Changes

== 2. Introduction – APD ==

== 2. Introduction – APD ==

Universal quality education is still a far cry in most schools in India. This has been corroborated by the The Annual Status of Education Report (ASER) which suggest that quality of education is unsatisfactory in most schools. One cause for that is teachers mostly using only the textbook as their teaching resource, and adopting a one-size-fits-all pedagogy. '''Differentiated Instruction''' - combining multi-level and diverse resources along with diverse and learner-centric pedagogues are necessary in facilitating education of students at different levels of engagement and understanding. Exposing teachers to technology for accessing resources and approaches, and facilitating their contextualized use would is essential for differentiated instruction.

Universal quality education is still a far cry in most schools in India. This has been corroborated by the The Annual Status of Education Report (ASER) which suggest that quality of education is unsatisfactory in most schools. One cause for that is teachers mostly using only the textbook as their teaching resource, and adopting a one-size-fits-all pedagogy. '''Differentiated Instruction''' - combining multi-level and diverse resources along with diverse and learner-centric pedagogies are necessary in facilitating education of students at different levels of engagement and understanding. Exposing teachers to technology for accessing resources and approaches, and facilitating their contextualized use would is essential for differentiated instruction.

When it comes to “Inclusive Education” (IE), there is a general lack of awareness and understanding among teachers, parents and education support system. Oftentimes, it is limited to including Children With Special Needs (CWSN) only. Children with learning disabilities and difficulties are being excluded in the classrooms, largely because teachers are unable to understand and address their challenges. Inclusive education is not to be just seen as removing exclusions, it has to be seen as a larger understanding of the nature of learning itself and that children have diversity. Various kinds of challenges exist and every child has a set of abilities. Inclusive education is really the perspective that we need to be able to focus on the strengths of all the children who are in the classroom where all of them can develop to the best of the abilities rather than restrict the development possibilities to a narrow set in which some children become capable and some become disabled.

When it comes to “Inclusive Education” (IE), there is a general lack of awareness and understanding among teachers, parents and education support system. Oftentimes, it is limited to including Children With Special Needs (CWSN) only. Children with learning disabilities and difficulties are being excluded in the classrooms, largely because teachers are unable to understand and address their challenges. Inclusive education is not to be just seen as removing exclusions, it has to be seen as a larger understanding of the nature of learning itself and that children have diversity. Various kinds of challenges exist and every child has a set of abilities. Inclusive education is really the perspective that we need to be able to focus on the strengths of all the children who are in the classroom where all of them can develop to the best of the abilities rather than restrict the development possibilities to a narrow set in which some children become capable and some become disabled.

The program was implemented in 12 select schools which were a diverse mix of Government and Government aided higher primary schools and high schools in Bengaluru. The selection of schools was be based on identified criteria, including the school size and composition, availability of relevant infrastructure and support from the teachers, HM and management (last for aided schools).

The program was implemented in 12 select schools which were a diverse mix of Government and Government aided higher primary schools and high schools in Bengaluru. The selection of schools was be based on identified criteria, including the school size and composition, availability of relevant infrastructure and support from the teachers, HM and management (last for aided schools).

'''Module Design and Development'''

==='''Module Design and Development'''===

 

For the implementation of the program it was important to identify the specific learning difficulties in students of select classes. We developed tools and tests along with the help of experts to assess and identify students who face specific learning difficulty in the classroom. The diagnostic assessments were used to identify learning difficulties in children and enabled the facilitators to develop structured modules for the intervention. Continuous assessments were conducted during the implementation of the program to understand if students' learning needs are being met and identify areas where they need additional support.

For the implementation of the program it was important to identify the specific learning difficulties in students of select classes. We developed tools and tests along with the help of experts to assess and identify students who face specific learning difficulty in the classroom. The diagnostic assessments were used to identify learning difficulties in children and enabled the facilitators to develop structured modules for the intervention. Continuous assessments were conducted during the implementation of the program to understand if students' learning needs are being met and identify areas where they need additional support.

