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STD 3 HOME LEARNING STUDY MATERIALS VIDEOS IN GUJARATI | DD GIRNAR/ DIKSHA PORTAL HOME LEARNING VIDEO

STD 4 HOME LEARNING STUDY MATERIALS VIDEOS IN GUJARATI | DD GIRNAR/ DIKSHA PORTAL HOME LEARNING VIDEO

STD 4 HOME LEARNING STUDY MATERIALS VIDEOS IN GUJARATI | DD GIRNAR/ DIKSHA PORTAL HOME LEARNING VIDEO

STD 4 HOME LEARNING VIDEOS | DD GIRNAR/ DIKSHA PORTAL HOME LEARNING VIDEO


                          home learning videos dd girnar

 IMPORTANT LINK For video :: 

DATE 20-7-2020 GUJARATI VIDEO   

《 18/07/2020 STD 4 HOME LEARNING VIDEO》



                      July-2020

DATE 05-07-2020 HOLIDAY

DATE 12-07-2020 HOLIDAY



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  So we saw that sort of over and over in classes across the Makethe Road Academy curriculum. Where teachers were making use of the fact that they knew students had this framework for understanding oppression. And they could use thatframework to help students go even deeper into the material in their respective classes. And maybe I'll justsay that in this moment that we find ourselves in now, I think that a frameworklike the there I's framework is really important forunderstanding something like the fact that COVID-19is disproportionately impacting men and women of color. And I think being ableto dig into that issue and understand that issuerequires an understanding of the institutionalizedform of oppression. And thinking about theways in which systems and institutions in ourcountry aren't serving well people of color incomparison to white people. And I think that COVID-19 brings that out. But you need a framework likethe three I's of oppression to help young people sortof sort through that.

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So I'm gonna stop thereand I'm gonna let Daren take over and talk a little bit about another lever,students teaching students. - Thanks Scott. So as Scott said we have another tool here that we saw happeningin our schools called students teaching students. And we'll explain a littlebit about what this looks like in terms of the developmentof critical consciousness. So we'll use LeadershipHigh as our vignette. And I think we said thisbefore but all these schools that we're talking about,these are pseudonyms. And Leadership High was the school that took what we call anaction civics approach. The mission of this school was to educate socially responsible students for life of active and engaged citizenship.

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And we see here in thepicture is something you'd see on the walls of this school just outlining differentways that students could or should be activelyengaged both inside and outside the walls of their school. And so when it came to our data analysis of the quantitative data. This was a school for whom students showed basically growth overthe five time periods in terms of commitment to activism. And that this schoolcompared to our other schools in the project thattheir students on average had the highest levels ofcommitment to activism. So we were really interested in thinking about how that came to be. So at Leadership Academy,what we saw was that much like but in a differenttime in their school lives as we saw in Make the Road Academy. Students at Leadership Academy all took in their 12th grade, this isat the end of their high school this Sociology of Change class where they were educated around issues of organizing, how to effect change, howto be actively engaged.

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 They got exposed to Marshall Ganz's theoriesaround organizing. Got to see some ways thatorganizing is happening in online spaces whichis Twitter these days. So they got a realeducation in the content and dispositions andbehaviors one would need to engage in change. And then what they did with that is after all these 12th graders took this course, it culminated in a 12th gradeCapstone graduation experience called Change the World projects. Where each 12th grader wouldbe engaged in a project that they would have toorganize around a specific issue of concern to the school,their community, to themselves. And that this project wouldbe both about educating themselves about these issues. But more importantly educating others and taking action around those issues hopefully outside the walls of the school.

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And then they would then come back after that project was overto then present the findings of their work or the fruits of their labor to a panel of facultymembers as part of the way that they ended up completing their graduation Capstone requirement. And so we see here two different examples. On the left here we seea student who organized a protest in front ofa local police precinct because of the police brutality issues that were happening in their community. On the right we see astudent who organized. So their community is goingthrough a lot of gentrification and this is a big issuein their community, it's a lot of change. People in the community andin the school are worried about how this isplaying out for the folks who are currently livingin that neighborhood. And so this studentwho's sitting at the end of the table in thispicture with three elders organized a communitypanel around gentrification that the community was invited to. She invited community eldersand other stakeholders from the community to come engage in a meaningful conversationabout how to move ahead as a community around theseissues of gentrification. So very powerful projects.

