ್_ಶಾಲೆ,_ಬಸವನಗುಡಿ_-_ಮಾಡ್ಯೂಲ್ಗಳು Karnataka Public School, Basavanagudi]<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru&diff=32017St Anne's Girls High School, Halasuru2019-10-25T12:14:42Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9737606,77.6237003 ~ St Anne's girls High School ~ Halasuru ~ SchoolMarker.png }}}}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ / Student Strength}}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|62<br />
|<br />
|-<br />
|8TH B<br />
|ENGLISH<br />
|60<br />
|<br />
|-<br />
|8TH C<br />
|ENGLISH<br />
|59<br />
|<br />
|-<br />
|8TH D<br />
|ENGLISH<br />
|77<br />
|<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|60<br />
|<br />
|-<br />
|9TH B<br />
|ENGLISH<br />
|59<br />
|<br />
|-<br />
|9TH C<br />
|ENGLISH<br />
|61<br />
|<br />
|-<br />
|9TH D<br />
|ENGLISH<br />
|53<br />
|<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|54<br />
|<br />
|-<br />
|10TH B<br />
|ENGLISH<br />
|55<br />
|<br />
|-<br />
|10TH C<br />
|ENGLISH<br />
|54<br />
|<br />
|-<br />
|10TH D<br />
|ENGLISH<br />
|64<br />
|<br />
|-<br />
|<br />
|'''Total'''<br />
|718<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|[[File:St.anns Playground.jpg|thumb|350x350px]]<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|-<br />
|[[File:St.anns school.jpg|thumb|350x350px]]<br />
|<br />
|}<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About St Anne's girls high school}}<br />
! style="width: 50%;" |{{Color-table|theme=3|title=ಶಾಲಾ ಪ್ರೊಫೈಲ್ / School Profile}}<br />
|-<br />
|{{Color-table|theme=7|title=Teacher interaction}}<br />
|{{Color-table|theme=8|title=Observations and analysis}}<br />
|}<br />
<br />
[[Category:TCOL Phase 3]]<br />
[[Category:TCOL]]<br />
[[Category:Bengaluru South]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32016Karnataka Public School, Basavanagudi2019-10-25T12:07:32Z<p>Shreyas: </p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
<img src="https://live.staticflickr.com/65535/48835571366_3097ab0950_b.jpg" width="400" height="280" alt="Karnataka Public School, Basavanagudi"><br />
|<br />
|}<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32015Karnataka Public School, Basavanagudi2019-10-25T12:06:20Z<p>Shreyas: /* Educational Infrastructure */</p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
<img src="https://live.staticflickr.com/65535/48835571366_3097ab0950_b.jpg" width="400" height="280" alt="Karnataka Public School, Basavanagudi"><br />
|<br />
|-<br />
|<br />
|<br />
|-<br />
|<br />
|<br />
|}<br />
{| class="wikitable"<br />
|-<br />
|{{Color-table|theme=7|title=Teacher interaction}}<br />
|{{Color-table|theme=8|title=Observations and analysis}}<br />
|}<br />
<br />
[[Category:Bengaluru South]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32003Karnataka Public School, Basavanagudi2019-10-18T05:12:45Z<p>Shreyas: /* Educational Infrastructure */</p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
|}<br />
{|<br />
|-<br />
|<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=6|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಕ್ಷೇಮದೆಡೆಗೆ / Towards student Welfare}}<br />
|}<br />
{| class="wikitable"<br />
!ವಿವರ<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|ಉಚಿತ ಪಠ್ಯ ಪುಸ್ತಕ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಉಚಿತ ಸಮವಸ್ತ್ರ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|-<br />
|ಅಕ್ಷರ ದಾಸೋಹ ಸೌಲಭ್ಯ ಪಡೆದಿರುವ ಮಕ್ಕಳ ಸಂಖ್ಯೆ<br />
|187<br />
| -<br />
|187<br />
|}<br />
|}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೯-20 / Student Strength2019-20}}<br />
|}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|<br />
|-<br />
|<br />
|-<br />
|<br />
|<br />
|}<br />
{| class="wikitable"<br />
! style="width: 50%;" |<br />
! style="width: 50%;" |{{Color-table|theme=3|title=ಶಾಲಾ ಪ್ರೊಫೈಲ್ / School Profile}}<br />
|-<br />
|{{Color-table|theme=7|title=Teacher interaction}}<br />
|{{Color-table|theme=8|title=Observations and analysis}}<br />
|}<br />
<br />
[[Category:H2HD]]<br />
[[Category:Bengaluru South]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Karnataka_Public_School,_Basavanagudi&diff=32002Karnataka Public School, Basavanagudi2019-10-18T04:34:38Z<p>Shreyas: /* Educational Infrastructure */</p>
<hr />
<div>{{Color-box|12|ಶಾಲೆ ನೆಲೆಸಿರುವ ನಕ್ಷೆ / School Location Map|{{#MultiMaps: marker = 12.9427229,77.5747089 ~ Karnataka Public School ~ Basavanagudi ~ SchoolMarker.png }}}}<br />
<br />
== Educational Infrastructure ==<br />
{|<br />
|- style="width: 50%;"<br />
|{{Color-table|theme=4|title=ವಿದ್ಯಾರ್ಥಿಗಳ ಸಂಖ್ಯಾಬಲ ೨೦೧೮-೧೯ / Student Strength2018-19}}<br />
|-<br />
|<br />
{| class="wikitable"<br />
!Class<br />
!Medium<br />
!Girls<br />
!Boys<br />
!Total!<br />
|-<br />
|8th A<br />
|ENGLISH<br />
|26<br />
| -<br />
|26<br />
|-<br />
|8TH B<br />
|KANNADA<br />
|18<br />
| -<br />
|18<br />
|-<br />
|9TH A<br />
|ENGLISH<br />
|38<br />
| -<br />
|38<br />
|-<br />
|9TH B<br />
|KANNADA<br />
|32<br />
| -<br />
|32<br />
|-<br />
|10TH A<br />
|ENGLISH<br />
|43<br />
| -<br />
|43<br />
|-<br />
|10TH B<br />
|KANNADA<br />
|30<br />
| -<br />
|30<br />
|-<br />
|<br />
|'''Total'''<br />
|187<br />
| -<br />
|187<br />
|}<br />
|-<br />
|{{Color-table|theme=5|title=ಶಿಕ್ಷಕರ ಮಾಹಿತಿ / Teacher Profile}}<br />
{| class="wikitable"<br />
|'''Teacher name'''<br />
|'''Qualification'''<br />
|'''Subject'''<br />
|-<br />
|Mala M<br />
|<br />
|English<br />
social<br />
<br />
sience<br />
|-<br />
|R Manjula<br />
|<br />
|Social <br />
science<br />
|-<br />
|M.V Vijayalakshmi Nagaral<br />
|<br />
|Social <br />
Science<br />
|-<br />
|Haseeen Taj G<br />
|<br />
|Urdu<br />
|-<br />
|N Shylaja<br />
|<br />
|Maths<br />
Science<br />
|-<br />
|Jayalakshmi Hegde<br />
|<br />
|Sanskrit<br />
|-<br />
|Nagaveni<br />
|<br />
|Science<br />
|-<br />
|B.A. Shashikala<br />
|<br />
|Maths <br />
Science<br />
|-<br />
|K N Narendra Babu<br />
|<br />
|English<br />
|-<br />
|G N Vasuki<br />
|<br />
|Kannada<br />
|-<br />
|Thasleema<br />
|<br />
|Hindi<br />
|-<br />
|S Bhuvaneshwari<br />
|<br />
|Drawing<br />
|-<br />
|G S Renukamba<br />
|<br />
|Tailoring <br />
|-<br />
|Devareddy N Chinchali<br />
|<br />
|Music<br />
|-<br />
|Indu<br />
|<br />
|AM<br />
|-<br />
|<br />
|<br />
|<br />
|}<br />
|<br />
|-<br />
|{{Color-table|theme=13|title=ಆಟದ ಮೈದಾನ / Playground}}<br />
|{{Color-table|theme=13|title=ICT ಪ್ರಯೋಗಾಲಯ / ICT Lab}}<br />
|-<br />
|<br />
|<br />
|-<br />
|{{Color-table|theme=15|title=ಗ್ರಂಥಾಲಯ / Library }}<br />
|{{Color-table|theme=13|title=Photos and resources}}<br />
|<br />
|-<br />
|<br />
|-<br />
|<br />
|<br />
|}<br />
{| class="wikitable"<br />
! style="width: 50%;" |{{Color-table|theme=2|title=ನಮ್ಮ ಶಾಲೆಯ ಬಗ್ಗೆ / About Karnataka Public School}}<br />
! style="width: 50%;" |{{Color-table|theme=3|title=ಶಾಲಾ ಪ್ರೊಫೈಲ್ / School Profile}}<br />
|-<br />
|{{Color-table|theme=7|title=Teacher interaction}}<br />
|{{Color-table|theme=8|title=Observations and analysis}}<br />
|}<br />
<br />
[[Category:H2HD]]<br />
[[Category:Bengaluru South]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=31900St Anne's Girls High School, Halasuru Module 4- Vox Populi2019-10-07T19:06:14Z<p>Shreyas: /* Procress */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence.<br />
<br />
Facilitator: Karthik<br />
<br />
Co-Facilitator: Anusha, Aparna, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time available is 40 minutes.<br />
# Number of absentess may be more due to holidays.<br />
# In the last 3 sessions Kishoris have been asked to write something using chart and sketchpen or on paper. They may be thinking in this we would do the same in this session as well.<br />
# Activities can’t be done outside the classrooms. Grounds are occupied by one or the other class.<br />
# Kishoris found the last module boring because of various components- our silence, facilitator turning into teacher and so on.<br />
<br />
=Objective=<br />
# To use the vox pop to trigger a conversation around food.<br />
# To use technology which might make them open up in real sense..<br />
<br />
=Procress=<br />
The session will start with greetings the Kishoris (by gesturing and by showing cards from the previous session)<br />
<br />
Placards of the norms are also shown.<br />
<br />
Kishoris are asked to recall what happened in previous session. Assumption is that the Kishoris would tell the points one by one. If they don’t respond Facilitators probe them by telling them, “We started the session by greeting them silently and communicating with placards.”<br />
