TIIE - Program Report

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

      planned processes – reaching out to teachers, teacher educators, officials, CRP workshops, BIERT interactions

      modules link - TBD

5. Implementation – GMP, NB, RB

Inclusive education allows students with different needs and skills to attend conventional schools and get equal learning opportunities tailored to meet their needs. It is founded on the idea that all learners, regardless of their socioeconomic backgrounds, gender, physical or mental abilities, or range of skills, should study together. It recognizes that all children have the capacity to learn, takes into account the different learning styles of children, creates a conducive environment for learning, and develops appropriate instructional strategies and tools. Rather than being diagnostic in its approach, this module seeks to identify the most effective strategies for English language teaching in a structured manner to provide ample opportunities for practice in an accommodating environment.

how sessions were organized

Maths - GMP

 

how planned activities happened -

Cluster meetings-

Implementation of Language lab in the Cluster Meetings:

These Cluster Meetings were conducted once in every month. Different clusters of South-3 Zones where 2-3 clusters of different schools are combined in one particular school for the Learning Sharing by teachers on different pedagogical strategies. After the CRP Workshop was conducted, the CRP’s were invited to attend the cluster meetings to share our work. In each of the cluster there were around 30-40 teachers with 2 CRP’s. Our Objective to attend the cluster meeting was to Introduce the Language lab work which was Customized digital resources developed based on our experiences and learnings  with the KITE E-Language Lab. In the meeting one of the story was demonstrated using the projector, speaker, tabs etc. The teachers were provided tabs to explore different stories in different languages, perhaps they found it more interesting to use it in their classroom. Due to lack of Assistive technology in the schools language lab was converted to mobile version as it is easily accessible to the teachers in the offline version. The kiwix Application was installed in their mobiles which motivated the teachers to use it in their classrooms.

So far the team has attended 9 cluster meetings for both primary and Higher primary teachers.

NIMHANS - GMP

CRP workshops - RB

BIERT - GMP

Teacher's workshop (DL)) - RB

Resource centre setup- RB

Event based camps- GMP - NB

7. Reflections on the program

1. Students (feedback) –

During our continuous interactions with the student from different school have given their valuable feedback which are listed below on the following:

1. Mathematics

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

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.

Mostly all the students revealed that 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 lekka madakke barthililla iga namage lekka madakke barakke matte munche ganitha andre kashta anshtitu adre iga aa bhava yella hoythu"

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.

2. Language:

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, ) etc This helped 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"

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

• 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.
• 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.

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

AS, MI - quant of coded part to derive categories, themes; NB – summary

feedback from event based (forms, videos) - TBD

2. Teachers (feedback)

5 schools teachers(AY), teachers met through cluster meetings (NB, AS), event based camps (GMP)

3. HMs

HMs not being able to give time and other workload. Challenges in each school.

School info written by AY

8. Analysis (our perspective)

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

      case studies – hyperlink externally (RS to review and edit)

      school

   • students

Reflect on learnings from all sessions including those focussed on SEL. Need for socio-emotional support to students. Working on mental health and wellbeing. Giving them a space to share, empower them, help them deal with it and cope.

Effect of gadgets, movies, TV

They have very limited space, no playground

   • teachers

   • parents perspectives, challenges, awareness,

      administrative support

   • infra

   • staff, vacancies

   academic support

   • BIERT

   • CRP

   • block resource centre – IE resources wasn’t already existing

   • inclusive edu resource center

   medical/health support

   • NIMHANS

9. Recommendations

   • School & Teachers

   • School system

       ◦ Academic

       ◦ Administrative

       ◦ Policy