Etd minutes of the meeting&schoolvisitreportPresentation Transcript
Minutes of the Meeting | Debriefing sessionField Visit to GHPS in Bangalore and Ramnagaram district11th & 12th March 2010Convener: Maria Athaide and Nirag DaveParticipants: Sriparna, Bindhu, Ritu, Santosh, Pallavi,Maria, Nirag, MangalaLocation: Conference hall, APFMinute taker: Pallavi MDuration: 2:00 PM to 5:00 PM, March 15, 2010
Day 01 Problems faced by teachers/technician/students Power failure, TheftGroup 1: Rajesh Utsahi, Ritu, Bindhu and Sriparnaaccompanied by Prasad Teacher training and support:1: GHPS, Sheegehalli, Bangalore (tech school): • Computer training for teachers and students (2 weeks beginning of academic year)More about the school: • Support for computer maintenance -paid by• Students – 238 Panchayat• Std – 1-7• Teachers – 6(5+1 trainer) School environment:• Started in 1946 • Teacher – student interaction – open and friendly.• 2008 – 95.53% (5th)KSQ Board exam, 2008 – • Students spontaneous91.68% (7th)KSQ Board exam • School system organized• No drop out • School schedule organized – timetable designed to allow each teacher to use the computer lab.Equipment available in the school: • Well managedProjector, Laptop (stolen), 9 Computers, Printer, Classroom Interaction:Scanner, TV, APF CDs, 8 Bharati Vidya Capsules, • Useful replication of the video capsule resource asSpeakers, Stereo system, Library (accessed by a classroom activity.teachers), 207 books from Akshara Foundation and • Standard 3 and 4 had their sitting arrangement in a1400 books others, well equipped Nali Kali semi circle. • Teacher needs to be better informed aboutTechnologies being implemented: technology.Bharati Vidya Capsules, APF CDs ( not popular) • Better integration of technology and teaching resources is needed.
Day 01Teachers: Students:How enthusiastic are the teachers about using What is their familiarity with technology?technology? Only CDS by APF or BV• Overall enthusiastic especially Ms Rupa and Mr.Devendrappa. What access to technology do they have?• Teachers made suggestions about having DLR • Televisionon algebra -bodomass, directions – longitude and • Mobilelatitude, time, calculation, language. • Computer - Limited in school, teacher drivenWhat are the learning gains according to them? What are their aspirations?BV Capsules popular – children remember the CDs Doctor, Teacherwell. What is their overall attitude to technology?Can this be further enhanced? EnthusiasticYes, integrate technology in teaching.What are the problems in the classroom?• Language – English transaction• Children are not motivated by parents.• Children do not do their given home works.How is their overall attitude?Confident, Positive, Keen
Day 01 Group 2: Maria, Mangala, Nirag, Neha and Pallavi accompanied by SantoshGroup 1: Rajesh Utsahi, Ritu, Bindhu and Sriparna 3: GHPS, Mundur, Bangalore (tech school):accompanied by Prasad2: GHPS, K S Halli, Bangalore (Non tech school More about the school: • Students – 150 approx.More about the school: • Std – 1-7• Students – 108 • Teachers – 5• Std – 1-7 • 35 students to 1 teacher ratio• Teachers – 4 • Dropout rate is very low, mainly with children from• 2006 other states or migrant labourers.• No drop out Equipment available in the school:Resources: 9 computers, webcam, 70 CDs etc, printer, scanner,Surya foundation book for Hindi language is being LED projector, speakers etc each class had 2 classeswell used. per week scheduled in computer roomSchool environment: Technologies being implemented:• Lack of enthusiasm Bharati Vidya Capsules, APF CDs ( not popular)• Hesitant to speak• No sign of alternative resources being used Problems faced by teachers/technician/students: • 2 people needed to operate the LCD – lack of flowClassroom Interaction: (can teacher operate this remotely?)Chalk and talk being used which wasn’t proving to • Power supply, connectivity issuebe effective enough (tested for Hindi language). They • Long time to prepare these lessons – timecould not understand English. consuming (video clips)