<br />
Few common points that Kishoris worte in the previous session will be shared in front of everyone and this will be concluded by saying,<br />
<br />
“We are happy to know that majority of you wrote about higher studies and working in different settings like doctor, teacher and so on. We wish you all the very best for achieving what you imagined.”<br />
<br />
After this the facilitator will ask for 12 volunteers. After choosing the volunteers they will be asked to be seated where they are and told that the instruction will be given later.<br />
<br />
A vox pop on food is created by asking, “What is food to you?” to everybody in the office. It will be in different languages and funny songs are also added in between to make it interesting. <br />
Audio of vox pop will be played in front of the Kishoris.<br />
<br />
'''[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Link for the vox pop]'''<br />
<br />
After playing vox pop Kishoris will be asked to tell their view on the audio.<br />
<br />
Following questions can be used as examples <br />
“How was it?”,<br />
“What did you like in this audio?”<br />
There may be question on why this audio was played. Facilitator will tell them to keep listening to the audio and their question will be answered. <br />
12 volunteers are asked to come forward. 4 faciltators will ask, “What is food to you?” in Telugu, Tamil, Kannada, and English to 4 Kishoris each.<br />
<br />
Depending on the time remaining, volunteers will ask the others the same question.<br />
<br />
Facilitator will conclude the session by saying the following to reaffirm what do we do in the program and why it was necessary for the team to be silent in the previous session.<br />
<br />
“From the of the program we have been talking about co-creation. And we just went throught the process of co-creation. From our end we created the audio and you told what is food to you. In this process you got to know little bit about us, and we got to know little bit about you. This is the basic element of the program.”<br />
“Thank you very much for all the volunteers. From past 2 sessions it was chaotic and it resulted in us being silent. Therefore nothing was created. But, thank you all of you for today, because we could co-create something this week.”<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# Speaker 1<br />
# Laptop with audio editing software (audacity)<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris and ask the questions to volunteers<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Vox pop created on food<br />
<br />
=Outputs=<br />
Kishoris’ points on food.</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=31899St Anne's Girls High School, Halasuru Module 4- Vox Populi2019-10-07T19:04:14Z<p>Shreyas: /* Materials Required */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence.<br />
<br />
Facilitator: Karthik<br />
<br />
Co-Facilitator: Anusha, Aparna, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time available is 40 minutes.<br />
# Number of absentess may be more due to holidays.<br />
# In the last 3 sessions Kishoris have been asked to write something using chart and sketchpen or on paper. They may be thinking in this we would do the same in this session as well.<br />
# Activities can’t be done outside the classrooms. Grounds are occupied by one or the other class.<br />
# Kishoris found the last module boring because of various components- our silence, facilitator turning into teacher and so on.<br />
<br />
=Objective=<br />
# To use the vox pop to trigger a conversation around food.<br />
# To use technology which might make them open up in real sense..<br />
<br />
=Procress=<br />
The session will start with greetings the Kishoris (by gesturing and by showing cards from the previous session)<br />
<br />
Placards of the norms are also shown.<br />
<br />
Kishoris are asked to recall what happened in previous session. Assumption is that the Kishoris would tell the points one by one. If they don’t respond Facilitators probe them by telling them, “We started the session by greeting them silently and communicating with placards.”<br />
<br />
Few common points that Kishoris worte in the previous session will be shared in front of everyone and this will be concluded by saying,<br />
<br />
“We are happy to know that majority of you wrote about higher studies and working in different settings like doctor, teacher and so on. We wish you all the very best for achieving what you imagined.”<br />
<br />
After this the facilitator will ask for 12 volunteers. After choosing the volunteers they will be asked to be seated where they are and told that the instruction will be given later.<br />
<br />
A vox pop on food is created by asking, “What is food to you?” to everybody in the office. It will be in different languages and funny songs are also added in between to make it interesting. <br />
Audio of vox pop will be played in front of the Kishoris.<br />
<br />
Link for the vox pop<br />
<br />
After playing vox pop Kishoris will be asked to tell their view on the audio.<br />
<br />
Following questions can be used as examples <br />
“How was it?”,<br />
“What did you like in this audio?”<br />
There may be question on why this audio was played. Facilitator will tell them to keep listening to the audio and their question will be answered. <br />
12 volunteers are asked to come forward. 4 faciltators will ask, “What is food to you?” in Telugu, Tamil, Kannada, and English to 4 Kishoris each.<br />
<br />
Depending on the time remaining, volunteers will ask the others the same question.<br />
<br />
Facilitator will conclude the session by saying the following to reaffirm what do we do in the program and why it was necessary for the team to be silent in the previous session.<br />
<br />
“From the of the program we have been talking about co-creation. And we just went throught the process of co-creation. From our end we created the audio and you told what is food to you. In this process you got to know little bit about us, and we got to know little bit about you. This is the basic element of the program.”<br />
“Thank you very much for all the volunteers. From past 2 sessions it was chaotic and it resulted in us being silent. Therefore nothing was created. But, thank you all of you for today, because we could co-create something this week.”<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# Speaker 1<br />
# Laptop with audio editing software (audacity)<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris and ask the questions to volunteers<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Vox pop created on food<br />
<br />
=Outputs=<br />
Kishoris’ points on food.</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=31898St Anne's Girls High School, Halasuru Module 4- Vox Populi2019-10-07T19:02:00Z<p>Shreyas: /* Summary */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence.<br />
<br />
Facilitator: Karthik<br />
<br />
Co-Facilitator: Anusha, Aparna, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time available is 40 minutes.<br />
# Number of absentess may be more due to holidays.<br />
# In the last 3 sessions Kishoris have been asked to write something using chart and sketchpen or on paper. They may be thinking in this we would do the same in this session as well.<br />
# Activities can’t be done outside the classrooms. Grounds are occupied by one or the other class.<br />
# Kishoris found the last module boring because of various components- our silence, facilitator turning into teacher and so on.<br />
<br />
=Objective=<br />
# To use the vox pop to trigger a conversation around food.<br />
# To use technology which might make them open up in real sense..<br />
<br />
=Procress=<br />
The session will start with greetings the Kishoris (by gesturing and by showing cards from the previous session)<br />
<br />
Placards of the norms are also shown.<br />
<br />
Kishoris are asked to recall what happened in previous session. Assumption is that the Kishoris would tell the points one by one. If they don’t respond Facilitators probe them by telling them, “We started the session by greeting them silently and communicating with placards.”<br />
<br />