'''General Inclusion barriers that the modules intend to address:'''  

'''General Inclusion barriers that the modules intend to address:'''  

# Linguistic-barriers (difference in the linguistic levels of the speaker and-listener)  The digital resources have been created in both-Kannada and in English including supporting text in both languages.-Facilitators will also provide support in other languages such Tamil-and Hindi/ Urdu and Tamil for students who have migrated from these-language-speaking states.

#Linguistic-barriers (difference in the linguistic levels of the speaker and-listener)  The digital resources have been created in both-Kannada and in English including supporting text in both languages.-Facilitators will also provide support in other languages such Tamil-and Hindi/ Urdu and Tamil for students who have migrated from these-language-speaking states.

# Use-of new vocabulary and ‘difficult’ words  The vocabulary used-includes a lot of simple and commonly used words as per student-levels. The exercises provided at the end of the story include the-new vocabulary to be introduced along with a corresponding image. Important Science vocabularies have been introduced using pictures and illustrations wherever necessary.

# Use-of new vocabulary and ‘difficult’ words  The vocabulary used-includes a lot of simple and commonly used words as per student-levels. The exercises provided at the end of the story include the-new vocabulary to be introduced along with a corresponding image. Important Science vocabularies have been introduced using pictures and illustrations wherever necessary.

# Psychological-(lack of interest from the part of the listener)  The stories-used have been selected based on themes and contexts familiar to the-students and the corresponding activities have been designed to keep-the students engaged be it in individual, pair or group work. Integrating videos and hands-on experiences as part of science module for sustained interest of the children.

#Psychological-(lack of interest from the part of the listener)  The stories-used have been selected based on themes and contexts familiar to the-students and the corresponding activities have been designed to keep-the students engaged be it in individual, pair or group work. Integrating videos and hands-on experiences as part of science module for sustained interest of the children.

# Physiological-(partial or total hearing impairment)  Although no such student-has been identified, most activities include corresponding texts in-both English and in Kannada.

#Physiological-(partial or total hearing impairment)  Although no such student-has been identified, most activities include corresponding texts in-both English and in Kannada.

# The-activities included focus on areas for developing speaking skills-using mechanics of-speaking (pronunciation), usage (vocabulary and language functions)-and cultural-and social contexts.Use of relevant physical resources , videos, illustrations were used while demonstrating science activities to address the needs of diverse learners.

#The-activities included focus on areas for developing speaking skills-using mechanics of-speaking (pronunciation), usage (vocabulary and language functions)-and cultural-and social contexts.Use of relevant physical resources , videos, illustrations were used while demonstrating science activities to address the needs of diverse learners.

# 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'''

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.  

== 5. Implementation – GMP, NB, RB ==

==5. Implementation – GMP, NB, RB==

'''(Implementation)'''

'''Continuous engagement :'''

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 to 3 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. 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.

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 to 3 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. 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.

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.

=== '''Cluster meetings- NB''' ===

'''Cluster meetings- NB'''

 

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 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.

=== ''' CRPs/BRPs/BIERTs workshop - RB''' ===

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

----

----

------

------

=== '''BIERT - GMP''' ===

'''BIERT - GMP'''

 

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''' ===

'''NIMHANS - 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 center setup- RB''' ===

'''Resource centre setup- RB'''

With the support from Vijaya Teachers Collage (VTC) and Block Educational Office(BEO), IT for Change has set up Inclusive Education Digital resources center's in VTC, (Block Resource Center (BRC) and in BEO office. The main objectives of these resource centers are  make all the resources related to the Inclusive Education classrooms should be available for eevery teachers in the block.

