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A platform for the teachers, by the teachers

Innovations Handbook (Navachar Pustika) Vol 7, Issue 1 (2018-19), English, Goa Edition

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Based on Zero-Investment Innovationsin Education

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Fostering Experiential Learning

Number of Interesting Activities to Teach Each Lesson

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Zero Investment Innovationsfor Education Initiatives

A platform for the teachers, by the teachers

ZIIEI is a mass-scale teacher outreach initiative started in 2015 by Sri Aurobindo Society (www.aurosociety.org) as part of its nation-wide education transformation programme, Rupantar. ZIIEI believes that teachers are the pillars of this nation, and their contribution, if recognised and supported, can bring about a significant improvement in the quality and reach of education. Therefore, ZIIEI aims to find ‘the scattered, isolated and unrecognised, but effective solutions’ created by teachers at the grassroots and systematically scale them up to millions of schools. In the process, teachers are:

• Sensitised about the critical need for innovations in the Indian state-run schools;• Educated about the potential of innovations that require zero monetary investment;• Encouraged to share such best practices freely with the teaching community; and• Recognised for their contribution towards improving the quality of education.

With the support of HDFC Bank, hundreds of thousands of teachers and principals across the country are being oriented to innovation as a concept and encouraged to share their ideas with the education fraternity.

The most outstanding ideas to improve education quality at zero investment are published in this Innovations Handbook (Navachar Pustika). These ideas or best practices are then replicated in lakhs of schools every year. Schools that have been using these innovations in their c lassrooms are observing an increase in children’s attendance and enrollment, teacher's motivation, and community participation.

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FOREWORD

This is a proud moment in the history of Indian education when the teachers of this country have taken it upon themselves to transform the way we prepare our youth for the future. With their small innovative ideas taking shape in classrooms, we can once again look forward to creating an education system with strong foundations and high ideals that were once a part of the Indian heritage and glory.

The ideas that are published in ZIIEI Innovations Handbook demonstrate that a ‘new teacher’ has arisen. This new teacher understands that imparting true education does not mean merely helping students acquire knowledge, but also cultivating in them a deep understanding of how to use knowledge. This is the kind of teaching-learning that repeatedly brings teachers, students and the community in touch with India’s age old values, culture, heritage and diversity, yet with an eye on the future possibilities.

Sri Aurobindo has called such an education ‘National Education’. In one of his essays, he says, “it is an education proper to the Indian soul and need and temperament and culture that we are in quest of, not indeed something faithful merely to the past, but to the developing soul of India, to her future need, to the greatness of her coming self-creation, to her eternal spirit.”

This is why the ideas featured by ZIIEI are termed ‘innovations’, because they focus on the application of better solutions that meet new requirements requirements of the future of all of us as a Nation, which is now part of a larger

global community. They are also ‘innovations’ because they are contextually relevant in our schools. Any new way of doing things may be pathbreaking, but if it does not connect to people’s lives or if it cannot be used without changing hundred other processes, i.e. if the people are not able to use it in their existing circumstances, is it really an innovation? When the concept of Zero Investment Innovation was first introduced back in 2016, teachers used to arrive at orientation sessions expecting yet another long-drawn lecture on how to improve education delivery. But soon they realised that finally their turn to take the centre stage in education had come ZIIEI is here to learn from you! This ‘zero’ is a stage that includes all teachers, irrespective of their experience, age, professional degrees or background. When there is no cost involved, there are no transactions, no barters, no favours; only a free-flow of positive and constructive ideas to help each other as part of one mass movement to improve the quality of education.

Today, millions of teachers have joined this innovation movement. State after state, through this Innovations Handbook, new methods and means of education provided by teachers are being replicated in thousands of schools. Case studies and surveys show that in schools where zero investment innovations are being used to enhance the learning environment, students attendance and enrollment are increasing, and parents and community are participating more actively. But above all, the change we really wanted to see, is that teachers are feeling more empowered and valued. It is, after all, their work that is making a difference even in the remotest areas of the country.

We are grateful to all the teachers of Goa who contributed their best ideas to ZIIEI, and we thank the officers of Goa Education Department for supporting them. With the release of this edition of Innovations Handbook, we hope that many more teachers of the country will be inspired to ask ‘what can I do better at zero cost?’.

Sambhrant

ZIIEI Founder and Member-Executive,Sri Aurobindo Society

4 Innovations Handbook

InnOvatIvE tEachERs OF GOa

5Innovations Handbook

Namita Gauns Dessai

Government High School Netorlim

Sanguem, South Goa

Pradnya S. Pednekar

Government Primary School. Devgi,

Chodan, Tiswadi Goa

Pratiksha Tukaram

Dhuri, Government Primary School,

Mulgoa, North Goa

Aarti Ashok NaikGovernment Primary School Carambolim, Tiswadi, North Goa

Deesha Sanguekar

Government High School Valkini

Sanguem, South Goa

Vivekanand K. Prabhu

G.P.S Marli, Paigimim Goa

Vaishali Rani N.Morajkar,

Govt. Primary School, Sulabhat

Anupama P Naik Govt. Primary School

Marad Dharbandora, Goa

Annie Ramesh GaunsGovt. Primary School, Dhakul maini Navelim, Bicholim, Goa

Dattaprasad K. Gaonkar

Govt. high School, Sanguem, South Goa

Suresh Ram Gaonkar

Govt high School, Vaddem Curdi,

Sanguem, South Goa


Trupti PrakashChodankar, GPS

Haldanwadi, Maye, Bicholim, Goa

Rajeshri G. Badge G.P.S, Mangado, Corlim

Tiswadi Goa

Nutan R KadamGPS Hivre Budruk Sattari, North Goa

Sumitra S Kamat GPS, Dhadewala

Dharbandora, South Goa

Kamu MaliGPS, Pakormol, Kalay Sanguem, South Goa

Pratima P. Prabhu Gaonkar

Government Primary School, Mahalwada

Anuja N. NaikGovt. Primary School, Poira Mayem Bicholim

Kishor A. KelkarGovt Primary School, Naneli,

Sattari, North Goa

Sweety SagarVengurlekar, GPS

Gawali Moula Tiswadi, North Goa

Trupti S. NaikG.P.S Khimon- Rivona,

Sanguem Goa




Sushmita P. Fadte

Govt. Primary School, Menkusem Goa

Arati Ashok Kolambkar

Govt. Primary School Vorcotto

Nishtha Vishal Bhandari

G.P.S Verla Bardez

Janu V. Davne Govt. High School,

Vaddem, Gurdi

Kavita Chandrakant Priolkar

Govt. Primary School, Carambolim, Tiswadi, Goa

Jaquelina MascarenhasGovt. Middle School,

Curpavaddo, Cortalim, South Goa

Edma CarneiroGovt. G.H.S, Valkini- Sanguem, South

Goa

Aparna A. NaikGovt. High School ,

Zambaulim, Sanguem, South Goa

Pratima R. Sawant

Govt. Primary School, Savle, Pileme Bardez,

Goa

Dipti Damodar Joshi

Govt. Primary Middle School, Uste, North

Goa

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LEaRnInG thROUGh GaMEs(INNOVATION CODE - GA/18/01)Innovation 1

nEW aGE tEachInG tEchnIQUE(INNOVATION CODE - GA/18/02)Innovation 2

cOMMUnItY PaRtIcIPatIOn(INNOVATION CODE - GA/18/03)Innovation 3

natIOn BUILDInG(INNOVATION CODE - GA/18/05)Innovation 5

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hUMan vaLUEs(INNOVATION CODE - GA/18/04)Innovation 4

InDEX

Finding new ways to grab the attention of students and engaging them in the learning process is one of the main issues nowadays. Learning is not just rote memorization. Students won’t be able to gain any information and skills out of dull learning process but they understand the application of skills and knowledge to solve real-life problems with help of effective learning process. The knowledge and skills acquired through game-based learning are retained longer than information from other learning methods. Effective learning process is one in which students are fully involved in what they are doing. ‘Learning through games’ simply means including knowledge matter of subject into games. Gaming creates a dynamic that can inspire students to develop skills and build an emotional connection to learning and subject matter. Games can be customized to individualize teaching which assist students to become more confident and independent thinkers. One of the key aspects of learning through games is that each student receives immediate feedback on their performance, with suggestions on how they might improve. Therefore, students are able to learn more and absorb lessons quickly when they enjoy fun games and activities.

NAME OF THE INNOVATORS1. Nutan R Kadam, GPS Hivre Budruk Sattari, North Goa2. Sweety Sagar Vengurlekar, GPS Gawali Moula Tiswadi, North Goa3. Sumitra S Kamat, GPS Dhadewala Dharbandora, South Goa4. Kamu Mali, GPS Pakormol, Kalay Sanguem, South Goa

BENEFITS OF THE INNOVATION z By playing a game, students are able to understand a new concept or idea, take on a different perspective, or

experiment with different options or variables. z Games provide a context for engaging practice. Through lively games students willingly use the taught

concepts and topics, repeatedly gaining much-needed practice.

