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REPORT on OUTREACH PROGRAMME: FEB – MARCH 2017

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The Department of English (MKBU) has carried out three activities as outreach programme during the said time. This report presents brief overview of the activities carried out under the banner of this programme. It also presents the outcome of outreach activities with feedback from stakeholders.

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REPORT on OUTREACH PROGRAMME: FEB – MARCH 2017

  1. 1. A REPORT ON OUTREACH PROGRAMME FEB – MARCH 2017 Prepared by Prof. Dilip Barad Head, Dept. of English, MKBU 15-Mar-17 A Report on Activities carried out under Outreach Programme during Feb – March 2017 by Department of English, MKBU. Contact: dilipbarad@gmail.com +91 9898272313 www.dilipbarad.com The Department of English (MKBU) has carried out three activities as outreach programme during the said time. This report presents brief overview of the activities carried out under the banner of this programme. It also presents the outcome of outreach activities with feedback from stakeholders.
  2. 2. A Report on Outreach Programme Feb – March 2017 Page 1 Contents Introduction ................................................................................................................................................3 Objectives..................................................................................................................................................4 Snapshot of Three Activities ...................................................................................................................6 Outreach Activity 1 | In-house Workshop...........................................................................................7 Feedback of participants.....................................................................................................................7 .....................................................................................................................................................................7 Outreach Activity 2 | Samter, Una, Kareni, Diu.................................................................................8 Samter Village: Higher Secondary School .......................................................................................8 Chanakya Science School, Una........................................................................................................10 ..................................................................................................................................................................11 ..................................................................................................................................................................12 Kareni Village: Primary, Higher Secondary School and NSS Camp of HMV College.........12 ..................................................................................................................................................................13 Diu College ..........................................................................................................................................13 Outreach Activity 3 | PDPU, Shamlaji School & College, Mt. Abu School & College, Ambaji College 15 Day 1 (6 March 2017) at PDPU: #ExtAct #MKBU #PDPU.......................................................15 Day 2: (7 March 2017): PDPU.........................................................................................................17 Day 3: Shamlaji School and College..............................................................................................20 Day 4: Mountaineering Institute, Mount Abu School and College ............................................23 Day 5: Mount Abut B.Ed. College....................................................................................................27 ..................................................................................................................................................................27 Day 6: #ExtAct #MKBU #Ambaji College....................................................................................27 Outcome: Charts, Graphs and Summaries of Activities..................................................................28 1. Interview of Teachers on Use of Technology in Teaching: Parth Bhatt ............................28 2. Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya Chaudhry and Group ........................................................................................................................28 3. Survey outcome: Reading Habit: Poojaba Jadeja and group..........................................28 4. Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group ...........28 5. Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave and Group ...........................................................................................................................................28 Conclusion:...............................................................................................................................................28 Report on Student enrichment: An overall observation and outcome: Dilip Barad................30 Outreach Programme: Towards theorizing Hybrid Model............................................................30 Press Coverage......................................................................................................................................32 ...............................................................................................................................................................32 Appendix ................................................................................................................................................35 (I) Feedback of Participants – NET Workshop (9 pages).......................................................35 (II) Brief report – Survey and Interview of Teachers on Use of Technology in Teaching: Parth Bhatt (9 pages)...................................................................................................................................................35 (III) Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya Chaudhry and Group ........................................................................................................................35 (IV) Survey outcome: Reading Habit: Poojaba Jadeja and group.......................................35 (V) Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group ........35
  3. 3. A Report on Outreach Programme Feb – March 2017 Page 2 (VI) Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave and Group ...........................................................................................................................................35 (VII) Report on Student enrichment: An overall observation and outcome: Dilip Barad .35 (VIII) The presentations can see downloaded from: https://www.slideshare.net/dilipbarad 35 (IX) Visit Department Facebook page for live updates: https://www.facebook.com/eng.dept.bu/35 (X) Resources in DVD: The DVD full of all resources was given to all schools and college. The DVD is also attached along with this report........................................................................................................35 List of Photographs: Figure 1: Dr. kalyani Vallath - net workshop..................................................................................................................... 7 Figure 2: Workshop Feedback............................................................................................................................................. 7 Figure 3: Feedback - Resource Person................................................................................................................................ 8 Figure 4: Interaction with students_Samter......................................................................................................................... 9 Figure 5: Teaching through PowerPoint ............................................................................................................................10 Figure 6: Interview of teachers for Research...................................................................................................................10 Figure 7: Planning and Distribution of work - Una school.............................................................................................11 Figure 8: Learning through role-play................................................................................................................................12 Figure 9: Eager to learn English language.......................................................................................................................12 Figure 10: Learning through play cards...........................................................................................................................13 Figure 11: Presentation of CV, Resume, BioData............................................................................................................14 Figure 12: Teachers of Diu College...................................................................................................................................14 Figure 13: Panel Discussion: Interdisciplinary Approach to Knowledge.....................................................................15 Figure 14: Panel Discussion: Gender Studies...................................................................................................................16 Figure 15: Memory Mug: Workshop on Creativity ........................................................................................................16 Figure 16: An Evening with Sports and Games...............................................................................................................17 Figure 17: Concept of Time: Science and Literature ......................................................................................................18 Figure 18: From politics of equality to poetics of difference: Reading Feminisms...................................................18 Figure 19: Panel Discussion: Contemporary global concerns........................................................................................19 Figure 20: Interaction with student representatives of PDPU .......................................................................................19 Figure 21: Cultural Evening: Collaborating with the students of MKBU and PDPU..................................................20 Figure 22: Interaction with college students – Shamlaji.................................................................................................21 Figure 23: Interaction with teachers: Shamlaji.................................................................................................................21 Figure 24: Presentation on Innovative Learning Practices.............................................................................................22 Figure 25: Teaching English through role play: Shamlaji ..............................................................................................22 Figure 26: Survey of English profeciency.........................................................................................................................23 Figure 27: Lessons in Adventure Sports.............................................................................................................................24 Figure 28: Mobile Assisted Language Learning..............................................................................................................25 Figure 29: Speaking skills through Mobile Device..........................................................................................................25 Figure 30: Survey of Reading Habits................................................................................................................................26 Figure 31: TEACHING-WRITING skills..............................................................................................................................26 Figure 32: Interaction with teachers of teacher training college and trainees, Mt. Abu b.Ed. college................27 Figure 33: Interaction with Ambaji College Teachers ....................................................................................................28 Figure 34: Gains of student-volunteers fromm outreach programme.........................................................................29 Figure 35: Hybrid Model of Outreach..............................................................................................................................31