Day 01 were taken from a local context which the studentsTeacher training and support: could relate to.There is no specific class allotted the subjects for • The teaching was more of a “repeat and emphasis”use of computers. Just a general computer class. No method rather than allowing children to generatesuch schedules otherwise. their own answersSchool environment: Teachers:• Teacher – student interaction – open and friendly. • Indumati, Lakshmi, kamala – all seemingly• Very free atmosphere in the school with no enthusiastic, one is more competent operating laptopimposing of discipline. Students treated the school (she is the only one who was trained)premises like their own home. • Teacher dependent on technician• Well managed • Not comfortable with internet • Technology not used to aid admin workClassroom Interaction: • Headteacher – raised concerns about the other• Teacher dominant classes duties that took away time from classroom teaching• Group work was just a mere way of dividing the • Teachers found math particularly difficult to use –class. No real discussion and thought provoking decimals/ fractionsquestions asked. • Some teachers creating their own teaching aids.• Good use of experiments, integration of both digital • Teachers are open to using technology, but notand physical teaching aids. Although, one is not sure necessarily have the patience to sit through a lot ofhow often this is used. training hours for it.• The video capsules were constantly paused toexplain, which was done by a technician.• It was nice that examples used to explain the lesson
Day 01Students: Group 2: Maria, Mangala, Nirag, Neha and Pallavi accompanied by SantoshWhat is their familiarity with technology? 4: Tirumenahalli, Bangalore (single teacher school):The students are very familiar and quite proud ofknowing how to operate the laptop. General observation:What access to technology do they have? • School is connected with an anganwadi and has 14• Television: they watch a lot of cartoons on it. Their childrenfavorite is chota bheem. • Multi age, multi grade with Nali Kali system followed.• Mobile phone is also very popular • No use of technology at any point in time• Computer - Limited in school, teacher driven • The teacher finds problems of managing all 14 students at one time, with pressure to cover all lessonsWhat are their aspirations? for each gradeDoctor, Teacher, Police officer, bus conductor etc. • Travelling and leave becomes huge problems for the teacher. No assistant teacher also to help her outWhat is their overall attitude to technology? • With a single classroom for 14, the atmosphereEnthusiastic and willing to learn, the students find remains dull and students don’t seem enthusiastic.that the digital educational resources helps them • Teacher is not imposing or dominating in nature, butunderstand and remember their subject matter students are generally not very expressive or freebetter. around her.
Day 02 Resources: Alternative teaching resources – Math – Math board (70 competencies), Geoboard, Table board, Napier’s table,Group 1: Rajesh Utsahi, Ritu, Bindhu and Maria Pythagoras theorem, English Grammar, Steam Engine,accompanied by Prasad Internet download – pictures for social science5: GHPS, Nagavara, Ramnagaram district (techschool): Teacher training and support: District Award for 3 teachersMore about the school:• Students – 183 School environment:• Std – 1-7 • A Strong hierarchy between Principal, teacher and• Teachers – 7 students exist.• 1915 (1000 students once) • Good attendance• High attendance rate • Good at marketing their school (like on Annual day invited• No drop out RBI people who donated books and other resources) • Well managedEquipment available in the school:Projector, Laptop, 9 Computers, Printer, Scanner, TV, Classroom Interaction:300 APF CDs (overall CDs), 8 Bharati Vidya Capsules, There was an effective integration of video capsules intoSpeakers, Stereo system, 5000 book in the Library the lesson, also good integration of technology and other(provided by others), well equipped Nali Kali system, resources. It is clear that it did help in learning process ofInternet access students.Technologies being implemented: Teachers:Bharati Vidya Capsules, APF CDs (not popular) The teachers were very interested and enthusiastic. They were proud of their school and the infrastructure available. Only the principal stood out.
