Changes

While there is a lot available on ‘Inclusive Education’ (including policies, processes) on ‘paper’, there is a serious gap in actualizing what is on paper and a lot needs to be done on that front. The teachers and the academic support personnel have practical challenges which need to be addressed so that they are enabled and empowered to practice inclusive pedagogies in the classroom.

While there is a lot available on ‘Inclusive Education’ (including policies, processes) on ‘paper’, there is a serious gap in actualizing what is on paper and a lot needs to be done on that front. The teachers and the academic support personnel have practical challenges which need to be addressed so that they are enabled and empowered to practice inclusive pedagogies in the classroom.

With the support of Cognizant Foundation (CF), [http://www.itforchange.net/ IT for Change (ITfC)] implemented the Pilot Project on “[http://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3 Technology Integration for Inclusive Education]” in government aided higher primary and high schools in Bengaluru South-3 Block. This is part of the CF’s flagship program on “Teacher Development for an Inclusive School Education System leveraging Technologies”. The TIIE program was conceived as a 3-year program with a one-year pilot project, followed by 2 years of scaling up of the program. The pilot was implemented in select schools in Bengaluru South-3 block. The program extends our model of '''teacher professional development''', building ‘''Teachers Communities of Learning’'' at multiple levels - within the school, across subject teachers, and across schools in the block.

With the support of Cognizant Foundation (CF), [http://www.itforchange.net/ IT for Change (ITfC)] implemented the Pilot Project on “Technology Integration for Inclusive Education” in government aided higher primary and high schools in Bengaluru South-3 Block. This is part of the CF’s flagship program on “Teacher Development for an Inclusive School Education System leveraging Technologies”. The TIIE program was conceived as a 3-year program with a one-year pilot project, followed by 2 years of scaling up of the program. The pilot was implemented in select schools in Bengaluru South-3 block. The program extends our model of '''teacher professional development''', building ‘''Teachers Communities of Learning’'' at multiple levels - within the school, across subject teachers, and across schools in the block.

In addition to demonstrating Technology Integration for Inclusive Education at a school level and building communities of practitioners, the project published teaching-learning materials on the Karnataka Open Educational Resources (KOER) repository, in English and Kannada languages, for teachers across Karnataka.

In addition to demonstrating Technology Integration for Inclusive Education at a school level and building communities of practitioners, the project published teaching-learning materials on the Karnataka Open Educational Resources (KOER) repository, in English and Kannada languages, for teachers across Karnataka.

We planned to achieve these objectives through a combination of specially designed modules, ongoing resource creation, classroom work, teacher training and establishing a resource center. The approach included a combination of intensive and event-based school level work in select Government and Government-aided High Schools and sharing and learning at block level.

We planned to achieve these objectives through a combination of specially designed modules, ongoing resource creation, classroom work, teacher training and establishing a resource center. The approach included a combination of intensive and event-based school level work in select Government and Government-aided High Schools and sharing and learning at block level.

== 4. Program Design & Methodology – APD (include whatever is already there in program design document; include baseline report link) ==

== 4. Program Design & Methodology – APD (include whatever is already there in program design document; include baseline report link) ==

The following were the underlying concepts and principles of the program design:  

The following were the underlying concepts and principles of the program design:  

# Our '''inclusive-pedagogies''' included-multi-sensory,-constructivist-and learner-centered-approaches-to address learning difficulties, and-we adopted-following-technology-enabled-strategies:

# Our '''inclusive-pedagogies''' included-Multi-sensory,-Constructivist and learner-centered-approaches-to address learning difficulties, and-we adopted-following-technology-enabled-strategies:

## Peer--learning, experiential learning and--use of exploratory,--co-operative--and--collaborative methods--in teaching-learning.

## Peer--learning, experiential learning and--use of exploratory,--co-operative--and--collaborative methods--in teaching-learning.

## Explore--the use--and--adaptation of--different technologies--to--support--individual--learner needs.

## Explore--the use--and--adaptation of--different technologies--to--support--individual--learner needs.

## Use of games, crafts--in teaching-learning /--activity--based learning to facilitate constructivist--opportunities.--

## Use of games, crafts--in teaching-learning /--activity--based learning to facilitate Constructivist--opportunities.--

# We adopted-'''differentiated learning'''-including differentiated-instruction and assessment for effective teaching in the identified-schools. This involved-developing-teaching materials and assessment measures so that all students-within a classroom can learn effectively, regardless of differences-in their contexts,-interests-and abilities.