  4. 4. A Report on Outreach Programme Feb – March 2017 Page 3 A Report on Outreach Programme Feb – March 2017 A R E P O R T O N A C T I V I T I E S C A R R I E D O U T U N D E R O U T R E A C H P R O G R A M M E D U R I N G F E B – M A R C H 2 0 1 7 B Y D E PA R T M E N T O F E N G L I S H , M K B U . Introduction Kate Hardy, Sarah Kingston, Teela Sanders1 have rightly observed that Outreach is an activity of providing services to any populations or stakeholders who might not otherwise have access to those services. We may also add that it is an activity where organizations and institutions reach out to share what so ever research or innovations in teaching is done at an institute. It is also not wrong if a particular population or stakeholders are mobile to travel to spaces which otherwise might not have been accessible to them, with a sole purpose to learn something unique. Dewson S, Davis S, and Casebourne J2 have identified an interesting key component of outreach programme. It is that the groups providing it are not stationary, but mobile; in other words, they are meeting those in need of outreach services at the locations where those in need are. In addition to delivering services, outreach has an educational role, raising the awareness of existing services. Thus, sharing outcomes of action research in innovative teaching practices (with the help of ICT / technology) with other school / college teachers becomes an integral part of outreach programmes. Outreach is often meant to fill in the gap in the services provided by mainstream (often, governmental) services, and is often carried out by non- profit, nongovernmental organizations. This is a major element differentiating outreach from public relations3. Compared with staff providing traditional services, Dewson et al. (2006) notes that outreach staff may be less qualified, but is more highly motivated. Thus, the students reaching out to rural spaces to teach basics of English language to the students who have limited access to quality teachers and learning resources becomes meaningful outreach activity. 1 Kate Hardy; Sarah Kingston; Teela Sanders (16 December 2010). New Sociologies of Sex Work. Ashgate Publishing, Ltd. p. 77. ISBN 978-0-7546-7986-8. Retrieved 16 September 2012. 2 Dewson S, Davis S, Casebourne J. "Maximising the Role of Outreach in Client Engagement”. Research Report DWPRR 326, Department for Work and Pensions, 2006. 3 Baldur Eliasson; Pierce Riemer; Alexander Wokaun (1999). Greenhouse Gas Control Technologies: Proceedings of the 4th International Conference on Greenhouse Gas Control Technologies, 30 August-2 September 1998, Interlaken, Switzerland. Elsevier. p. 244. ISBN 978-0-08-043018-8. Retrieved 17 September 2012. Outreach is an activity of providing services to any populations or stakeholders who might not otherwise have access to those services. [Outreach service providers] . . .are not stationary, but mobile; in other words they are meeting those in need of outreach services at the locations where those in need are. In addition to delivering services, outreach has an educational role Dewson S, Davis S, Casebourne J
  5. 5. A Report on Outreach Programme Feb – March 2017 Page 4 Rhodes4 (1996) distinguishes between three types of outreach: domiciliary (undertaken at individual homes), detached (undertaken in public environments and targeting individuals), and peripatetic (undertaken at public or private environments and targeting organizations rather than individuals). Dewson et al. (2006) lists another type in addition to those three: the satellite type, where services are provided at a dedicated site. Under the outreach activities reported here, three types of outreach works i.e. ‘detached’, ‘peripatetic’ and ‘satellite’ were carried out by the students and teachers of Department of English (MKBU). Dewson et al. (2006) list the following tools of outreach: leaflets, newsletters, advertising; stalls and displays, and dedicated events, with the common location being local community institutions such as libraries, community centres, markets and so on. We have also used DVDs with PowerPoint presentations, useful video resources along with play-cards, handouts, questionnaires, display projectors etc during the activities reported in this repot. Dewson et all has observed that compared to traditional service providers, outreach services are provided closer to individuals residence, are voluntary, and have fewer, if any, enforceable obligations. It seems to say that unlike other extension programmes, which run for longer duration, these outreach programmes are not much evaluated on the grounds of its impact on the people / places / regions where it was carried out. There are no enforceable obligation as that of we find in long duration extension activities. The teachers and students volunteer to reach out the rural / urban remotely located schools and colleges to interact and share what so ever-innovative practices they put in practice in teaching and learning at their educational institute. The research works carried out at Universities shall not die in life-less books. It should be disseminated. The outreach programme is, as such, a voluntary attempt without any or fewer enforceable obligations. Objectives In the light of the research-writings mentioned in ‘Introduction’, the objectives of these outreach programmes were: 1. To disseminate research outcomes of the research projects (funded by MHRD and UGC) carried out by teachers of Department of English, MKBU. 2. To disseminate procedure, methodology and outcome of action research (Flipped Learning, Digital Portfolio etc) carried out by teachers of Department of English, MKBU. 3. To disseminate innovative teaching practices where in Information and Communication Technology is integrated with teachers of rural schools and colleges. 4. To display best practices in technology integrated teaching and learning with teachers and students of premier academic institutes located in urban spaces. 5. To suggest teachers to implement outcomes of action researches and best practices successfully carried out at Dept. of English, MKBU in their urban / rural spaces. 6. To carry out surveys regarding: a. English Language Proficiency among rural and urban students b. Reading and Writing skills of school children c. Reading habits of school, college students d. Use of ICT by teachers in schools and colleges e. Attitude towards English language f. Attitude toward technology in teaching g. ICT infrastructure in schools and colleges 4 Tim Rhodes (1996). Outreach Work with Drug Users: Principles and Practice. Council of Europe. pp. 25–26. ISBN 978-92-871- 3110-2. Retrieved 17 September 2012. Compared to traditional service providers, outreach services are provided closer to individuals residence, are voluntary, and have fewer, if any, enforceable obligations. To envision the dream of Digital India
  6. 6. A Report on Outreach Programme Feb – March 2017 Page 5 7. To teach basics of English language to school children in rural spaces 8. To teach communication skills to National Service Scheme female volunteers in NSS camp 9. To teach grammar components through PowerPoint presentations 10. To teach communication skills through innovative teaching methods like play-cards, role-play etc. 11. To teach speaking skills with the help of nursery rhymes, tongue twisters and songs 12. To build confidence among students of Department of English, MKBU 13. To develop L-S-R-W skills among students of Department of English, MKBU 14. To develop skills like teaching, public speaking, negotiations, communications etc. among participating students. 15. To make participants proficient for Junior Research Fellowship 16. To orient and train former students, teachers and regular students in National Eligibility Test for Asst. Professorship 17. To inculcate the spirit of adventure sports among participating students. 18. To make people aware about various schemes like Digital India, Skill India, SCOPE, Swachh Bharat, Start Up India. SCOPE: Society for the Creation of Opportunities through Proficiency in English Skill India Startup India
  7. 7. A Report on Outreach Programme Feb – March 2017 Page 6 Snapshot of Three Activities No. Outreach Activity Participants Expenditur e Dates and Total Days 1 In House Workshop for NET Coaching by Dr. Kalyani Vallath from Kerala 12 sessions of 1 ½ Hours Beneficiaries: 40 regular students + 20 former students + 15 teachers 25000/- 13, 14, & 15 February 2017 3 days 2 First Outreach Program: (1) Samter School (24 Ses) (2) Una Chanakya School (8 Ses) (3) Kareni Primary School (2) (4) Kareni High School (6) (5) HMV College (Una) Girls NSS Camp (2) (6) Diu College (6) Beneficiaries: (1) 240 School Students + 10 teachers (2) 100 school students + 15 teachers (3) 50 primary school students (4) 90 High school students (5) 25 NSS volunteers (6) 75 college students + 12 college teachers Participants 12 Sem.3 Stud. + 28 Sem 4 Stud. + 4 Staff members = 44 113024/- 21, 22, & 23 February 2017 3 days 3 Second Outreach Programme: (1) PDPU, Gandhinagar (12) (2) Shamlaji College (8) (3) Mount Abu Primary and High School (5) (4) Mount Abu B.Ed. College (2) (5) Ambaji College (1) Beneficiaries: (1) (2) 42 students (3) 100 college students + 75 school students + 15 teachers (4) 100 School students + 5 teachers (5) 6 teacher trainers + 4 trainees (6) 10 college teachers + 5 studs Participants: 42 Students + 3 Teachers + 2 Staff Members = 47 162144/- 6, 7, 8, 9, 10, 11 March 2017 6 days Total Sessions: 88 Total Beneficiaries: 1145 3,00,162 12 Days
  8. 8. A Report on Outreach Programme Feb – March 2017 Page 7 Outreach Activity 1 | In-house Workshop This activity is implementation of the objectives of outreach programme to orient and train young teachers, research scholars, former & regular students to develop research aptitude. It was intended to see that these stakeholders become aware about junior research fellowship and elementary eligibility to become asst. professor in Higher Education Institutions. Dr. Kalyani Vallath (Trivandrum, Kerala) was invited as a resource person. She is an expert in training research scholars to qualify for Junior Research Fellowship. Many young teachers, former and regular students participated and gained very useful knowledge from resource person. Figure 1: Dr. kalyani Vallath - net workshop Feedback of participants Figure 2: Workshop Feedback
  9. 9. A Report on Outreach Programme Feb – March 2017 Page 8 Figure 3: Feedback - Resource Person The feedback of participants is attached. Please see appendix 1. Outreach Activity 2 | Samter, Una, Kareni, Diu This outreach activity was a sort of ‘satellite type (Dewson, 2006). In this type of outreach programme, services are provided at a dedicated site. The teachers and students travelled to following sites with proper planning and with necessary equipment. Samter Village: Higher Secondary School The students were divided in 8 separate groups. The groups were assigned different tasks. (i) Group 1 dealt with teaching of English language (Communication Skills) through Play-cards and Role-play. (ii) Group 2, 3 and 4 dealt with Reading and Writing skills. They had prepared questionnaire and small activities for reading and writing. These groups also surveyed about reading and writing proficiency of students. (iii) Group 5 dealt with teaching general English and survey of speaking and listening skills. (iv) Group 6 taught Parts of Speech (Prepositions) through interactive PowerPoint presentation. (v) Group 7 taught Common Errors in English (Conjunctions) through interactive PowerPoint presentation. (vi) Group 8 taught speaking skills through songs, tongue twisters, and nursery rhymes. The teachers interacted with school teachers. The research fellow / visiting teacher interviewed teachers for research / fieldwork purpose. (The report is attached at Appendix II)
  10. 10. A Report on Outreach Programme Feb – March 2017 Page 9 Figure 4: Interaction with students_Samter The school children keenly participated in all activities carried out by Department Students. Each and every student of this class was keen to reply. They were eager to learn English language. During vocabulary test, they were found excellent in translating Gujarati words into English and vice versa. These raised hands wanted to display their reading skills. The modules prepared by Department students were not too heavy on Grammar but very interactive and full of fun activities. The boredom of grammar was killed and thus live interaction with more than sufficient participation from schoolchildren was achieved. The teaching of English language, communication skills, survey of reading and writing skills, reading habits, attitude towards English and Gujarati languages were successfully carried out at Samter School.
  11. 11. A Report on Outreach Programme Feb – March 2017 Page 10 Figure 5: Teaching through PowerPoint Figure 6: Interview of teachers for Research Chanakya Science School, Una The students were divided in 6 separate groups. The groups were assigned different tasks.
