Exposure visit learning


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Exposure visit learning

  1. 1. LEARNING FROM LAST YEAR<br />Exposure Visit to GHPS, Bangalore & Ramanagaram<br />
  2. 2. Contents<br /><ul><li>Purpose
  3. 3. Event Details
  4. 4. What we did
  5. 5. Insights & Opportunities
  6. 6. Needs & Directions
  7. 7. Questions</li></li></ul><li>Purpose<br />The exposure visit was one of the first tasks we embarked on as an ETD team. <br />This visit helped us gain an understanding of the ground realities of our audience, the learning environment and their various needs. <br />Using these Learnings from this event, the purpose of this visit was to initiate a focused and user-centred approach to ETD’s various projects.<br />
  8. 8. Event: Visit to various government run schools, both tech and non-tech.<br />Location: Around Bangalore and Ramnagaram<br />
  9. 9. Teachers<br />
  10. 10. Teachers<br />
  11. 11. Teachers<br />
  12. 12. Admin<br />
  13. 13. Admin<br />
  14. 14. Students<br />
  15. 15. Students<br />
  16. 16. Students<br />
  17. 17. Learning Environment<br />
  18. 18. Learning Environment<br />
  19. 19. Learning Environment<br />
  20. 20. Learning Environment<br />
  21. 21. Classroom Practice<br />
  22. 22. Classroom Practice<br />
  23. 23. Classroom Practice<br />
  24. 24. Technology<br />
  25. 25. Technology<br />
  26. 26. Technology<br />
  27. 27. Insights and opportunities<br />The exposure visit helped us break a lot of pre-conceived notions, and affirm some of them.<br />The following are some insights gained from the visit.<br />
  28. 28. 1. Teachers & Technology<br />There has been a lot done in trying to implement new ideas and experiments.<br />However there has been no regular monitoring or follow ups with experiments<br />and training.<br />The Teacher Motivation to use ICT is very low as theirfocus is on their own academic curriculum. There is also a general complaint of too many meetings,trainings etc.<br />
  29. 29. 2. Cluster Meetings<br />Cluster meetings are not entirely beneficial as there are a huge number (20 t 40 schools) gathered for it and hence there is little personal attention to problems of teaching methodology and likewise.<br />CRPS are not being able to bring good resources<br />Only admin issues discussed not academic issues.Everyone is after spending the abundant SSF funds<br />
  30. 30. 3. Educational CDs<br />The educational CDs given are not based on state syllabus hence creating a slight<br />disinterest among the teachers to use it.<br />There are navigation and interaction problems.<br />
  31. 31. 4. Teaching Methodologies<br />There is little innovation in trying to teach concepts that allow for independant thinking and reasoning.<br />In most cases, it is the black board that comes alive, and text book and teachers are still highly dominant.<br />The video capsules provided do not allow for thinking and application<br />
  32. 32. 5. Teaching Methodologies<br />Only few schools using computerized processes for admin work and the register is just a mandatory process that the CRP finally checks, and hence is maintained regularly.<br />So far only CAL has been the focus, and help is needed desperately in the academic and pedagogy side.<br />
  33. 33. Needs/ Directions<br />There is a general need for an organized system that covers all aspects: teacher trainings, planning, follow ups, cluster meetings etc (teacher focus)<br />The CDs can be designed to be integrated with the syllabus from the beginning, while planning the schedules for the year.<br />Teaching can also occur through playing, socially interactive classes. Can materials/ worksheets etc be designed to let children explore through a more creative and collaborative process?<br />Teachers itself need to go through some process of learning and unlearning before understanding and applying concepts to their classroom teaching. <br />Technology should be integrated better, and shouldnt be put in front of the class, but should enable and trigger classroom discussion.<br />
  34. 34. Questions<br />Do teachers know that exploring and thought provocation activities are important?<br />Who are the teacher trainers? Do the teachers have their own fundamental concepts in place?<br />Do teachers believe that building imagination is beneficial to a child? If so, how do they help children exercise their imagination?<br />Do teachers undergo training with computers and technology? What resources do they have to do so?<br />
  35. 35. Thank you<br />