Few common points that Kishoris worte in the previous session will be shared in front of everyone and this will be concluded by saying,<br />
<br />
“We are happy to know that majority of you wrote about higher studies and working in different settings like doctor, teacher and so on. We wish you all the very best for achieving what you imagined.”<br />
<br />
After this the facilitator will ask for 12 volunteers. After choosing the volunteers they will be asked to be seated where they are and told that the instruction will be given later.<br />
<br />
A vox pop on food is created by asking, “What is food to you?” to everybody in the office. It will be in different languages and funny songs are also added in between to make it interesting. <br />
Audio of vox pop will be played in front of the Kishoris.<br />
<br />
Link for the vox pop<br />
<br />
After playing vox pop Kishoris will be asked to tell their view on the audio.<br />
<br />
Following questions can be used as examples <br />
“How was it?”,<br />
“What did you like in this audio?”<br />
There may be question on why this audio was played. Facilitator will tell them to keep listening to the audio and their question will be answered. <br />
12 volunteers are asked to come forward. 4 faciltators will ask, “What is food to you?” in Telugu, Tamil, Kannada, and English to 4 Kishoris each.<br />
<br />
Depending on the time remaining, volunteers will ask the others the same question.<br />
<br />
Facilitator will conclude the session by saying the following to reaffirm what do we do in the program and why it was necessary for the team to be silent in the previous session.<br />
<br />
“From the of the program we have been talking about co-creation. And we just went throught the process of co-creation. From our end we created the audio and you told what is food to you. In this process you got to know little bit about us, and we got to know little bit about you. This is the basic element of the program.”<br />
“Thank you very much for all the volunteers. From past 2 sessions it was chaotic and it resulted in us being silent. Therefore nothing was created. But, thank you all of you for today, because we could co-create something this week.”<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# Speaker 1<br />
# Laptop with audio editing software (audacity)</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=31897St Anne's Girls High School, Halasuru Module 4- Vox Populi2019-10-07T18:53:47Z<p>Shreyas: </p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence.<br />
<br />
Facilitator: Karthik<br />
<br />
Co-Facilitator: Anusha, Aparna, Shreyas</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_4-_Vox_Populi&diff=31896St Anne's Girls High School, Halasuru Module 4- Vox Populi2019-10-07T18:53:15Z<p>Shreyas: Created blank page</p>
<hr />
<div></div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31895St Anne's Girls High School, Halasuru - Modules2019-10-07T18:51:43Z<p>Shreyas: </p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2 click here for more...]<br />
<br />
=Module 4 Vox Populi=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. click here for more...<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31894St Anne's Girls High School, Halasuru - Modules2019-10-07T18:51:13Z<p>Shreyas: /* Module 3 Rapport Building Part-2 */</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2 click here for more...]<br />
<br />
=Module 4 Vox Populi=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking will make Kishoris comfortable with us and also build their excitement to work with us. Audio contents on a simple topic like food can help in visualisation and articualtion. Usage of technology will also trigger interests in Kishoris and help them in opening upto us before venturing into serious topics of adolescence. click here for more...<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=31893St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22019-10-07T18:35:52Z<p>Shreyas: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.<br />
<br />
Facilitator: Anusha <br />
<br />
Co-Facilitator:Aparna, Karthik, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time 40 minutes.<br />
# Can’t take Kishoris outside classroom as there will be one or the other section using the playground.<br />
# There are 59 Kishoris.<br />
# There is disturbance from other class Kishoris who come and stand near the window and try to talk to Kishoris.<br />
# Difficult to take extra time as the other school extra-curricular activities are scheduled after school<br />
# Since we are new to the school and the rapport with the school is not built we can show videos but can’t use any other technical equipment.<br />
# We need to take control of the class while establishing that it is not a normal class but the discipline should be maintained.<br />
# Classroom is small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
=Objective=<br />
# To negotiate with the Kishoris to listen to facilitators and agree and follow the norms.<br />
# To counter noise with silence from our side.<br />
<br />
<br />
=Process=<br />
The session will start by entering the class and greeting them in silence. Facilitators body language will be happy one and mirroring Kishoris’ emotion, but they will remain silent. <br />
After the commotion has died down, The charts will be shown in silent.<br />
<br />
Content in the charts will be as following:<br />
<br />
# Hello all – greetings '''1 minute'''<br />
# We have decided to be silent for sometime – why is this, we will tell you later '''20 seconds'''<br />
# Last time we agreed we would all follow certain norms, they are – We will not interrupt others while they are speaking, we will not ridicule or make fun of our friends who are speaking, we will lift our hand in case we wish to speak, and we will not disrespect the time we have got together by being distracted or by distracting others, '''2.30 minute'''<br />
# Choose one person from each desk, who can get up and share/speak in '''2 minutes''' <br />
# Are you done? '''1 minute'''<br />
# Each desk representative, share about the last class (recap) one by one <br />
# Please share one point each '''8.30 minutes'''<br />
# If they dont start speaking, then a chart will be shown which shows how the previous session started. <br />
# Shall we start speaking? <br />
# But we will become silent if the norms are broken. <br />
# Deal?<br />
<br />
A conclusion on previous session’s activity will be done by saying “As you saw, each group last week shared a different story and different line up of pictures. Even though the pictures were same in two sub-groups, different stories were thought of. Based on this we can say how creative you all are and how we all co created the picture based stories. We will continue to explore avenues for effective co creation in all our classes/sessions.” 2 minutes<br />
After this A4 sheets are distributed and Kishoris are asked to think of the following<br />
<br />
“Close your eyes”<br />
“ Just imagine, this is year 2026, if you are 14 or 15 now then you will be 20 or 21, just imagine where you will be, what you will be doing, who is there in your life, how does this future seem to you?”. '''5 minutes'''<br />
<br />
After the imagination Kishoris are asked to write about their imagination. '''10 minutes'''<br />
<br />
Once the writing is done all the sheets are collected. <br />
<br />
Conclusion is done by saying, “We will collate this and bring it next week. It is exciting to think of all the things imagined by all of you.” '''5 minutes'''<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# A4 sheets - 60<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Narrative to imagine future<br />
<br />
=Outputs=<br />
Imagination of Kishoris written in A4 sheets<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31892St Anne's Girls High School, Halasuru - Modules2019-10-07T18:35:42Z<p>Shreyas: /* Module 3 Rapport Building Part-2 */</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2 click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=31891St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22019-10-07T18:34:46Z<p>Shreyas: /* Process */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.<br />
<br />
Facilitator: Anusha <br />
<br />
Co-Facilitator:Aparna, Karthik, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time 40 minutes.<br />