  12. 12. A Report on Outreach Programme Feb – March 2017 Page 11 (i) Group 1 dealt with teaching of English language (Communication Skills) through Play-cards and Role-play. (ii) Group 2 dealt with Reading and Writing skills. They had prepared questionnaire and small activities for reading and writing. These groups also surveyed about reading and writing proficiency of students. (iii) Group 3 dealt with teaching general English and survey of speaking and listening skills. (iv) Group 4 taught Parts of Speech (Prepositions) through interactive PowerPoint presentation. (v) Group 5 taught Common Errors in English (Conjunctions) through interactive PowerPoint presentation. (vi) Group 6 taught speaking skills through songs, tongue twisters, and nursery rhymes. The teachers interacted with school teachers. The research fellow / visiting teacher interviewed teachers for research / fieldwork purpose. (The report is attached at Appendix II) Figure 7: Planning and Distribution of work - Una school
  13. 13. A Report on Outreach Programme Feb – March 2017 Page 12 Figure 8: Learning through role-play Kareni Village: Primary, Higher Secondary School and NSS Camp of HMV College All students were divided in groups as mentioned above and carried out similar activities with the students. Figure 9: Eager to learn English language
  14. 14. A Report on Outreach Programme Feb – March 2017 Page 13 Figure 10: Learning through play cards Diu College In the college, the events were very well structured and organized. After a brief inauguration wherein we discussed what we are planning to do with college students. The prime focus in outreach activity with college students was different from that of school kids. For college students, our students prepared special presentations on: 1) How to prepare effective PowerPoint presentations 2) Difference among CV, Resume, BioData and ePortfolio As it is mandatory for the students of Diu College to prepare PowerPoint presentations for internal evaluation, the students enjoyed both these session and it were very fruitful for them. The Head of the Department, Prof. Dilip Barad shared following points with the teachers: 1) Outcome of UGC project on integration of ICT in teaching 2) Outcome of MHRD project on eContent development 3) Action research on Flipped Learning 4) Digital Portfolio project 5) Innovative practices in teaching and learning
  15. 15. A Report on Outreach Programme Feb – March 2017 Page 14 Figure 11: Presentation of CV, Resume, BioData Figure 12: Teachers of Diu College
  16. 16. A Report on Outreach Programme Feb – March 2017 Page 15 Outreach Activity 3 | PDPU, Shamlaji School & College, Mt. Abu School & College, Ambaji College Day 1 (6 March 2017) at PDPU: #ExtAct #MKBU #PDPU After a warm welcome by Director Nigam Dave, School of Liberal Studies, Gandhinagar and an introduction to various courses and activities of Pandit Deendayal Petroleum University, the students were gives exposure to Innovation and Incubation Center wherein various Research possibilities were presented. Thereafter, students participated in Panel Discussion on "Interdisciplinary Approach to Knowledge". The discussion was moderated by Dr. Harmik Vaishnav. Dr. Pradeep Malik, Sitakanta Mishra, Dr. Chaitanya Vyas spoke on Journalism and Literature, Shakespeare and Entrepreneurship, and International Relations. The second Panel Discussion was on 'Gender Studies". Nita Khurana, Niyati Trivedi and Urmi Satyam presented views on the topic with the help of relevant videos. The day ended with sports activities. Dr. Milan Bhatt, sports teacher, managed Volley Ball and Ball Game for students in the evening. FIGURE 13: PANEL DISCUSSION: INTERDISCIPLINARY APPROACH TO KNOWLEDGE
  17. 17. A Report on Outreach Programme Feb – March 2017 Page 16 FIGURE 14: PANEL DISCUSSION: GENDER STUDIES FIGURE 15: MEMORY MUG: WORKSHOP ON CREATIVITY
  18. 18. A Report on Outreach Programme Feb – March 2017 Page 17 FIGURE 16: AN EVENING WITH SPORTS AND GAMES – PDPU CAMPUS Day 2: (7 March 2017): PDPU The day begin with a session on Literature and Science. Dr. Nigam Dave, Director of School of Liberal Studies, with the help of interesting examples, videos and images, made convincing point about the future towards which we are headed. Another session was on equally interesting. Prof. Ranjana Harish initiated discussion on Politics and Poetics of Difference. After a visit to Solar Park, there was yet another interactive and thought provoking panel discussion on "Contemporary Global Concerns". Dr. Sanjay Pratham (from International Relations subject - spoke in Terrorism), Dr. Prashanta Panda (Economics subject - spoke on Anti-Globalization), Dr. Ashwin Dave (Finance subject - spoke on Global Finance). Dr. Manoj Sahoo moderated the panel discussion. It was equally thought provoking session and helped students in widening the mental horizons. With all such panel discussion, they understood the importance of Interdisciplinary approach to knowledge. It was felt by all that the concept of Liberal Studies is very useful in contemporary times. The day ended with cultural evening where students of MKBU and PDPU displayed their dancing, singing,
  19. 19. A Report on Outreach Programme Feb – March 2017 Page 18 and acting talents. FIGURE 17: CONCEPT OF TIME: SCIENCE AND LITERATURE FIGURE 18: FROM POLITICS OF EQUALITY TO POETICS OF DIFFERENCE: READING FEMINISMS
  20. 20. A Report on Outreach Programme Feb – March 2017 Page 19 FIGURE 19: PANEL DISCUSSION: CONTEMPORARY GLOBAL CONCERNS FIGURE 20: INTERACTION WITH STUDENT REPRESENTATIVES OF PDPU
  21. 21. A Report on Outreach Programme Feb – March 2017 Page 20 FIGURE 21: CULTURAL EVENING: COLLABORATING WITH THE STUDENTS OF MKBU AND PDPU Day 3: Shamlaji School and College As this is tribal belt, we expected a college with very poor infrastructure. But to our surprise, the college has an excellent infrastructure. Most of the classes are equipped with Smart - Interactive Boards, hanging projectors in all classrooms and auditorium and a well equipped conference room. Our students interacted with students of BA, MA, B.Ed. and 11 - 12 standards. The students talked about teaching English through Flash Cards, Role Play, CV-Resume-BioData-Portfolio, Flipped Learning etc. The teachers interacted with faculty members of the college. It was quite fruitful day with Shamlaji College and School. The interaction of Prof. Dilip Barad with teachers was very fruitful. Earlier, it was teachers of Diu College who shoed deep interest in innovative ideas shared by Dilip Barad, similarly, young teachers of this college were also very keen to listen and interact. Later on, even the teachers of Ambaji College were equally interested in following points discussed: (1) Online Publishing – h-index, Google Scholar (2) Importance of Analytics in online publications (3) Outcome of UGC research project on Integrating Teaching with Technology (4) Outcome of MHRD project on eContent (5) Flipped Learning – the best mode to use eContent (6) Digital Portfolio of students
  22. 22. A Report on Outreach Programme Feb – March 2017 Page 21 FIGURE 22: INTERACTION WITH COLLEGE STUDENTS – SHAMLAJI FIGURE 23: INTERACTION WITH TEACHERS: SHAMLAJI
  23. 23. A Report on Outreach Programme Feb – March 2017 Page 22 FIGURE 24: PRESENTATION ON INNOVATIVE LEARNING PRACTICES FIGURE 25: TEACHING ENGLISH THROUGH ROLE PLAY: SHAMLAJI
  24. 24. A Report on Outreach Programme Feb – March 2017 Page 23 FIGURE 26: SURVEY OF ENGLISH PROFECIENCY Day 4: Mountaineering Institute, Mount Abu School and College Sports and recreation make human life stress free. For any humans to live a satisfied, wish fulfilling life, s/he must be playing or participating in at least one game / sports. Today’s students are tomorrow’s professionals. They all will face stress in their personal and professional lives. If the spirit of sportsmanship is inculcated while they are young and energetic, it will make them happy and satisfied citizen of the state and hence a happy human for the world. ‘Catch them young’! as the phrase goes, so we decided to have one session in this outreach programme where expert rock climbing trainers from Swami Vivekananda Institutes of Mountaineering, Mount Abu. The trainers demonstrated basics of rock climbing. All students had first-hand experience of climbing and rappelling on Rock no. 13. True adventure lovers look for the opportunity to challenge themselves and learn from their experiences. The emotional and physical benefits of adventure sports are impressive such as improved problem solving, increased health, and a positive thinking. According to Openskywilderness.com, participants who complete their program of wilderness therapy finish with increased fitness, and a healthy emotional balance.
  25. 25. A Report on Outreach Programme Feb – March 2017 Page 24 FIGURE 27: LESSONS IN ADVENTURE SPORTS As the Rajasthan Board exams were going on, all the classrooms were allotted for examination. Our students taught English language to students in corridors and compounds. Parth Bharatbhai Bhatt innovatively used mobile phone to teach Speaking skills in English language through tongue twisters, songs, and rhymes. Other students taught reading, writing, and vocabulary - using various other means like Flash Cards and Role Play. Alpa Ponda, Komal Tara and Megha Trivedi used role play quite effectively.
  26. 26. A Report on Outreach Programme Feb – March 2017 Page 25 FIGURE 28: MOBILE ASSISTED LANGUAGE LEARNING FIGURE 29: SPEAKING SKILLS THROUGH MOBILE DEVICE
  27. 27. A Report on Outreach Programme Feb – March 2017 Page 26 FIGURE 30: SURVEY OF READING HABITS FIGURE 31: TEACHING-WRITING SKILLS
  28. 28. A Report on Outreach Programme Feb – March 2017 Page 27 Day 5: Mount Abut B.Ed. College Interacted with teachers and students of Education College. Disseminated outputs of action research on innovative practices in teaching / learning. The teachers and trainees agreed that to make the dream of Digital India come true, teacher-training institutes should integrate digital ways in their pedagogy. FIGURE 32: INTERACTION WITH TEACHERS OF TEACHER TRAINING COLLEGE AND TRAINEES, MT. ABU B.ED. COLLEGE Day 6: #ExtAct #MKBU #Ambaji College Shared some research outputs, which are practically feasible in implementing innovations in teaching with a few teachers and students of Ambaji College. We are thankful to Dr. Mamta Sharma for this meaningful exchange.