(INNOVATION CODE - GA/18/01)

LEARNING THROUGH GAMES

InnovatIon 1



z There are countless skills that students develop through game playing such as critical thinking skills, creativity, teamwork, and good sportsmanship.

z While playing games, students develop a variety of connections with the content and can form positive memories of learning.

z Games grab students’ attention and actively engage them.

IMPACT AREAS Improved enrolment and attendance, better learning outcomes and promotes inclusive education.

SUMMARyAll the activities are easy to implement and can be modified on basis of class strength and learning standards. The games are engaging, fun-filled, and are instrumental in developing good memory and recall value in students.

ACTIVITIES FOR CLASSROOM

1

‘Snakes and Ladders Game’ for Simplified Language

Introduction: The snake and ladder game is one of the most popular games of the children. Generally, the board has one hundred numbered squares that begin in the bottom left corner and taper up through 10 rows of 10 squares. The goal is to be the first player to reach square 100. In this activity, the board of the game is modified, with 26 numbered squares. Each square contains either an English alphabet, or an image. The game is instrumental in teaching any language. The student has to recognise the alphabet/ make word from the alphabet/ identify the image and tell the starting alphabet/ or include the word starting with the alphabet in a sentence. The implementation of the game depends upon the learning standards of the students. In the process students can revise/ recapitulate any topic of the subject. In this activity, teacher uses snake and ladder to simplify English language and effective making classroom environment dynamic. Classroom application: The activity is helpful in learning and especially the revision part. More the students learn to focus, the easier it is for them to remember.

Planning/ Preparation: The game can be played on a board, or on the floor. To play the game on board the following steps are take for planning and preparation.

z The students, with the help of teachers create their snake and ladder game with 26 boxes. They write alphabets on some boxes and create images on some.

z The students can paste images, instead of drawing them for faster execution. The mix and match of alphabets and image makes the snake and ladder board appear interesting and engaging.

z Along with the board, dice is also created. The dice is made of a tiny box with one to six digits on various on it. The students create multiple boards so that as may students as possible can play the game at one time in the classroom.

z The students can play the game on floor too. A temporary board is drawn on the floor with the help of chalk. The students write alphabets, draw images as reference, and create a complete snake and ladder board on the floor. Implementation: The game when implemented on cardboard has the following steps.

z It is played by minimum two students and a maximum of 8 students on a single board. The game opens only after 1 or 6 number in the dice. To understand this game better, below is an example explaining the game.

z For Example: The first participants throws the game, and it falls on alphabet ‘M’.

z The student tells the word starting with alphabet ‘M’ and its spelling and pronunciation.

z The student, depending upon their learning capabilities, also forms the sentences or few lines on the word.

z If the student gives the correct answer, he is allowed to move ahead in the game, in failing to do so, he/she remains at the same position.

z During the game if the dice falls on the same alphabet twice or thrice, then each time the students have to answer with a new word/sentence.

z The student who reaches the top position first wins the game and is applauded in front of teachers and students. the game when played on the floor, have the following steps-

z A big box is converted into a dice. z A 26 numbered board is created on floor with

snakes, ladder, alphabets and images on ground. z This game is played by 3-4 participants on

floor in one go. One student takes the responsibility to throw the dice.

z Once the dice is thrown, depending on the alphabet on which it falls, the student has to form a

InnovatIon 1

word/sentence/sentences. z Through this identification of alphabets, and

images strengthens and knowledge of vocabulary, words and sentence formation enhances.

2

Fishing ActivityIntroduction: The fishing activity is common in coastal areas. Local community members, even children, participate in this. The teachers have evolved this interesting activity based on the liking and interest of the students. The teacher takes a basket as dummy pond and chits of paper in the shape of fish. A fishing rod or a stick with a small magnet is used, to catch the fish (chit of paper). Each chit of paper contains a question. The question can be from any topic/subject. The student who does the fishing, answers the question too. If he/she is unable to answer the question, it passes-on to rest of the students.Classroom application: This activity is instrumental in revising the taught lesson or topic. Planning/ Preparation: The chits containing questions are prepared by the students, under the guidance of teacher. The fish rod is easily available in household/local community. Or else, students can make fishing rod themselves. A stick with long thread and magnet tied at the bottom can be used to make the fish rod. A basket is arranged, that can serve as a pond. The teacher assigns topics to students beforehand, which they prepare as homework. Then the students themselves first prepare the list of questions, that write them chits of paper. Implementation: The implementation is done in two stages.Stage One- The teacher assigns the topic/lesson to the students for preparation.

z Once the students have prepared the lesson/topic, they collectively prepare the question paper.

z To make the question paper, each student writes one or two question and submits to the teacher. To avoid duplication, repetition of questions, portions of lesson/topic are assigned to the students. They learn the entire chapter/lesson/topic, however, make question/questions from the portion assigned to them.

z In this way, all the students are able to

contribute in chit- making and learn the lesson/topic as well.Stage two- In this phase, the game is constructed using fish rod, basket, thread, magnet etc.

z A two meter thread is tied to a stick and at the end a small piece of magnet is attached.

z The chits of paper in the shape of fishes are prepared. Each fish has few iron pins attached to them, so that magnet attracts them.

z The teacher, as per the strength of the students play this game individually or in groups.

z For individual participation- each child comes in front, puts the rod in the basket and catches one fish.

z The question written on the fish (chit of paper) is read out by the student and he/she gives the answer.

z For correct answer, other students of the class clap for him/her. In case the student is unable to answer the question correctly, then question passes on to the class and anyone from the class can answer the question.

z For group participation- the class the divided in various groups, preferably 3 to 4 groups with 3 to 4 students in each group.

z One student at a time come forward as representative of the group to catch the fish. The question is answered by the group. In case that group is unable to answer the question, it passes on to the next group.

z The group scoring maximum numbers with correct answers is applauded by the other students.

3

Expanding Vocabulary & Learning Opposite Words

Introduction: Vocabulary (the knowledge of words and word meanings) is one of the key building blocks in learning a new language. The more words a learner knows the more they will be able to understand what they hear and read and the better

InnovatIon 1



engage young minds. matching Game- The students make separate cards for the questions and the answers, leaving the back sides of all cards blank.

z The player places the cards face down and turn them over, one by one, looking for matches.

z For extra excitement, teacher turns it into a competition by forming teams and keeping score.Play charades- The teacher splits the students into teams and place all the flashcards in a hat or a basket.

z During each round, a representative from one team steps up, pulls out a flashcard, and attempts to get his or her team to guess what was on the flashcard by giving silent cues (miming and body language).

z The first team that gets to 5 points wins.Learning through Opposite action Words- It is often seen that the student find it difficult to learn opposite words, therefore this activity is an engaging way to make them learn. Do the Opposite: The teacher tells the students to follow instruction in opposite way. The implementation of the activity is as following-

z The students are asked to stand in a circle. z A sheet with the list of opposite words is

prepared by the teacher and he/she starts giving instructions to them.

z Students are asked to act opposite for every word said by teachers.

z For example: when the teacher instructs ‘Raise your left hand’, the students raise their right hand; when students are asked to sit they all stand-up.

z This fun-filled game makes students fond of studies and increases their enthusiasm in classroom. n

they will become at expressing what they want to when speaking or writing. The larger a student’s vocabulary becomes, the easier it will be to connect a new word with words they already know. A large vocabulary raises achievement and confidence and aids the student in becoming an independent learner. In this activity, teacher introduces many new words to the learners through innovative ways, and teaches them to their meaning so that they are able to implement them in their daily lives. The teacher uses flash cards, action words to make this task simpler and engaging.Classroom application: This activity is beneficial for primary level students for revising taught words, expanding vocabulary. Planning/Preparation: The teacher prepares flash cards with action words/images. To create flashcards the following things are required.

z 3 x 5 index cards z Highlighters in multiple colors z Keyring, ribbon, or rubber band z Vocabulary list or study guide z Hole puncher z Pencil

The students does individual participation in this activity. They create flash cards, under the guidance of teacher, with words and actions written/ drawn on them.Implementation: There are two main aspects of this activity. One- expanding vocabulary through flashcards; Second- learning opposite words by following instructions of the teacher in opposite manner.Expanding Vocabulary through Flashcards- While flashcards can be used to study nearly every subject, they've proven particularly beneficial to expand vocabulary any language. The students create flashcards for the activity, and in the process they learn new words too.Creating the Flashcard- On the front of the card, write one vocabulary word or paste an image.

z Flip the card over z On the back of the card, write the definition of the

vocabulary word in simple words. z Once students have created a flashcard for every

term on their list, a hole is punched in the middle of the right side of each card. They are hooked together for safekeeping with a keyring, ribbon, or rubber band.

z For playing with flashcards, two simple games such as Matching Game, Play Charades are good ones to

NEW AGE TEACHING TECHNIQUE

InnovatIon 1

Education has evolved in leaps and bounds in recent years. Traditional pedagogical techniques, based on a teacher explaining a topic and students taking notes, may still be useful on occasion, however, education today revolves more around encouraging the student to awaken their curiosity and desire to learn. A number of different teaching techniques have emerged due to this change in education. Many of these teaching techniques are not actually new! The use of new teaching methods in the classroom has simply given education a new lease of life allowing the teachers to approach old ideas in new ways. Interestingly, the traditional “chalk and talk” method of teaching that’s persisted for hundreds of years are being replaced by innovative new age teaching techniques developed by the teachers. Newer ways of imparting education through zero-investment innovative ideas are helpful to do away with the preaching system and paving way to new methods and techniques for making students future ready. Moreover, in the endeavor to educate every child and inculcate interest in education, the government introduces numerous schemes and facilities. Despite of being provided free meal, books and other resources, a number of on-roll students remain absent or they come just for the mid-day meal and are disinterested in studies. To address these problems, it is very important to introduce new methods of teaching to make learning more interesting, and New Age Teaching Techniques provide simple solution to many such issues.

