Dharmesh Patel

Dharmesh Patel

Teaching the application based use of science by setting up science hut – Dharmesh Patel
To enable students to learn the application of science, set up a Science Hut as a space to conduct various experiments.
1. Arrive at a plan to build the Science Hut through discussion with school staff members;  Gather materials for the Science Hut and involve the students in building it; 2. Prepare a list of experiments to be done throughout the year; 3. Based on the experiments, set up the necessary equipments in the Science Hut; 4. Once the Science Hut has been set up, put up science charts and posters in the Hut. Also, put up newspaper clippings of interesting science news and pictures; 5. Divide students into group and appoint a group leader; 6. Group leader to allocate date and time of experiment to group members; 7. Start conducting scientific activities and experiments at the Science Hut; 8. Enable group leaders to guide their group members to conduct the experiments; 9. Organize activities such as dramas, exhibitions at the Science Hut; 10. Invite villagers to the Science Hut and conduct activities to dispel belief in superstitions; 11. Organize a Science Week and invite parents of students as well as other villagers to attend and view various science exhibits and experiments.

 

Bhavesh Pandya

Bhavesh Pandya

Learning course text without conjunctions for students who cannot read and write – Bhavesh Pandya
My favorite school Earlier, students did not like to come to school. Teachers were curious to know what might make the students come to school and for the same they questioned the students. Students answered; they want swing, books, toys, play ground, good sanitation facility, garden etc. The teachers then started collecting money for the same and with the help of the will power of all the villagers, it finally lead to school development.
Students were also invited to participate in this which not only leads to school development but also their personal development. Then, for the development in their reading and writing skills, the teacher created a group of students who could not read and write the basic use of conjunction. Teacher then created a group of students by remedial work. Followed by this, the teachers created stories without the use of conjunction. The text from the text books in the form of stories was converted into a form of ballad. Slowly, the students started using this ballad. The schools nearby had also started using this material Ultimately, due to use of this ballad, the students could not only understand language without the use of conjunction but also it lead to mastery in all the other subjects.

 

Jagruti Pandya

Jagruti Pandya

Making maths easy and fun to learn : Activity Based teaching – Jagrutiben Pandya
To make Maths less cumbersome, teach it to students in a fun, activity-based manner. Get hard boards (that which are generally used for any kind of packaging). Cut the board into various pieces of small size, of the same size (preferably in square shape); Stick white papers on each of these cards; Write numbers of 0 to 9 , -1 to -9, and also put signs of mathematical process on some of them (+, -, = etc); Give questions regarding addition and subtraction of negative and positive numbers; Guide students to arrange the cards according to the given question; Help students arrive at an answer and to place the answer card at the end Demystifying the mathematical process in above mentioned manner will help the teacher in promoting maths as a subject amongst students who are relatively weak in picking it up. The process mentioned above will help them to get involved in an activity and thereby make learning concepts fun.
The concept of introducing flash cards, also can be expanded to : Helping students to remember tables, Undertake other mathematical functions like multiplication, division etc.

Dilip Bhalgamiya

Dilip Bhalgamiya

Enhancing nutrition levels to improve learning outcomes – Dilip Bhalgamiya
To enhance students’ grasping power and to aid in their physical development, introduce pulses as a part of their diet, through the mid-day meal. 1. Organize a health camp to check haemoglobin and iron levels of students; 2. Tell students about the importance of pulses in improving the nutrition levels; 3. Get a handful of pulses to school every day. Encourage students to get pulses, one handful a day; 4. Give the pulses to the mid-day meal cook and tell him/her to use them for preparing the mid-day meal; 5. Add lemon, salt, chilli and tomatoes to make a delicious dish using pulses; 6. Give the nutritious dish to students as part of the mid-day meal; 7. Encourage students to use pulses as a part of their meals at home as well as snack items; 8. Observe usage of pulses in students’ homes through visits and discussions; 9. After six months, check haemoglobin and iron levels of students.
Countering malnutrition helps in enhancing students’ cognitive growth through better nutrition, thus improving learning outcomes. Improved nutrition also leads to increased regularity of attendance.

Arvind Sachapara

Arvind Sachapara

Teaching work based activities to make the students creative and self reliant Arvind Sachapara
To develop problem-solving skills, creativity and to make students self-reliant, teach them work- based skills through activities such as embroidery, book binding, etc.
Draw up a list of work-based skills; Draw up a list of activities to teach the required work-based skills; Teach students work-based skills through the following activities: Colour making, making magic toys, embroidery, printing, making a vase, oil painting, spray painting, glass painting, book binding, making paper bags and pen stands, video-tape the activities for use as reference next year, make students do the activities independently through watching the videos, evaluate the activities based on the involvement of students, their progress and the amount of collaboration taking place.
Teaching students work-based skills through activities takes learning beyond the curriculum and also involves the use of local knowledge as a resource in learning. This breaks the barriers between the school and the community.

