SPARSH ONLINE TALIM MODULE ON DIKSHA SHALA AAROGYA KARYKRAM TALIM
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The department has to provide guidance. Need to process the ingredients? 1. Addition to the curriculum: - Preparing supplementary literature - Adding. I.e. adding new units. E.g. Local geography - sights, cities, rivers, hills, dress, food, fairs, festivals, etc., and educational tools that make these units easier for the teacher and children to understand.
2, Modification and Direct: - To get three reports in different areas of the district that the language spoken by the local people - understand how different it is from Gujarati language, Dang, Panchmahal, Banaskantha, Valsad in Std. 1 and 2, And children studying in some areas of some other districts do not understand Gujarati, so it is necessary for them to improve or change the dialect, only by doing so will the children survive in school.
Initially communicating in their local dialect. Animals - Birds, toys, utensils, clothes, vegetables, food, etc. A list of words spoken daily in Gujarati and local dialect. Gradually they will get acquainted with Gujarati. It will be more convenient to do teaching work by preparing chats, letter-word-sentence cards and other educational materials in local and Gujarati language. Omission and substitution - Some of the things in the general curriculum and textbooks for disabled children have to be omitted or changed.
Some experimental work has to be deleted for rehabilitated students. Practicing for the children of the tribal area by changing how much or not, they can become one with all. The above points out where and how to develop curriculum content. This work has to be done after local interaction i.e. field interaction and research. There are two main aspects of text order content development.
1. Curriculum material material development Fruits, vegetables, grains, flowers, plants, trees, toys, etc. The upper standards may include local tales, stories, legends, fairs, festivals, sights, leaders, field objects, and dialects. This can be useful in other ways as well as in reference literature. Items made from the local environment can be found in schools, near schools, near homes, in villages and elsewhere.
SPARSH ONLINE TALIM MODULE ON DIKSHA SHALA AAROGYA KARYKRAM TALIM
✅IMPORTANT LINKS :
👉TALIM GR AND TIME TABLE CLICK HERE
👉MODULE 1 LINK CLICK HERE
👉MODULE 2 LINK CLICK HERE
👉MODULE 3 LINK CLICK HERE
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The department has to provide guidance. Need to process the ingredients? 1. Addition to the curriculum: - Preparing supplementary literature - Adding. I.e. adding new units. E.g. Local geography - sights, cities, rivers, hills, dress, food, fairs, festivals, etc., and educational tools that make these units easier for the teacher and children to understand.
2, Modification and Direct: - To get three reports in different areas of the district that the language spoken by the local people - understand how different it is from Gujarati language, Dang, Panchmahal, Banaskantha, Valsad in Std. 1 and 2, And children studying in some areas of some other districts do not understand Gujarati, so it is necessary for them to improve or change the dialect, only by doing so will the children survive in school.
Initially communicating in their local dialect. Animals - Birds, toys, utensils, clothes, vegetables, food, etc. A list of words spoken daily in Gujarati and local dialect. Gradually they will get acquainted with Gujarati. It will be more convenient to do teaching work by preparing chats, letter-word-sentence cards and other educational materials in local and Gujarati language. Omission and substitution - Some of the things in the general curriculum and textbooks for disabled children have to be omitted or changed.
Some experimental work has to be deleted for rehabilitated students. Practicing for the children of the tribal area by changing how much or not, they can become one with all. The above points out where and how to develop curriculum content. This work has to be done after local interaction i.e. field interaction and research. There are two main aspects of text order content development.
1. Curriculum material material development Fruits, vegetables, grains, flowers, plants, trees, toys, etc. The upper standards may include local tales, stories, legends, fairs, festivals, sights, leaders, field objects, and dialects. This can be useful in other ways as well as in reference literature. Items made from the local environment can be found in schools, near schools, near homes, in villages and elsewhere.
SPARSH ONLINE TALIM MODULE ON DIKSHA SHALA AAROGYA KARYKRAM TALIM
✅IMPORTANT LINKS :
👉TALIM GR AND TIME TABLE CLICK HERE
👉MODULE 1 LINK CLICK HERE
👉MODULE 2 LINK CLICK HERE
👉MODULE 3 LINK CLICK HERE
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