NAME OF THE INNOVATOR1. Namita Gauns Dessai, Government High School Netorlim Sanguem, South Goa2. Pradnya S. Pednekar, Government Primary School. Devgi, Chodan, Tiswadi Goa3. Pratiksha Tukaram Dhuri, Government Primary School, Mulgoa, North Goa4. Aarti Ashok Naik, Government Primary School Carambolim, Tiswadi, North Goa5. Deeksha Sanguekar, Government High School Valkini Sanguem, South Goa6. Vivekanand K. Prabh, G.P.S Marli – Paigimim Goa7.Vaishalirani N. Morajkar, Govt. Primary School, Sulabhat, Tiswadi, North Goa8.Anupama P Naik, Govt. Primary School Marad Dharbandora, South Goa


NEW AGE TEACHING TECHNIQUE

InnovatIon 2



9.Annie Ramesh Gauns, Govt. Primary School, Dhakul maini Navelim, Bicholim, North Goa10.Trupti Prakash Chodankar, GPS Haldanwadi, Maye, Bicholim,North Goa11.Rajeshri G. Badge, G.P.S Mangado, Corlim Tiswadi North Goa

BENEFITS OF THE INNOVATION z This technique is based on resolving real-

life cases through group analysis, brainstorming, innovation and creative ideas.

z The class becomes a dynamic environment in which students elaborate on what they have already studied.

z Curiosity is the main driver of learning. As a basic principle of learning, it makes little sense to force students to memorize large reams of text that they will either be grudgingly recall or instantly forget. Through new age the anxiety and pressure to mug-up is replaced with joy of learning.

z This idea allows students the freedom to expand and develop ideas.

z This innovations leads better teacher-student understanding, high motivation and encouragement for both.

IMPACT AREASImprove learning outcomes and decrease learning gaps; Inclusion of children with special needs in the mainstream; Creation of inquiry-led self-learning environment.

InnovatIon 2 SUMMARyInnovative teaching techniques include a number of activities. These have been explained using specific examples, however, the teacher can adapt and apply them to any syllabus topic with ease and in an interesting, participative manner. The students are able to hone all-round skills, recapitulate and revise lessons effectively, and even apply knowledge in real life situations.


1

LEARNING THROUGH PUPPETSIntroduction: Puppets have always fascinated children. They are instrumental in classrooms, schools and homes. They have been used as an educational resource for decades, and various studies have proved that they are very effective aids for entertaining and teaching young minds. They are easy to create and fun to use. Numerous topics/lessons and stories are taught to the children, by creating puppets of various characters, main elements of the story/ topic. The students learn the topic/story, create puppets required for the plot and then enact the entire story. Class application: Highly beneficial for primary level students. The students are able to understand concepts, improve communication skills, develop creative mind and enhance logical- analytical thinking. material required: Chart paper, gums, colored sketch/ball pens, sticks, pictures cutting from newspaper or old books, socks, old clothes.Planning and Preparation: The planning and preparation is done according to the topic/lesson to be taught or revised. For planning, the teacher assigns a story/topic to the children which they learn and prepare as part of their homework. The an open- discussion is conducted in the class, where, the story/topic is converted into a storyboard for puppet show. Preparation of the puppet show is done in simplest manner. Simple ideas like,sock puppets by drawing a pair of eyes, ears and a cheerful mouth on a pair of socks are created. The student slip one puppet on each hand and start a conversation between the two. Finger puppets, made of paper are created to fit-in student’s finger. Stick puppets by pasting animal faces, images of modes of transportation, fruits, vegetables, planets etc. on ice cream sticks are used to explain endless topics. Implementation: The activity is implemented in various stages.

Stage One- The teacher assigns a topic/story to the student. They read it thoroughly as part of their homework.

z Then the teacher conducts a discussion among students and take their viewpoints on how can they present the story/topic through puppets.

z Once, a consensus is built, the students are divided in various groups comprising of 2-3 students in each group. Each group is given the responsibility of each character of the story.

z This develops strong imagination and communication skills in the students. The students become the puppet’s voice and they prepare to enact various characters of the story.The students learn to express themselves, engage and communicate with the puppets.

z They participate in preparing the puppets.The students use cardboard cut-outs, stickers and child-friendly paint to design an attractive background.

z Together, they make their own puppets, prepare narration lines of each character and rehearse them again and again.Stage two- On the scheduled day, preferably on a Saturday, students present the puppet show.

z All the students come together to play their parts, and present the entire story.

z The students as puppets portray the different characters.

z They narrate with different voices, for each character of the story.The child mimic the actions with the puppets.

z Puppets are used as characters of a story to teach concepts and life skills.

z While they narrate the story and use the puppets to enact the scenes, they observe keenly and learn lesson/topic/story which they will remember forever.

z Handling and manipulating puppets helps a child develop gross and fine motor skills.

2

SIMPLIFyING LANGUAGE Introduction: India is the land of diversities; There are 22 major languages in India, written in 13 different scripts, with over 720 dialects. Due to which sometimes students and teachers do not speak the same language for example: a child from Jharkhand

when moves along with his parent to Goa he/she is unable to understand Konkani because of which he/she loses interest in going to school after sometime. This situation can occur in vice-versa manner too. It may happen that a teacher is transferred to a rural area, where there is a difference in dialect. In this way it becomes difficult for the teachers and student to communicate properly. To solve this language related problem, activity named ‘Simplified Language’ is very beneficial. Simple, small sentences are framed and objects are used to interpret their meaning and daily usage in sentence formation. The teacher uses easy and freely available resources, such as tree, leaves, soil, chair, table, blackboard etc., to simplify words and their meanings. Class application: This is effective in introducing new words, using words in simple sentences and revising the vocabulary and words already been taught to the students. Planning and Preparation: The teacher picks up a topic/lesson to be explained, and accordingly, collect the easily and freely available resources from the surroundings. The teacher breaks down the topic in simple sentences, and then introduces simple objects to make the meaning clearer.Implementation: The teacher brings in the resource material, required to explain the topic, from the surroundings to the classroom.

z For example, the teacher wants to introduce green word, its meaning and relevance to the students.

z The teacher brings in leaves from outside and show them to the students.

z Then ask them in simple sentence- What is this? There is probability that the students are unable to understand the question due to language barrier.

z Thus, the teacher uses hand movement and gestures to explain the question.

z Then the teacher hold a leaf in hand and asks the students what is this? The question is framed in

InnovatIon 2



multiple language in one given time, Hindi, English and local language. This is a smart way to expand a students vocabulary through simple methods.

z Moving on, the teacher tells the students- The color of leaf is green.

z In this way students not only learn the sentence, the color name and its presence/relevance in our day-to-day lives.

z Similarly, the teacher can use numerous things from the immediate environment to enhance and expand vocabulary of the students.

3

MAKE A STORy Introduction: This activity is an extension of the above mentioned activity. In this activity, the teacher asks the students to collect resource material from their surroundings. This resource material can be objects like pebbles, leaves, sand, chalk etc. or images from old newspapers or magazines. The teacher divides the students into various groups, each having 3-4 students, and assigns an object to them. The students, as per their creative ability and learning levels, create a story and present in the classroom. Classroom applications: The students understand the concept thoroughly, and are able to remember it forever. This activity benefits in revision of the topic/story.

InnovatIon 2 Planning and Preparation: Various groups are formed on the basis of the class strength. The teacher divides the topics/stories among these groups. Then each group collect the respective objects from their surroundings and prepare a story/few informative lines on the objects. Implementation: This hands-on activity improves logical thinking and analytical skills in students.

z Multiple groups of students are made by the teacher. For example, if there are 20 students in a class then teacher makes 5 groups of 4 students each.

z Teacher collects or asks the students to collect different objects from the surroundings like stones, seed, leaves, flowers etc.

z Teacher gives one object to each group and then instructs them to write 4-5 words on each object.

z A set time limit is given to each group, to prepare sentences or sequence in the form of stories.

z Once the students complete their write- ups, a representative from each group comes in front and reads out the written lines/ story.

z The students of other groups can add the points if they think that a group has missed to cover few important points.

z Team with the best description/presentation is applauded by the class.