# We adopted-'''differentiated learning'''-including differentiated-instruction and assessment for effective teaching in the identified-schools. This involved-developing-teaching materials and assessment measures so that all students-within a classroom can learn effectively, regardless of differences-in their contexts,-interests-and abilities.

# We designed, developed and transacted technology integrated-modules and demonstrated in select schools, new pedagogies-emphasizing inclusive education.

# We designed, developed and transacted technology integrated-modules and demonstrated in select schools, new pedagogies-emphasizing inclusive education.

#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.

'''School Work'''

'''School Work ''[move to implementation]'''''

The school work was of two types – intensive classroom work and event based engagement. Specific schools were identified for each type of engagement. We developed strategies to create a safe and welcoming space for students of all levels and abilities to learn, discuss and understand from their peers. We had discussions with the school teachers on this, and they provided valuable inputs.

The school work was of two types – intensive classroom work and event based engagement. Specific schools were identified for each type of engagement. We developed strategies to create a safe and welcoming space for students of all levels and abilities to learn, discuss and understand from their peers. We had discussions with the school teachers on this, and they provided valuable inputs.

In the event based engagement we conducted activities like Camps and Science Exhibitions. Each event had specific learning objectives. The aim was to expose students to inclusive education approaches and materials developed in the intensive school interactions. Science activities aimed to build scientific temper in students and teachers.  

In the event based engagement we conducted activities like Camps and Science Exhibitions. Each event had specific learning objectives. The aim was to expose students to inclusive education approaches and materials developed in the intensive school interactions. Science activities aimed to build scientific temper in students and teachers.  

'''Teacher Capacity Building'''

'''Teacher Capacity Building ''[move to implementation]'''''

The efficiency and impact of the program depends significantly on the support and participation from HM and teachers of the select schools. Through the program, we had regular interactions with HM and teachers. We conducted school level and block level workshops and awareness campaigns to help teachers develop and implement inclusive pedagogy and practices in their classroom. These workshops discussed the school work, demonstrated resources created, shared our observations and learnings, and how all these can be taken to the classrooms. The aim was to both encourage teachers to adapt the project materials and methods, and collect their feedback on the possibilities as well as challenges for inclusive education.

The efficiency and impact of the program depends significantly on the support and participation from HM and teachers of the select schools. Through the program, we had regular interactions with HM and teachers. We conducted school level and block level workshops and awareness campaigns to help teachers develop and implement inclusive pedagogy and practices in their classroom. These workshops discussed the school work, demonstrated resources created, shared our observations and learnings, and how all these can be taken to the classrooms. The aim was to both encourage teachers to adapt the project materials and methods, and collect their feedback on the possibilities as well as challenges for inclusive education.

Teachers were encouraged to use, contribute and share the teaching-learning resources – both at the School level and at the block/cluster level. This was done by setting up a lab in select schools and establishing a resource center at the block level.

Teachers were encouraged to use, contribute and share the teaching-learning resources – both at the School level and at the block/cluster level. This was done by setting up a lab in select schools and establishing a resource center at the block level.

'''Setting up Computer Labs in Schools'''

'''Setting up Computer Labs in Schools ''[move to implementation]'''''

As part of the project, we have set up and configured the Computer Labs in 8 Schools – including both Higher Primary and High Schools. These labs are being used by both the teachers and students. Our team also conducted regular classes on ‘digital literacy’ in some of these schools and in some others, they provided support to the teachers to conduct the classes. The objective of these classes is to enable children to become comfortable with the use of digital devices and technologies in their learning process.  

As part of the project, we set up and maintain the Computer Labs in 8 Schools – including both Higher Primary and High Schools. These labs are being used by both the teachers and students. Our team also conducted regular classes on ‘digital literacy’ in some of these schools and in some others, they provided support to the teachers to conduct the classes. The objective of these classes is to enable children to become comfortable with the use of digital devices and technologies in their learning process.  