# Can’t take Kishoris outside classroom as there will be one or the other section using the playground.<br />
# There are 59 Kishoris.<br />
# There is disturbance from other class Kishoris who come and stand near the window and try to talk to Kishoris.<br />
# Difficult to take extra time as the other school extra-curricular activities are scheduled after school<br />
# Since we are new to the school and the rapport with the school is not built we can show videos but can’t use any other technical equipment.<br />
# We need to take control of the class while establishing that it is not a normal class but the discipline should be maintained.<br />
# Classroom is small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
=Objective=<br />
# To negotiate with the Kishoris to listen to facilitators and agree and follow the norms.<br />
# To counter noise with silence from our side.<br />
<br />
<br />
=Process=<br />
The session will start by entering the class and greeting them in silence. Facilitators body language will be happy one and mirroring Kishoris’ emotion, but they will remain silent. <br />
After the commotion has died down, The charts will be shown in silent.<br />
<br />
Content in the charts will be as following:<br />
<br />
# Hello all – greetings '''1 minute'''<br />
# We have decided to be silent for sometime – why is this, we will tell you later '''20 seconds'''<br />
# Last time we agreed we would all follow certain norms, they are – We will not interrupt others while they are speaking, we will not ridicule or make fun of our friends who are speaking, we will lift our hand in case we wish to speak, and we will not disrespect the time we have got together by being distracted or by distracting others, '''2.30 minute'''<br />
# Choose one person from each desk, who can get up and share/speak in '''2 minutes''' <br />
# Are you done? '''1 minute'''<br />
# Each desk representative, share about the last class (recap) one by one <br />
# Please share one point each '''8.30 minutes'''<br />
# If they dont start speaking, then a chart will be shown which shows how the previous session started. <br />
# Shall we start speaking? <br />
# But we will become silent if the norms are broken. <br />
# Deal?<br />
<br />
A conclusion on previous session’s activity will be done by saying “As you saw, each group last week shared a different story and different line up of pictures. Even though the pictures were same in two sub-groups, different stories were thought of. Based on this we can say how creative you all are and how we all co created the picture based stories. We will continue to explore avenues for effective co creation in all our classes/sessions.” 2 minutes<br />
After this A4 sheets are distributed and Kishoris are asked to think of the following<br />
<br />
“Close your eyes”<br />
“ Just imagine, this is year 2026, if you are 14 or 15 now then you will be 20 or 21, just imagine where you will be, what you will be doing, who is there in your life, how does this future seem to you?”. '''5 minutes'''<br />
<br />
After the imagination Kishoris are asked to write about their imagination. '''10 minutes'''<br />
<br />
Once the writing is done all the sheets are collected. <br />
<br />
Conclusion is done by saying, “We will collate this and bring it next week. It is exciting to think of all the things imagined by all of you.” '''5 minutes'''<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# A4 sheets - 60<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Narrative to imagine future<br />
<br />
=Outputs=<br />
Imagination of Kishoris written in A4 sheets</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=31890St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22019-10-07T18:28:18Z<p>Shreyas: /* Background */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.<br />
<br />
Facilitator: Anusha <br />
<br />
Co-Facilitator:Aparna, Karthik, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.<br />
<br />
=Assumptions=<br />
# Total time 40 minutes.<br />
# Can’t take Kishoris outside classroom as there will be one or the other section using the playground.<br />
# There are 59 Kishoris.<br />
# There is disturbance from other class Kishoris who come and stand near the window and try to talk to Kishoris.<br />
# Difficult to take extra time as the other school extra-curricular activities are scheduled after school<br />
# Since we are new to the school and the rapport with the school is not built we can show videos but can’t use any other technical equipment.<br />
# We need to take control of the class while establishing that it is not a normal class but the discipline should be maintained.<br />
# Classroom is small and there isn’t enough space in the class room to make Kishoris move around.<br />
<br />
=Objective=<br />
# To negotiate with the Kishoris to listen to facilitators and agree and follow the norms.<br />
# To counter noise with silence from our side.<br />
<br />
<br />
=Process=<br />
The session will start by entering the class and greeting them in silence. Facilitators body language will be happy one and mirroring Kishoris’ emotion, but they will remain silent. <br />
After the commotion has died down, The charts will be shown in silent.<br />
<br />
Content in the charts will be as following:<br />
<br />
# Hello all – greetings 1 minute<br />
# We have decided to be silent for sometime – why is this, we will tell you later 20 seconds<br />
# Last time we agreed we would all follow certain norms, they are – We will not interrupt others while they are speaking, we will not ridicule or make fun of our friends who are speaking, we will lift our hand in case we wish to speak, and we will not disrespect the time we have got together by being distracted or by distracting others, 2.30 minute<br />
# Choose one person from each desk, who can get up and share/speak in 2 minutes <br />
# Are you done? 1 minute<br />
# Each desk representative, share about the last class (recap) one by one<br />
# Please share one point each 8.30 minutes<br />
# If they dont start speaking, then a chart will be shown which shows how the previous session started. <br />
# Shall we start speaking? <br />
# But we will become silent if the norms are broken. <br />
# Deal?<br />
<br />
A conclusion on previous session’s activity will be done by saying “As you saw, each group last week shared a different story and different line up of pictures. Even though the pictures were same in two sub-groups, different stories were thought of. Based on this we can say how creative you all are and how we all co created the picture based stories. We will continue to explore avenues for effective co creation in all our classes/sessions.” 2 minutes<br />
After this A4 sheets are distributed and Kishoris are asked to think of the following<br />
<br />
“Close your eyes”<br />
“ Just imagine, this is year 2026, if you are 14 or 15 now then you will be 20 or 21, just imagine where you will be, what you will be doing, who is there in your life, how does this future seem to you?”. 5 minutes<br />
<br />
After the imagination Kishoris are asked to write about their imagination. 10 minutes<br />
<br />
Once the writing is done all the sheets are collected. <br />
<br />
Conclusion is done by saying, “We will collate this and bring it next week. It is exciting to think of all the things imagined by all of you.” 5 minutes<br />
<br />
=Materials Required=<br />
# Chart with silent messages<br />
# A4 sheets - 60<br />
<br />
=Facilitators Required – 4=<br />
1 main facilitator and 3 facilitators to handle big number of Kishoris<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
# Chart with silent messages<br />
# Narrative to imagine future<br />
<br />
=Outputs=<br />
Imagination of Kishoris written in A4 sheets</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=31889St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22019-10-07T18:14:54Z<p>Shreyas: /* Summary */</p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.<br />
<br />
Facilitator: Anusha <br />
<br />
Co-Facilitator:Aparna, Karthik, Shreyas<br />
<br />
=Background=<br />
