Changes

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.

'''Event based camps- GMP'''  

'''Event based camps- GMP'''  

The camp was usually conducted for 2 days, total number of camps conducted through out the program is 4 in 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  

The [https://karnatakaeducation.org.in/KOER/en/index.php/Fun_with_Science camp] was typically held for two days, with a total of four camps undertaken throughout the programme in various schools for different grades. The objectives of the events is to enable children to experience the essence of science activities and develop science process skills. 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  at the beginning ice-breaker activities were planned and conducted to build rapport with students and get an understanding of the children and the schools. Initially students were introducing themselves to the whole class by sharing their favourate things and hobbies with passing the  ball game following that they engaged in treasure hunt 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. 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 exploration and Classification of leaves. 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. Students presented any one of the activities in which they participated in their group at the end of the camp. 

 

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.

[https://karnatakaeducation.org.in/KOER/en/index.php/Science_Exhibition science exhibition] organised in two schools.

== 6. Student Endline – MI, AS ==

== 6. Student Endline – MI, AS ==