SI #1 Development of Age appropriate TLM

	A	B	C	D	E	F	G	H	I	J	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z
1	School Improvement	Environment	Child experience	Definition of SI	Problem statement	Alignment with child experience	Impact/Visibility	Scale of Impact	Time reqd to implement	Effort	Resources reqd	Sustainability	NEP (Reference)	NCFSE (Reference)	NCFFS (Reference)	SQAAF (Reference)	Other Insights from Secondary research	Insights from Primary research	SLDP Areas of capacity building (Reference)	Stakeholder Roles and Solutions	Calendar of solutions	Intended outcomes	Other resources	Status	Report, if any	Associated SIs
2							(qualitative)	(how many students can you reach)	(low<month,a month to 3 - med, more than 3- high)	(knowledge, skills reqd)	(people, infra, materials, budget, time for prep)
3	Development and usage of age appropriate TLM	Classroom	Children learn through an age appropriate holistic curriculum & child centric pedagogy	This School Improvement package on 'Development of age appropriate TLMs' would enable the SLs to conduct TLM melas and create TLM corners in their schools, which would lead to effective creation, maintenance and usage of TLMs. This would eventually lead to holistic and child-centered pedagogy in the classrooms.	TLMs, which are great aids in the teaching- learning process are not getting created and not being used effectively in the classrooms	Medium	High	High	Low	Medium	Medium	Medium	According to NEP 2020, Teachers will be encouraged to use a bilingual approach, including bilingual teaching-learning materials, with those students whose home language may be different from the medium of instruction. In particular, assistive devices and appropriate technology-based tools, as well as adequate and language-appropriate teaching-learning materials (e.g., textbooks in accessible formats such as large print and Braille) will be made available to help children with disabilities integrate more easily into classrooms and engage with teachers and their peers. Libraries and laboratories will be strengthened and adequate reading materials like books, journals, etc., and other teaching-learning materials will be made available in alternative forms of schools.	NCFSE: - Students are involved in the creation and use of TLMs to promote "Creative imagination" (one of the values and disposition articulated as a goal in NEP) - A classroom can be filled with interesting educational material on the walls and in open racks collected over time to make learning vibrant and engaging - For mobilising resources both parents and children can be engaged - Resources need to be stored in a commonly accessible space for ease of use - Rooms can be organised for different subjects which has all resources and children can move around as per timetable - Role of academic functionaries - development of innovative TLM, demonstrative pedogogy, school visit, classroom observation, on site support, continuous professional development of teachers - Role of DIET - Develop materials for students and teachers in local language and support teachers in their use - Role of SCERT - sourcing, contextualising and anchoring translation. Creation of curricululm, textbook and other material - Role of Admin - budgetary allocation for all aspects of resourcing, supply of tlms, availability of teachers, monitoring and review of progress, -Teaching learning materials are more effective when locally rooted (toys, books, games, trips to places around, stories, poems, festivals, art and craft materials, plants etc)	- Multimodal TLMs are suggested, particularly for foundational and preparatory stage -TLM should be made from locally available materials, should encourage multisensoral activities, provide concreate experiences, should be diverse and in different formats for inclusivity (equitable and non discriminatrory access for children with/without disabilities) - Teachers should model use of TLM and should promote care and responsibility - TLMs should be reviewed for bias against any category of people and/or culture - For middle and secondary stages, include students in management of resources to reduce operational load on teachers - DIETs to develop extensive, engaging , innovative materials for children and teachers in local language rooted in cotext, devleop ARPs for blocks - Artificial intelligence and Machine learnign to be used for translation and content discovery (It also has a specific list of TLMs for different subjects)	(Sub domain- Teaching learning processes) Based on the standard 1.2.3, a school at level 1 should have Teaching Learning Material (TLM) available in each class as required. (Sub domain-Early Childhood Care and Education and Foundational Literacy and Numeracy) Based on the standard 1.7.1, a school at level 3 should have From simple toys for play to specific manipulatives, a variety of TLMs used to cater to the diverse needs of the students. And a school at Level 4 should have Children make simple TLMs as part of their art and craft which is used by the teachers in their classrooms. (Sub domain- Eco-friendly Orientation and integration of Organic Living in Curriculum), Based on the standard 2.7.1, a school at level 3 should have institutional planning that reflects the use of ecofriendly materials in all the operational domains of the school- academic, non-academic and administrative. (Sub domain- School staff) Based on the standard 3.1.4, a school at level 2 should have Teachers avail online support for lesson plans, use of TLM, pedagogic transactions, online reference materials, competency based evaluation tools etc. available on DIKSHA. (Sub domain- Barrier free environment) Based on the standard 4.1.3, a school at level 4 should have Teachers trained to develop innovative practices and new teaching learning materials, as required for inclusive classrooms. And a school at level 3 should have Teachers collaborate with special educators for developing better teaching learning materials and processes to ensure learning of all students. (Sub domain- Institutional planning) Based on the standard 5.2.1, a school at level 4 should have Institutional Planning that follows the process of analysis, survey, improvement, implementation and evaluation in generating the desired outcomes like improvement of teaching-learning materials among other things.	Teaching Learning Materials (TLMs) and Aids, is a generic term that describes any material that supports and buttresses teachers’ efforts in getting a class of diverse capabilities to understand the basics of any learning. The material used to prepare the TLMs should preferably be available locally and easily procurable. This will reduce the cost of the TLMs and thus will be able to develop TLMs at low or no cost. Involvement of students in design and development of TLMs inculcates in them confidence and postive attitude toward TLMs and its use in the classroom teaching-learning process. Therefore, as a teacher, one must ensure that all the students are involved in design and development of TLMs. This will be done in three major steps as listed here. • Collection • Preparation and • Maintenance	Common challenges/concerns: 1. Lack of storage for TLMs leading to damage/loss, 2. Duplication of efforts every year as TLMs have to be manually developed, 3. No funds; money is spent from teachers' pockets 4. Lack of time to prepare and use TLMs 5. Teachers not invested - no prior experience with TLM Impact according to stakeholders: -Children are able to understand concepts more easily and are more inquisitive -Improved concentration -interest in subjects -Improved retention -Learn by experiencing	Improving Teaching Learning: -What are TLMs (include print) -Why are TLMs important -How should we collect, prepare, maintain and use TLMs? -Conducting effective Staff meetings (covered as LRs in MIP) -Low Cost TLMs for each grade and subject (mapped to curriculum) (should be added to Handbook that SCERT/DIET creates) Leading Improvement: -Celebrating achievements at school level -Involving school team in school development planning/building shared ownership of school development plan (covered as LRs in MIPs) Developing self: -Reflective practices and self awareness (reflective spaces added to PLCs with some prompts)	Roles and solutions	Solutions calendar	Outcomes	Secondary research	Researched and Designed		-Reading corners/libraries -Setting and using labs
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