4

DRAMATIZATIONIntroduction: The dramatization teaching method refers to a collection of teaching tools that include traditional drama techniques, such as

improvisation, storytelling, role playing and games. A lot of emphasis is placed on engaging students through interactive activities. Dramatic teaching is integrated into many different types of curriculum. There are many ways to use dramatization teaching methods in the classroom. Teachers can use it to help students gain deep knowledge about the lessons.Classroom application: Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Most teachers see the value of drama in offering training in speech. This is an engaging method to introduce or revise any concept/topic.Planning and Preparation: The teacher selects a topic for dramatisation, and instructs the students to give it a thorough read. This planning is helpful for revision. Implementation: The students prepare the topic and as per instructions of the teacher, students dramatize the topic. It is interesting to note that dramatization of living as well as non-living beings/ institutes can be also be dramatised.

z For example: The teacher explains the chapter on judicial system of India.

z To explain the hierarchy of the courts in India, the students are asked to role play as a institutions, such as supreme court, high court, district court etc. or as Judge, lawyer, public prosecutor, police, victim etc.

z In this process roles and responsibility of each

institutional head, roles of each official are explained in length.

z The students learn long chapters of history, civics in an easier and quicker manner.

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CHILDREN’S MARKETIntroduction: Market is an interest place. There are shop keepers, buyers, bargaining, value, money and lot of communication. Many textbook bound topics are adapted as part of a market scene, allowing students to experience real life experience and learn many new and taught concepts. In this activity, students few become students become shopkeepers and few buyers, and shopkeepers sell variety of stuff, the dummy/representative things, to the buyers. In this process students learn fundamentals of mathematics, science and communication skills.Classroom application: Relevant for primary and upper primary classes. Highly beneficial for explaining and revising many concepts to the students.Planning and Preparation: The teacher divides the class students as buyers and shop keepers. The shopkeepers are further divided to sell different items, ranging from clothes, milk, fruits etc. The dummy items are created during the art & craft class.Implementation: The activity is implemented in two stages. Stage One-

z The students becoming shopkeepers create the dummy items in the art & craft class.

z They make dummy items with the help of

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paper, old clothes, cutouts from old newspaper, magazines etc.

z Each dummy item denotes a unit of measurement, like kilogram, litre, meter etc.Stage two-

z Once the dummy items are ready, teacher fixes up a day for this activity. This activity can be implemented at the class level or at school level.

z The students, as shopkeepers, put their items for sale.

z The students, as buyers, shop at the stalls and communicate with each other and shopkeepers.

z The teacher can instruct the students to communicate in a specific language, so that their language skill improves.

z The activity is conducted preferably on the second Saturday.

z The buyer go at the seller’s stall and buy the things using bit of paper as dummy currency.

z This activity helps students understand the procedure of selling and buying, bargaining, knowledge about different measuring tools, and calculation.

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BIRDS WATCHINGIntroduction:Bird watching for kids is a great activity that allows little ones to enjoy the environment while taking time away from screens and school work to revel in the stillness of the world around them. On top of appreciating nature, birding also teaches children about responsibility for the environment. The students observe and watch birds and answers to their query. Watching birds around their school campus also gives the students an idea of various flora and fauna in the surroundings. There are numerous benefits of this activity, such as, birding improves a child’s physical and mental health. Kids with a penchant for languages can learn species’ scientific names and keep lists of jargons that helps describe birds and their behavior. Budding scientists can categorize and classify birds according to characteristics they observe in the field. Therefore, students jot down the facts or peculiar things that they have noticed during bird watching. Since such activities are fun alongside being a source of experiential learning they ensure maximum availability of the students.

InnovatIon 2 Class application: This activity is suited for the students of primary and upper primary classes. Planning/ Preparation: The teacher holds a session with the students telling them about the different birds and different facts about them. The students later on, at the end of this activity note down what they have seen along with the facts told by the teacher. The teacher also tells them the way to count and observe birds around the school campus. The teacher arranges some pocket guides to teach the students the method of counting and identifying birds. Implementation: The implementation of the activity is very interesting and engaging.

z The teacher starts off by reminding kids that birds are hard to spot, but easy to hear. Have them close their eyes and listen. Can they point to where the song is coming from?

z The students stick to areas near water, if they can. z Striking out on live birds? Children point out

the signs they leave behind such as nests, cracked seeds, whitewash (poop), or owl pellets.

z Binoculars can be very hard for young children to learn how to use, so try using a monocular instead.

z To fire up kids’ powers of observation, make a list of target birds before heading to the yard or park. Use general categories like ducks and hawks or even local birds in groups of threes or fours.

z The teacher teaches proper bins usage by asking kids to read signs at varying distances.

z The students look for feathers in your backyard and see if you can find out which birds they belong to.

z Help the local birds cool off by making them a birdbath. This activity is easy to do and fun to make.

z The students are divided in groups. Initially they are made to just watch and observe the birds. Slowly they start drawing and painting the birds

z Introduce pocket guides and teach them the method of counting, identifying and observing birds. The students count the birds daily during the lunch time in the school campus.

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LEARN FROM PLANTS Introduction:It is said that nature is the best teacher. It is on this fact that this activity encourages students to be as close to the nature as possible, observe the growth, nurture the plants with their own hands and experience what they learn in books. The students not only find it as a fun activity, however, also feel personally connected to what they have grown. They feel responsible towards environment and nurture it with utmost care. The activity also gives

the students a feeling of how valuable the natural resources are to us. Through plantation of saplings a teacher teaches multiple topics and subjects, such as fundamentals of photosynthesis, parts of plants, growth stages in a living being, importance of plants for human existence, various benefits of medicinal and non- medicinal plants, difference between living and non-living beings, different types of soils and crops/seeds etc. The activity is implemented through three ways- (one) sapling plantation at student’s homes, (two) creating a medicinal garden in school premises, and (three) cultivating a small patch of land in school with crops and vegetables. The experiential learning increases the students knowledge as they see and verify concepts of the text books on the realistic grounds. The students also develop a sense of coordination among themselves with these activities. Classroom application:The activity is beneficial for primary and upper classes. This activity is a hands on experience of plantation. They learn about crops and plants. Since this activity supports self- learning it is helpful for all the classes. Also it gives them an idea of the process of sapling growth and its different phases.Planning/ Preparation: The planning is aligned with the syllabus and topics to be or have been covered, because on that basis teachers elaborate on the information and education to be imparted to the students. For example, when the students of junior classes participate in this activity, then the

emphasis is more on teaching them parts of plants, their growth pattern and fundamental concepts of biology, however, when students of higher classes have to take part in it, many fundamentals related to soil, photosynthesis, types of plants and crops, irrigation, sowing, cultivation etc. are explained to the students. Therefore, preparation is also done accordingly. The students and teachers, collectively gather saplings from homes/ neighbours/ community/ nurseries etc. Implementation: This activity is conducted in three parts :(i) Plant at your homes:

z In this part the teacher demonstrates- how to plant a sapling. This is conducting at school garden. While doing so, students are educated about the parts of a plant, their growth, and importance for humans.

z This practical and experiential learning engages students and they are able to understand the topic quickly and significantly.

z All the students note-down the stages of plantation, and growth of plant in the notebooks.

z If any student has a query or question, then the teacher resolves that.

z The teacher, depending upon the available resources, plant a sapling or sow seeds.

z Once the demonstration is over, teacher informs the students that they all have to plant a tree or sow seeds at their homes.

z As a feedback mechanism, after couple of weeks/months, teacher enquire the growth and development of the plant from the students. (ii) medicinal garden:

z There are numerous plants that have medicinal value, and are effective in common use, such as tulsi

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(Holy Basil), Aloe Vera, Coriander, Lemongrass etc. These plants are very common in kitchen garden and have high medicinal qualities.

z There daily usage in the various food items help in building immunity and strength in the body.It is important that young generation learn about these plants, their benefits, and usage. Therefore, a small medicinal garden is created within the school premises.

z These plants are very common in houses, their saplings are conveniently available. The teacher collects the saplings from community or nursery.

z With the help of students, teachers plants these saplings and irrigate them.

z To take proper care of the garden, teacher fixes up responsibilities of students in rotation. (iii) Crop Farming:

z The process of farming is an extensive task, and growth stages and usage of a plant and crop are different. To make students aware of this difference, and educate them on types of farming, crops, irrigation, cultivation, soils, fertilizers, manure etc. a small patch of land/ground is used.

z This activity is limited to a small area, and teachers demonstrates the process with help of students.

z Proper care of crops is taken off, for its good harvest.

z The objective is to make students understand the intricacies of farming.

InnovatIon 2 z Through this activity, according the learning standard of the students, teachers explain ‘farming’ as a subject extensively.

