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Experiment : Learning to Write Special Learning Camp.

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1 Experiment : Learning to Write Special Learning Camp

2 Purpose – Why learning to write? Six states – Maharashtra, Andhra, Gujrat, Chattisgarh, Odisha, Madhya Pradesh BEP: End line results of four states out of five, show good progress in reading competency. Data of sixth (OD) state, (awaited) Obvious next step – Learning to Write Another reason to take up the challenge: PISA 2009 results.. 2 digit by 1 digit word problems Reading text grade III level Written answers with comprehension Grade 4Grade 5Grade 6Grade 4Grade 5Grade 6Grade 4Grade 5Grade 6 Maharashtra74798597 8890 Andhra Pradesh748081949596869091 Gajrat6168769899 808689 Madhya Pradesh293947838793475666 Chattisgarh 506068959798717884

3 Objectives Reading fluently Comprehension and talking about the Story/Text Writing development

4 Time line The Special Learning Camps were held in two phases – Phase I – 5 th to 11 th November Phase II – 20 th November to 6 th December

5 Teaching Learning Material Familiar stories Unfamiliar stories/text Text on history/geography Picture reading booklet

6 Process Preparatory Phase – Pilot classes for learning how to conduct a Language Class – Reading of various articles on reading /higher level instruction – Selection of different kinds and level of text ( familiar stories, text books of early grades in phase one and higher grade text in Phase two camps – including text on history and geography – As the camp was conducted in different languages – state level understanding / translation of text was done at state levels ( Hindi, Marathi, Odiya, Telegu, Urdu and Gujarati) – Documents were shared on the process and discussions were held with the SRGs for the full process Interaction with children Tracking each child’s participation/ Assessment and Evaluation – The common thread was that each of the methodologies had to be interactive, with the SRG taking a lead – children were encouraged to think of words and ideas that they can relate to/ that they understood – Standardization of instructions for SRGs for implementing the camps across six states – Assessment tools – i) ASER tools for reading ii) Worksheets iii) Tracking of writing development

7 Evaluation/Measurement ASER tools – for grouping the children in – Fluent readers (story level) – Halting readers ( simple para level) – Word readers – Alphabet level For Phase I and Phase II Pre and post test for fluent readers was conducted through a worksheet with a story and multiple choice questions. Worksheets had questions on fact retrieval ; main idea and inference Mind map and essay – Pre and post for word /para and fluent readers

8 Class Process Opening bell – a note for children on ‘reading’ – helping children to monitor and track their own learning..\ हम कैसे पढेंगे -checked.pdf..\ हम कैसे पढेंगे -checked.pdf Reading Aloud Talk about the story/text or Mind Map plus writing an essay, on the topic of the day Worksheets Copy writing/Dictation Picture reading and writing

9 Some materials used in the Special Learning Camps Stories and worksheets – Familiar stories – Phase 1 – Unfamiliar text ; text from History /Geography - Phase 2 Picture reading bookbook Note books for each child to track the writing development

10 Participation ofStandardGroup - Word and Para Group – Story Level 561 studentsII to VIII The Special Learning Camps were conducted by Language State Resource Group (SRG) team members Cluster Resource Leaders (CRLs) and Volunteers Participating Children SLCs were carried out in 6 states – AP ( 2) CH MP MH OD GJ The camps were conducted in schools

11 Reading Change Camp 2 Std 3-5Std 6-7

12 Main Idea SLC South :camp 2 only Std 3-5 Std 6-7

13 Mind-map ->> Essay : Camp1- 2 Std 3-5 Std 6-7

14 Inference: Camp 2 only Std 3-5Std 6-7

15 Writing Phase I ANUP - MP After six days

16 Writing Samples Pre and Post CH : Mind Map 29 th OctoberCH : Mind Map 5 th December

17 Learnings based on observations Oral expression: Children in lower grades find it difficult to participate in the discussion based on the text, irrespective of whether they can read or not Children in ‘word’ and ‘simple paragraph’ hesitate to participate in the discussion based on the text Practice of discussion translates in to building confidence to become vocal – It is difficult to capture the competency of ‘oral expression’ in a data form Reading: Fluency is important. Children in ‘word’ and ‘simple paragraph’ levels stumble at meaning making component of comprehension, as greater focus in decoding the text Writing: Acquisition of ‘oral expression’ and ‘reading’ competencies translates in to adequate ‘writing expression’ Children in ‘word’ and ‘simple paragraph’ levels attempts to write in a one word, few words and simple sentences.

18 Experiences Interactive mode involving children turned out to be a comfortable learning experience for them and triggered their individual participation in every activity A competitive spirit developed along with the development of a thought process which enabled them to gain fluency and confidence. After 6-7 sessions children started co relating text with their own experiences Teachers and community (parents etc) noticed the participation and improvement in writing Children expressed that they hesitated to write an essay, but now feel more prepared to write on different topics Assessing children on abilities and taking them forward in learning and understanding is an approach which is quite different from existing and traditional teaching styles

19 Happy to write !! The learning continues…..

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