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The design of the module was influenced by a baseline study conducted to understand students’ Mathematics competency levels and language proficiency levels. The baseline engaged approximately 175 students from five schools in a series of activities wherein students worked in pairs or individually to complete the assigned tasks. These tasks were used as checkpoints for facilitators to learn more about students’ levels of learning, cognitive skills, and difficulties which they were faced in Mathematics and English language.
The design of the module was influenced by a baseline study conducted to understand students’ Mathematics competency levels and language proficiency levels. The baseline engaged approximately 175 students from five schools in a series of activities wherein students worked in pairs or individually to complete the assigned tasks. These tasks were used as checkpoints for facilitators to learn more about students’ levels of learning, cognitive skills, and difficulties which they were faced in Mathematics and English language.
The Mathematics and language module has been designed based on various teaching methodologies under ''Inclusive Education'' which encompasses considerations and strategies to support the diversity of learners in the given context by minimizing barriers to learning and helping each learner achieve their full potential. The Inclusive education approaches have been considered in developing the module that can be applied across schools to create a barrier-free learning environment for all students. Owing to the behavioral challenges witnessed in students across schools, content selection and activity design will be done in a manner that can help improve students’ socio-emotional learning and interpersonal skills as well as help them develop a growth mindset. The module has intentionally used themes familiar to students and which have also been previously covered in their prescribed language and Mathematics textbooks.
The Mathematics and language module has been designed based on various teaching methodologies under ''Inclusive Education'' which encompasses considerations and strategies to support the diversity of learners in the given context by minimizing barriers to learning and helping each learner achieve their full potential. The Inclusive education approaches have been considered in developing the module that can be applied across schools to create a barrier-free learning environment for all students. Owing to the behavioral challenges witnessed in students across schools, content selection and activity design will be done in a manner that can help improve students’ socio-emotional learning and interpersonal skills as well as help them develop a growth mindset. The module has intentionally used themes familiar to students and which have also been previously covered in their prescribed language and Mathematics textbooks.
How the module aims to address the different barriers affecting listening, speaking and reading skills :
How the module aims to address the different barriers affecting listening, speaking and reading skills :
# Linguistic barriers (difference in the linguistic levels of the speaker and listener) The digital resources have been created in both Kannada and in English including supporting text in both languages. Facilitators will also provide support in other languages such Tamil and Hindi/ Urdu and Tamil for students who have migrated from these language-speaking states.
# Linguistic-barriers (difference in the linguistic levels of the speaker and-listener) The digital resources have been created in both-Kannada and in English including supporting text in both languages.-Facilitators will also provide support in other languages such Tamil-and Hindi/ Urdu and Tamil for students who have migrated from these-language-speaking states.
# Use of new vocabulary and ‘difficult’ words The vocabulary used includes a lot of simple and commonly used words as per student levels. The exercises provided at the end of the story include the new vocabulary to be introduced along with a corresponding image.
# Use-of new vocabulary and ‘difficult’ words The vocabulary used-includes a lot of simple and commonly used words as per student-levels. The exercises provided at the end of the story include the-new vocabulary to be introduced along with a corresponding image.
# Psychological (lack of interest from the part of the listener) The stories used have been selected based on themes and contexts familiar to the students and the corresponding activities have been designed to keep the students engaged be it in individual, pair or group work.
# Psychological-(lack of interest from the part of the listener) The stories-used have been selected based on themes and contexts familiar to the-students and the corresponding activities have been designed to keep-the students engaged be it in individual, pair or group work.
# Physiological (partial or total hearing impairment) Although no such student has been identified, most activities include corresponding texts in both English and in Kannada.
# Physiological-(partial or total hearing impairment) Although no such student-has been identified, most activities include corresponding texts in-both English and in Kannada.
# The activities included focus on areas for developing speaking skills using mechanics of speaking (pronunciation), usage (vocabulary and language functions) and cultural and social contexts.
# The-activities included focus on areas for developing speaking skills-using mechanics of-speaking (pronunciation), usage (vocabulary and language functions)-and cultural-and social contexts.
# Students will be provided with multiple learning discourses and encouraged to read out loud, and will be taught how to break down words or sentences for the same if necessary.
# Students-will be provided with multiple learning discourses and encouraged to-read out loud, and will be taught how to break down words or-sentences for the same if necessary.
