1,491
edits
Changes
From Karnataka Open Educational Resources
→5. Implementation – GMP, NB, RB
The [https://karnatakaeducation.org.in/KOER/en/index.php/Language_Lab Language lab] designed to be learner-centric and uses '''storytelling as a pedagogical tool''' to develop listening, speaking and reading skills in English. Children enjoy listening to stories and are familiar with narrative conventions. Stories can provide the starting point or act as a springboard for a wide variety of related language and learning activities, and offer an ideal resource for meeting diverse learning needs. They can help children understand the overall meaning of a story with the help of illustrations (which provide clues about the meaning) and facilitator support.
The [https://karnatakaeducation.org.in/KOER/en/index.php/Language_Lab Language lab] designed to be learner-centric and uses '''storytelling as a pedagogical tool''' to develop listening, speaking and reading skills in English. Children enjoy listening to stories and are familiar with narrative conventions. Stories can provide the starting point or act as a springboard for a wide variety of related language and learning activities, and offer an ideal resource for meeting diverse learning needs. They can help children understand the overall meaning of a story with the help of illustrations (which provide clues about the meaning) and facilitator support.
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 :
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. 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.
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. 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.
