Presentation on theme: "Gujarat Council of Educational Research and Training, Gandhinagar Gujarat Gujarat Educational Innovations Commission Ravi J. Matthai Centre for Educational."— Presentation transcript:
Gujarat Council of Educational Research and Training, Gandhinagar Gujarat Gujarat Educational Innovations Commission Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management, Ahmedabad A grassroots educational innovations resource for : (a)professional development of teachers, (b) administrators and policy makers
How do some teachers in government elementary schools achieve their educational goals in spite of facing the same constraints that thousands of other teachers face? BUILD ON STRENGTHS WITHIN SYSTEM Augment their innovations with external inputs for development of other teachers
About 75% of children who attend school & 80% of the schools (Grades 1 to 5) served by this system In large pockets: – Difficult socio-economic environments – Formidable social barriers—gender, disability, caste, etc. Context of Right to Education Act
New trends Focus on learning outcomes (quality): 12 th 5- year Plan and Government of Gujarat. Role of DIETs in helping teachers achieve quality is important. In-school innovations is the focus now. Technology is also focus now. Pockets of educational backwardness is focus now.
Improvement, but no Innovation (Teachers who benefit from institutional in-service training) Innovation and Improvement (Problem-solving teachers, contextual relevance, peer learning possibilities) No Improvement, no Innovation (Either stable or dysfunctional environment— label attached to many government schools) Innovation, but no Improvement (Teachers do try received instruction, but problem- solving focus missing)
Technology—ICT—to scale up the coverage of innovative teachers and decentralized peer- driven professional development networks Make available validated work, in usable formats, to other teachers, teacher training networks and education administrators Develop a grassroots innovations resource for policy makers: for best practices or to inform policy directions
Why EI Bank? What is the vision? We want decentralized learning by our teachers to supplement our institutional professional development efforts Contribute to educational reform models in the country
EI BANK Searchable database, bilingual, multimedia Recognition Screened deposits (Innovations) Depositors (Teachers) Users Validation help; networks Deposit agents (DIETs)
Some outputs expected Emerging models of innovations from Gujarat: 1.Building upon what teachers at the grassroots do: problem-solvers; inability to live with problems 2.Empathetic innovations: samvedana se srijansheelta,(problems of children/ community as motivation for innovation) 3.Step-up innovations (breakthrough)
4.Inverted model of innovations: children- inspired innovations 5.Pooling of distributed ideas for innovation and experimentation (policy resource) 6.Distributed mind management (innovation culture) 7.Unexpected Blackboards: Learning from unexpected quarters
Building graded learning resources Distributed model of innovations – Combination of similar innovations to create “learning packages” for dissemination – Compilation of activities/experiments, which can be undertaken by children on their own – Developing certain projects/contests for children on relevant subjects of interests of children – Compilation of innovations beyond pedagogy, which can be helpful in their routine life
Outreach efforts of the project SMC outreach – Posters on innovations shared with all schools in Gujarat, 30,000 in all. – Aimed at engaging and sharing the idea of educational innovations with SMC members. – Database of about 5000 SMC members created through this outreach process. – SMC members engagement Updates Phone calls to understand level and type of involvement in school Online Discussion Forum for teachers District-wise Discussion Forum created. Pertinent subject-based innovations and related discussion points put up on each forum. Feedback invited from teachers across districts. Database of about 6000 primary teachers is created through outreach
Feedback and research Mobile application – Development of a mobile-based application for receiving feedback on innovations. – Short description of an innovation given and teachers asked to give feedback from multiple choices. – Data points through this research to be used to identify critical areas for improving quality of education.
Currently we are in process of Identifying innovations that are to be up-scaled. Encouraging and increasing active participation of primary teachers and SMC members forum in SMS based discussion forum. Identifying quality video content for students of primary government schools in subjects of maths, science and language.
My little library: improving reading fluency of students Innovation implemented by: Ms. Priti Gandhi, Gandhinagar Problem – Students struggled to read fluently. – No access to reading material at home.
Innovation implemented Reading space in school where students could read freely. Portable library created – Resources mobilized to buy various kinds of books. – Books divided into sets of 25. – Each set made up of different levels and genres. – Set of 25 books stored in a small, portable aluminium box. – Rotation system to give different aluminium boxes to students each month.
Result – Substantial improvement in reading fluency and comprehension Monitoring and evaluation – SMC members tracked progress of reading fluency. – Students asked to write and speak about their favourite books. Sustainability – On-going resource mobilization – SMC involvement in tracking progress
Community involvement in education: youth mentors for students Innovation implemented by: Mr. Hiren Patel, Bharuch Problem – Lack of teachers in school – Low learning outcomes of students
Innovation implemented Educated youth in the village mobilized. Youth volunteers recruited to mentor students. Each youth mentor allocated two students. Progress tracked through home visits, discussions with parents and checking test scores.
Result: – Mentorship enabled students to get personalized attention. – Quicker academic progress and better learning outcomes. – Value of community service inculcated in youth. Monitoring and Evaluation: – Through home visits, discussions with parents and checking test scores. Sustainability: – Formal association of youth volunteers created
Supplementing the mid-day meal to tackle anaemia Innovation implemented by Mr. Dilip Bhalgamiya, Bhavnagar Problem – Students suffered from low haemoglobin levels. – Concentration levels and attendance affected.
Innovation implemented Students and teachers asked to get handful of pulses everyday. Pulses included in mid- day meal. Students encouraged to make pulses part of their home diet as well.
Result – Pulses became part of everyday diet. – Haemoglobin levels increased. – Concentration and regularity increased. Monitoring and Evaluation – Home visits and discussions with parents. – Checking of haemoglobin levels. Sustainability – NGO support for provision of pulses – Involvement of Primary Health Centre for monitoring health
PARTNERSHIP WITH DIETS OF GUJARAT GEIC, GCERT, RJMCEI-IIMA
Thanks Please visit us on www.teachersastransformers.org