  29. 29. A Report on Outreach Programme Feb – March 2017 Page 28 FIGURE 33: INTERACTION WITH AMBAJI COLLEGE TEACHERS Outcome: Charts, Graphs and Summaries of Activities 1. Interview of Teachers on Use of Technology in Teaching: Parth Bhatt Please see Appendix III 2. Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya Chaudhry and Group Please see Appendix IV 3. Survey outcome: Reading Habit: Poojaba Jadeja and group Plese see Appendix V 4. Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group Please see Appendix VI 5. Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave and Group Please see Appendix VII Conclusion: All the objectives listed in this report are successfully achieved. Among the beneficiaries, rural school students gained the most from Department students who volunteered. They got chance to learn English language,
  30. 30. A Report on Outreach Programme Feb – March 2017 Page 29 communication skills, L-S-R-W skills from student volunteers. The volunteer-students taught with innovative practices, which are internationally recognized and approved by ELT experts. They used tools and techniques like Role Play, Flash cards, tongue twisters, nursery rhymes and picturesque PowerPoint presentations. The rural students were hardly exposed to these approaches and methods of teaching English language. Thus, they were the beneficiaries who gained most of these outreach activities. Secondly, it was volunteer-students as beneficiaries who learned vital skills. The skills of teaching – that too, from primary to higher secondary to college students. This chart shows how student-volunteers gained as beneficiaries from these activities: FIGURE 34: GAINS OF STUDENT-VOLUNTEERS FROMM OUTREACH PROGRAMME Thirdly, our students as beneficiaries enriched themselves from experts from outside visiting our Department to train and orient them in research aptitude. They also so advantage to hone their skills to pass eligibility tests for assistant professorship. These student-volunteers augmented and deepened their classroom learning through This was the best academic experience of my life. In future also, I would like to attend such academic outreach programme. Vaidehi Hariyani, Sem 4 student volunteer. It was such an incredible experience. So many new ways of teaching & learning were tried out in this outreach programme. Poojaba Gohil, Sem 4 student volunteer.
  31. 31. A Report on Outreach Programme Feb – March 2017 Page 30 interaction with resourceful experts of School of Liberal Studies, Pandit Deendayal Petroleum University, Gandhinagar. The panel discussions, workshops, and deliberations with resources persons of premier University like PDPU, enhanced and helped in widening their mental horizons. Similarly, they gained some interesting skills in adventure sports from the trainers of Swami Vevekanand Mountaineering Institute, Mount Abu. These was very unique gains and enrichments for student-volunteers who were travelling to share what they have and in the journey, they gained what they were lacking. Please read attached appendix no. VIII for further details. Report on Student enrichment: An overall observation and outcome: Dilip Barad Please see Appendix VIII Outreach Programme: Towards theorizing Hybrid Model Tim Rhodes5 identified types of outreach: domiciliary (undertaken at individual homes), detached (undertaken in public environments and targeting individuals), and peripatetic (undertaken at public or private environments and targeting organizations rather than individuals). Dewson6 et al. (2006) lists another type in addition to those three: the satellite type, where services are provided at a dedicated site. At the end of three outreach activities, we would like to conclude this report by saying that it is difficult to have only one type of outreach at a time. The hybrid or blended model of outreach is more enriching than the particular one. However, it is true that among the three major activities (which included sub-activities at various dedicated sites), a particular type was in effect, yet, to yield better results of outreach, it is advisable to blend various types and have hybrid model for outreach activities. In this outreach programme (Feb – March 2017), we formed a hybrid model of outreach with an appropriate blend of various types suggested by Rhodes and Dewson: 5 Tim Rhodes (1996). Outreach Work with Drug Users: Principles and Practice. Council of Europe. pp. 25–26. ISBN 978-92-871- 3110-2. Retrieved 17 September 2012. 6 Dewson S, Davis S, Casebourne J. "Maximising the Role of Outreach in Client Engagement”. Research Report DWPRR 326, Department for Work and Pensions, 2006. If in India, future jobs are linked with English language, then large mass living in rural and tribal regions may remain jobless. My experience in this outreach activity says that first, we have to make skill-based teachers, and teachers make skilled based students. Therefore, students make good future for the new generation. We shall keep trying to convince rural population to come out from lake and go it in to sea for developed nation, more sustainable social growth, and better life for all. Chintavan Bhungani, Sem 4 student volunteer
  32. 32. A Report on Outreach Programme Feb – March 2017 Page 31 (i) Type one: An expert is invited to the site where beneficiaries are located. (ii) Type two: The beneficiaries are taken to the site where experts are located. (iii) Type three: The student-volunteers are taken to the site where beneficiaries are located. If one wants to use names suggested by Rhodes and Dewson then ‘Detatched’, ‘Peripatetic’ and ‘Satellite’ can be used. However, we would suggest to use ‘Type One / Two / Three’ for this hybrid model of outreach rather than using the stereotype categories. Let this be a unique outreach model – the hybrid model wherein the relation between the expert/volunteer and the beneficiaries is in liquid form. It is not static. Either of the party can move on or remain stationary at dedicated site and perform outreach activities. FIGURE 35: HYBRID MODEL OF OUTREACH Beneficiaries, Type 1: In- house Workshop, 75, 6% Beneficiaries, Type 3: 1st Outreach - Samter, Una, Kareni, Diu, 661, 50% Beneficiaries, Type 2 and 3: 2nd Outrach - PDPU, Shamlaji, Mt. Abu, Ambaji, 576, 44% Hybrid Model of Outreach Type 1: In-house Workshop Type 3: 1st Outreach - Samter, Una, Kareni, Diu Type 2 and 3: 2nd Outrach - PDPU, Shamlaji, Mt. Abu, Ambaji
  33. 33. A Report on Outreach Programme Feb – March 2017 Page 32 Press Coverage
  34. 34. A Report on Outreach Programme Feb – March 2017 Page 33
  35. 35. A Report on Outreach Programme Feb – March 2017 Page 34
  36. 36. A Report on Outreach Programme Feb – March 2017 Page 35 Appendix (I) Feedback of Participants – NET Workshop (9 pages) (II) Brief report – Survey and Interview of Teachers on Use of Technology in Teaching: Parth Bhatt (9 pages) (III) Survey of English & Gujarati Medium School Students’ Approach towards English Language: Divya Chaudhry and Group (8 pages) (IV) Survey outcome: Reading Habit: Poojaba Jadeja and group (4 pages) (V) Use of Audio-Visual (ICT) in teaching and learning: Dipali Parmar and Group (9 pages) (VI) Survey outcome: English Language Proficiency of Gujarati and English Medium Students: Hitaxi Dave and Group (6 pages) (VII) Report on Student enrichment: An overall observation and outcome: Dilip Barad (2 pages) (VIII) The presentations can see downloaded from: https://www.slideshare.net/dilipbarad (IX) Visit Department Facebook page for live updates: https://www.facebook.com/eng.dept.bu/ (X) Resources in DVD: The DVD full of all resources was given to all schools and college. The DVD is also attached along with this report.
  37. 37. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 1/9 67 responses View all responses Summary Name of participant (First Name ­ Last Name) Hina p sabva Jayprakash Parmar Ami Trivedi Disha Trivedi parul baraiya Jyotsna T Vala Dodiya Meghana Divya Choudhary Vaidehi Hariyani Riva pandya Devangiba Gohil Brijal Oza Khushali Dave umaba gohil Architaba gohil Pandya radhika Chintavan bhungani Drashti nagla Ami Sojitra Bhumi Dangi Chirag Joshi Vora Hirva Pareshbhai Kaushal Desai Virajee Bathvar Ravi Rajyaguru Zankhana m matholiya Hiral kantariya Parth Bhatt Sonal Olakiya Maru janak Edit this form dilipbarad@gmail.com
  38. 38. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 2/9 Megha Trivedi Neha Rathod Surbhi Guasvami Mital Maheshbhai Raval Nupur vyas hiteshbhai. Milankumar Parmar Avniba vikramsinh gohil Maulik Bhadreshkumar Bhatt Pooja Bhaliya Jayati Thakar Jagruti R vasani Budhiditya Shankar Das Solanki Pintu Krishna Khamal Riddhi Maru Kavita mehta Shweta Bimalbhai Bhatt Ajit Kaliya Gopi pipavat Yesha Bhatt Trivedi Pooja Nitinbhai Alpa Ponda Manshi Vishwakarma Asha dodiya Zarna Bhatti Gohil Hetalba Bharat Vihabhai Bhammar Komal Shahedadpuri Namrata Gohil Mansi Parmar Parmar Akshita Gohil Riddhiba Gohil Hareshwariba 1. Are you satisfied in terms of expectations from this workshop?
