Changes

Students enjoy playing games, and significant progress has been made in the field of game-based learning, which requires students to be problem solvers while working on specific goal. This approach blends in our session for students to achieve targeted learning objectives through complement's game and hand cricket game. After the each concept discussed students are given some   opportunities, such as working with Phet simulations on place value concepts, hand-on practise in Tux maths and Gcompris tools on arithmetic operations in systems to practise and demonstrate mastery in by drawing solutions at the abstract level before moving on to a new maths concept/skill.

Students enjoy playing games, and significant progress has been made in the field of game-based learning, which requires students to be problem solvers while working on specific goal. This approach blends in our session for students to achieve targeted learning objectives through complement's game and hand cricket game. After the each concept discussed students are given some   opportunities, such as working with Phet simulations on place value concepts, hand-on practise in Tux maths and Gcompris tools on arithmetic operations in systems to practise and demonstrate mastery in by drawing solutions at the abstract level before moving on to a new maths concept/skill.

Language sessions were aimed at increasing students' exposure to English and improving their listening, reading and speaking skills. Stories were an integral part of the sessions to ensure that students can learn to read a given text with comprehension, locate details, and identify the theme, sequence of ideas and events - as reinforced in sessions on '<nowiki/>''story elements'''. The sessions followed a blended learning approach using the existing lab infrastructure in schools, laptops, projectors and speakers. A mix of individual, pair and group activities (such as role plays, games for revising concepts taught, etc.) were used in the sessions in order to drive more effective collaboration and ensure efficient classroom management. Students were also encouraged to use multiple means of output (speech, writing, making posters, role plays) as per their comfort level. After each session, the team held internal discussions about it, recorded their insights, observations, and difficulties in an internal database organised by school, and made the necessary changes to the plans for the following session.

Language sessions were aimed at increasing students' exposure to English and improving their listening, reading and speaking skills. Stories were an integral part of the sessions to ensure that students can learn to read a given text with comprehension, locate details, and identify the theme, sequence of ideas and events - as reinforced in sessions on '<nowiki/>''story elements'''. The sessions utilized the existing lab infrastructure in schools, laptops, projectors and speakers. A mix of individual, pair and group activities (such as role plays, games for revising concepts taught, etc.) were used in the sessions in order to drive more effective collaboration and ensure efficient classroom management. Students were also encouraged to use multiple means of output (speech, writing, making posters, role plays) as per their comfort level. After each session, the team held internal discussions about it, recorded their insights, observations, and difficulties in an internal database organised by school, and made the necessary changes to the plans for the following session.

The intention of the language lab was not merely read the stories by themselves and check for reading comprehension, but to enable an immersive language experience. Customized digital resources have been developed based on select stories in order to facilitate interaction in English. Stories from Pratham books’ ''[https://storyweaver.org.in/ Storyweaver]'' have been used and some have been repurposed to create audio-visual resources in local languages using FOSS tools like Xerte, Audacity and Kdenlive to help apply a multilingual approach to teaching. Some of the activities included in this module are based on  KITE’s E-Language Lab software (an initiative by the Kerala Education Department). They include themes such as empathy, teamwork, managing emotions, and other interpersonal skills. The digital audio-visual resources contain level-appropriate listening and reading components, as well as assessments based on comprehension, vocabulary and grammar which can be used by learners individually or in groups, so that children can then respond according to their own language proficiency level and cognitive ability.

The intention of the language lab was not merely read the stories by themselves and check for reading comprehension, but to enable an immersive language experience. Customized digital resources have been developed based on select stories in order to facilitate interaction in English. Stories from Pratham books’ ''[https://storyweaver.org.in/ Storyweaver]'' have been used and some have been repurposed to create audio-visual resources in local languages using FOSS tools like Xerte, Audacity and Kdenlive to help apply a multilingual approach to teaching. Some of the activities included in this module are based on  KITE’s E-Language Lab software (an initiative by the Kerala Education Department). They include themes such as empathy, teamwork, managing emotions, and other interpersonal skills. The digital audio-visual resources contain level-appropriate listening and reading components, as well as assessments based on comprehension, vocabulary and grammar which can be used by learners individually or in groups, so that children can then respond according to their own language proficiency level and cognitive ability.