8

‘SEEING IS BELIEVING’- FIELD TRIPS

Introduction: Field Trips are important to help bridge the gap between education and hands-on experience. Field trips help students interact with what they are learning. The experience goes beyond reading about a concept; students are able to see it, manipulate it or participate in it physically. Students are able to see elements with their eyes rather than reading about it and believing what they are told because it's in print. Visiting a hospital and learning about ‘first aid’ is much more powerful than reading about it. Field trips take the book learning from the classroom and extend it to life. Students often question the importance of topics they study in class. Field trips, particularly for older students, can answer the question of how learning can be applied in life.Classroom application: Beneficial in bringing more clarity and explanation to the students about any topic or concept. Planning and Preparation: For any field trip prior permission of the place to be visited and consent of the parents is essential. The teacher sends requisition for both the permissions, meanwhile, students are given a brief introduction about the place to be visited. They are instructed to carry a notebook with them to note down their observation during the trip.

Implementation: The activity is implemented in accordance with the place to be visited. For example, when students have to visit a hospital to learn ‘first- aid’ the following steps are implemented. Site visit:

z During Saturday or any chosen day, teacher take the students to the local hospitals or clinics so that student can have the real experience and information about the profession.

z The students get to know about first aid, basic dressing and handling a patient.

z During the trip the students get awareness regarding about importance of health, hygiene and good eating habits.

z The available doctor, nurse or any other appropriate staff member gives a brief introduction about the profession and its responsibilities.

z The students are motivated to make notes of their observation and queries. They are encouraged to interact with the staff at hospital so that their queries can be resolved.

z Each student prepares a note of the visit and present in the class.

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STAR OF THE CLASSIntroduction: This activity encourages the students sharpen their habits such as punctuality, regular homework completion and class performance. The basis of this activity lies in the fact that recognition and appreciation encourage regularity and academic performance among the students. When students know that it is their own efforts that would render them awards they start exercising self-discipline and strive hard to achieve results. Once a student receives accolades for his efforts from the teacher other students look up to him/her. A healthy competition sets-in among the students and they all strive to achieve results. The students who perform better are presented ‘Star of the class’ badges on weekly/monthly basis and the winners from various classes are applauded during the morning assembly.Classroom application: The activity is suitable for primary and upper primary classes. It improves learning outcomes and performance of students. Planning/ Preparation: The teacher interacts with students and talk about importance of self learning. The teacher also tells about various parameters on

the basis of which a students is selected as ‘Star of the Month’. The students prepare badges with cardboard, paper and sparkle pens. Implementation:The teacher announces that on weekly/ monthly basis one student will be chosen as ‘Star of the Month’.

z The teacher introduces various parameters- Regular Home Work, Marks Obtained in Class Tests, Reading and Learning Abilities.

z Once the parameters have set, teacher makes the date sheet of class test and announces in the class. The purpose is that, students are able to prepare themselves in advance for the class tests.Apart from class tests, students are encouraged to do their homework regularly and submit on-time.

z The students who do their classwork diligently are also appreciated.

z At the end of a week or month, student who get the maximum marks as per the set standards is felicitated as ‘Star of the Month’.

z This encouragement students strive to achieve more and earn the maximum badges in order to gain the coveted badge of the ‘Star of the Month’.

z This activity helps student to self-discipline themselves and perform better all over.

z The students who perform better in tests or answer/participate in class can be given appreciation badges. This will act as a boost for their academic performance. Such appreciation tokens would also help in keeping a tab over the regularity and performance of the students.

z This activity helps in developing communication skills, problem solving and decision making abilities of the student

z Keeping the class strength in mind, the number of students being selected as ‘Star of the Month’ can be increased and instead of one more ‘Stars of the Month’ can be selected. n

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If education is a means to creating a positive, progressive society, then the most critical factor to ensure social upliftment is the school. Therefore, it becomes imperative for the community to support the schools and education. In fact, all the efforts of the teacher, to make learning engaging, improving learning outcomes, increasing enrolment and attendance, and so on, cannot yield significant results unless the parents and community join hands with the teacher, to make realities out of possibilities. However, the reality is that at times parents/guardians do not feel motivated enough to participate in school activities. There lack of involvement in their child’s education and school leads to many problems. That is why ‘Community Participation’ innovation is highly important for each school. Community participation has a great influence on things such as teaching learning outcomes and children development. Increased participation of parents and guardians in school activities lead to stronger bond between school and community. The mutual cooperation fosters a holistic learning environment for children. The ideas are simple concepts and their execution is easy, and their results have potential to bring greater positive change in the society.

NAME OF THE INNOVATOR1. Trupti S. Naik, G.P.S Khimon- Rivona, Sanguem South Goa2. Pratima P Prabhugaonkar, government primary School, Mahalwada, South Goa3. Anuja N. Naik, Govt. Primary School , Poira Mayem Bicholim, North Goa4. Sushmita P. Fadte, Govt. Primary School, Menkusem, North Goa5. Arati Ashok Kolambkar, Govt. Primary School Vorcotto, South Goa6. Nishtha Vishal Bhandari, G.P.S Verla Bardez, North Goa7. Pratima R. Sawant, Govt. Primary School, Savle, Pileme Bardez, North Goa


COMMUNITy PARTICIPATION

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COMMUNITy PARTICIPATION

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BENEFITS OF THE INNOVATION z Fosters holistic learning environment inside

and outside school by creating a spirit of mutual cooperation between school and community.

z School becomes a platform of parents and teachers platform, resulting in greater participation of parents in day-to-day activities of children.

z Increase in student’s confidence and motivational level, and improves their attendance and attentiveness in classroom.

z With greater involvement of parents, students become responsible of their work and behavior.

IMPACT AREASImproves learning outcomes in students, improves their attendance and overall performance in academic and non-academic activities.

SUMMARyThis innovation constitutes of activities extending support of community to the school initiatives. The regular organising of these activities make the related community form a bond with the school where they gradually take up supporting and involvement with the school as their moral responsibility.


1

ENGAGING P.T.MIntroduction: An effective parent-teacher partnership can make a significant difference in your student’s education. The teachers seek each parent-teacher conference as an opportunity to refine student’s individual learning plan. Though this meeting is an important one, many times due to various reasons, parents do not turn up to attend it. This hampers the growth and development of the pupil. Therefore, teachers have evolved unique ways to engage parents in this activity. The simple games and other activities help in fostering a strong bond between the parents and teachers. The teacher keeping in mind, the local festival or liking of the

community conducts activities such as rangoli making, inviting grandparents or senior citizens of the community to the school, and felicitating parents who attend P.T.M on regular basis. Each sub-activity has its unique importance and significance.Classroom application: Develops learning environment among students, brings improvement in their academic outcomes and behavior. Reduces communication gap between students-parents-teachers. Community participation is equally helpful for primary to higher secondary students as they get motivated when their performances are lauded at these meetings. It also results in boosting of their confidence. Plus these meetings lead to a supportive environment at home.Planning and Preparation: The teacher informs the parents through a note in student’s diary/S.M.S about upcoming P.T.M. In the message, teacher conveys the importance of P.T.M and tells that it is mandatory to attend P.T.M of their ward. The teachers plan for engaging activities in which students and parents participate together. The material required for these activities are easily and freely available as existing resources. Implementation: There are multiple activities that are conducted to engage parents during P.T.M. Each activity is implemented once on second Saturday



(during P.T.M), keeping in mind that parents get involved in new activities and experiences. These activities are labelled sub-activities. types of Sub- activities: Each has a unique importance and simple execution.

z rangoli making: Rangoli is one of the most popular art forms in India. The colorful spread is symbol of prosperity and is an essential part of Indian celebrations. The teacher uses this art form to attract parents, especially mothers, to the school and encourage them to participate in rangoli making activity. To make this event more appealing the teacher organises a competition between mother/parent-child pairs. The important aspect is that children assist their mothers in this activity. Though colors for rangoli making are easily available, flowers/leaves from school premises or nearby places are also used.

z best of Waste: We all know plastic is becoming one of the biggest cause of pollution. Empty plastic bottles, plastic bags and other items lead to soil, water, air pollution. There have been cases when stray animals such cows etc, or domestic animals chewed plastic bag by mistake. To keep the environment clean, hygienic and safe, it is important to make people aware of the damaging effects of usage of plastic. Keeping these viewpoints in mind, the teacher showcase various creative uses of empty plastic bottles, plastic boxes etc. The students as well as parents, work together to create creative designs such as pen stands, box for keeping stationary. Some interesting puppets can also be created from old bottles. The empty bottle is cut in the middle, and turned upside down. The closed end of the bottle is decorated with black ‘bindi’ or small round shaped papers representing eyes, paper cutout in the shape of smiling lips.

z Gratitude Day for Grandparents/Senior Citizens: Home is the first learning ground of a child. It is a proven fact, that when a child gets an encouraging and healthy environment at home, he is able to perform better in studies. To inculcate a holistic ground for students, grandparents/ senior citizens of the community are invited as part of engaging activities conducted during P.T.M day.