Day 02Group 1: Rajesh Utsahi, Ritu, Bindhu and Maria Group 2: Sriparna, Mangala, Nirag, Neha and Pallaviaccompanied by Prasad accompanied by Santosh6: GHPS, Abbur, Kammanahalli (non-tech school): 7: GHPS,Tagachagere, Ramnagaram district (tech school):More about the school:• Students – 89 More about the school:• Std – 1-7 • Students – 250 approx.• Teachers – 4 • Std – 1-7• 1927 • Dropout rate is very low, mainly with children from• No drop out other states or migrant laborers.Classroom Interaction: Equipment available in the school:A lot of activity based learning occurred, with use of 9 computers, webcam, 70 CDs etc (see Appendixdance and music. Everyone was very enthusiastic. 1 for details), each class had 2 classes per weekThey need to be better prepared for technology and scheduled in computer roombecome more receptive to it.(Maybe more details on interaction with teachers and Technologies being implemented:students can be given) Bharati Vidya Capsules, APF CDs ( not popular), EduSat program, internet access Problems faced by teachers/technician/students: • 2 people needed to operate the LCD – lack of flow. • Power supply, connectivity issue
Day 02Teacher training and support: on field visits and having live demonstrations on the• Some teachers have got training. school campus. For example, the school follows waste• Hindi teacher was asked to teach higher classes segregation, however the biodegradable wastes likesocial studies, and hence sit in other teachers paper is burnt because of irritation of flying paperscapsules and learn from them. Hence not too much from the pit. Teachers should be made aware of bestsupport for this group. practices that the children can emulate.School environment: Teachers:• Teacher – student interaction is more formal. There • Some teachers have got training for use ofis a clear sense of discipline in the school. technology. However, only 1 teacher in the school knows how to use internet. • Hindi teacher was asked to teach higher classesClassroom Interaction: social studies, and hence sit in other teachers• Teacher dominant classes capsules and learn from them. Hence not too much• Group work was just a mere way of dividing the support for this groupclass. No real discussion and thought provokingquestions asked. Students:• Some of the teaching aids that were used were Students are enthusiastic, but not independent insong and dance methods, internet images and self their thinking. They were uncomfortable when askedmade charts. The charts were just textbook content questions outside of their curriculum or textbookrepeated. content.• The school does take interest in taking the children
Day 02Group 2: Mangala, Nirag, Neha and Pallaviaccompanied by Santosh8: Munniyappan doddi, Ramnagaram district (nontech school)School environment:• Seemed friendly.• Facilities at this school is lesser in terms ofplayground area, library resources etc.Classroom Interaction:• Teacher dominant classes• The teaching aids used are mainly charts which aremade by the teacher itself.
Key InsightsAs part of the debriefing session, Santosh S came Educational CDs:in to talk to the ETD team briefly about the CAL The educational CDs given are not based on stateprogram and its history. The session, along with the syllabus hence creating a slight disinterest amongfield visits helped gather the following key insights: the teachers to use it. There are navigation and interaction problems.Teachers & Technology:There has been a lot done in trying to implement new Teaching Methodology:ideas and experiments. However there has been no There is little innovation in trying to teach conceptsregular monitoring or follow ups with experiments that allow for independant thinking and reasoning.and training.The Teacher Motivation to use ICT is very low as their In most cases, it is the black board that comes alive,focus is on their own academic curriculum. There and text book and teachers are still highly dominant.is also a general complaint of too many meetings, The video capsules provided do not allow for thinkingtrainings etc. and applicationCluster meetings: Admin work:Cluster meetings are not entirely beneficial as there Only few schools using computerized processes forare a huge number (20 t 40 schools) gathered for admin work and the register is just a mandatoryit and hence there is little personal attention to process that the CRP finally checks, and hence isproblems of teaching methodology and likewise. maintained regularly.CRPS are not being able to bring good resources So far only CAL has been the focus, and help isOnly admin issues discussed not academic issues. needed desperately in the academic and pedagogyEveryone is after spending the abundant SSF funds side.
Needs/ Directions QuestionsThere is a general need for an organized system that Do teachers know that exploring and thoughtcovers all aspects: teacher trainings, planning, follow provocation activities are important?ups, cluster meetings etc (teacher focus) Who are the teacher trainers? Do the teachers haveThe CDs can be designed to be integrated with the their own fundamental concepts in place?syllabus from the beginning, while planning theschedules for the year. Do teachers believe that building imagination is beneficial to a child?Teaching can also occur through playing, sociallyinteractive classes. Can materials/ worksheets etc Do teachers undergo training with computers andbe designed to let children explore through a more technology? What resources do they have to do so?creative and collaborative process?Teachers itself need to go through some process oflearning and unlearning before understanding andapplying concepts to their classroom teaching.Technology should be integrated better, and shouldntbe put in front of the class, but should enable andtrigger classroom discussion.