309
edits
Changes
From Karnataka Open Educational Resources
→Module Design and Development
#'''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.
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school
school
• students
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'''Math:'''
Initially the sessions were planned for whole class, during the sessions it was found more challenging to draw the students attention, make them focus towards learning. so mostly the sessions were conducted in groups and have observed that the students are more engaged in learning, they show interest towards learning, distractions are reduced,
During FLU sessions
'''Language'''
* Students used to complete the assigned task by discussing it among their classmates, Help each other to involve everyone, and cooperation during the language sessions, which were mostly group activities.
* All of the students participated in the body parts group activity with a great desire to complete the challenge at hand. They worked as a team in fostering a healthy sense of competition among themselves.
* The use of a multilingual approach has provided the opportunity for students from a wide range of linguistic backgrounds to participate in our sessions. Since the majority of language lessons were conducted in different languages and students were encouraged to respond in their own native tongues, they felt that each language was valued. This has encouraged them in communicating when a chance was given.
* In the school 1 during the Introduction activity most of the boys were able to introduce themself with little support/ prompts and motivation but girls were very shy when it comes to participating in speaking activities - they fear their answers might be incorrect or that others might laugh at them. Some students also mentioned that they had never got an opportunity to speak on stage/ in public. Still, with constant motivation by the facilitators, the students were able to introduce themselves (at least few sentences) with minimal mistakes. After the session few girls personally shared as "Even we know the context to speak we will be scared when we get an opportunity to speak in public. We have realized that we should try overcome the fear by using the opportunity of the when we get a chance of it".
* Mostly of the story sessions was projected using projector and speaker. Few students who used to be very passive in the classroom interactions were showing interest, more involved, were actively participating and tried to answer each and every question without giving a chance to others even when it was pointed to specific student.
* In the initial sessions of all the schools, students had a phobia towards the English language(with respect to all LSRW skills). To bring them out of it several steps were constantly followed Giving instructions in English then translated in other languages, slowly they were able t comprehend few instructions which was repeated often. Students were motivated to try an attempt of speak in English at-least a word or a phrase or a sentence. Due to continuous interactions students this helped slowly to learn the formation of simple sentences. During the Language sessions students were encouraged to read the text in English and Kannada, Students would feel comfortable to read it in Kannada while they would step back or hesitate to read in English. The facilitators would motivate them and support it while the students were reading, This encouraged many of the students to read it.
*'''Overall'''
Most of the times students could not recall what was done in the previous session while some seemed to have totally forgotten due to twice the visit of the session and sometimes we used to get one session in a week for various reasons. sometimes we were not able to complete the planned task in the session.
In school 2 and school 3 most of the students (especially boys) had behavioual issues such as (reacting aggressively, using vulgar words, hitting, pushing each other, snatching, bullying, taunts, making fun of others, and so on). Here is an example of a child from school 3 who had severe behavioual issues and most of the time the facilitator would help him not to do so. One day the same child was completely changed in his behaviour all the facilitators were very surprised to see him focused in the sessions, not even speaking unnecessarily, making his friends to be quite. He was well behaved till the last session of the program.
Hitting was the first step which students were used to it, The facilitators tried to helped them many times in understanding not to hit others, so that it pains and hurts as it hurts us. very very minimal students were able to receive it. When hitting was repeated the facilitator would tell the students "hit me" instead of hitting other child this was told repeatedly as the children pretend to hit. slowly their friends also helped them not to hit because the facilitator is requesting not to hit/ hit herself.
Most of the time in school 2 and school 3, The planned activities was difficult to complete it because It took time to make them settled and start the session. to avoid the wastage of time the facilitator divided the class into small groups based on the activity and facilitators and started the sessions.
Effect of gadgets, movies, TV
Effect of gadgets, movies, TV