This activity also allows students to learn to how to respect elders and express their gratitude. This activity fulfills one of the most important basic human values towards elders.

z thanking Parents: There are parents who attend all the P.T.M’s regularly. To present these parents are inspiring examples, they are felicitated by the teachers. This felicitation is done on quarterly basis. The parents who attend all the P.T.M’s in those four months and presented with a star/ribbon/badge. These decorative items, such as star/ribbon/badge are prepared by the students themselves during art & craft class.

z Plantation Drive: Protecting the environment by planting more and more trees is an effective to save mother Earth. This occasion, by involving parents, is made special and memorable. The teacher requests parents to bring saplings and plant them in school premises. The sapling are also donated by local government nursery or school administration. It is kept in mind that the plants are of medicinal value, such as tulsi, aloe vera etc. The plantation is organised by the teacher during P.T.M.

2

POSTER MAKING & AWARENESS DRIVES

Introduction: The success of government initiatives, efforts of teacher largely depends upon the participation of community and parents. When teachers involve them in celebrations and events, parents and community members feel empowered and needed. In this activity teachers involve parents in numerous awareness drives and take their opinions and encourage them to participate in poster making and drives. The simple activity is instrumental in fostering an inclusive environment for the students to become learners and achievers. Classroom application: These activities help in developing logical and critical thinking in students. The activity not only enhances creativity but fosters an environment which is progressive and education oriented. An important aspect is that, this activity is beneficial for students as well as for their parents.Planning and Preparation: The planning and preparation is done on the basis of theme that the teacher wants to organise. The teacher chooses one theme for each month and plan accordingly.

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For poster making sheet, colorful pens, pencil etc are required. To organise awareness drive teacher connects with local community members, and with their support conducts a rally. The route of the rally is pre-decided and members are pre-informed. Implementation: The activity is implemented in few stages.Stage One- To motivate parents/guardians and local community members to take part in the awareness drive, the teacher invites them for a brief meeting in school.

z It is important to note that many times parent/community/guardians do not feel motivated enough to participate in these awareness drives. In that scenario, activities described in ‘Engaging P.T.M’s’ become significant, as they become a platform for higher engagements and involvement of society. Each activity is complementary to each other, therefore each activity has a unique importance to it.

z As per stage one, on a fixed date and time, parents and community member gather at school premises.

z The teacher explains the concept behind poster making and awareness drive to them.For poster making the teacher says the following

words- “Dear All, for the betterment of the your children, society and community it is important that we all work hand-in hand. There are many problems in society and in school, however, through collective efforts and wisdom we can work together to make dreams of our children come true. It is our responsibility to make this school, society and community at large a better place, so that this generation gets good learning and progressive environment. I look forward to your support in this.” These inspiring words help the teacher to make a bond with all the community members.

z Once the bond is created, the teacher introduces the significance of awareness drive, and requests the parents to participate in poster making.

z It is kept in mind that the theme for poster making is the same as that of awareness drive, so that the posters can be used in rally.

z As per the theme of awareness drive, posters are made by the the parents and students collectively.

z A day is scheduled, where this part of the activity is conducted, wherein all the students and parents of a class gather in the respective classroom.

z For example, the topic for ‘Clean Environment, Healthy Society’. The posters will various informations and slogans are prepared. The lines for slogans are developed by the teachers, students, parents collectively.

z Many simple lines as slogans such as, ‘WE TAKE PLEDGE, FOR A CLEAN AND

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BETTER SOCIETy’, ‘My SOCIETy, My RESPONSIBILITy’, ‘USE DUSTBINS, DO NOT THROW GARBAGE IN OPEN’ are written.

z In poster making, colorful images, drawings, cutouts from old newspaper and magazine are also used.Stage two- It is often seen that people in rural areas are not much aware of their rights, health benefits, voting rights, Cleanliness Drive, Save Girl Child campaign etc. Awareness drives in the form of ray can be the best way to educate the community and get their involvement towards the school.

z A day is decided by the teacher for conducting the rally. It can be last Saturday or last day of the month.

z Students are informed in-advance about the programme, route, distance and timing of the rally. The members of the community and parents are also informed priorily.

z Two to three days before the awareness drive, the teacher informs them about the route which will be followed to reach specific places in the village/town, like village panchayat, chaupal etc.

z Students are informed to walk in a line on the left side of the road.

z Few students are made volunteers to maintain the line and decorum.

z The parents take the lead of students lines, and few of them stay at the end of the line. The arrangement and placement of parents is done in

such a way that they are able to conduct the rally and take care of the students as well.

z The students shout the slogans and create awareness in people the topic of the rally. After reaching the decided points, students and parents stand their for 10 to 15 minutes. Meanwhile the teacher and few representatives from community and parents come forward and express their views on the topic.

z One the decided speakers have presented their views, all the students, teachers and their parents go back to the school.The lines of students and discipline is maintained.

z In this way the community gets attracted towards the school and when parents see their children participating and educating other people, their respect, admiration and affection towards the school naturally increases and they feel connected to the school.

z For each awareness drive a new topic is selected and the activity is done quarterly.

3

REMEDIAL CLASSES FOR STUDENTS AND PARENTS

Introduction: A child learns at his/her own pace. Anybody cannot force a child to master a skill which is not commensurate to his abilities. In reality, there are children who fall behind in their basics and advancement of the subject which is not fully understood by them. This condition calls for remedial classes. Generally, elementary pupils have an issue with major subjects like English, Mathematics

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and Science. Pupils can understand these subjects if the teacher takes a little care about them like attending to them personally and explaining the concept until they understand. Given some time, they fair well in the subject. In this activity teachers not only conducts remedial classes for students but also for the parents. There are instances when due to lack of awareness or education, parents are unable to understand the significance of homework, or are unable to solve some basic academic queries of their child. Also, women of the family who is largely seen as responsible for the completion of a child’s homework or performance in class test, does not understand the meaning of homework or class assessment, or how to check the homework given to their ward on regular basis. In such a scenario, it becomes important for the teacher to hand hold the parents. The remedial classes for students are conducted for students on weekly basis, however, the remedial classes of students and parents are conducted on bi-monthly basis. Classroom application: This activity is highly recommended for primary level students, so that their parents become aware of basic education and school’s requirement from the beginning. Planning and Preparation: The planning and preparation is very simple. The teacher makes a list of students who need remedial class. The student is informed to come for remedial class and his/her parents are also requested to join their ward in remedial class. These classes are conducted either during morning assembly time (zero-period), during lunch break, or after school hours. The duration of remedial class may vary from half-an-hour to one hour. Implementation: Foremost, the teachers make the list of students who need remedial class.

z The implementation of remedial classes of students, and students-parents together is done separately.

z Remedial Classes only for students- Remedial classes are necessary for pupils who don’t understand a subject properly.

z As teachers keep in mind that not all students have the same capacity to understand each and

every subject. z In addition, each student has different learning

styles which should be considered while teaching and conducting remedial classes.

z The teacher makes efforts so that students are able to learn better, and little by little teachers develop them holistically and perform better in their classrooms.

z Remedial Classes for parents and Students- The students are informed that their parents have to come along them for remedial class.

z The objective of this class is that parents are made aware of homework and class tests. Therefor, not many parents are invited in one class.

z The teacher calls for five to seven parents for remedial class in one go.

z The teacher presents the scenario in such a way that parents do not feel that they have been asked to made some effort. In turn, a sense of responsibility is developed in them.

z The parents, if have any doubts regarding their child’s education get their queries solved too.

z This interactive platform, as remedial class, paves way to greater participation of parents in academic and non-academic activities of their wards in school. n

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Without a deep understanding of one’s relationships with nature, fellow human beings, society, and a deep respect for all life, one is not really educated. The sense of equality, mutual respect, the philosophy of live and let live are the cherished results of human values education model in order to achieve peace, well-being and settled order of the human world. Human values education concentrates on producing socially aware, culturally sensitive and intellectually cosmopolitan students. Human values such as trust, respect, honesty, dignity, and courtesy are the building blocks of any free and advanced society. These values contribute in economic, social and cultural coexistence and hence lead to inclusion. young minds are full of open spaces and are willing to grasp in new ideas and values. Education and human values are partners, as there can be no quality education without human values. The teacher plays a vital role in building strong students’ character, so they grow up as not only good citizens, but also good thinkers and leaders.

NAME OF THE INNOVATOR1. Janu V. Davne, Govt. High School, Vaddem, Gurdi, North Goa2. Kavita Chandrakant Priolkar, Govt. Primary School, Carambolim, Tiswadi, North Goa3. Dipti Damodar Joshi, Govt. Primary Middle School, Uste, North Goa4. Jaquelina Mascarenhas, Govt. Middle School, Curpavaddo, Cortalim, South Goa

BENEFITS OF THE INNOVATION z Contributes in holistic development of the students by, Character development, Personality development,

Citizenship education, Spiritual development. z Value education plays a vital role to create a strong bonding between teacher and students. z The students establish an increased capacity to develop their own as well as their peer behaviour.