  39. 39. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 3/9 Not at all satisfied: 1 0 0% 2 0 0% 3 1 1.5% 4 8 11.9% Highly satisfied: 5 58 86.6% Very low quality: 1 0 0% 2 0 0% 3 1 1.5% 4 16 23.9% Very high quality: 5 50 74.6% 2. Rate quality of content shared during workshop: (through classroom interaction in presentation of resource person) 3. Rate quality of print content / handouts / worksheets shared during workshop: 1 2 3 4 5 0 10 20 30 40 50 1 2 3 4 5 0 10 20 30 40 50 1 2 3 4 5 0 10 20 30 40
  40. 40. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 4/9 Very low quality: 1 0 0% 2 0 0% 3 1 1.5% 4 20 29.9% Very high quality: 5 46 68.7% Very very poor: 1 0 0% 2 0 0% 3 0 0% 4 4 6% Excellent: 5 63 94% Very poor quality: 1 0 0% 2 0 0% 3 10 14.9% 4 17 25.4% Excellent: 5 40 59.7% 4. How would you rate the quality of Resource Person Dr. Kalyani Vallath 5. Rate quality of food ­ breakfast and lunch 1 2 3 4 5 0 15 30 45 60 1 2 3 4 5 0 10 20 30 40
  41. 41. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 5/9 Not comfortable: 1 0 0% 2 0 0% 3 0 0% 4 15 22.4% Excellent ­ very comfortable: 5 52 77.6% 1 session 1 1.5% 2 Sessions 0 0% 3 Sessions 1 1.5% 4 Sessions 2 3% 5 Sessions 0 0% 6 Sessions 63 94% Yes 62 92.5% No 0 0% Maybe 5 7.5% 6. Rate place of workshop 7. How many sessions have your attended? 8. Would you like to participate if similar academic workshops / seminars are organised? 9. Would you like to suggest / compliment / comment / share observations ? (Please spare some time for this ­ It will help us in improving the quality of future workshops and also motive us) During this 3 days I am coming from to know so many things which I don't know before. I really appreciate this type of sessions it was really helpful to us not only pass NET/SET exam but 1 2 3 4 5 0 10 20 30 40 50 94% 92.5%
  42. 42. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 6/9 also to remember this all informations life time. It was extremely knowledgeable and inspired workshop i m so thankful to dr barad sir to provide such an opportunity to attend this seminar. Please organise more such workshops. I observe their very useful and effective sessions is I not missing to next time . And thanks a lot because I aettend To this workshop . I learning and understand to net ­ set exams and many study related information so it's very important for me . It was amazing session, which was held in our department.it was fruitful session threw which we get idea that how to do preparation for NET or SET. The workshop was worth attending n organizing again n again. Thanks for providing such opportunity. Literary theory session was excellent, the only lack it had was the lack of time. Given more time preference to harder topics such as this is desirable. This workshp has given outlet to literature students and research scholars to peep into the world of literature for not only passing NET or SET but for the sake of knowing literature. Kalyani ma'am has taught the method of reading literature and its wild concepts. She very clearly indicated that what to study doesn't matter but how to study makes a big difference. Your genuine interest in knowing the world through literature will only succeed you. It was extremely interesting plus highly qualitative workshop. No doubt that it would be more better that this type of workshop organize again and again cause learning need consistency. Thank you! It was excellent workshop. It was a nice experience to be in the workshop.I have learnt a lot. Sir, u have such a great skill of communication,management and so on along with deep knowledge and brilliant mind .No remarkable suggestions to give u.All were perfect I think so.. Kalyani means bringer of Prosperity. Dr. Kalyani Vallath with Dr. Iliaz and Dr. Dilip Barad has brought and lit a spark which is converted into a wildfire! We shall keep the spark alive. Dedication is the word which best describes Kalyani Ma'am's persona. The amount of hard work inspite of her leg pain she stood and deliver the lectures, with mike or without mike for five six hours! And with games, activities, assignments, tasks, question answer sessions, card activities, and power packed information and it was so much fun to learn these. Hats off to her hard work and dedication. "Sharing is Caring." is an essential phenomenon of 21st Century and Kalyani Ma'am has justified it excellently well. Sharing the 67 pages handouts to each participant (keeping in mind the digital divide) and most importantly sharing her audio lectures and handouts (Ma'am's digital archive), important books and key concepts free through WhatsApp groups (which most mean academicians run away from!) content generation and sharing is really really very essential to crack NET SET exams. Impressive! Fabulous! Mind blowing! Superb! Fantastic! No words! It can be felt. Impressive! I'm overwhelmed and feeling the goosebumps! Please visit us again Ma'am and Sir! Dilip Sir can't thank you enough for the opportunity! Canteen support was also fabulous! Loved everything of the Workshop. Such as it was a very excellent three days workshops of NET/SET exam preparation by Kalyani Vallath and it's a very foodful for us.
  43. 43. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 7/9 This 3 days workshop is became fruitful for me, I don't know how to prepare or read everything but after this I have confidence that I can. Really it's become a conference for me. Arrangement of everything like food, breakfast and specially photocopy of some materials are good. Thanks for everything. During this workshop I interact some teacher and other students also and this type of communication is also became good for more knowledge or information. Yes i share It was well organized workshop. And quality of resource person is excellent. She gave outline of the syllabus, she has indicated the path and method which leads us to the success. It is really interesting workshop. It will inspire a lot of me. This workshop change my perception to view history in a better way. Dr. Kaliyani vallath give ameging speech of this three day on different era in various literature. Like, American, African,Canadian literatures. It is a really amazing workshop. It was wonderful workshop. Your team is doing really great. If there will be more time then something more fruitful we can get from the resource person. I really enjoyed and I get lots of knowledge I get new experience and madam was very brilliant Barad sir thank you for this experience Workshop for NET, and that too for Paper No ­ II & III required in itself a very good speaker, who might have a good, first hand knowledge of Engish Literature and Criticism and I do believe from whatever I studied during last three days, that Dr. Kalyani Vallath was the appropriate person. She was spontaneous and taught us not only what to read but also how to read. Her video lectures through Google Hangouts, her three days rigorous efforts in imparting us as much knowledge as she can, and her WhatsApp Audios will definitely make the teaching­learning process a success. I thank and request Dr. Dilip Barad sir to re­open the doors of Dept's Reading Room for former students also so that we can use all the resources available in the Department and can seek his help whenever needed. Thanks. If we can expand the span of teaching days, so it would be more better, because though we all want to go in detail, but we couldn't due to time duration. But Ma'm did her the best. So I really like this king of work shop. And it would be nice if we calling selected students for other University also. So our uni. Can wilder it's range. And I also like one of the former student 's suggestions regarding allowing former students for using library and reading room. I think it should be allowed. And it's my suggestion regarding quize competition : That it should be arranged every 1or 2 month and age wise.. Or literature wise for the preparation of an examination. All over Programe arranged very well... Appreciate this Programe. Greatfull to you sir. I hope my suggestion would be helpful to our 'Department. Thank you... I would like to all things and get a best information by kalyani Mem. I also like as well participants in other workshop. Thank you so much all for invite us. It was an excellent workshop to attend. This is workshops is very much useful..entire programme all quality are good organized all three days In this three day's work shop for net and set exam,it was a very knowlegeble for me and thank you sir for organizing this work shop.