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 And what we're gonna hear now is some of the students at the school talking about the Change the World projects. Here we have Angela who'san 11th grader saying some of the seniors had tomake a Change the World project in order to graduate. And their project was likemake some kind of change with like police violence. So like we basicallywent on a march I guess. We went to a precinct and then we just stood there with posters. Some of us laid on the ground you know and we stayed there for awhile. So here we hear Angela who'sby the way an 11th grader. Hasn't even done this, youknow organized one herself who's talking about the ways in which A, this project did indeed take them out of the school into theworld to be engaged. And also you can see that asyou hear in Angela's answer, the ways in whichstudents are not even yet to 12th grade start to becomeinvolved in the projects. And yes and have that. And then we hear Angelasaying it made me feel like maybe what I'm doingmight change something.

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 Maybe people are gonna start seeing what we did as something important. And my guess is thatthis is exactly the kind of ways that LeadershipAcademy want their students to feel as they're moving into 12th grade. So I think that Angela here sounds like she's in a perfect place to engage in the Change the Worldproject because it sounds like she's probably been througha few of these herself. And it's starting tofeel like these projects actually are worth somethingor can make some changes. And then here we have a9th grader Socorro saying I feel like the 12thgraders are teaching us their ways so that we'reable to get to the 12th grade and have a Change the World project that actually means something. So imagine someone likeSocorro who's a 9th grader who's gonna get literally three years of multiple 12th grader studentsChange the World projects that she's gonna experience either personally or vicariouslybefore she even has to do her own with other peerswho are also 12th graders and her 12th grade cohorts. So it was both a powerfulproject and process in the terms of getting thestudents out into the world and doing that social action piece.

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And there was a way inwhich that became a culture of the school in whichstudents, no matter where they were in their tenure at the school, were gonna feel thatthis was a part of being a student at that school. This being engaging in that social action. And what that means forour current situation is that we're gonna have to think. Yes we talked about beforethere's gonna be lots of wonderful things thatwe can't analyze sadly when we're talking about racial inequality given our current condition. And also the conditions where we might be or very likely begeographically restricted by things like quarantines or otherwise. And so what you have tostart thinking about is what can civic engagement look like, even if it means the we can'tgo directly to the place. And we can't have somegathering or we can't go to some community partner and bring a whole bunch of folks there. Thinking at the intersection of the technological possibilities. Which have lots of possibilities, especially around informationdissemination and otherwise. So learning at the intersection of technological possibilitiesand social action.

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 Thinking about what that looks like when we're in a virtualspace and have lots of great models for us these days. And so now I'm gonna pass it back to Scott to talk about another common tool that we saw in our research. - Great, thanks so much Daren. And so I'm gonna alittle bit about schools in our study that were ableto give students opportunity to effect change withintheir school community. And so a third school in our study was a high school that wecall Espiritu High School. Espiritu is a member of thecoalition of essential schools which takes a reallyinquiry based approach to teaching and learning with a real focus on what are the habits of mindthat we're sort of working to foster in students. And sort of usingcurriculum and programming and practices to tryto foster very specific habits of mind. And you can see in thispicture there's a poster that we took a picture of from one of the history classes at the school. What is my voice and how can I use it? So I think this is a very apt picture for Espiritu High School.

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 Because what we foundwas that the young people at Espiritu High School demonstrated both the steepest growth overfour years of high school and finished high schoolat the highest levels of political agency. In other words the youngpeople at Espiritu High School expressed more as they were graduating from high school in 2017,expressed more confidence about their ability toeffect political change than their peers across the other schools in our study. And you can see they alsoactually demonstrated the steepest growth in that quality. And so we were really interested to look at our qualitative dataand try to understand what was happening. And what we found were anumber of different practices that Espiritu High School utilized to foster students feelingsof political agency.

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 But let me tell you about one of them. So in the 11th grade all of the students at Espiritu High Schooltook a Civics class. And the first unit in theCivics class was for students as a class to go throughthe school handbook and identify a policy that they believed was unfair or unjust. And the young people in the class of 2017, when it was their turnto take the Civics class, which the students were studying, they chose the schoolsElectronic Device Policy. And you can see from this picture that basically as of2016, Espiritu High School had a pretty draconian technology policy. Where basically the rulewas when we're in class we put technology away. And the students had somequestions about that.