The students at St.Anne’s are used to the highly disciplined and monitored classes. We have told the Kishoris that we are not their teachers and Hosa Hejje Hosa Dishe is not a typical classroom session. This inherently might have made Kishoris think that they don’t have to maintain discipline that is demanded in the other classes which might be causing the commotion that is been seen in the classroom. Since the amount of time that H2HD team spends in the school is only 40 minutes per week and Kishoris are not used to the type of facilitation that the team is trying to do, building the rapport between facilitators and Kishoris has become challenging.. The school also has to accommodate different co-curricular activities along with the life skills session that the management intends to conduct, hence there is little scope to extend the allotted time. Kishoris also participate in various events and activities happening in the school, making team’s visit to the school irregular. Rapport building has been a slow process in this school due to above mentioned points. It is important to address these along with establishing the norms in the classroom.</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=31888St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22019-10-07T18:14:00Z<p>Shreyas: </p>
<hr />
<div>=Summary=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.<br />
<br />
Facilitator: Anusha <br />
<br />
Co-Facilitator:Aparna, Karthik, Shreyas</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_module_3_Rapport_Building_Part-2&diff=31887St Anne's Girls High School, Halasuru module 3 Rapport Building Part-22019-10-07T18:13:04Z<p>Shreyas: Created blank page</p>
<hr />
<div></div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31886St Anne's Girls High School, Halasuru - Modules2019-10-07T18:11:53Z<p>Shreyas: /* Module 2 Co-Creation */</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
<br />
=Module 3 Rapport Building Part-2=<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.click here for more...<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Curriculum_at_a_glance_-_year_1&diff=31885Curriculum at a glance - year 12019-10-07T18:10:30Z<p>Shreyas: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>{| class="wikitable"<br />
|'''Week'''<br />
|'''Module'''<br />
|'''Objectives of the module'''<br />
|-<br />
|1<br />
|Rapport building<br />
|<nowiki>- Establish what we will do in this project in an attractive manner (our identity)</nowiki><br />
<br />
- Build their excitement to work with us<br />
|-<br />
|2<br />
|<br />
|<br />
|-<br />
|3<br />
|What is adolescence according to them – part 1<br />
|<nowiki>- Each adolescent girl might think issues that bother them might be their personal issues, a process of exploring it and</nowiki><br />
|-<br />
|4<br />
|<br />
|<nowiki>- Sharing with the peers with our facilitation might make them articulate and see that many of issues are common(mobility related, restrictions, fear for their safety to name a few)</nowiki><br />
<br />
- ನನ್ನ ಸವಾಲು, ನಮ್ಮಸವಾಲೇ!<br />
|-<br />
|5<br />
|What is adolescence to them – part 2<br />
|Place the common issues they are facing in front of them and explore why is this happening in increased degree now?<br />
|-<br />
|6<br />
|<br />
|<nowiki>- Steer it towards collective articulation of adolescence (we add to it)</nowiki><br />
<br />
- Meaning making and collective understanding of what adolescence is.<br />
|-<br />
|7<br />
|Audio recording - basics<br />
|To make them learn to handle the recorder/tab/smartphone for audio interviews or voice overs. <br />
|-<br />
|8<br />
|Audio recording - basics<br />
|<br />
|-<br />
|<br />
|<br />
|Break for SA1 and Dasara Holidays<br />
|-<br />
|9<br />
|Aspiration building – part 1<br />
|(by now we should have known the School system better and tweak the activities and steer it towards the least resistance) Speaking with teachers and headmasters in their new role of digital technology holders (this might reduce the resistance and increase their esteem)<br />
|-<br />
|10<br />
|Aspiration building part 2 – Who am I?<br />
|In the previous module Kishoris would have done audio interviews of their teachers and HM, now they learn how to take Photos – we will do the DST and present it to them<br />
<br />
- At the end, we will ask them to broadly share the structure of their DST<br />
|-<br />
|<br />
|Aspiration building part 3 <br />
<br />
– Identity building<br />
<br />
– Who am I?<br />
<br />
'''BODY IMAGE'''<br />
|<nowiki>- Show the DST and facilitate the process of deciding their own intellectual product (conceptualizing) share their feedback about it and the exuberance it creates to showcase their own efforts.</nowiki><br />
<br />
- BODY IMAGE -<br />
<br />
Gender and Patriarchy<br />
|-<br />
|<br />
|Body Image continued<br />
|TV, Cinema, Social media, FM, Patriarchy , Market forces...<br />
|-<br />
|<br />
|Aspiration building part 4 – Identity building – Who am I? - Where do they fit in and why<br />
|<nowiki>- Physical, social and emotional and ‘real’ (their perception) location of each Kishori</nowiki><br />
<br />
(starting this in the first week) -<br />
<br />
Understanding Society – What is it?<br />
## Social order<br />
## Political System<br />
## Citizenship<br />
Livelihoods – Options – Places – Economy – Education – Avenues – Govt Schemes<br />
|-<br />
|<br />
|<br />
|<nowiki>- Continued to explore the above – Dignity/esteem associated with their placing/location and why</nowiki><br />
<br />
-Inclusion and exclusion – male and female spaces<br />
|-<br />
|<br />
|<br />
|<nowiki>- Continued to explore the above – How does this make them feel? Is it set in stone or they can change the status quo? Explore the avenues and tactics to slowly take control over aspects that directly affect them</nowiki><br />
|-<br />
|<br />
|Articulation of ‘Who am I’ from each Kishori<br />
|<nowiki>- Combined and collective conceptual sharing of who they are (we will document this using Video)</nowiki><br />
|-<br />
|<br />
|Basics of computers learning<br />
|<nowiki>- Interacting with Ubuntu interface</nowiki><br />
<br />
- Creating folders and saving file with their names.<br />
<br />
- Basics of typing – Tux typing<br />
|-<br />
|<br />
|<br />
|<nowiki>- Typing practice to build ease</nowiki><br />
|-<br />
|<br />
|Internet and Safe spaces online<br />
|<nowiki>- Explore apps and internet closed safe spaces for kishoris to interact with each other and get more information</nowiki><br />
|}<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31884St Anne's Girls High School, Halasuru - Modules2019-10-07T18:10:11Z<p>Shreyas: /* Module 2 Co-Creation */</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
=Module 3 Rapport Building Part-2<br />
From the beginning of the program we have been talking about co-creation. And we just went through the process of co-creation. Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also build their excitement to work with us. Imagining their future and writing it down afterwards will also enable Kishoris to articulate what they thought.click here for more...<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31883Hosa Hejje Hosa Dishe2019-10-07T17:49:57Z<p>Shreyas: /* Resources */</p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
[https://soundcloud.com/hosa-hejje-hosa-dishe/vox-pop-on-what-does-food-mean Audio resource - What is food to you?]<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31882Hosa Hejje Hosa Dishe2019-10-07T17:35:43Z<p>Shreyas: /* Curriculum */</p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31881Hosa Hejje Hosa Dishe2019-10-07T17:31:31Z<p>Shreyas: </p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation. <br />
<br />
== Curriculum ==<br />
{| class="wikitable"<br />
|'''Week'''<br />
|'''Module'''<br />
|'''Objectives of the module'''<br />
|-<br />
|1<br />
|Rapport building<br />
|<nowiki>- Establish what we will do in this project in an attractive manner (our identity)</nowiki><br />
- Build their excitement to work with us<br />
|-<br />
|2<br />
|<br />
|<br />
|-<br />
|3<br />
|What is adolescence according to them – part 1<br />
|<nowiki>- Each adolescent girl might think issues that bother them might be their personal issues, a process of exploring it and</nowiki><br />
|-<br />
|4<br />
|<br />
|<nowiki>- Sharing with the peers with our facilitation might make them articulate and see that many of issues are common(mobility related, restrictions, fear for their safety to name a few)</nowiki><br />
- ನನ್ನ ಸವಾಲು, ನಮ್ಮಸವಾಲೇ!<br />
|-<br />
|5<br />
|What is adolescence to them – part 2<br />
|Place the common issues they are facing in front of them and explore why is this happening in increased degree now?<br />