'''Block Level Activities'''  

'''Block Level Activities'''  

At the block/cluster level, the program activities included designing and conducting programs for Continuous Professional Development (CPD), establishing a Resource Center as well as organizing orientation programs for the Block Resource Persons (BRP), Cluster Resource Persons (CRPs), SI’s, ECO’s and other relevant department personnel. Workshops were conducted for Cluster Resource Persons (CRP), Block Resource Persons (BRP) and Block Integrated Education Resource Teachers (BIERT) to discuss our work in schools, and to create awareness on how the resources can be used to support teachers for implementation.

At the block/cluster level, the program activities included designing and conducting programs for Continuous Professional Development (CPD), establishing a Resource Center as well as organizing orientation programs for the Block Resource Persons (BRP), Cluster Resource Persons (CRPs), SI’s, ECO’s and other relevant department personnel. Workshops were conducted for Cluster Resource Persons (CRP), Block Resource Persons (BRP) and Block Integrated Education Resource Teachers (BIERT) to discuss our work in schools, and to create awareness on how the resources can be used to support teachers for implementation.

'''Setting up of Digital Resource Center for Inclusive Education'''

'''Setting up of Digital Resource Center for Inclusive Education ''[move to implementation]'''''

A ‘Digital Resource Center for Inclusive Education’ has been set up at the Vijaya Teachers College, a prominent Teacher Education Institute in Bengaluru. This is a (Bengaluru South 3) block level resource center. The resource center has information both about inclusive education in general, and  about the modules & resources developed as part of the project. The Resource Center is important for accessing and sharing of resources that could be useful for student learning in an inclusive setting. We are also working with the Block Education Officer (BEO), to set up a resource center at the block level where all teachers can access, contribute, re-use and share.  

A ‘Digital Resource Center for Inclusive Education’ has been set up at the Vijaya Teachers College, a prominent Teacher Education Institute in Bengaluru. This is a (Bengaluru South 3) block level resource center. The resource center has information both about inclusive education in general, and  about the modules & resources developed as part of the project. The Resource Center is important for accessing and sharing of resources that could be useful for student learning in an inclusive setting. We are also working with the Block Education Officer (BEO), to set up a resource center at the block level where all teachers can access, contribute, re-use and share.  

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 - meant 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, along with customised, context-based, multilingual and multilevel resources for students. 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.

Sharing inclusive strategies in teaching few concepts in Mathematics and Implementation of Language lab and in the Cluster Meetings:

Sharing inclusive strategies in teaching few concepts in Mathematics and Implementation of Language lab and in the Cluster Meetings:

Cluster meetings were held once a month. Different South-3 zones where 2-3 clusters of different schools are combined in one particular school for learning sharing by teachers on various pedagogical strategies. Following our CRP Workshop, CRPs were invited to attend cluster meetings to share our work. Each cluster had 20–30 teachers and two CRPs. Our primary objective in participating in the cluster meeting was to share our understandings of inclusive education, demonstrate inclusive strategies in teaching for a few concepts of mathematics, and introduce the [https://karnatakaeducation.org.in/KOER/en/index.php/Language_Lab Language Lab] work, which was customized digital resources developed based on our experiences and learnings with the KITE E-Language Lab study. During the meeting, one of the stories was shown using the projector, speaker, tabs, and so on. Teachers were given tabs and laptops to explore various stories in various languages; perhaps they found it more interesting to use in their classroom. Language lab was converted to mobile version due to a lack of adaptive technology at schools, as it is easily accessible to teachers in the offline version. The kiwix app was installed on their phones, which encouraged the teachers to use it in their classrooms. So far, the team has attended 9 cluster meetings for both primary and higher primary school teachers, reaching out to nearly 250 teachers.

Cluster meetings were held once a month. Different South-3 zones where 2-3 clusters of different schools are combined in one particular school for learning sharing by teachers on various pedagogical strategies. Following our CRP Workshop, CRPs were invited to attend cluster meetings to share our work. Each cluster had 20–30 teachers and two CRPs. Our primary objective in participating in the cluster meeting was to share our understandings of inclusive education, demonstrate inclusive strategies in teaching for a few concepts of mathematics, and introduce the [https://karnatakaeducation.org.in/KOER/en/index.php/Language_Lab Language Lab] work, which was customized digital resources developed based on our experiences and learnings with the KITE E-Language Lab study. During the meeting, one of the stories was shown using the projector, speaker, tabs, and so on. Teachers were given tabs and laptops to explore various stories in various languages; perhaps they found it more interesting to use in their classroom. Language lab was converted to mobile version due to a lack of adaptive technology at schools, as it is easily accessible to teachers in the offline version. The '''''kiwix''''' application was installed on their phones, which encouraged the teachers to use it in their classrooms. So far, the team has attended 9 cluster meetings for both primary and higher primary school teachers, reaching out to nearly 250 teachers.