 

'''Event based engagement :''' - '''GMP'''

 

'''1.Event based camps:'''

The event based [https://karnatakaeducation.org.in/KOER/en/index.php/Fun_with_Science camp]  was 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. In general, the camp would begin by dividing the children into two major groups, and each group was further divided into six sub-groups. At the start, ice-breaker activities were planned and carried out to build rapport with students and gain a better understanding of the children and the schools. Initially, students introduced themselves to the entire class by sharing their favourite things and hobbies through a passing the ball game. Following that, they participated in a treasure hunt in which children were instructed to complete the given activities in sequence and whoever completed all of the sequenced activities first was captured on camera with the group. The children enjoyed doing the activities in groups. They would be eager to complete the activities and would do so with great pleasure.   

The event based [https://karnatakaeducation.org.in/KOER/en/index.php/Fun_with_Science camp]  was 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. In general, the camp would begin by dividing the children into two major groups, and each group was further divided into six sub-groups. At the start, ice-breaker activities were planned and carried out to build rapport with students and gain a better understanding of the children and the schools. Initially, students introduced themselves to the entire class by sharing their favourite things and hobbies through a passing the ball game. Following that, they participated in a treasure hunt in which children were instructed to complete the given activities in sequence and whoever completed all of the sequenced activities first was captured on camera with the group. The children enjoyed doing the activities in groups. They would be eager to complete the activities and would do so with great pleasure.   

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. We integrate technology into all of these activities, such as using a projector and speakers to display audio-visual-text information, as well as laptops and tabs for students to do hands-on practise. For some concept demonstrations, we used relevant everyday objects, and for electricity experiments, we used a science simple circuit kit that we gave to the students to work on individually or in groups while following our instructions. Children would take turns attending the next station after completing the assigned activities. Similarly, they would participate in the next set of planned activities in science and language at the same time. Students were asked to choose one of the activities in which they participated and present on it, and some of them volunteered to express their views on the camp.

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. We integrate technology into all of these activities, such as using a projector and speakers to display audio-visual-text information, as well as laptops and tabs for students to do hands-on practise. For some concept demonstrations, we used relevant everyday objects, and for electricity experiments, we used a science simple circuit kit that we gave to the students to work on individually or in groups while following our instructions. Children would take turns attending the next station after completing the assigned activities. Similarly, they would participate in the next set of planned activities in science and language at the same time. Students were asked to choose one of the activities in which they participated and present on it, and some of them volunteered to express their views on the camp.

A [https://karnatakaeducation.org.in/KOER/en/index.php/Science_Exhibition science exhibition] was held in two different high schools. In each school, nearly 100 students took part in this event. We organised this event with teachers' interest and support. We first gathered all students and announced the science exhibition, and then volunteers from various classes came forward to participate in the event. We conducted a science exhibition brainstorming session and asked them to choose topics from science and maths subjects. Those who chose the same topics were asked to change their topics and were given some ideas to think about. We instructed students to finalize the topics before getting involved in the event process. Students from various classes select their science and mathematics topics for working models and experiments. Some students are working in groups, while others have started to prepare individually. Students spent about 5-6 days working on their chosen topics for 2-3 hours per day.During the preparation period, 5-6 facilitators from our team visited the school, with each facilitator engaging 15-20 students. We distributed the necessary materials and stationary items for making models and experiments after the students' topics were finalised. Students were given tabs and laptops to help them gain an understanding and knowledge of the selected topics before beginning work on them. Students discussed their preparation work with us in person, over the phone, and in a WhatsApp group. We created a WhatsApp group for this event for each class section. Students used that group to share their progress levels, needs, and challenges, which helped us in resolving their issues and having completed their model. We given multiple reference links to help you better understand the concepts. In addition, prepare for explanations during presentations by using additional resources such as charts and videos. On the day of the exhibition, we arranged the models and experiments by theme and created an adequate presentation space. We requested that the school to invite other students from nearby schools to this event.