|-<br />
|6<br />
|<br />
|<nowiki>- Steer it towards collective articulation of adolescence (we add to it)</nowiki><br />
- Meaning making and collective understanding of what adolescence is.<br />
|-<br />
|7<br />
|Audio recording - basics<br />
|To make them learn to handle the recorder/tab/smartphone for audio interviews or voice overs.<br />
|-<br />
|8<br />
|Audio recording - basics<br />
|<br />
|-<br />
|<br />
|<br />
|Break for SA1 and Dasara Holidays<br />
|-<br />
|9<br />
|Aspiration building – part 1<br />
|(by now we should have known the School system better and tweak the activities and steer it towards the least resistance) Speaking with teachers and headmasters in their new role of digital technology holders (this might reduce the resistance and increase their esteem)<br />
|-<br />
|10<br />
|Aspiration building part 2 – Who am I?<br />
|In the previous module Kishoris would have done audio interviews of their teachers and HM, now they learn how to take Photos – we will do the DST and present it to them<br />
- At the end, we will ask them to broadly share the structure of their DST<br />
|-<br />
|<br />
|Aspiration building part 3<br />
– Identity building<br />
<br />
– Who am I?<br />
<br />
'''BODY IMAGE'''<br />
|<nowiki>- Show the DST and facilitate the process of deciding their own intellectual product (conceptualizing) share their feedback about it and the exuberance it creates to showcase their own efforts.</nowiki><br />
- BODY IMAGE -<br />
<br />
Gender and Patriarchy<br />
|-<br />
|<br />
|Body Image continued<br />
|TV, Cinema, Social media, FM, Patriarchy , Market forces...<br />
|-<br />
|<br />
|Aspiration building part 4 – Identity building – Who am I? - Where do they fit in and why<br />
|<nowiki>- Physical, social and emotional and ‘real’ (their perception) location of each Kishori</nowiki><br />
(starting this in the first week) -<br />
<br />
Understanding Society – What is it?<br />
##Social order<br />
##Political System<br />
##Citizenship<br />
Livelihoods – Options – Places – Economy – Education – Avenues – Govt Schemes<br />
|-<br />
|<br />
|<br />
|<nowiki>- Continued to explore the above – Dignity/esteem associated with their placing/location and why</nowiki><br />
-Inclusion and exclusion – male and female spaces<br />
|-<br />
|<br />
|<br />
|<nowiki>- Continued to explore the above – How does this make them feel? Is it set in stone or they can change the status quo? Explore the avenues and tactics to slowly take control over aspects that directly affect them</nowiki><br />
|-<br />
|<br />
|Articulation of ‘Who am I’ from each Kishori<br />
|<nowiki>- Combined and collective conceptual sharing of who they are (we will document this using Video)</nowiki><br />
|-<br />
|<br />
|Basics of computers learning<br />
|<nowiki>- Interacting with Ubuntu interface</nowiki><br />
- Creating folders and saving file with their names.<br />
<br />
- Basics of typing – Tux typing<br />
|-<br />
|<br />
|<br />
|<nowiki>- Typing practice to build ease</nowiki><br />
|-<br />
|<br />
|Internet and Safe spaces online<br />
|<nowiki>- Explore apps and internet closed safe spaces for kishoris to interact with each other and get more information</nowiki><br />
|}<br />
<br />
== Resources ==<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31880Hosa Hejje Hosa Dishe2019-10-07T17:21:10Z<p>Shreyas: </p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognized as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimize the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalized families. We will use digital technologies as tools to work with the girls.<br />
<br />
== Curriculum ==<br />
Hosa hejje hosa dishe means new step in new direction. Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation.<br />
<br />
[[Curriculum at a glance - year 1|Curriculum at a glance]]<br />
<br />
== Resources ==<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Curriculum_at_a_glance_-_year_1&diff=31879Curriculum at a glance - year 12019-10-07T17:19:41Z<p>Shreyas: </p>
<hr />
<div>{| class="wikitable"<br />
|'''Week'''<br />
|'''Module'''<br />
|'''Objectives of the module'''<br />
|-<br />
|1<br />
|Rapport building<br />
|<nowiki>- Establish what we will do in this project in an attractive manner (our identity)</nowiki><br />
<br />
- Build their excitement to work with us<br />
|-<br />
|2<br />
|<br />
|<br />
|-<br />
|3<br />
|What is adolescence according to them – part 1<br />
|<nowiki>- Each adolescent girl might think issues that bother them might be their personal issues, a process of exploring it and</nowiki><br />
|-<br />
|4<br />
|<br />
|<nowiki>- Sharing with the peers with our facilitation might make them articulate and see that many of issues are common(mobility related, restrictions, fear for their safety to name a few)</nowiki><br />
<br />
- ನನ್ನ ಸವಾಲು, ನಮ್ಮಸವಾಲೇ!<br />
|-<br />
|5<br />
|What is adolescence to them – part 2<br />
|Place the common issues they are facing in front of them and explore why is this happening in increased degree now?<br />
|-<br />
|6<br />
|<br />
|<nowiki>- Steer it towards collective articulation of adolescence (we add to it)</nowiki><br />
<br />
- Meaning making and collective understanding of what adolescence is.<br />
|-<br />
|7<br />
|Audio recording - basics<br />
|To make them learn to handle the recorder/tab/smartphone for audio interviews or voice overs. <br />
|-<br />
|8<br />
|Audio recording - basics<br />
|<br />
|-<br />
|<br />
|<br />
|Break for SA1 and Dasara Holidays<br />
|-<br />
|9<br />
|Aspiration building – part 1<br />
|(by now we should have known the School system better and tweak the activities and steer it towards the least resistance) Speaking with teachers and headmasters in their new role of digital technology holders (this might reduce the resistance and increase their esteem)<br />
|-<br />
|10<br />
|Aspiration building part 2 – Who am I?<br />
|In the previous module Kishoris would have done audio interviews of their teachers and HM, now they learn how to take Photos – we will do the DST and present it to them<br />
<br />
- At the end, we will ask them to broadly share the structure of their DST<br />
|-<br />
|<br />
|Aspiration building part 3 <br />
<br />
– Identity building<br />
<br />
– Who am I?<br />
<br />
'''BODY IMAGE'''<br />
|<nowiki>- Show the DST and facilitate the process of deciding their own intellectual product (conceptualizing) share their feedback about it and the exuberance it creates to showcase their own efforts.</nowiki><br />
<br />
- BODY IMAGE -<br />
<br />
Gender and Patriarchy<br />
|-<br />
|<br />
|Body Image continued<br />
|TV, Cinema, Social media, FM, Patriarchy , Market forces...<br />
|-<br />
|<br />
|Aspiration building part 4 – Identity building – Who am I? - Where do they fit in and why<br />
|<nowiki>- Physical, social and emotional and ‘real’ (their perception) location of each Kishori</nowiki><br />
<br />
(starting this in the first week) -<br />
<br />
Understanding Society – What is it?<br />
## Social order<br />
## Political System<br />
## Citizenship<br />
Livelihoods – Options – Places – Economy – Education – Avenues – Govt Schemes<br />
|-<br />
|<br />
|<br />
|<nowiki>- Continued to explore the above – Dignity/esteem associated with their placing/location and why</nowiki><br />
<br />
-Inclusion and exclusion – male and female spaces<br />
|-<br />
|<br />
|<br />
|<nowiki>- Continued to explore the above – How does this make them feel? Is it set in stone or they can change the status quo? Explore the avenues and tactics to slowly take control over aspects that directly affect them</nowiki><br />
|-<br />
|<br />
|Articulation of ‘Who am I’ from each Kishori<br />
|<nowiki>- Combined and collective conceptual sharing of who they are (we will document this using Video)</nowiki><br />
|-<br />
|<br />
|Basics of computers learning<br />
|<nowiki>- Interacting with Ubuntu interface</nowiki><br />
<br />
- Creating folders and saving file with their names.<br />
<br />
- Basics of typing – Tux typing<br />
|-<br />
|<br />
|<br />
|<nowiki>- Typing practice to build ease</nowiki><br />
|-<br />
|<br />
|Internet and Safe spaces online<br />
|<nowiki>- Explore apps and internet closed safe spaces for kishoris to interact with each other and get more information</nowiki><br />
