Work of Lalit Kishore on Curriculum Development: AI Overview
- Lalit Kishore
- Mar 25
- 2 min read
Here's a more detailed breakdown of AI overview is as follows:
Focus: Dr. Kishore's work centers around curriculum development, particularly for multigrade teaching (where a single teacher teaches multiple grade levels) and other educational contexts.
CULP: He is affiliated with CULP, a Jaipur-based organization focused on educational projects in rural Rajasthan.
Training Modules: He has developed training modules for master trainers, aimed at equipping them with the skills and knowledge to implement effective multigrade teaching strategies.
Example: One example is the development of a training module for master trainers of multigrade teaching.
Other work: He has also worked on curriculum guides for multi-age and single-teacher girls' elementary schools.
Micro-learning Pedagogy:He has also worked on the advantages of adopting micro-learning pedagogy for better learning outcomes.
Citations and References
Dr. Kishore points out very clearly that the teachers are the ones to produce those materials. “They are not consumers but producers, the teaching material has to be matching with the needs and characteristics of each child to prove relevant”, he clarifies. With help from the mainstream school material, teachers provide those individualized learning materials for their students. Focus is on individual learning process, not in relation to the peer-group although some of the materials are to be shared and systematized. A lot of learning material is put on the walls with colours, text, visuals, shapes – dual code learning, e.g. by linking visuals to text, is proved to be more efficient in learning to most of us. https://culpraj.org/uploads/upload/481192283.pdf#:~:text=learning%20is%20not%20tied%20into%20common%20curriculum&text=Development%20of%20training%20module%20for%20master%20trainers,%2D%20Lalit%20Kishore%20CULP%2C%20Jaipur%20Training%20of.
It is a common observation that most infant and primary schools in India do not impart hands-on science experiences to students; neither in a structured nor in an unstructured way. Elsewhere, such experiences are imparted with the help of the activities with the materials that have become hackneyed because of their use over the years in the same fashion. Therefore, a need was felt to introduce different materials for the hands-on and play-way experiences to infants in the preschools and children in multi-age lower-primary schools. Also, the scope of developing scientific and technological literacy needs be explored among children in this scientific age.
Development of training module for master trainers of multigrade teaching (https://www.slideshare.net › Education)
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