'''<br />CRP workshops - RB'''

'''<br />CRP workshops - RB'''

Across every block of each district, there are CRPs/BRPs/BIERTs, who support schools in their academic work. Aprt o=from collecting/distributing information with schools and organising teachers meetings and sharing teaching resources, they are also expected to observe classroom transactions and provide feedback and support to the teacher to make improvements while also appreciating the things that went well. The CRPs/BRPs must be able to access resources to help the teacher. This may be through linkages with the Cluster/Block Resource Group or the DIET.

Across every block of each district, there are CRPs/BRPs/BIERTs, who support schools in their academic work. Apart from collecting/distributing information with schools and organising teachers meetings and sharing teaching resources, they are also expected to observe classroom transactions and provide feedback and support to the teacher to make improvements while also appreciating the things that went well. The CRPs/BRPs must be able to access resources to help the teacher. This may be through linkages with the Cluster/Block Resource Group or the DIET.

As part of the TIIE program implementation in the Bengaluru South 3 block, IT for Change designed and conducted a digital literacy capacity building workshop. This was to all the CRPs/BRPs/BIERTs in Bengaluru south 3 block. The objectives of the workshop were to assist these professionals in effectively using Free and Open Source (FOSS) digital tools in their everyday work, such as collecting data from schools, sharing resources with schools, creating resources for teacher development programs and establishing mobile-based communities of teachers and CRPs to discuss academic work and share IT for changes inclusive education-related resources created as part of the classroom intervention in five schools in the 2022-23 academic year.

As part of the TIIE program implementation in the Bengaluru South 3 block, IT for Change designed and conducted a digital literacy capacity building workshop. This was to all the CRPs/BRPs/BIERTs in Bengaluru south 3 block. The objectives of the workshop were to assist these professionals in effectively using Free and Open Source (FOSS) digital tools in their everyday work, such as collecting data from schools, sharing resources with schools, creating resources for teacher development programs and establishing mobile-based communities of teachers and CRPs to discuss academic work and share IT for changes inclusive education-related resources created as part of the classroom intervention in five schools in the 2022-23 academic year.

Block inclusive education resource teachers (BIERTs), we got to know about them from the BEO office and made plans to meet with them. There are four BIERT’s in Bangalore South 3 block, two for primary and two for secondary school, and they specialise in Learning disabilities, Visual and hearing impairement, and Mental reatardation during their Bachelor of education training. We met these resource persons informally for about 3 hours over two days with the goal of discussing our TIIE project work, learning about their work nature, pedagogical support, teachers training from the department on IE, and government schemes/facilities to support CWSN. Nearly 347 CWSN students in Bangalore's south 3 block were divided into three groups: those who attended school at home, those who were prepared for school, and those who attended school but had certain disabilities as listed by the department. 50 students from higher primary and high school in South 3 Block are currently struggling with ID and LD. For severe CWSN students (those unable to attend school), the government arranges twice-weekly psychotherapy sessions. It also provides MR kits and scholarships for those with UDID (Unique disability identification card). We are in contact with these BIERTs in order to obtain mutual support for hospital diagnoses for some children who have learning difficulties. In the discussion, we focused on the IE resource centre, whether they maintain any IE resources, if so, what kind of resources they have, and whether they are helpful to our resources, as well as sharing our IE resources with the resource centre.