|}</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Curriculum_at_a_glance_-_year_1&diff=31878Curriculum at a glance - year 12019-10-07T17:14:08Z<p>Shreyas: Created blank page</p>
<hr />
<div></div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31877Hosa Hejje Hosa Dishe2019-10-07T17:06:49Z<p>Shreyas: /* Curriculum */</p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognized as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimize the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalized families. We will use digital technologies as tools to work with the girls.<br />
<br />
== Curriculum ==<br />
Hosa hejje hosa dishe means new step in new direction. Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation.<br />
<br />
Curriculum at a glance<br />
<br />
== Resources ==<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31876Hosa Hejje Hosa Dishe2019-10-07T17:02:54Z<p>Shreyas: /* Curriculum */</p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognized as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimize the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalized families. We will use digital technologies as tools to work with the girls.<br />
<br />
== Curriculum ==<br />
Hosa hejje hosa dishe means new step in new direction. Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognised as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimise the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalised families. We will use digital technologies as tools to work with the girls. We are here to alter the gender dynamics that play out and to make sure that girls gain critical articulation with respect to what their status quo is and how to build their aspirations for future. In our modules, we focus on easing them into the conversation.<br />
<br />
== Resources ==<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Hosa_Hejje_Hosa_Dishe&diff=31869Hosa Hejje Hosa Dishe2019-10-04T12:47:09Z<p>Shreyas: /* School based Modules */</p>
<hr />
<div>''[https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%B9%E0%B3%86%E0%B2%9C%E0%B3%8D%E0%B2%9C%E0%B3%86_%E0%B2%B9%E0%B3%8A%E0%B2%B8_%E0%B2%A6%E0%B2%BF%E0%B2%B6%E0%B3%86 ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''<br />
<br />
Hosa hejje hosa dishe means new step in new direction. <br />
<br />
Adolescence is a crucial period which bridges childhood and adulthood. Unfortunately this period is not recognized as an in between one but, adolescents are pushed towards adulthood from childhood. This plays out in different ways in rural and urban settings. This plays in different ways between boys and girls. Adolescent girls, invariably are more vulnerable than adolescent boys. To minimize the risks that are disguised as attractive and exciting opportunities, to give the adolescent girls a voice in deciding their future and to support them in this crucial passage into adulthood, our project was envisioned. The project works with adolescent girls belonging to Govt. Schools as well as Govt. aided Schools. These schools cater to girls from marginalized families. We will use digital technologies as tools to work with the girls.<br />
<br />
== Curriculum ==<br />
<br />
== Resources ==<br />
<br />
== School based Modules ==<br />
Gangamma Hombegowda Girls High School, Wilson Garden<br />
<br />
Karnataka Public School, Basavanagudi<br />
<br />
[[St Anne's Girls High School, Halasuru - modules|St Anne's Girls High School, Halasuru]]<br />
[[Category:Portal]]<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Category:St_Anne%27s_Girls_High_School&diff=31868Category:St Anne's Girls High School2019-10-04T12:45:44Z<p>Shreyas: added Category:Hosa Hejje Hosa Dishe using HotCat</p>
<hr />
<div>[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=Category:St_Anne%27s_Girls_High_School&diff=31867Category:St Anne's Girls High School2019-10-04T12:44:57Z<p>Shreyas: Created blank page</p>
<hr />
<div></div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31866St Anne's Girls High School, Halasuru - Modules2019-10-04T12:43:05Z<p>Shreyas: </p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.[https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module_2_Co-Creation#Materials_Required click here for more...]<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31865St Anne's Girls High School, Halasuru - Modules2019-10-04T12:42:08Z<p>Shreyas: added Category:St Anne's Girls High School using HotCat</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.click here for more...<br />
<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]<br />
[[Category:St Anne's Girls High School]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31864St Anne's Girls High School, Halasuru - Modules2019-10-04T12:40:41Z<p>Shreyas: /* module 2 co-creation */</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.click here for more...<br />
<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_-_Modules&diff=31863St Anne's Girls High School, Halasuru - Modules2019-10-04T12:40:24Z<p>Shreyas: /* Module 1 */</p>
<hr />
<div>=Module 1=<br />
Building rapport and getting to know each other is important to build the trust between facilitators and Kishoris. Using fun activities for ice breaking and make Kishoris comfortable with us and also buid their excitement to work with us. [https://karnatakaeducation.org.in/KOER/en/index.php/St_Anne%27s_Girls_High_School,_Halasuru_module1 click here for more......]<br />
<br />
=module 2 co-creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.<br />
<br />
=Module 2 Co-Creation=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.click here for more...<br />
<br />
<br />
[[Category:Hosa Hejje Hosa Dishe]]</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_2_-_Co-Creation&diff=31862St Anne's Girls High School, Halasuru Module 2 - Co-Creation2019-10-04T12:38:31Z<p>Shreyas: /* Materials Required */</p>
<hr />
<div>=Summary=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.<br />
<br />
Facilitator: Shreyas<br />
<br />
Co-facilitators: Anusha, Aparna, Karthik<br />
<br />
=Assumptions=<br />
# There are student cliques– their dynamics and whether they will be willing to work with other cliques should be understood.<br />
# All the Kishoris are not yet confident enough to participate.<br />
# Module will be conducted in English.<br />
# All the classes have CCTV cameras, so the Kishoris and the facilitators will be conscious. <br />
# There are some naughty Kishoris who keep asking smart-alecky questions.<br />
# In the previous session, Kishoris have asked, “How do we benefit from this?” and also “How do you benefit from this?”, this might be due to them exposed to other NGOs working with them.<br />
<br />
=Objectives= <br />
# Effectively clarify Kishoris’ questions from previous session regarding IT for Change/ Facilitators and H2HD<br />
# Enthuse Kishoris towards the principles that operate on the design of H2HD– participatory ownership building learning processes, co-creation, content driving technologies, autonomy of thought and so on. <br />
<br />
<br />
=Process=<br />
Greet Kishoris.<br />
<br />
Answer the questions that were asked in the previous session. We go and say hi again. Their 3 questions are,<br />
# How do you benefit from this?<br />
# How do we benefit from this?<br />
# What do we have to do?<br />
<br />
''' How do you benefit from this? (H2HD)''' <br />
<br />
Our answer: <br />
<br />
We have been working with adolescent girls both in rural and urban areas. Over the years, we have seen that adolescence is a crucial age where majority of life altering things are decided. We have seen over the years that autonomy and power over such decisions are not with adolescent girls but with parents or elders at home. We would love to build a dialogue around these issues using various tools and methodologies. <br />
<br />
'''How do we benefit from this? (St. Anne’s Kishoris)''' <br />
<br />
Our answer: <br />
# As many shared last week that you are happy to be with us, we will be with you every _____day for another year.<br />
# We will become friends.<br />
# All of you will become closer and know more about each other<br />
# We might together go for an outing.<br />
# Not all of you talked last time, all of you will build confidence to speak without hesitation inside and outside School.<br />
# Through this programme you will be able to build on your strengths so that it can favourably help you in future.<br />
<br />