A [https://karnatakaeducation.org.in/KOER/en/index.php/Science_Exhibition science exhibition] was held in two different high schools. In each school, nearly 100 students took part in this event. We organised this event with teachers' interest and support. We first gathered all students and announced the science exhibition, and then volunteers from various classes came forward to participate in the event. We conducted a science exhibition brainstorming session and asked them to choose topics from science and maths subjects. Those who chose the same topics were asked to change their topics and were given some ideas to think about. We instructed students to finalize the topics before getting involved in the event process. Students from various classes select their science and mathematics topics for working models and experiments. Some students are working in groups, while others have started to prepare individually. Students spent about 5-6 days working on their chosen topics for 2-3 hours per day.During the preparation period, 5-6 facilitators from our team visited the school, with each facilitator engaging 15-20 students. We distributed the necessary materials and stationary items for making models and experiments after the students' topics were finalised. Students were given tabs and laptops to help them gain an understanding and knowledge of the selected topics before beginning work on them. Students discussed their preparation work with us in person, over the phone, and in a WhatsApp group. We created a WhatsApp group for this event for each class section. Students used that group to share their progress levels, needs, and challenges, which helped us in resolving their issues and having completed their model. We given multiple reference links to help you better understand the concepts. In addition, prepare for explanations during presentations by using additional resources such as charts and videos. On the day of the exhibition, we arranged the models and experiments by theme and created an adequate presentation space. We requested that the school to invite other students from nearby schools to this event.

== 6. Student Endline – MI, AS ==

==6. Student Endline – MI, AS==

  '''''Working document - https://docs.google.com/document/d/10Qq2JeFIc_hRaVjmkr2toESSTmAQSsdKI3oqOeAz7Uc/edit?usp=sharing Charts, etc will be uploaded later on KOER.'''''  

  '''''Working document - https://docs.google.com/document/d/10Qq2JeFIc_hRaVjmkr2toESSTmAQSsdKI3oqOeAz7Uc/edit?usp=sharing Charts, etc will be uploaded later on KOER.'''''  

=== 1. Endline objectives ===

===1. Endline objectives===

=== 2. Methodology – sampling, process, tools ===

===2. Methodology – sampling, process, tools===

=== 3. Findings (objective, only factual) ===

===3. Findings (objective, only factual) ===

==== 1. Math ====

====1. Math====

==== 2. Lang ====

====2. Lang====

== 7. Reflections on the program ==

==7. Reflections on the program==

=== 1. Students (feedback) – ===

===1. Students (feedback) –===

===== 7.1.1 Students Reflections on TIIE. =====

=====7.1.1 Students Reflections on TIIE - NB=====

Feedback is an essential part of learning and enhancing student's learning experiences. It helps to evaluate and improve teaching effectively. Every Student has their own perspective towards the teaching and facilitators, so they were given an opportunity to share their views on sessions. Every individual was given a choice either to speak it or write it which is put together and consolidated into a summary

Feedback is an essential part of learning and enhancing student's learning experiences. It helps to evaluate and improve teaching effectively. Every Student has their own perspective towards the teaching and facilitators, so they were given an opportunity to share their views on sessions. Every individual was given a choice either to speak it or write it which is put together and consolidated into a summary

# '''Mathematics'''

#'''Mathematics'''

The mathematics module aimed to address the need of the individual child in the Foundational numeracy such as FLU, Addition, Subtraction, Multiplication.

The mathematics module aimed to address the need of the individual child in the Foundational numeracy such as FLU, Addition, Subtraction, Multiplication.

'''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" 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.

* They also motivated us to participate in all the activities, perhaps-gave an opportunity to express our thoughts/ opinion.

*They also motivated us to participate in all the activities, perhaps-gave an opportunity to express our thoughts/ opinion.

* Most of the time we were disturbing the facilitators by creating-some new sense in the classroom, Inspite of all these challenges-they helped us to learn the concepts which we were finding-difficult.

* Most of the time we were disturbing the facilitators by creating-some new sense in the classroom, Inspite of all these challenges-they helped us to learn the concepts which we were finding-difficult.