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They felt like there wereways in which technology could actually be usedto facilitate learning. And that the school wasn't adequately taking advantage of it. And so as part of this unit,the students identified this policy they wanted to change. They spent several weeksdoing research on the role that electronic devices canplay in fostering learning. Whether that's a tabletor a laptop or a phone or headphones, music. They looked at what theresearch had to say. And then they took that research and formulated a new policy proposal. And what the studentscame up with was this idea that rather than havingthis sort of blanket ban on technology, thatall of the students in the school should beissued a technology pass.

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 That they would sort ofwear around their neck on a lanyard and that that technology pass or the media pass is what they called it. The media pass would givethe students the right to use their technology,whether it's phones or tablets or smartwatches or computers at particular points in the schooldays. And they also articulated in the proposal that there were actionsa student could take to lose their technologypass or their media pass. And they sort of outlinedhow that would work. And the students reallyspent several weeks going back and forth aboutwhat the proposal was and the language of the proposal. And discussing and debating everything from really big questionsabout at what points in the day should there be studentautonomy to use technology and what point shouldn't there be?

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 To really small questions like if students are gonna wear theirmedia pass on a lanyard around their necks, shouldthe school be paying for the lanyard or should the students have to purchase their own lanyards? They really literallytalked through all sorts of issues big and smallrelated to the proposal. And then ultimately took the proposal and the research they did,put it into a presentation, practiced the presentation. And ultimately delivered the presentation to the school's facultyat a faulty meeting. And just to give you alittle flavor of that, at the very end of thisabout 20 minute presentation, the young man who wassort of finishing off the presentation, studentstook turns said in summary, the technology policy isoutdated and incorrect. Particularly in regard to tablets. So the media pass allows the use of phones and headphones at certain times. There's no media pass at lunch because this is when weneed to be more social and put away electronics. And it helps us prepare for college because in college you have more freedom to decide what you want to do.

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 And the students finishedthe presentation, the faculty applaudedand promised the students to give seriousconsideration to the policy. And then what the facultydid about a day or two later was they wrote a letter to their students. And they wrote dear civics class, congratulations on a verywell-done presentation. And then they said we find ourselves with a couple questions we'rehoping you could respond to. And they asked a number,and these are just a few of the questions they asked.
But they were robustand rigorous questions. One of them was you presented an article about the benefits of headphones. But there's many other studies that indicate students achievelower test scores with music. Did you do selective research? And there were a numberof questions like that that forced the students togo back into the research and craft responses to thequestions from the faculty. But I think this was away in which the faculty really demonstrated that they were taking the students very seriously. And the students craftedresponses to those answers, sent them back to the faculty.
 The faculty considered and by a vote, and I think this is areally brilliant move on the part of the faculty. The faculty voted toapprove changing to this new technology policy offeredby the Civics class on a trial basis for therest of the school year. And so they were gonnatry out this media pass technology policy for therest of the school year. And if it worked well, theschool would adopt this as a permanent new policyand replace the old policy in the handbook. And if it didn't work well, then the technologypolicy would revert back to the language in thehandbook until another group or another Civics class was able to come up with something different. And what we found in ourinterviews with the young people in the class of 2017 isthat they experienced this opportunity to effect change within their school communityas enormously gratifying and as a big win.
And so just as one example,a young lady Jenelle that we interviewed explained to us that I never really thought that schools like listened to students. But Espiritu reallylistens to it's students. And being able to make change here, it does impact my future. Because I believe if I can make change within a small group, I can make change over a big group throughouta long period of time. And when we started this project together, I think Daren and I felt genuinely unsure about whether opportunities to make change in the school settingwould have sort of effects on students feelings of political agency for other communitiesthat they're apart of. And what we found through our interviews with students like Jenelleand through our survey data and so on in our observationswas that for young people, your school communityis as real a community as any other communitythat you're a part of.
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  STD 3 TO 12 HOME LEARNING STUDY MATERIALS VIDEOS IN GUJARATI | DD GIRNAR/ DIKSHA PORTAL HOME LEARNING VIDEO HOME LEARNING VIDEOS IMPORTANT VIDEO LINKS  HOME LEARNING VIDEOS STD 3 CLICK HERE             I want to give a range of tips to children and parents who may be moving to an online distance learning platform due to school closure so let's get straight into a range of different tips to help support you guys with the transition so to start off with you need to be prepared you need to make sure that you are fully understanding of all the different software that you area bout to go and use before you start on the first day and get thrown into the deep end you need to make sure that you are aware of how the learning platforms work that you are going to use with your school so for example my school are going to be using Google classroom so. HOME LEARNING VIDEOS STD 4 CLICK HERE           if I was a child or a parent I would be making sure that I know how to get work