A team of 5-6 facilitators visited the school twice a week regularly to engage 35-40 children for about 80 minutes for a period of 9 months. Students were divided into 2 groups based on their mathematics and language abilities assessed in the baseline. Sessions were organized in such a way that Math and language activities were conducted parallelly at different places available in the school like lab, library and including their classroom and the group would be swapped after 25 minutes such that each facilitator get to interact and engage with 6-7 students. Math session focused on basic operations of addition, subtractions and multiplications and the language session focused on listening, speaking and reading skills.
A team of 5-6 facilitators visited the school twice a week regularly to engage 35-40 children for about 80 minutes for a period of 9 months. Students were divided into 2 groups based on their mathematics and language abilities assessed in the baseline. Sessions were organized in such a way that Math and language activities were conducted parallelly at different places available in the school like lab, library and including their classroom and the group would be swapped after 25 minutes such that each facilitator get to interact and engage with 6-7 students. Math session focused on basic operations of addition, subtractions and multiplications and the language session focused on listening, speaking and reading skills.
'''Resource centre setup- RB'''
'''Resource centre setup- RB'''
'''Event based camps- GMP - NB'''
'''Event based camps- GMP'''
The camp was usually conducted for 2 days, total number of camps conducted through out the program is 4 in 4 different schools. The objectives of the events is to enable children to experience the essence of science activities and develop science process skills and in language enable children to identify story elements and use it accordingly
Generally, the camp would start with dividing the children in two major groups and each group was further divided into 6 sub-groups and were given a treasure hunt activity where children were instructed to complete the given activities in sequence and whoever completes all the sequenced activities first were taken a photo with group. Children enjoyed doing the activities in groups. They would be eager to complete the activities and did it with most enjoyment. Generally, children demonstrated confusion on area and naming objects of similar size activity.
The whole class would be divided into 2 groups. Of which, one group would be engaged in Language activity on story elements and the other group would be involved in science activities organised in different stations under the names Digestive system, Respiratory system, Acid-base, web of life game, electricity, shadow explorartion.etc.., after completing the assigned activities children would take turns in attending to the next station. Similarly, they would attend the next set of planned activities in science and language simultaneously.
science exhibition organised in two schools.
== 6. Student Endline – MI, AS ==
== 6. Student Endline – MI, AS ==
'''Event based camps (GMP) -'''
'''Event based camps (GMP) -'''
After the covid pandemic, schools had no opportunity to engage students in social activities. Science exhibitions allow more students to participate in the event and provide some exposure for students to engage in the many experiments over the period of two weeks. Many children were eager to learn so many new things that you brought to the event, and they tried to explore many science concepts on their own by searching the internet and talking with their teachers and friends. Many students have low critical thinking, and when we ask them a question, they don't know how to answer it by applying their concept knowledge, so they get stuck, so this event helps them to know the scientific approach and increase scientific temper, In addition it creates interest in STEM education. It also helps students learn to observe and analyse basic concepts, as well as improve communication and presentation skills.
Students' explanations of their understanding of the model/experiments should be improved during the presentation, in addition to displaying their model or experiments. It is also important to display information in charts. All of this allows other students who come to see the exhibition to encourage them to participate in these activities and increase their scientific temper, as well as motivates others to participate and allow them to learn about the science exhibition methodology. it's pleasurable to see their efforts in creating working models and conducting physical experiments.
Science in school can sometimes appear to be a collection of isolated and static facts listed in a textbook and abstract subjects for those who not involved in observing and experimentation process. Many science concepts that the students had learned in earlier classes and semesters had been forgotten by them. So, a few science concepts they learned from their syllabus are captured to them through the camp activities that are planned. The approach to conducting experiments was good, and the way you made use of materials that are widely available in our daily lives encourages students to connect and think critically about two or more science concepts.
Students enjoyed the activities you had planned for the event, specially the use of technology in some concepts, like the connection of an electric circuit that allows students to use tabs, and the hands-on activities, like the acid-base test and the functioning of digestive system. Few students who were absent-minded in class are participating actively in your activities and freely sharing their opinions and understandings. Many students requested that the event be extended for another two days, so the planned activities are extremely beneficial for the students.
=== 3. HMs ===
=== 3. HMs ===