Block inclusive education resource teachers (BIERTs), we got to know about them from the BEO office and made plans to meet with them. There are four BIERT’s in Bangalore South 3 block, two for primary and two for secondary school, and they specialise in Learning disabilities, Visual and hearing impairement, and Mental reatardation during their Bachelor of education training. We met these resource persons informally for about 3 hours over two days with the goal of discussing our TIIE project work, learning about their work nature, pedagogical support, teachers training from the department on IE, and government schemes/facilities to support CWSN. Nearly 347 CWSN students in Bangalore's south 3 block were divided into three groups: those who attended school at home, those who were prepared for school, and those who attended school but had certain disabilities as listed by the department. 50 students from higher primary and high school in South 3 Block are currently struggling with ID and LD. For severe CWSN students (those unable to attend school), the government arranges twice-weekly psychotherapy sessions. It also provides MR kits and scholarships for those with UDID (Unique disability identification card). We are in contact with these BIERTs in order to obtain mutual support for hospital diagnoses for some children who have learning difficulties. In the discussion, we focused on the IE resource centre, whether they maintain any IE resources, if so, what kind of resources they have, and whether they are helpful to our resources, as well as sharing our IE resources with the resource centre.

'''NIMHANS - GMP'''

'''Public Health System - GMP'''

During our school visit, we found that some of the students were having learning difficulty in the classroom teaching-learning activities. We discussed the children with their teachers and began observing and recording their movements in the classroom. We designed a few activities for their level and conducted some individual interactions with those children to better understand their difficulties, and we decided to get diagnoses for a few children, for which we met with BIERT's and sought their assistance. Since the BIERTs were preoccupied with their work, they suggested taking them to the hospital and informing their school HM. We select three students from one of our chosen schools who are experiencing learning difficulties and meet with their parents with the assistance of teachers to gain their support. We first went to Sanjay Ghandi Hospital, and then we understood that only NIMHANS and Victoria hospitals in Bangalore care for children with learning disabilities. Then, with the presence of parents and teachers, three children were taken to the Department of Child and Adolescent Psychiatry at NIMHANS, where they having undergone detailed and comprehensive clinical evaluation and assessment.  For one child they have been able to identify that the child have severe intellectual disability disorder and owing to the child’s difficulties we registered to the child’s Unique Disability ID(UDID) as per the ‘Rights to of person with Disabilities(Ammendments) Rules’ (2009), Government of India. This process has been initiated and is likely to take about 2 to 3 months for completion. Considering child’s learning and parent’s financial and logistical difficulties we plan to put her in a residential special school called Samartham trust located in HSR layout based on their parents' wishes. For other 2 childrens due to some NIMHANS hospital procedures, one student referred to Victoria hospital for an IQ test because her appointment is not until September, and another student referred to Venkateshwara hospital in Tirupathi because he has an Andra state Adhar and ration card. However, we hope to complete the diagnosis of these two children by the end of April.

During our school visit, we found that some of the students were having learning difficulty in the classroom teaching-learning activities. We discussed the children with their teachers and began observing and recording their movements in the classroom. We designed a few activities for their level and conducted some individual interactions with those children to better understand their difficulties, and we decided to get diagnoses for a few children, for which we met with BIERT's and sought their assistance. Since the BIERTs were preoccupied with their work, they suggested taking them to the hospital and informing their school HM. We select three students from one of our chosen schools who are experiencing learning difficulties and meet with their parents with the assistance of teachers to gain their support. We first went to Sanjay Ghandi Hospital, and then we understood that only NIMHANS and Victoria hospitals in Bangalore care for children with learning disabilities. Then, with the presence of parents and teachers, three children were taken to the Department of Child and Adolescent Psychiatry at NIMHANS, where they having undergone detailed and comprehensive clinical evaluation and assessment.  For one child they have been able to identify that the child have severe intellectual disability disorder and owing to the child’s difficulties we registered to the child’s Unique Disability ID(UDID) as per the ‘Rights to of person with Disabilities(Ammendments) Rules’ (2009), Government of India. This process has been initiated and is likely to take about 2 to 3 months for completion. Considering child’s learning and parent’s financial and logistical difficulties we plan to put her in a residential special school called Samartham trust located in HSR layout based on their parents' wishes. For other 2 childrens due to some NIMHANS hospital procedures, one student referred to Victoria hospital for an IQ test because her appointment is not until September, and another student referred to Venkateshwara hospital in Tirupathi because he has an Andra state Adhar and ration card. However, we hope to complete the diagnosis of these two children by the end of April.

