Changes

After the continuous interactions over a long period of time the same child Karan was able to get adjusted with his friends. He showed interest in learning during our sessions, slowly his friends stopped taunting him. He was participating actively in our sessions, He was given an individual attention to make him understand and solve his problems.   

After the continuous interactions over a long period of time the same child Karan was able to get adjusted with his friends. He showed interest in learning during our sessions, slowly his friends stopped taunting him. He was participating actively in our sessions, He was given an individual attention to make him understand and solve his problems.   

Due to his interest and willingness to learn Now the Same karan is Able to Represent the numbers in FLU Model and Explain the ordinality of the given numbers, He is very much confident in solving the Addition (with carry over and without carry over), Subtraction (without regrouping and with regrouping), solve the word problems of Addition and subtraction, also the meaning of multiplication.

Due to his interest and willingness to learn Now the Same Karan is Able to Represent the numbers in FLU Model and Explain the ordinality of the given numbers, He is very much confident in solving the Addition (with carry over and without carry over), Subtraction (without regrouping and with regrouping), solve the word problems of Addition and subtraction, also the meaning of multiplication.During the language session he was able to comprehend when it was translated in Kannada and slowly was able to understand what a facilitator is trying to tell in English and Respond it in Kannada. This shows the changes among the child from the baseline to the Endline. 

   • What can be some teaching strategies to help bridge the learning gaps in Karan’s case?

   • What can be some teaching strategies to help bridge the learning gaps in Karan’s case?