HUMAN VALUES

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z It makes students learn how to deal with their day to day activities.

z Helps students to gain self-responsibility for their behaviour.

z Instrumental in making inclusive education stronger.

z The students learn the basic principles of leading a harmonious, good and progressive life.

IMPACT AREASEnhances overall holistic growth in students. Makes an impact on numerous aspects, such as improved learning outcomes, and daily attendance of students in classroom.

SUMMARyThe activities are simple and easy to organise. They can be implemented at classroom and at school level. Each activity presented in this innovative idea carries its own importance with each one of it delivering a value that defines an individual.

CLASSROOM ACTIVITIES

1

BUILD THE STORyIntroduction: The students have great imagination power. They observe, learn and implement numerous things from their surroundings and have the ability to develop to create fictional stories out of them. In this activity, the teacher captures the innovative, unique and imaginative power of each child to build a moral value based story. Few images are shown to the students and they have build a moral story based on them. The story building exercise help in multiple ways, from improving vocabulary to sentence structure, but most importantly it develops a mind which is rational, relevant, logical with emphasis on human values. Classroom application: This activity is beneficial in revising the taught chapters, inculcating values in students and also in developing an open environment of discussion and rational thinking in students.

Planning and Preparations: This activity is based on images and visuals. The teacher and collects the images from old and torn books, newspapers or magazines. The teacher with the help of students, draw and paints pictures too. Implementation: The teacher conducts this activity once in a week, and students participate in the activity on individual or in groups, depending upon the strength of the class. The initial steps are common for both the implementations.

z The teacher and students, together, collect as many images/pictures as possible. The image could be of any animal, fruit, landscape, mode of transportation and so on. The list is endless. The objective of having wide variety of images is to broaden student’s imagination beyond the stories written in the textbooks.

z This might look tricky at first, but when children learn the concept of building stories they start enjoying it.

z In fact, soon students are able to develop a complete new story based on any image.

z Each time at the implementation of the activity new images are presented/shown to the students. This binds an interest in them and make the activity attractive.

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z Individual Participation: The students are given a picture. They are allowed to keep the picture with them for an entire day.

z Next day, as part of homework, they submit the story with that picture as part of a plot/ or basis of the story.

z The point is that each story should have a moral value in it.

z For example, a students gets a picture of a bus. He submits the story- Once upon a time, Rita was travelling through bus. There were many passengers in the bus, it was crowded and she was standing. Suddenly her purse/bag slipped down from her hands and fall at her feet . But she did not realise, and kept standing straight without picking up the purse/bag. Mohan noticed this, and informed Rita that her bag has slipped down. Rita picks up the bag and thanks Mohan.

z Moral of the Story is that we should always help others.

z There are numerous ways to develop a story

and with practice they develop a knack for writing. This activity is implemented as group activity too.

z The students are divided in multiple groups with 3-4 students in each group.

z As it is a group activity and all the group members have to be together to perform it, therefore this activity is conducted in classroom itself.

z Each group is given a picture or image and is asked to submit a story. The teacher hands over the picture at the beginning of the day, and they discuss about it during the lunch break.

z After the lunch break, the teacher gives 30 minutes to the groups to write their stories.

z The important point to note here is that each child has to write the story.

z Though story of a group is common, but they have write it individually.

z For example, a group gets the picture of garden and a group writes a story on based on it- There was a beautiful garden in the village. The children loved to play in the garden and village folks gathered and chatted there. Though they all liked the garden but nobody took the responsibility to take care of it. The children threw empty wrappers of toffees here and there, and gradually the garden became a heap of garbage. The garden was left with no place to play and children became sad. All the children started crying. One day a fairy came on earth and saw the children crying. She asked the reason and children said that the garden is more a place to play and thus they are sad. The fairy said- we all are responsible for our own deeds, if you the garden back you have to take the responsibility to clean it. The children take the pledge and along with their parents cleaned the garden. The place again became favourite of all and children never cried back again.

2

PIGGy BANK OF GOOD DEEDSIntroduction: This activity acts as a stepping stone for the students in order to introduce them about good cause and to inculcate human values in them. In this simple activity with each good work children get a green coin and for bad/wrong deeds he/she receives a red coin from the teacher. At the last working day of the month, each child opens the piggy bank and count the coins earned. The more the green coins are earned, the merrier. The students maximum green coin are applauded in the class.

InnovatIon 4InnovatIon 4

Classroom application: The students learn the difference and significance of good and bad deeds. Earning of coins teach them counting and fundamentals of mathematics such as addition and subtraction. This activity is effective for primary level of students. Planning and Preparation: The students cut round shaped cardboard as coins, and paint them in green and red color. The number of such coins are decided by the teacher depending upon the strength of class and parameters set for evaluation. For piggy bank, a small cardboard box, empty box or bag is created and decorated by the students. Each student has to prepare their own individual piggy bank. Implementation: The teacher introduces the activity to the students and explains that for each good task they will get a green coin and for wrong deed they will get red coin.

z A piggy bank is handed over to each student and they write their names on it.

z The teacher sets few parameters on the basis of

InnovatIon 4InnovatIon 4 which the students are evaluated. z These parameters are- Timely Submission of

Homework, Neat and Clean Uniform Each Day, Discipline in Classroom, Completion of Classwork on time, Helping Others in Studies, Good Manners, Daily Attendance etc.

z The students are informed that for their good work like helping fellow students with their homework, helping parents at home, maintaining discipline, attendance etc. they will earn a green coin and for bad work like coming late to school, dressed improperly, fighting and bad manners etc. will obtain them red coin.

z For every good and bad work a student gets a coin which he/she keeps in his piggy bank.

z The teacher maintains a daily record of coins distributed.

z The students are asked to maintain a notebook, in which they note down the details of the coins (red and green) earned by them on daily basis.

z The teacher on a weekly basis check the coins earned by the student.

z The student with the highest green coins are applauded by the teachers and are called upon for recognition during the morning assembly.



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FOStErInG InCLuSIVE LEarnInG EnVIrOnmEnt Creating an inclusive learning environment is an extremely important aspect of education. Everyone is an individual, with different experiences, abilities and needs. Involving all learners in relevant activities rather than excluding them for any reason directly or indirectly is one of the main aims of inclusive education. To make each child realise his/her highest potential, an inclusive, learning friendly, barrier free environment needs to be developed and promoted. In this segment, the efforts of teacher who are taking initiatives to bring inclusivity in their classroom have been mentioned. Their small yet effective ideas are paving way to a brighter and inclusive education world.

1

VISUAL LEARNINGIntroduction: It is a proven fact that visual learner remembers 75% of what they read or see. Demonstrations from the blackboard, diagrams, graphs and charts are all valuable tools for the visual learner. To make this learning style effective for inclusive education, teacher uses multiple visual to emphasis and re-emphasis the same topic. For example, to teach names of color, the teacher uses two flashcards- One with red color painted on the card, another card with spelling of ‘RED’ written on it. To make it more cleared, the teacher also shows red color traffic signal image to the students. When multiple visual mediums are used, students with different learning capabilities grasp the topic accordingly. Classroom application: A very beneficial activity for revision and explaining the concepts.Planning and Preparation: The teacher with the help of students prepare multiple flashcards for different alphabets, names of fruits, animals etc. The interesting part is that one flashcard can be used to explain to multiple concepts. For example, an image of an apple is useful in explaining alphabet ‘A’, red color, name of a fruit etc.Implementation: Teachers with the help of the students prepare flashcards, using old torn books, newspapers, magazines.

z Largely, two types of flashcards one with alphabets another with pictures are created. For example, the teacher wants to teach the alphabet ‘A’, then an image of Apple is also shown to the students.

z The teacher understands the point that using only words is not enough. Therefore other visual tools such as shapes, diagrams, graphs, images are shown to the students.

z It is not necessary that a teacher is equipped to identify students with learning disabilities in the class, however, with these tools and techniques students with varied learning capabilities are provided with holistic learning environment.

z The visual learning is not limited to text books and images. There are many objects, living and non-living in the classroom and school environment that are good source of learning.

z The teacher introduces words such as table, chair, window, door, chalk, books, blackboard, walls etc. from the immediate environment.

z This process is extended to the outer surroundings too. z The teacher takes students to garden and teaches them various topics related science and mathematics,

also enhancing general grasping power and language skills of the students.