'''Teacher's workshop (DL)) - RB'''

'''Teacher's workshop (DL)) - RB'''

'''Resource centre setup- RB'''

'''Resource centre setup- RB'''

#'''Mathematics'''

#'''Mathematics'''

Among these sessions Most of the children liked the FLU Model as they were able to understand the Place value and relate to solve the Number Operation. Students were given practice both manually and in the system using Tux Math, GCompris and phet simulation based on the level of the child. The students shared their opinion as Most of the sessions were conducted in the small groups It helped to engage in the activities, also desired to focus on individual learning of the students which develops the deeper understanding of the concepts. It creates a platform to get motivated by their peers towards the common goal and work together to support each others learning.

Among these sessions Most of the children liked the FLU Model as they were able to understand the Place value and relate to solve the Number Operation. Students were given practice both manually and in the system using Tux Math, GCompris and phet simulation based on the level of the child. The students shared their opinion as Most of the sessions were conducted in the small groups It helped to engage in the activities, also desired to focus on individual learning of the students which develops the deeper understanding of the concepts. It creates a platform to get motivated by their peers towards the common goal and work together to support each others learning.

"gunnakara matte muggi hosa method alli helikottidu tumba use agide" was revealed by most of the students because the Multiplication concept has helped them to comprehend the meaning of multiplication as groups of objects to find the product of any single digit number, Construction of the table was found easy using the number of lines and dots, Multiplication of two digits and more was the challenge we faced during regular method but After introducing to Area model helped us to learn in a very simple and interesting way.

"''gunnakara matte muggi hosa method alli helikottidu tumba use agide"'' (it was very useful to learn multiplication and tables in new method) was revealed by most of the students because the Multiplication concept has helped them to comprehend the meaning of multiplication as groups of objects to find the product of any single digit number, Construction of the table was found easy using the number of lines and dots, Multiplication of two digits and more was the challenge we faced during regular method but After introducing to Area model helped us to learn in a very simple and interesting way.

"Modalu namage maths astondu barthililla nivu bandmela nanu lekka madodu kalithe" matte "munche ganitha andre kashta anshtitu adre iga aa bhava yella hogide"

''"Modalu namage maths astondu barthililla nivu bandmela nanu lekka madodu kalithe" matte "munche ganitha andre kashta anshtitu adre iga aa bhava yella hogide".'' ("Earlier I didn't understand maths, after your sessions I learned to calculate sums" and "Before maths was so difficult but now that feeling is gone")

There were few games related to foundational numeracy which helped them to relate it while solving the sums, also enhanced the mental ability of thinking and quick calculations.

There were few games related to foundational numeracy which helped them to relate it while solving the sums, also enhanced the mental ability of thinking and quick calculations.

The module was designed to be learner-centric and used '''storytelling as a pedagogical tool''' to develop listening, speaking and reading skills in English. All the Children enjoyed listening to stories and are familiar with narrative conventions. Stories provide an ideal introduction to Multilingual approach based on the students linguistic backgrounds. Most of the students liked the small group activities such as (Body parts game, Model for sticking body parts, Introducing yourself by passing the parcel, skit, poster making, and so on..)

The module was designed to be learner-centric and used '''storytelling as a pedagogical tool''' to develop listening, speaking and reading skills in English. All the Children enjoyed listening to stories and are familiar with narrative conventions. Stories provide an ideal introduction to Multilingual approach based on the students linguistic backgrounds. Most of the students liked the small group activities such as (Body parts game, Model for sticking body parts, Introducing yourself by passing the parcel, skit, poster making, and so on..)

Among all these group activities, a student has shared her thoughts in skit activity as "Nanage acting madodu andre tumba ista, nivu classroom alli acting/ skit madsidaga nanage tuma khushi aythu" This also helped me to comprehend the story till today, Therefore also learnt how to behave will elders from the story activity.

Among all these group activities here are few examples such as, In the skit activity "Nanage acting madodu andre tumba ista, nivu classroom alli acting/ skit madsiddu nanage tuma khushi aythu" ("I love acting so much, I was so happy when you acted/skit in Clashroom") This also helped me to comprehend the story till today, Therefore also learnt how to behave with elders.