* DL sessions has impacted to our effective learning as it created an interest to use them, before we had a fear of using the systems but now we are independent to on the systems and use it in a useful way.

*DL sessions has impacted to our effective learning as it created an interest to use them, before we had a fear of using the systems but now we are independent to on the systems and use it in a useful way.

* Using of projector, speaker, tabs and laptops made us to learn through interest.

*Using of projector, speaker, tabs and laptops made us to learn through interest.

'''Few Suggestions by the students:'''

'''Few Suggestions by the students:'''

* 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" this sounds clearly the importance of the sessions after the long gap due to pandemic.

==== 7.1.2 Event based Students Reflection ====

 

====7.1.2 Students Reflection on Event based engagement:====

Students from five different schools in grades 7, 8, and 9 participated in event-based camps that lasted one or two full days. After the pandemic strike students struggled a lot in their  learning due to the prolonged learning gap of 2 years and did not have much exposure to Activity based learning.  Considering the module was designed based on the students' contexts, grades, needs and interest with specific learning difficulties. Activities were designed which served every student's desire to learn. Scientific ideas were explicitly taught through the teaching-learning process where students were given a chance to investigate and learn via doing(Experiential learning). However, This fosters a scientific mindset towards the subject. Each student enthusiastically involved in every task of the session and shared their thoughts on the camp which is very much needed to improve

Students from five different schools in grades 7, 8, and 9 participated in event-based camps that lasted one or two full days. After the pandemic strike students struggled a lot in their  learning due to the prolonged learning gap of 2 years and did not have much exposure to Activity based learning.  Considering the module was designed based on the students' contexts, grades, needs and interest with specific learning difficulties. Activities were designed which served every student's desire to learn. Scientific ideas were explicitly taught through the teaching-learning process where students were given a chance to investigate and learn via doing(Experiential learning). However, This fosters a scientific mindset towards the subject. Each student enthusiastically involved in every task of the session and shared their thoughts on the camp which is very much needed to improve

Language we were just reading a story but during the sessions we learnt the story elements (title, author, characters, problem and solution in the story, favourite part, beginning, middle, and end) which helps to remember a story in a meaningful way.

Language we were just reading a story but during the sessions we learnt the story elements (title, author, characters, problem and solution in the story, favourite part, beginning, middle, and end) which helps to remember a story in a meaningful way.

=== 2. Teachers (feedback) ===

===2. Teachers (feedback)===

'''7.2.1 Summary of Teachers feedback about TIIE implementation in 4 Schools'''

'''Summary of Teachers feedback about TIIE implementation in 4 Schools'''

Even though It was challenging to involve the Teachers completely while during the sessions because of various reasons as mentioned below in their feedback, few teachers participated in some of our sessions and have given their valuable feedback on our sessions to help us improve upon further.

Even though It was challenging to involve the Teachers completely while during the sessions because of various reasons as mentioned below in their feedback, few teachers participated in some of our sessions and have given their valuable feedback on our sessions to help us improve upon further.

Some of the reasons that the teachers shared for not being able to be part of the session were assigning some administrative works to them during session, need to engage other classes, pressure to complete the pending work, etc,. Teachers expressed their desire for continued engagement with the school with the following suggestions/recommendations:

Some of the reasons that the teachers shared for not being able to be part of the session were assigning some administrative works to them during session, need to engage other classes, pressure to complete the pending work, etc,. Teachers expressed their desire for continued engagement with the school with the following suggestions/recommendations:

* Involving Teachers in classroom sessions, discussion about classroom plans with teachers

*Involving Teachers in classroom sessions, discussion about classroom plans with teachers

