The Curriculum development process has four stages:
- Identification of the needs of a specific user group;
- Development of curriculum using inquiry-based pedagogies and innovative learning materials based on the most current research (curated from partners’ work, and from sources around India and the world);
- Trialing of the curriculum on the ground with a small cohort of that specific user group to assess relevance and effectiveness in achieving targeted learning outcomes;
- Packaging of the curriculum in the format most likely to reach users from that specific user group.
Since the learning support required to reach expected outcomes would vary greatly by user group, courses are being developed in different modalities, some providing much more learning support, either directly, online, or by providing a Professional Development course for the teachers of that user group and follow-on support as they trial the course in their own classrooms.
TFC works towards the development of the following types of courses:
Static Curricular Packages: Courses that are being or have been taught successfully on the ground are being transformed into curricular packages for the use of educators at school and/or higher education levels. A curricular package, such as Fractured Freedoms: Studies in Exclusion, typically consists of a Course Description, and separate Units on the different themes. Each Unit consists of a Video Lecture laying out the big ideas and perspectives on the topic, a Teacher’s Guide to help teachers facilitate discussion and design learning tasks for students, as well as a list of additional resources with suggestions for their use to deepen student engagement and understanding. A Final Assignment and Assessment Guide will complete the curricular package.
Online Asynchronous Courses: Some courses that have been taught successfully on the ground are being reconceived as online courses for users who wish to pursue courses at their own pace, in their own space, and at a time of their choice. These courses will have a detailed Course Syllabus and are divided into Units for systematic self-directed learning. Each Unit consists of an introductory video, learning resources—both audio-visual and print–and learning tasks to process new information and deepen learning, as well as an assessment section to ensure student understanding of key concepts.
Live Courses, Modules and Learning Tasks: We are especially interested in using the TFC web-enabled platform for collaborative learning for planning, design and curriculum development purposes and for ongoing dialogue as courses are trialed by different partners in their own contexts. Modalities for blended and online learning will be explored (and experienced) as the courses are developed and trialed; eventually the courses could be made widely available as a collaborative learning opportunity in online and blended-learning formats. This would also trigger web-based social networks of teachers and teacher educators, and for students as they go through college, for ongoing peer dialogue and support.
Example: The course on Interrogating Gender, trialed in one Delhi Rainbow Home with adolescent girls who were formerly homeless, is being developed as a package for delivery with the same user group in the 6 other States with Rainbow Homes. An online course for the teachers of those students will be conducted live to prepare those teachers and provide ongoing support as they teach the course on the ground. The process of teacher preparation would be designed to generate a learning community of Rainbow Home teachers and teacher educators in 7 States, networked on the TFC platform for ongoing collaborative learning and knowledge creation.