I liked introducing myself because "Navu namma bagge share madkobahudu namage yen ista yen ista illa anta matte bereavara bagge innu hechhu tilkobahudu"

I liked introducing myself because "Navu namma bagge share madkobahudu namage yen ista yen ista illa anta helbahudu matte bereavara bagge innu hechhu tilkobahudu" ("We can share about ourselves, what we like and what we don't like, and we can learn more about others.")

This helped students to participate effectively as a group, learning in a collaborative situation had greater knowledge acquisition, retention of material, developed problem solving and reasoning abilities, communication skills, than before.

This helped students to participate effectively as a group, learning in a collaborative situation had greater knowledge acquisition, retention of material, developed problem solving and reasoning abilities, communication skills, than before.

Most of the students in different schools were migrated from different schools or different states had a very low exposure to English Language so those students have said that "yella kathegalannu bera bera bashay yalli torisiddu, mattu kelavomma niva aa katheyannu bera basheyalli heliddu" adu tumabane upayogavagidde yekendare navu bera bera basheyalli artha madikondvi, matte bera bashe kaliyalu protsaha needidira"

Most of the students in different schools were migrated from different schools or different states had a very low exposure to English Language so those students have said that "yella kathegalannu bera bera bashay yalli torisiddu, mattu kelavomma niva aa katheyannu bera basheyalli heliddu" adu tumabane upayogavagidde yekendare navu bera bera basheyalli artha madikondvi, matte bera bashe kaliyalu protsaha needidira"(Using Multilingual (Kannada, English, Hindi, Tamil, Telugu) approach was implemented to make it understand for every child in the class and it also helped us to comprehend better by repeating the the same story in different languages, Perhaps It also helped to learn other language too).

In the DL sessions The Language lab was implement in two schools and students have shared that "they enjoyed listening and Reading to all the stories and answering the questions in the different activities

In the DL sessions The Language lab was implement in two schools and students have shared that "they enjoyed listening and Reading to all the stories and answering the questions in the different activities

'''Overall feedback'''

'''Overall feedback'''

*"Nivu yavaga barthira, yavaga class tagotira anta gate kade nodtidvi" because the sessions never made us feel sad or boring.

*"Nivu yavaga barthira, yavaga class tagotira anta gate kade nodtidvi" (we keep looking at the gate to see when you will come and when you will take the sessions) because the sessions never made us feel sad or boring.

*All the facilitators were very friendly and Polite, they never spoke-harshly/ raised their voices/ scolded/ hit us.

*All the facilitators were very friendly and Polite, they never spoke-harshly/ raised their voices/ scolded/ hit us.

*Few students in-one of the school felt that they would learn more effective if there-was no disturbance in the class.

*Few students in-one of the school felt that they would learn more effective if there-was no disturbance in the class.

*Majority of the-students and teachers are willing to continue the sessions for the -Next Academic year.

*Majority of the-students and teachers are willing to continue the sessions for the -Next Academic year.

*One of the student gave a strong statement as "namma government shaaley galalli ida reeti nivu bandu karyakramagalu madidare government shaaleygalu ondu uttama stanakke beleyuttade" this sounds clearly the importance of the sessions after the long gap due to pandemic.

*One of the student gave a strong statement as "namma government shaaley galalli ida reeti nivu bandu karyakramagalu madidare government shaaleygalu ondu uttama stanakke beleyuttade"(If you come and conduct such programs in our government schools, the government schools will grow to a better place) this sounds clearly the importance of the sessions after the long gap due to pandemic.

*

*

=== 3. HMs===

=== 3. HMs===

HMs not being able to give time and other workload. Challenges in each school - HM interaction summary

Interactions with few HM's revealed that the sessions on TIIE might have had a positive impact on children's behavior as they could see some of the behavioral challenges which were observed during the initial post-COVID days seem to be disappearing. Also, the fact that HM' s could not take part in the sessions due to various reasons like managing administrative tasks, handling admissions was observed during interactions. They were also of the opinion that children need to get inputs in various school subjects like science, social and Kannada to improve their performance. According to them, DL sessions have helped children to use and work on computer confidently. Most of the HM 's stressed the need for training teachers on digital literacy. 

 

 

'''Summary of School/classroom reflections'''

'''Summary of School/classroom reflections'''

      school

      school

   • students

=====    • students =====

 

 

 

 

 

 

 

 

 

 

 

Effect of gadgets, movies, TV   

Effect of gadgets, movies, TV