Sharad Patil

Sharad Patil

Learning Maths through different methods to develop critical thinking skills – Sharad Patil
The Teaching and Learning Material developed for Maths consists of six parts. Part A is for reading and writing numbers from 1 to 100. There is also a system in place for students to find place value from 1 to 10000000. The TLM also allows students to find preceding and succeeding numbers; Part B consists of basic concepts of Geometry for grades 1-7; Part C is Algebra; Part D is a Flannel Board and White Board. Here, students can do sums easily. An Abacus has also been created, to teach Vedic Maths; Part E is games. Here, students can practice addition, subtraction and multiplication etc. using dice; In Part F there are basic concepts of square, square root, cube and cube root. There are different samples of Weight, money, cylindrical, cube and different small models, games and activities.
A TLM that enables students to learn independently and through different methods increases their sense of enquiry and develops higher-order and critical thinking skills.

 

Nilesh Solanki

Nilesh Solanki

Better understanding of mathematics by preparing place value charts – Nileshkumar Solanki
To enable students to learn the concept of place value conceptually, prepare a place value chart with different columns for place and space for writing digits. Create a Teaching and Learning Material for teaching Place Value. Use this format for preparing the TLM, Explain the concept of place value theoretically and through examples on the board. Then, show an example of place value by writing the separate digits in the Place Value Chart. Divide students into groups and appoint higher-level students as group leaders. Give the groups time to practice place value using the Place Value Chart. Evaluate students based on oral questions, tests using the Place Value Chart and on tests without the use of the Place Value Chart. Creation of Teaching and Learning Materials that students can use for peer-based and independent learning help in the process of learning through discovery and in developing a conceptual understanding of the subject.

Mehul Suthar

Mehul Suthar

Improving learning through laptops with pre installed educational programmes – Mehul Suthar
To enable individualized attention to each student and to facilitate student-led learning, give laptops to each student with pre-installed educational programs Process : Give laptops to students, which are connected to the main teacher laptop. (Teacher can see programs being run on each laptop); Teach students the basic functions of the laptop such as Starting and exiting the system, Saving data, Typing, Preparing presentations etc. In class, run the necessary educational program on the student laptop through the server laptop; Monitor the progress of different students through the server laptop and guide when required; Allow students to take the laptop home once a month to explore different functions; Give students projects that require the use of the computer; Tell students to present their project work with the use of presentations. Individualized learning, with the help of technology, enables students to learn at their own pace, thereby enhancing effectiveness of instruction.

Kamlesh Kosambiya

Kamlesh Kosambiya

Modifying school atmosphere to promote peer learning amongst children students – Kamlesh Kosambiya
In order to develop a school infrastructure that promotes education even when children are out of the class, a lot of innovative thinking has to go into the process. Following process may help to define what child-friendly and child-centric school means; 1. In order to establish or develop facility, if needed, mobilize resources from outside. Think about innovative ways to generate required resources (in this case, teacher circulated empty envelopes, wherein people could put as much money as they wished or they could afford, thereby implementing the idea of “Gupt- Dan” (Anonymous Donation). 2. Use the collected money to purchase things/equipments that is not available through school grant (provided under SSA). Remember to keep all the transactions clear and to take SMC into confidence for the entire process. 3. Use each corner of the school compound to create a space, which can be used for some learning process. This will help children to keep learning even when they are playing during recess. The importance of a conducive environment for learning is self-evident. Creation of such an environment helps promote education amongst the under- privileged sections of society.

Rakeshkumar Patel

Rakeshkumar Patel

 
Creating a school to facilitate the learning tailored to the student needs – Rakesh Patel
To develop a school that is student-oriented, involve students in taking decisions on teaching methodology, content and structure of classroom. Involve students in deciding the structure, methodology and content of learning; Involve students in taking decisions such as: What to get to school? Where to keep different things in class? Where to create new items? Which books to read and when?; Let students discuss and arrive at these decisions in groups; Shift from being subject-oriented to student-oriented; Build positive relationships with parent and enable students to learn from them as well; Build higher- order skills through extra-curricular activities such as singing, drawing, dancing; Ask students for feedback on their learning experience and based on that, make relevant changes in the teaching methodology; Share information and progress of this learning style with other schools through a blog and Facebook group. A student-oriented school lets students take ownership of their learning and this builds up crucial decision-making and collaboration skills, along with instilling a sense of self-motivation in the students.