'''What do we (Kishoris) have to do?'''<br />
<br />
Trust us and participate equally in co-creating.<br />
<br />
=Picture story Activity=<br />
Give Kishoris pre-cut picture set rolled in rubber band (6 each). <br />
The list of pictures of 6 are as follows,<br />
{| class="wikitable"<br />
|'''Set 1'''<br />
|'''Set 2'''<br />
|'''Set 3'''<br />
|'''Set 4'''<br />
|-<br />
|Moon<br />
|Laptop<br />
|Camera<br />
|Watch<br />
|-<br />
|Dog<br />
|Bucket<br />
|Chalk piece<br />
|Pen<br />
|-<br />
|Tree<br />
|Ice candy<br />
|Peacock<br />
|Chair<br />
|-<br />
|Water glass<br />
|Cow<br />
|Bicycle<br />
|Banana<br />
|-<br />
|Sunglasses<br />
|Cashew Nut<br />
|Plastic bag<br />
|Water Bottle<br />
|-<br />
|Baby<br />
|Candle<br />
|Chilly<br />
|Road<br />
|}<br />
The images can be sourced from internet or any places. Copyrights should be kept in mind while using them.<br />
<br />
Divide the class into group of 4 by counting 1-4. There will be a facilitator in each group. '''5 minutes'''<br />
<br />
In the group Facilitator will make 2 sub-groups A and B.<br />
<br />
Each sub-group will be given the same set of pictures and a chart. For example if Group 1A gets Set 3 of pictures as mentioned above, Group 1B will also get the same set of pictures. '''5 minutes'''<br />
<br />
After this each sub-group will be asked to create a story using the pictures they got. '''7 minutes'''<br />
<br />
Halfway through story building the sub-groups in a group will be asked to exchange the charts and work on the<br />
<br />
other sub-group’s story. '''7 minutes'''<br />
<br />
After this each group will share their story created with the whole class once. '''6 minutes'''<br />
<br />
The discussion about the story building activity will be done by asking the Kishoris. ''“What do you feel about this?”'' Kishoris will share their experience/opinion. '''5 minutes'''<br />
<br />
=Conclusion=<br />
We end the session by talking about co-creation and end the session. <br />
<br />
It will be as follows, “We spoke about co creation last week, the activity you did now demonstrates that phenomenon. All of you have shown or showcased your creativity, different views in creating the stories. If we are able to harness all the creativity then everything is possible. During the course of this year, you will know more about this.” <br />
<br />
=Materials Required=<br />
# Pre-printed picture sets – 4<br />
# Charts – 4 <br />
# Fevicol/Fevistick – 4<br />
<br />
=Facilitators Required - 4=<br />
1 main facilitator and 3 more facilitators for group activity<br />
<br />
=Timing=<br />
40 minutes<br />
<br />
=Inputs=<br />
Pre-printed picture sets<br />
<br />
=Outputs=<br />
Co-created story charts</div>Shreyashttps://karnatakaeducation.org.in/KOER/en/index.php?title=St_Anne%27s_Girls_High_School,_Halasuru_Module_2_-_Co-Creation&diff=31861St Anne's Girls High School, Halasuru Module 2 - Co-Creation2019-10-04T12:36:55Z<p>Shreyas: </p>
<hr />
<div>=Summary=<br />
Rapport building and reaffirming our identity and establishing what we do in our work is important to build the connection between facilitator and Kishoris. In this module the way we work is facilitated by co-creating a story using a set of 6 pictures. The group activity will also enable Kishoris to interact with each other and know each other better. It will also give them a chance to work in a cohesive group.<br />
<br />
Facilitator: Shreyas<br />
<br />
Co-facilitators: Anusha, Aparna, Karthik<br />
<br />
=Assumptions=<br />
# There are student cliques– their dynamics and whether they will be willing to work with other cliques should be understood.<br />
# All the Kishoris are not yet confident enough to participate.<br />
# Module will be conducted in English.<br />
# All the classes have CCTV cameras, so the Kishoris and the facilitators will be conscious. <br />
# There are some naughty Kishoris who keep asking smart-alecky questions.<br />
# In the previous session, Kishoris have asked, “How do we benefit from this?” and also “How do you benefit from this?”, this might be due to them exposed to other NGOs working with them.<br />
<br />
=Objectives= <br />
# Effectively clarify Kishoris’ questions from previous session regarding IT for Change/ Facilitators and H2HD<br />
# Enthuse Kishoris towards the principles that operate on the design of H2HD– participatory ownership building learning processes, co-creation, content driving technologies, autonomy of thought and so on. <br />
<br />
<br />
=Process=<br />
Greet Kishoris.<br />
<br />
Answer the questions that were asked in the previous session. We go and say hi again. Their 3 questions are,<br />
# How do you benefit from this?<br />
# How do we benefit from this?<br />
# What do we have to do?<br />
<br />
''' How do you benefit from this? (H2HD)''' <br />
<br />
Our answer: <br />
<br />
We have been working with adolescent girls both in rural and urban areas. Over the years, we have seen that adolescence is a crucial age where majority of life altering things are decided. We have seen over the years that autonomy and power over such decisions are not with adolescent girls but with parents or elders at home. We would love to build a dialogue around these issues using various tools and methodologies. <br />
<br />
'''How do we benefit from this? (St. Anne’s Kishoris)''' <br />
<br />
Our answer: <br />
# As many shared last week that you are happy to be with us, we will be with you every _____day for another year.<br />
# We will become friends.<br />
# All of you will become closer and know more about each other<br />
# We might together go for an outing.<br />
# Not all of you talked last time, all of you will build confidence to speak without hesitation inside and outside School.<br />
# Through this programme you will be able to build on your strengths so that it can favourably help you in future.<br />
<br />
'''What do we (Kishoris) have to do?'''<br />
<br />
Trust us and participate equally in co-creating.<br />
<br />
=Picture story Activity=<br />
Give Kishoris pre-cut picture set rolled in rubber band (6 each). <br />
The list of pictures of 6 are as follows,<br />
{| class="wikitable"<br />
|'''Set 1'''<br />
|'''Set 2'''<br />
|'''Set 3'''<br />
|'''Set 4'''<br />
|-<br />
|Moon<br />
|Laptop<br />
|Camera<br />
|Watch<br />
|-<br />
|Dog<br />
|Bucket<br />
|Chalk piece<br />
|Pen<br />
|-<br />
|Tree<br />
|Ice candy<br />
|Peacock<br />
|Chair<br />
|-<br />
|Water glass<br />
|Cow<br />
|Bicycle<br />
|Banana<br />
|-<br />
|Sunglasses<br />
|Cashew Nut<br />
|Plastic bag<br />
|Water Bottle<br />
|-<br />
|Baby<br />
|Candle<br />
|Chilly<br />
|Road<br />
|}<br />
The images can be sourced from internet or any places. Copyrights should be kept in mind while using them.<br />
<br />
Divide the class into group of 4 by counting 1-4. There will be a facilitator in each group. '''5 minutes'''<br />
<br />
In the group Facilitator will make 2 sub-groups A and B.<br />
<br />
Each sub-group will be given the same set of pictures and a chart. For example if Group 1A gets Set 3 of pictures as mentioned above, Group 1B will also get the same set of pictures. '''5 minutes'''<br />
<br />
After this each sub-group will be asked to create a story using the pictures they got. '''7 minutes'''<br />
<br />
Halfway through story building the sub-groups in a group will be asked to exchange the charts and work on the<br />
<br />
other sub-group’s story. '''7 minutes'''<br />
<br />
After this each group will share their story created with the whole class once. '''6 minutes'''<br />
<br />
The discussion about the story building activity will be done by asking the Kishoris. ''“What do you feel about this?”'' Kishoris will share their experience/opinion. '''5 minutes'''<br />
<br />
=Conclusion=<br />
We end the session by talking about co-creation and end the session. <br />
<br />
It will be as follows, “We spoke about co creation last week, the activity you did now demonstrates that phenomenon. All of you have shown or showcased your creativity, different views in creating the stories. If we are able to harness all the creativity then everything is possible. During the course of this year, you will know more about this.” <br />
<br />
=Materials Required=<br />
# Pre-printed picture sets – 4<br />
# Charts – 4 <br />
# Fevicol/Fevistick – 4</div>Shreyas