2

EMPATHy AND COMPASSION Introduction: Teaching kids about empathy, kindness, and compassion is a must for schools. It is important for young minds to develop ability to understand, manage, and express the social and emotional aspects of one’s

InnovatIon 4

life in ways that enable them for successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. It is scientifically proven that when students explicitly learn and practice kindness, serotonin levels increase, leaving them more open to academic learning. Apart from that, to build an inclusive classroom it is imperative that children learn to respect other lives, and do not disrespect or discriminate children with special needs. Therefore teachers take extra efforts to create empathy and compassion in students. To achieve this goal teacher narrates examplenary stories of personalities who despite being children with special needs excelled in their respective fields. Classroom application: Fosters moral and human values, students recaptualise moral stories, general awareness about great personalities with exemplary life stories enhances. This activity brings great learning experience to students of all age groups and learning standards. Planning and Preparation: The activity is planned and implemented in two stages. For stage one- inspiring stories based on personalities who did exceptionally well in their lives despite being called as children with special needs (CWSN) in their childhood- are narrated to the students. In second stage simple activities promoted empathy in children are conducted. The activity is conducted on weekly basis. Implementation: The activity is divided in two broad stages.Stage One- Sharing stories is a powerful way to build empathy. The teacher narrates stories of CWSN personalities from different fields and inculcate a sense of respect and empathy for each life.

z The teacher tells the students that we should respect each life and should never discriminate against children with special needs.

z The teachers reads out inspiring biographies and stories of personalities who overcame their physical barriers and became victorious.

z The teacher introduces students to those great people who are an example for the entire world. Such as the world's most renowned scientist, Stephen Hawking, who revealed great secrets of the universe through his scientific principles lived his life literally on a wheelchair. Despite not having the eyesight, musician Ravindra Jain was successful in making a name in the world of music.

z The teacher tells the students that the players who won medals at the para-olympic are an example of the strong will power.

z The stories inspire and motivate children to a great extend. z The students also look out for such stories and examples from their own textbooks and library. z Stage two- The teacher gives a brief introduction to all the students on empathy. Empathy is a complex

emotion, which is misunderstood with sympathy. The teacher tries to clarify this line via examples. z The teacher instructs the students to take out their handkerchief and blindfold themselves and keep

silence for 5 minutes. z The inability to see and silence helps the children to introspect. They realise that their physical attributions

are blessing of Almighty, and they should understand the pain and sufferings of others. z Considering the fact that blindfolding and making children silent are a sensitive topic, the teacher takes

extra caution and ensures that children do not make mockery of the activity. z After 5 minutes, students open blindfold and are allowed to speak. z They express their feeling one-by-one and are realised the importance of their own life and others around them. z They are motivated to help people around them, like if they come across a physically specially challenged

person, they should take steps to help them in crossing road or offer seat in the bus. z These small steps lead to empathetic and compassionate environment in school and society. n



Nations stay together when citizens share values, preferences and communicate with each other with open heart. Homogeneity amongst people is created through common vision and sentiments, and education plays a prominent role in bridging the socio- economic gaps and achieving the goal. The teachers are pillars of the nation, and youth and children are future of the world. They need to be moulded and guided on the right path. The teachers as torch bearers, inspire and motivate young minds. They nurture them with sustained efforts, perseverance and consistency. In the innovative idea ‘Nation Building’ contribution of the teachers in development and growth of the society has found their place. These ideas vary in their concept and implementation. India has the youngest population in the world. With nearly 60% of youth population, the nation has the potential to break all the barriers of underdevelopment, poverty, unemployment and many socio-economic issues prevalent in the society, and the possibility to achieve this arises from digitalisation. To boost ‘Digital India’ government school teachers are taking small yet effective steps by familiarising young rural students with computer education. This initiative will open numerable new opportunities and avenues for rural children. Similarly, there are teachers who are finding the best usage of plastic thrash and converting them into productive tools for irrigation. These ideas are simple in implementation, but have huge potential to make large and better changes in society. NAME OF THE INNOVATORS 1. Edma Carneiro, G.H.S, Valkini- Sanguem, South Goa2. Dattaprasad K. Gaonkar, Govt. high School, Sanguem, South Goa3. Suresh Ram Gaonkar, Govt high School, Vaddem Curdi, Sanguem, South Goa4. Aparna A. Naik, Govt. High School , Zambaulim, Sanguem, South Goa5. Kishor A. Kelkar, Govt Primary School, Naneli, Sattari, North Goa

(INNOVATION CODE - GA/18/05)NATION BUILDING

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BENEFITS OF THE INNOVATION z Inculcates values for a progressive nation in

students. z Equips and educates young minds about

digitalisation. z Make students aware about their duties and

responsibilities as a good citizen. z The students learn about the ways to use plastic

thrash in a fruitful manner.

IMPACT AREAS Leads to more aware, positive and holistic learning environment in school which results in better outcomes and analytical thinking in students.

SUMMARyEach activity is a stand-alone activity and has deeper impact on future envisioning. The students learn to cope up with modern day requirements. They learn to move ahead of time by digital learning and being sensitive towards environment.


1

COMPUTER KNOWLEDGEIntroduction: Modern day youth of India lives in the most interesting phase of history. The internet has become an integral part of our lives. The use of computers and internet are growing day by day at high speed. Almost all businesses, companies, government and private set-ups, initiatives and programs are based on computer applications. Therefore, computer education in schools plays an important role in students’ career development. Classroom application: The activity has various section and each of them is relevant for primary and upper primary students. The activity is used as introduction of the topic, revision of the taught concepts.Planning and Preparation: The planning and preparation of various sections is done according to the requirement. Easy and simple steps are involved in this process. Implementation: There are few subsections of the

activity and their details are as below-Section One- Visual Learning

z Visual Learning-Generally, students find it difficult to learn the names of computer devices and keys on a keyboard.

z In order to make it easier for the students, teacher with the help of student uses the chart paper to make the parts of the computer.

z Each part is drawn and colored on a seperate chart paper, with the naming and use of the part of computer.

z Computer parts like monitor, CPU, keyboard, mouse etc and the keys on the keyboard are made.

z All the charts are displayed in the classroom in such a manner that students can see them easily.

z Looking at the chart paper, helps in visual learning and students are able to memorise the names and use of computer parts.

z Once the students become familiar with names of the parts of the computer, commands keys and their functionings are explained to the students. This is done through a fun-filled activity and students learn commands such as backspace, space bar, delete etc. easily. Section two- Learn the Commands

z The students due to lack of practical knowledge tend to forget commands of the computer keyboard. They may have theoretical knowledge but may



not understand the concept completely. Also, it is important to remember that each student may not have an individual system in school to work. There could be a possibility that only one or two systems are available. So in order to make students make aware of the commands and learn their usage, teacher has come with an interesting game.

z The teacher makes students stand as per the computer qwerty layout.

z The students representing alphabets stands in that order.

z A stick is given in the hands of the students which represents a cursor.

z The teacher calls out a command- ‘backspace’ and the student holding the cursor sits down, that means he/she is being deleted and the cursor moves one space backward.

z Similarly, the teacher calls out command- ‘delete’- removes the alphabet on which the cursor is placed and the cursor moves one step forward. Section three- Site Visit

z To give practical knowledge of computer related work, the teacher takes students to a local place where computers are used professionally.

z For example, a local data entry office, showrooms, hotels where computers are used for

generating bills. z In this way the students not only learn the

usage of computers in today’s world but also look at the various opportunities available with knowledge of computer.

2

DRIP IRRIGATION THROUGH PLASTIC BOTTLE

Introduction: Water conservation is the need of the hour. With such a small percentage of all the water on Earth fit for consumption and the way population is increasing, it becomes our duty to save and conserve water. If the students are taught earlier about the importance of water conservation they will definitely understand and conserve the water throughout their life. In order to save water, teaching drip irrigation can be a wonderful technique. In this activity students learn about drip irrigation and build a mechanism for it through empty plastic bottle. Classroom application: The activity is beneficial for upper primary level students as the topics such as irrigation, plantation, growth of plants, water conservation are relevant for them and classes above.Planning and Preparation: The teacher brings an empty bottle for demonstration and uses it for drip irrigation. To master this art, the students also bring empty plastic bottles and create it as medium for drip irrigation. Implementation: The activity can be planned for the Saturday or the last day of the month.

z Teacher asks the students to bring used empty plastic bottles from their homes.

z In each bottle few holes on all the sides of the bottle, towards the bottom side, are created with the help of a screw driver.

z The holes are made at few small gaps in such a way that water flows out of them very slowly.

z The water is poured in the bottle and water sprinkles out of the holes.

z These bottles are tried near the roots of the plants or trees with the help of stick.

z The placement is kept nearer to the roots so that water penetrates in the roots and does not evaporate.

z The bottles are filled at regular intervals and it is observed that this leads to water conservation.

z This method is followed to irrigate plants in the schools premises and the students are encouraged to do the same at their homes too. n

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© 2018 Sri Aurobindo SocietySample For Presentation

We have, every one of us,a role to fulfil, a work to do,

a place which we alone can occupy.

~The Mother~

To download a soft copy of this handbook, and for more information about zero investment innovations, log on to www.ziiei.com.

ZIIEI is one of the first and largest-ever initiatives of India to honour those teachers and government schools who are bringing about a change at the grassroots through simple yet effective innovations to improve the quality and reach of education, at zero cost. The most effective best practices chosen every year are published in this Innovations Handbook and systematically scaled up to reach thousands of schools. ZIIEI is an initiative of Sri Aurobindo Society's nation-wide education transformation programme Rupantar, and is

supported by HDFC Bank.

[email protected] aurobindo Society rupantar Office, 1201, Sector - 5, Vasundhara, Ghaziabad

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