  44. 44. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 8/9 The very important thing I could observe in this workshop is the best combination of literature and technology. The entire workshop led me in the another world ­the world of literature, the world of feelings, emotions. The most important thing I learnt is not only to study literature but also to feel it ,understand it and to be a better human being .This workshop became like an eye opening process for our learning mathod that how it should be and how it is.Dr Kalyani Madam is excellent and she does not require any compliment and no one can speak enough about her because her work speaks a lot. Her dedication is an ideal example for all the students of language as well as literature. These kind of workshops make a drastic change in students' lives I would like to thank University and Dr Barad sir as well as the entire group for organising this workshop. Thank you. Sir please do inform whenever you organise this type of workshop even though I wish to join that workshop which teach How to write Research paper Thesis and writing Skill as well as ICT applied in Language and Literature. Especially Literary Theory& Criticism. Thanks a lot.fr Jay Do inform if any Research, writing skill, ICT programme would be organised. Do inform It was really great work and I would like to thanks Dilip Sir for organising this workshop and Kalyani Mam for giving her precious time. It is not easy to travel a lot and then speak all the day with great energy. But she taught in all the sessions with great energy which must be appreciated. Her way of teaching was excellent. It was not the class in which you get bored. Though we were learning history, I didn't get bored. It is because of Kalyani Mam's teaching method. Food was also very good and there is nothing which can be criticised. So it was very fruitful workshop and again I say thanks to everyone who has been part of this workshop. It was all satisfactory. It was informative, inspiring and fruitful workshop. It has injected in us the confidence to crack the exam successfully. We will be happy to have more learning workshops like this. Thank u Bradford Sir, Dept. Of English and MKBU for all the efforts they do to build our bright future. It will become fruitful for us. I like when you provide the atmosphere of learning and it happened in Kalyani mam's class. The most important aspect was ambience that was created for education for learning for Literature and we want to see that atmosphere further in other persons' class also. I have not attend seminar but I got resources like audio pdf etc. These are very helpful... It was nice experience. I have learn lots of things during this seminar. Days of workshop should be more as it will help to the aspirants of NET to improve their knowledge nd content. It's great technique to teach a informative subject which quite boring that mam has make it easier by interesting literary games. So I learn that all things are interesting but we have to be interested in it which Kalyani man taught us. ☆Comment: First of all thanks to Dr.Dilip Barad Sir to give former students' opportunity to attend NET Workshop 2017. When I registered for this workshop at that time I wasn't sure to attend it. I just registered it. But another side I think that I never left a single chance to appear NET/SET Exams after completing M.A.(2015) so why not I attend this session which is based on my goal. My enthusiasm towards NET/SET exams inspired me to attend this workshop. I was only one
  45. 45. 3/5/2017 Feedback: NET Coaching Workshop 13­15 Feb 2017 ­ at Dept. of English, MKBU ­ Google Forms https://docs.google.com/forms/d/1eZtdfyjS­1XIl3a3huXQCD3XC5uaSLKz3jwKd7tieL4/viewanalytics 9/9 girl from 2013­2015 Batch who attend all 6 session. That workshop help me to revise my literary knowledge which I prepare for such competitive exam in Present time. In workshop, I got a brief review of whole English Literature which deals with worldwide. That workshop increase my knowledge regarding British, American N African Literature and Theories and I also got a brief review about Canadian N Australian literature which are hardly available in internet also. Canadian N Australian literary information is NEW for me and it is like a boon during workshop. I thankful to Dr.Kalyani Vallath medam to share her stream of knowledge with us. That workshop help me to solve many difficulties which were related to my NET/SET exam preparation. I say to Dr.Dilipji that you are a Hero/ Leader of Renaissance movement in our Department who start this movement to shine so many life. I give u promise as a follower of ur movement that I do 100% hardwork to pass NET/SET Exam. Thanks to Kalyani medam to share free material like Timeline Book of British Literature and that photocopy about brief review of English Literature which are helpful me for such exam. That workshop is memorable for me becoz after 2 years I visited department ­"The Heaven of English Education Field". And after 2 year, I hear live Speech by Dr.Dilipji and his smiling face increase my happiness N positivity towards the future goal. I haven't find any problem in workshop and I give it A+ Grade. ☆Suggestion: As we know that English Literature spread in whole world so 3 days is not enough to cover whole English literature in detail. Though i satisfy to get brief review about whole English Literature and brief Analysis of major works in English Literature. I request to our University to extend days(5 to 8 days) of workshop next time so we can reach to each aspect of English Literature. This is a very wonderful sessions and very helpful to us . we are a very inspired by of this workshop . It was nice Very informative. We learnt a lot Thank u Sir we learnt a lot Number of daily responses 0 15 30 45 60
  46. 46. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 1 Appendix II Brief report – Survey and Interview of Teachers on Use of Technology in Teaching Contents Appendix II............................................................................................................................ 1 Brief report – Survey and Interview of Teachers on Use of Technology in Teaching ............. 1 Limitations of the research:................................................................................................ 2 Objectives of the research:................................................................................................ 2 A Brief Summary of Research Report:............................................................................... 2 Click here to access Research Questionnaire Link. ..................................................... 3 Research Observations: .................................................................................................... 3 Click here to access Research Data Audio Resource Record Link. ............................ 8 Works Cited....................................................................................................................... 9 “If the mountain does not come to Mohammed, Mohammed must go to the mountain. If the poor cannot come to education, education must reach them at the plough, in the factory, everywhere. How? You have seen my brethren. Now I can get hundreds of such, all over India, unselfish, good, and educated. Let these men go from village to village bringing not only religion to the door of everyone but also education.” ~ Warrior Prophet Vivekananda, The Complete Works of Swami Vivekananda/ Volume 8/Epistles - Fourth Series/XX Diwanji Saheb Heartfelt acknowledgement of Gratitude: The researcher acknowledges heartfelt gratitude to Prof. Dr. Dilip Barad Sir for initiating a resourceful task of academic outreach program. This novel and noble idea helped a researcher to explore quite a few academic institutions, to teach, to interact with teachers, and to offer a chance to collect data for the research. As well as, the researcher sincerely thanks the research participants such as teachers, academicians, principal of Una School, Shamalaji School and College, Diu College, The Management, Teaching and Administrative Staff PDPU Gandhinagar.
  47. 47. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 2 Limitations of the research: ● This report is generated from an action research, hence the data collected is based on the survey forms circulated to the teachers, and face-to-face interviews with teachers ● Research tool can also be viewed as a limitation ● The data collected is based on the information shared by the teachers of the schools and colleges, hence whenever the teachers did not disclose their personal details the researcher has voted their unanimous response in respective numbers such as teacher 1, teacher 2, and so on. ● Ambiguity and manipulative diplomatic responses of the target audience during the interview or in the survey forms of the research conceiving the dual sides of the tone nullifies the opinion ● Some teachers have left few question unanswered (perhaps they might not want to sound being opinionated), hence their opinions are neither considered nor included in the research. Objectives of the research: ● To know teachers’ aptitude and views towards technology ● To find out teachers’ aptitude towards technology ● To access the usage of technology in the schools or colleges ● What perceptions teachers have regarding integration of technology in teaching ● What kind of learning environments and cognitive beliefs prevail ● Technology is useful it is a known fact but do teachers practice integration of technology in Teaching “Educational technology, such as radio, television, and the Internet, can dramatically increase the number of people we reach with conservation messages. It also allows audiences to vicariously experience natural events and places they might never see in person. Videos, Web sites, computer simulations, and distance learning allow conservation agencies and organizations to go beyond traditional face-to-face programming and consider ways to effectively reach their audience. Whether these technologies are successful depends in part on the degree to which they incorporate relevant learning theories. Strategies for evaluating Web sites, videos, and distance learning courses help ensure quality programs.” (Jacobson, Susan Kay., Mallory D. McDuff, and Martha C. Monroe, 2009) A Brief Summary of Research Report: As a part of Students Academic Extensional Activity Outreach Program was a great opportunity for teachers and students to reach out potential. Gujarat is a state which is considered poor academically due to lack of research in respective faculties of academia. The researcher felt lucky to be a part of two academic outreach programs in the months of February
  48. 48. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 3 and March in the year 2017. 1) from 23/02/2017 to 26/02/2017 and Second one was from 06/03/2017 to 11/03/2017 in various schools and colleges in Abu, Gandhinagar, Shamlaji, Samtar - Kareni. The beauty of the outreach program was interdisciplinary approach towards learning and teaching. The researcher met with various groups of teachers, academicians, and learners from various cultures, different L1 (First Languages) and subjects. The development of on-site activities considers the visitor experience, resources of the site, and education and outreach objectives of the organization. An initial planning process at a site paves the way for developing trails, exhibits, demonstrations, nature awareness activities, and visitor centers…… Planning–Implementation–Evaluation (PIE) process. It provides a systematic design for identifying education and outreach goals, targeting specific audiences, selecting appropriate media and content, and evaluating the results. (Jacobson, Susan Kay., Mallory D. McDuff, and Martha C. Monroe, 2009) Click here to access Research Questionnaire Link. Research Observations: Most government schools are passive environments where teachers do not have freedom to experiment with modern technological tools, due to government policies. Teachers are not allowed to use internet in smartphones, during school time just because of government policies. The researcher observes before introducing the departmental academic activities by Prof. and Head Dr. Dilip Barad, Smt. S. B. Gardi Department of English, MKBU, the research respondents had critical remarks towards use of technology in language learning. Most teachers have answered No, Technology cannot replace a teacher.
  49. 49. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 4 When factories were established no one would have imagined fully automated factories could be the future where without human interface autonomous setup could run the show. 21st Century can be known as an age of technological advancement, especially these technologies when blend with education, learners and teachers can expect better results. The aim of integrating technology in education is to facilitate learners. Teachers understand the importance of integrating technology in language learning but somehow they fail to put this idea into practice! There are socio-cultural reasons behind it. Government policies, role of institution, and most importantly mindsets and attitudes. આ વસુધા મારો પરરવાર છે અને હુું વવશ્વમાનવ છું આવા ઉત્તમ આદર્શ વવચારોથી ભારતીય મસ્તતષ્ક પુષ્ષ્િ પામેલ છે છતાું એક એવો પણ વર્શ મળે કે જે િેકનોલોજીનો અતવીકાર, અરે અતવીકાર છોડો બરિષ્કાર કરે! ત્યારે સાિજિક રીતે એમ કિેવાનુુંમન થાય કે, “ શ્રીમાન, આપ િયારે ચાલી ચાલી ને થાકો છો, ત્યારે કેમ દ્વિચક્રી કે ચતુશ્ચક્રી વાિન પર વવરાિમાન થાઓ છો? બાઈક, કાર, બસ, ટ્રેઈન, મેટ્રો, ફ્લાઈિ, શુું એ િેકનોલોજી નથી? દીવાલમાું ખીલ્લી ખોડવા માિે કેમ કોઈ બાખોડીયા નથી ભરતા? ર્ા માિે િથોડી અને િાકણુું લઈને ફિાફિ મુંડી પડે છે? માત્ર સમય પસાર કરવા? પ્રરક્રયાને સાનુકુળ બનાવવા તથા યોગ્ય પ્રયત્નો િારા સમય સર કાયશ પાર પાડવા. િવે આપ િ વવચારો, ભર્વાન શ્રી તવાવમનારાયણએ વર્ક્ષાપત્રીમાું એક ઉત્તમ શ્લોકમાું કહ્ુું છે જેનો આથશ આ પ્રમાણે છે, “વવદ્યાદાન એ મિાદાન છે.” (Sahajānanda, 2010) It simply means Teaching is a noble profession. In this regard is it not fair to make teaching and learning much more meaningful? How it can be more meaningful? It can be meaningful through integration of technology. In 21st Century, if teachers don’t believe in this idea then how much damage are we causing to the younger generation! Please think.