* Extending the scope of work to Lower grades

*Extending the scope of work to Lower grades

* Focussing on other subjects like Science, Social, spoken english and Kannada

*Focussing on other subjects like Science, Social, spoken english and Kannada

* Activities aligned with textbook/ syllabus

*Activities aligned with textbook/ syllabus

* Orientation sessions for teachers on Digital Literacy

*Orientation sessions for teachers on Digital Literacy

* Classroom resources for teaching

*Classroom resources for teaching

'''7.2.2 Teachers feedback through cluster meetings'''

 

'''Teachers feedback on cluster meetings'''

"Technology plays a significant role in education." Majority of teachers are willing to use technology in their classroom, so they have access to resources. The problem is that they do not use assistive technology. As a result, majority of teachers requested basic digital training be provided in the form of a workshop lasting one day or half a day in their schools. This would help teachers how to connect the system to the project, download the system's audio and video resources, connect speakers using Bluetooth, and so on. This clearly reflects the interest of learning digital literacy.

"Technology plays a significant role in education." Majority of teachers are willing to use technology in their classroom, so they have access to resources. The problem is that they do not use assistive technology. As a result, majority of teachers requested basic digital training be provided in the form of a workshop lasting one day or half a day in their schools. This would help teachers how to connect the system to the project, download the system's audio and video resources, connect speakers using Bluetooth, and so on. This clearly reflects the interest of learning digital literacy.

Usage of Mobile is very convenient so they felt it is not difficult to get to the language lab resources through kiwix application. They also thought that it could be used in the classroom without the system or projector.

Usage of Mobile is very convenient so they felt it is not difficult to get to the language lab resources through kiwix application. They also thought that it could be used in the classroom without the system or projector.

The majority of teachers gave a positive feedback on Language Lab because they realized How important it is for students to develop foundational literacy in LSRW skills at the desired level. Language Lab inspires students to learn stories through the systems and improves language learning through a multimedia approach. Perhaps the stories are available in multiple languages, this makes child’s Interest, active involvement, and engagement in the learning process are all sparked by story-based activities. It also acts as a means to learn different concepts and themes, also easier to comprehend. It covers a broad range of abilities, communities, backgrounds, and learning styles of the children. it is a shift for the student's to more inclusive methods that afford equitable learning opportunities for all students.   

The majority of teachers gave a positive feedback on Language Lab because they realized How important it is for students to develop foundational literacy in LSRW skills at the desired level. Language Lab inspires students to learn stories through the systems and improves language learning through a multimedia approach. Perhaps the stories are available in multiple languages, this makes child’s Interest, active involvement, and engagement in the learning process are all sparked by story-based activities. It also acts as a means to learn different concepts and themes, also easier to comprehend.   

The Language lab not only have a story it also gave an opportunity to multiple activities, which is planned in such it gives openness to every child to learn. The activities are designed in such it gives exposure to Identification of a letter to form a correct word, Vocabulary, formation of sentence structure using the right words helps them to get closer to the language learning process. It gives them a place to share their views on the questions related to the story, which improves their speaking skills better. Writing skills can be improved by the story activities

The Language lab not only have a story it also gave an opportunity to multiple activities, which is planned in such it gives openness to every child to learn. The activities are designed in such it gives exposure to Identification of a letter to form a correct word, Vocabulary, formation of sentence structure using the right words helps them to get closer to the language learning process. It gives them a place to share their views on the questions related to the story, which improves their speaking skills better. Writing skills can be improved by the story activities

'''Suggestions:'''

'''Suggestions:'''

* Teachers requested to provide resources which are applicable for primary level children  

* Teachers requested to provide resources which are applicable for primary level children

* Basic digital literacy training to be conducted for teachers in the school.

*Basic digital literacy training to be conducted for teachers in the school.