  50. 50. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 5 આ તો નયો તવાથશ થયો એવુું નથી લાર્તુું? ગુર્લ વ્યસ્તતર્ત અને વ્યવસાવયક જીવનમાું ઉપયોર્ી છે. It’s said that Google has all the answers, provided one knows how to ask right set of questions, but what if ‘the centre’ controls ‘the margin’? What if the teachers even after knowing the significance of technology don’t allow learners to use it? ગુર્લ તો ઉપયોર્ી છે િ પણ મારા પુરતુું આવો અથશ થાય િો આપણે એક વર્ક્ષક તરીકે ગુર્લની ઉપયોર્ીતા વવષે આપણા બાળકોને અવર્ત ન કરીએ! There’s a mixed opinion to this question because how is it possible that some teachers can use technology while some cannot in the same academic institution? Strange but true. When the researcher interrogated through probing technique, he came to know that really some teachers were not allowed to use technology. In some schools and colleges their Lab was like a dead place. Students visit the lab once in a blue moon! The probability of the duality cannot be neglected. First, the power restricts, and the second, teachers have no hope of using technology academically. The loss of teachers hope using technology is a simple reason of lack of awareness and nothing else.
  51. 51. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 6 This is actually a limitation of survey tool. When teachers were filling up the survey forms in a group, after listening to instructions, provided by the researcher, they started aping the answers from fellow teachers. ‘What have your written?’ ‘Yes’. ‘Ok, yes’. On the contrary, the researcher observes after completing the academic formalities during the informal discussion Teachers wish to use Technologies in Teaching but the institutional rules, Government policies, personal notions or attitudes towards technology use abide the teachers to use technology in teaching. Not so very great number of the research audience agree with implementing technology in language teaching. And the researcher does not blame the teachers as if they donot want to practice integration of technology into teaching, however some teachers believe integrating technology in teaching is a kind of academic distraction. Most school teachers said that because of government policies they are not allowed to use technology in language teaching. If this data provided by the teachers is true then, the fact that teachers provided is falsified because there are schools and colleges such as Shamlaji, Una, PDPU Gandhinagar where teachers utilise technology effectively and it was reflected in the performance of the students too. It seems to be a matter of choice and not of chance.
  52. 52. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 7 The researcher is not so very impressed after receiving “the idealistic answer” to the question. India has got an allegation of hypocrisy due to failure of putting the morals into practice. The time is of performance and not of preaching. Say for example, everyone knows it is good to exercise every morning, it is good to practice પ્રાણાયામ and યોર્ાસન but how many of us can actually practice this! If we cannot practice it, can we get the worth of it? The researcher does not blame to any, however there are schools and colleges say for example Shamalaji School and College, Diu College, PDPU College Gandhinagar where the researcher observed the practical implementation of technology in teaching, else the labs, and classrooms seemed like a lifeless places. The mask is unveiled in the answer to this question because when it was about teachers using technology in language learning, the vast majority of the teachers and academicians 88.5% of the teachers nodded their heads affirmatively (Reference: Question 7 and Observation), when the same question was asked regarding the students half of them couldn’t even raise their hands. (Reference: Question 8). It sounds more mean collectively when we know the significance of the teaching and we ‘marginalise the students’ and remain ‘elitists’. While interrogating further through probing the researcher came to know the notions of teachers’ psyche, the teachers said the learners age was a problem, the learners especially school kids
  53. 53. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 8 have tender age, and their maturity online is questioned. Sounds real, but if we see the foreign schools and colleges, kids play with digital toys! Change in perception is essential. Isn’t it? Eureka! The researcher found an interesting twist in the game! The mice is trapped in the cage! The mask is unveiled! Yeeeeeeee! The last question is game changing question, the researcher strongly believes. The majority of the respondents mainly the teachers believed technology is a distraction in teaching! If Google is important in personal and professional lives, if teachers should be allowed to use technology in classrooms, then why not the students? Serving Students effectively and efficiently through incorporating technology into teaching, isn’t it the worship of Goddess Sarasvati? There’s a Sanskrit proverb, and it goes like this: “सा विद्या या विमुक्तये।” १-१९-४१॥ श्रीविष्णुपुराणे प्रथमस्कन्धे एकोनवििंशोऽध्यायः Meaning: “That is knowledge which liberates [one from bondage]” Conclusion or Researcher’s Plea for Practical Attitude: There’s a dire need of change in perception and attitude especially in practice. A great amount of અંતરદ્રષ્ષ્િ (introspection) is essential on teachers’ part. Fake idealism is needless. Everyone knows integration of technology and benefits of it and it the time to practice instead of talking, and debating about it. The world is marching on toe to toe with Technology in education, hence why the academicians should leg behind by Educational technology. Why there is a pale look on the face when it comes to technology enabled learning environments? What heritage do we transfer to transform the younger generation of 21st Century? Click here to access Research Data Audio Resource Record Link.
  54. 54. An interdisciplinary bilingual research on Integration of Technology in language Teaching in Various Schools and Colleges of Outskirt of Gujarat : An Action Research Research Supervisor: Prof. Dr. Dilip Barad (HOD, Smt. S. B. Gardi, Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar Researcher: Parth Bhatt parthbbhatt@gmail.com 9428840077 9 Works Cited Adluri, Sucharita. Textual authority in classical Indian thought Rāmānuja and the Viṣṇu Purāṇa. London: Routledge, Taylor & Francis Group, 2015. Print. Jacobson, Susan Kay., Mallory D. McDuff, and Martha C. Monroe. Conservation education and outreach techniques. 1st ed. Oxford: Oxford U Press, 2009. Print. Sahajānanda. Gems from Shikshapatri. Ahmedabad: Swaminarayan Aksharpith, 2010. Print. Vivekānanda. The complete works. Calcutta: Advaita Ashrama, 2003. Print.
  55. 55. Page 1 of 4 REPORT OF SURVEY OF REACHING HABIT Outreach Programme 1 and 2 21 to 23 Feb 2017 – Samter, Una, Kareni, Diu 6 to 11 March 2017 – PDPU, Shamlaji, Mt. Abu Survey Report:By Poojaba Jadeja and group Contents Reading Habit survey................................................................................................................. 1 Limitations of the research:..................................................................................................... 1 Objectives of the survey ......................................................................................................... 2 Research Observations: ......................................................................................................... 2 Findings and Conclusion: ....................................................................................................... 4 Reading Habit survey The survey about reading habits of different age groups and coming from different dwelling areas are done. The survey has done to the students of Samter school, HMV college Una, Kareni village, Shamlaji college, Shamalaji and Abu school. Limitations of the research: ● The survey is done with using survey forms filled by students of different age groups, so its outcomes are depended to the truthfulness and reliability of the answers. ● Students who have filled the forms are around the age of 14 to 18 so, their maturity, understanding of the questions and survey process may impact outcomes. ● Instead of giving Individual impressions/answers, it is possible that the students are giving answers from outer impressions like nearby student. ● The survey is done mostly with students from rural area. ● The students may have psychological impact that their answers are analyzed so, they might have given answers with this consciousness, without being honest to themselves.
  56. 56. Page 2 of 4 REPORT OF SURVEY OF REACHING HABIT Objectives of the survey ● To observe reading habits of students of different age groups, genders and dwelling areas. ● Do the institutes have library facilities? even in rural schools? ● Students’ familiarity and fondness towards Literature (in mother tongue) Research Observations: ● Library Facility: All the institutes which we have visited has library facility. The quality can differ with the areas. From the survey, we come to know that students are not using it regularly though they have facility. ● Habit of reading news paper: Habit of reading news papers differs from their age. Most of the students who are above the age of 16 are reading news paper daily. Still some of
  57. 57. Page 3 of 4 REPORT OF SURVEY OF REACHING HABIT them are not able to give the name of the newspaper. In news paper, the columns on Sports news are much read by boys. And it seems that girls are not very much fond of sports news as except fews, they are reading only headlines and political news. The students below age of 18 are not habituated with reading articles by editors. Business news is also least popular among them. ● Newspaper Supplementaries: Supplementaries on children (બાળ ભાસ્કર) is the most popular among the students below 18. We come to know that not only girls but some boys around age 16 to 18 are also reading supplementary about women(મધુરરમા/નારી). Other students are reading supplementary on films and celebrities. રવિ પ ૂવતિ and અર્ધસાપ્તારિક which has scholarly articles and literary touch with short stories and novel chapters are read by adult students only. ● Magazines: As survey has done with students mostly coming from rural background, they are not familiar with magazines. Even some students above 18 are also not reading magazines. Some has answered the names like Safaari, World in Box and latest Fact. ● Fondness of literature: It seems through the question about books, that students are not reading books outside their syllabus. Students below age of 18, Even some 17 years old students cannot answer the question about their favourite book. They are not aware about Gujarati literature and famous fictions of literature of their mother tongue. Indeed, some students below 18 are familiar with the books on Abdul kalam, Swami Vivekananda, Hind Swaraj. The students above 18 are reading books and familiar with Gujarati fictions. Except this, It can be observed that most of the students from all the age groups are in favor of reading children’s literature/book. Akbar Birbal, Sinhasan Battisi are some popular books among students. They like to read adventure stories than short stories and novel is more favorable form for them.
  58. 58. Page 4 of 4 REPORT OF SURVEY OF REACHING HABIT ● T.V. and Films: In the survey form the questions about their favorite serial and movie is also included. All the students, except very few, have answered the question about it. The popular serial among students from age group 14 to 16 is CID and Taarak Mehta Ka Ooltah Chashmah is liked by some students of various age groups. With this survey, our perception that only girls used to watch serials becomes wrong, Even boys also used to watch serials. Some popular movies among them are Bahubali, Dangal and salman khan movies. There are very few students whose favorite movies are like Taare Zamin par, 3 Idiots, which are critically acclaimed and appreciated. Findings and Conclusion: With keeping in mind all the limitations, the survey follows the conclusion like, ● Students are reading news paper and accept this they are only familiar with their syllabus oriented books and reading. ● Rural areas of Gujarat is lacking fondness for literature. ● We have developed economically and have all the facilities like electricity, tv, mobile and many more, even library, but use of library and our interest in books and literature is not developed. Students are lacking familiarity and fondness for reading and literature is completely invisible in comparison to popular tv shows and movies. Students are knowledgeable about popular tv shows and old and new films but not knowing great fictions of gujarati literature.
  59. 59. Page 1 of 8 Dept. of English, MKBU OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017 SURVEY OF ENGLISH & GUJARATI MEDIUM SCHOOL STUDENTs’ APPROACH TOWARDS ENGLISH LANGUAGE Prepared by: Divya choudhary Brijal Oza Disha Trivedi Budhiditya Das Hezal Trivedi Zarna Bhatti Dharmishtha Pandya Architaba Gohil 1) Samter High School 2) Primary school, Kareni Village 3) Chanakya Science School, Una 4) Rajkiya Higher Secondary School, Mount Abu 5) Shamlaji Arts College, Shamlaji Department of English Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar, Gujarat India
  60. 60. Page 2 of 8 Dept. of English, MKBU OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017 Table of Contents SURVEY OF ENGLISH & GUJARATI MEDIUM SCHOOL STUDENTs’ APPROACH TOWARDS ENGLISH LANGUAGE....................................................................................................................................................1 1. INTRODUCTION ..................................................................................................................................2 2. OBJECTIVES ...........................................................................................................................................3 3. METHODOLOGY ....................................................................................................................................3 3.1 DATA COLLECTION ..............................................................................................................................4 3.2 DATA ANALYSIS...................................................................................................................................4 3.3 MEDIUM OF INSTRUCTION.................................................................................................................4 3.4 INTERACTION WITH STUDENTS IN GUJARATI MEDIUM SCHOOLS.....................................................5 3.5 INTERACTION WITH STUDENTS IN ENGLISH MEDIUM SCHOOL.........................................................5 3.6 FACTORS AFFECTING PUPIL’S ACHIEVEMENTS (PROBLEMS and ISSUES)...........................................6 4. MAJOR FINDINGS..................................................................................................................................7 5. LIMITATIONS .........................................................................................................................................7 6. CONCLUSION.........................................................................................................................................8 1. INTRODUCTION Research means a suspicious analysis or inquiry especially through search for new specifics in any division of knowledge. There are many types of research and one of them is descriptive research which is used in this paper. English in India is one of the main communication languages in a multilingual state. Teaching of English at the primary level is a worldwide awareness. The goals of English Language learning at primary level are two-fold: attainment of a basic proficiency as it required in natural language and development of language into an instrument for knowledge acquisition.
  61. 61. Page 3 of 8 Dept. of English, MKBU OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017 2. OBJECTIVES The objective of this survey was to ascertain the difference between the level of competence among the students of English Medium and Gujarati Medium. Another objective was to know their perspective towards English Language which means do they find this language easy or difficult, what problems they face while using it and the reasons behind making errors etc. 3. METHODOLOGY The information of schools was gathered in order to initiate the survey and permission was sought from Principals. Questionnaire are any written equipment that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers. Questions are mainly efficient for gathering data on a large- scale basis (Brown). A questionnaire was prepared in which ten objective questions of grammar and two descriptive questions i.e. favourite festival and five sentences about themselves were given to test their writing skills as well as grammar. A comprehensive paragraph was given to test their reading as well as speaking skills. A diary was also maintained in which all the observation was recorded. Describing a Diary Study, it is that "The diary study is a method of understanding participant behaviour and intent by having participants record events as they happen. This recording usually occurs in two ways: participants answer predefined questions about events (feedback studies) or participants capture media that are then used as prompts for discussion in interviews (elicitation studies) (Carter). There are basically three types of interviews- Fully structured, Semi- structured and unstructured. The aim was to explore the thinking
  62. 62. Page 4 of 8 Dept. of English, MKBU OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017 behind student's approach towards English language using Semi-structured and unstructured style (Drever). 3.1 DATA COLLECTION An interactive session was organised with students and their English teacher in which questions were asked like student's level of the base of English Language, to which extent were they serious about their studies, and is it necessary to learn English Language in primary level etc. 3.2 DATA ANALYSIS Data collected was both quantitative and qualitative when it was analysed accordingly. The understanding of information is verified with the qualitative analysis of data from classroom observation, interaction with students. In English Medium school, most of the students think that English is easy but just a few of them had problem regarding spellings and grammar. The students think that English Language is important as it may be helpful to them in the future. Some students preferred to speak in the language which they were having as the subject for example Sanskrit Language in Sanskrit class and Gujarati Language in Gujarati class. In Gujarati Medium School, students faced problems in reading and writing and most of them were not able to pronounce simple words. They were taught English in Gujarati Language which is also called the grammar- translation method. 3.3 MEDIUM OF INSTRUCTION The language generally used for giving instructions is the mother tongue or the regional language i.e. Gujarati in Gujarati Medium School and in English Medium School, generally both mother tongue and English was used. The reason for this in
  63. 63. Page 5 of 8 Dept. of English, MKBU OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017 Gujarati Medium School was that children were not able to understand English and so translation of English words, phrases, sentences in the language of convenience helps children comprehend the content. When asked about their strengths and weakness, children of English Medium responded that sometimes they hesitated in speaking English because they needed an advanced level in learning grammar, speaking skill and creative writing. 3.4 INTERACTION WITH STUDENTS IN GUJARATI MEDIUM SCHOOLS When the students were asked the motive of learning English Language, most of them didn't reply and the reasons for this was according to them English Language was not important. Next question asked was whether they were happy to be in Gujarati Medium School or did they wanted to shift in an English Medium school. The replied to this question was that they didn't want to shift in English Medium School as they face problems in LSRW skills. When asked about cursive writing, only one student knew about cursive writing but was not able to write. The vocabulary was limited to simple words and phrases. 3.5 INTERACTION WITH STUDENTS IN ENGLISH MEDIUM SCHOOL When asked about the importance of language, students replied that English Language is important as it helps in business and also in the use of technology. When asked about cursive writing, most of the students knew how to write in cursive writing and they applied it in writing. Students were in favour of learning English language as it offers better employment opportunities. Next they were asked whether
  64. 64. Page 6 of 8 Dept. of English, MKBU OUT REACH PROGRAMMES: 21 TO 23 FEB AND 6 TO 11 MARCH 2017 they were happy to be in English Medium school or not and the reply was they were satisfied and didn't want to change the medium. 3.6 FACTORS AFFECTING PUPIL’S ACHIEVEMENTS (PROBLEMS and ISSUES) There are many reasons which affect student's performance. Some of them are as follows: 1) Students frighten during exams. 2) Students have the ideas but are unable to express them well. They know the grammar rules but can't use it whenever needed. 3) Absence of mind. It also has many reasons like the topic may not be interesting, teachers can't express their thoughts well, maybe the teacher is not creative, utilisation of higher level of English, and other personal problems. 4) Background of the family also matters as when parents don't give attention to their children and due to this, students also don't take much interest in studies. 5) Direct shift from Gujarati Medium School to English Medium School at a higher level decreases the self-confidence of the child as they feel inferior compared to others. 6) Shyness and hesitation is the biggest hurdle which prevents them from taking part in the Student- Teacher interaction. 7) Psychological reasons also affect performance of the child as the child maybe having some bitter childhood experience.

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