* To Create stories from the kalika chetarike materials.<br />

*To Create stories from the kalika chetarike materials.<br />

'''7.2.3 Event based camps (GMP) -'''

'''- Teachers feedback on Event based camps (GMP)'''  

After the covid pandemic, schools had no opportunity to engage students in social activities. Science exhibitions allow more students to participate in the event and provide some exposure for students to engage in the many experiments over the period of two weeks. Many children were eager to learn so many new things that you brought to the event, and they tried to explore many science concepts on their own by searching the internet and talking with their teachers and friends. Many students have low critical thinking, and when we ask them a question, they don't know how to answer it by applying their concept knowledge, so they get stuck, so this event helps them to know the scientific approach and increase scientific temper, In addition it creates interest in STEM education. It also helps students learn to observe and analyze basic concepts, as well as improve communication and presentation skills.  

After the covid pandemic, schools had no opportunity to engage students in social activities. Science exhibitions allow more students to participate in the event and provide some exposure for students to engage in the many experiments over the period of two weeks. Many children were eager to learn so many new things that you brought to the event, and they tried to explore many science concepts on their own by searching the internet and talking with their teachers and friends. Many students have low critical thinking, and when we ask them a question, they don't know how to answer it by applying their concept knowledge, so they get stuck, so this event helps them to know the scientific approach and increase scientific temper, In addition it creates interest in STEM education. It also helps students learn to observe and analyse basic concepts, as well as improve communication and presentation skills.  

Students' explanations of their understanding of the model/experiments should be improved during the presentation, in addition to displaying their model or experiments. It is also important to display information in charts. All of this allows other students who come to see the exhibition to encourage them to participate in these activities and increase their scientific temper, as well as motivates others to participate and allow them to learn about the science exhibition methodology. it's pleasurable to see their efforts in creating working models and conducting physical experiments.

Students' explanations of their understanding of the model/experiments should be improved during the presentation, in addition to displaying their model or experiments. It is also important to display information in charts. All of this allows other students who come to see the exhibition to encourage them to participate in these activities and increase their scientific temper, as well as motivates others to participate and allow them to learn about the science exhibition methodology. it's pleasurable to see their efforts in creating working models and conducting physical experiments.

Students enjoyed the activities you had planned for the event, specially the use of technology in some concepts, like the connection of an electric circuit that allows students to use tabs, and the hands-on activities, like the acid-base test and the functioning of digestive system. Few students who were absent-minded in class are participating actively in your activities and freely sharing their opinions and understandings. Many students requested that the event be extended for another two days, so the planned activities are extremely beneficial for the students.  

Students enjoyed the activities you had planned for the event, specially the use of technology in some concepts, like the connection of an electric circuit that allows students to use tabs, and the hands-on activities, like the acid-base test and the functioning of digestive system. Few students who were absent-minded in class are participating actively in your activities and freely sharing their opinions and understandings. Many students requested that the event be extended for another two days, so the planned activities are extremely beneficial for the students.  

=== 3. HM's ===

=== 3. HMs===

Interactions with few HM' s revealed that the sessions on TIIE might have positive impact on children behavior as they could see some of the behavioral changes which was existing after the initial days of Covid seem to be disappearing. Also, the fact that HM' s could  not take part in the sessions due to various reasons like managing administrative pressure, 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. HM 's stressed the need for training teachers on digital literacy. 

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

 

 

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

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

An inclusive school culture requires a shift in the attitudes of all the stakeholders as well as the development practices that reinforce inclusive behavior. Real inclusion is about actions, not just words.

An inclusive school culture requires a shift in the attitudes of all the stakeholders as well as the development practices that reinforce inclusive behavior. Real inclusion is about actions, not just words.

== 8. Analysis (our perspective) ==

==8. Analysis (our perspective)==

      analysis of the findings, what could be the reasons, implications, etc.  

      analysis of the findings, what could be the reasons, implications, etc.  

   • NIMHANS

   • NIMHANS

== 9. Recommendations ==

==9. Recommendations==

   • School & Teachers

   • School & Teachers

       ◦ Policy

       ◦ Policy

== 10. Conclusion ==

==10. Conclusion==

[[Category:TIIE-EL]]

[[Category:TIIE-EL]]