 

Deviyani Trivedi

Deviyani Trivedi

Dictionary compiled by teacher as an aid for students
– Deviyani Trivedi
A dictionary was compiled by the teacher which had basic 2,3 and 4 letter words. The total numbers of words in the dictionary were 774. This dictionary was given to all the students, which really helped them in improving their reading and eventually, writing. 1. Compile a list of simple, most frequently used two, three and four letter words. Use the internet and reference books as guides for compiling the words; 2. Prepare a dictionary with the selected words; 3. Guide the students on how to use the; Dictionary; 4. Give a dictionary to each student; 5. Use the dictionary as a tool to improve students reading and writing skills; 6. Evaluate students through reading tests, oral tests on vocabulary and through writing tests. To facilitate learning by creating a dictionary for the students as an aid to improve their reading and writing skills.

Dwarkanath Vitthal Bhosale

Dwarkanath Vitthal Bhosale

Better communication, calculations and learning skills by through imitated scenario – Dwarkanath Vitthal Bhosale
To inculcate learning in children; To improve the communication skills of children; To help the children know about the fruits and vegetables in their area; To help the children with calculation; In this, the students will play the dual role of the seller and the customer; The kids have to get the vegetables they have in their homes. Also they will get their weighing scales to weigh the vegetables; Ask the students to come in Traditional Farmer’s dress, so they get the exact feeling of being a farmer. Ask other students to become customers and buy the vegetables from the farmer students. Through this activity, the students learnt the values of numbers, communication skills, their intellectual skills were developed.

Sursinh Parmar

Sursinh Parmar

Developing a simpler rule of divisibility for 8 to make learning easier – Sursinh Parmar
The innovation sprang from the question posed by a student of standard 5, which posed a challenge to teacher to invent a new key to see whether a given number is divisible by 8. He then developed a process to ascertain whether a given number was divisible by 8; See and ensure that the last two digits of the given number are multiples of 4 (if it is not then that particular number can’t be divided by 8 without reminder); Also look at the multiplier of last two digits, whether is it even or odd; Look at the number in the hundred’s place. If the multiplier and number in the hundred’s place are both, odd or even, then the given number can be divided by 8 without a remainder. The following example will make it clear : Take a number. Here, let’s take 1, 24,336. The last two digits (36) are multiple of 4 (9*4=36). The multiplier of last two digits (9) is odd. The number in the hundred’s place (3) is also odd. So this number is divisible by 8. Following table will further explain the concept with better clarity
Number (for example)
Whether the last two digits (Ones and tens) are multiples of 4?
Which is the multiple of 4?
Whether the multiplier is odd or even
Whether the place of hundred in the number is odd or even
Whether it is divisible by 8 or not?
1,23,632
32 P
8 X 4 = 32
Even
6 – Even
YES
76,76,776
76 P
19 X 4 = 76
Odd
7 – Odd
YES
12,12,116
16 P
4 X 4 = 16
Even
1 – Odd
NO
42,42,852
52 P
 13 X 4 = 52
Odd
8 – Even
NO
42,42,200
00 P
00 X 4 = 00
Even
2 – Even
YES
45,78,423
23 X
 
 
 
NO
This kind of process, if explained properly to children, helps them to understand whether a particular number can be divided by 8 or not. It also develops interest in maths, which otherwise is considered to be a hard subject.

Priti Gandhi

Priti Gandhi

Reading corners in schools Increase access to reading materials – Priti Gandhi
To enhance reading skills of students, increase access to reading materials by giving students multiple opportunities to read books in schools as well as at home.
Divide books in the school according to levels; procure more books, if required; Organize students according to reading level; Identify a space in school that can be used a reading corner; Decorate the space by colouring the walls and putting up posters; involve the students in the decoratio; Organize books according to level and keep them in the reading corner for students to pick up freely; Engage volunteers from within the community or the SMC members to help the weaker students in reading; Track students progress through reading tests.
Little library at home
Create a list of books across different levels and genres. These can consist of picture stories, small novels, dictionary, magazines etc; Mobilise resources to procure these books. (These will be in addition to the books already procured for the reading corner.); Divide books into sets of 25, consisting of different levels and genres; Procure small aluminium boxes that can house upto 25 books; Keep a set of 25 books in each aluminium box; Number the aluminium boxes and stick a page with the list of books on the inside of the box; Develop a rotation system whereby each time, a different set of students get to take aluminium boxes home for a period of one month. (In the beginning, ensure that each student gets a box at least every two/three months. Once more books and boxes are mobilised, each student should be given a different box of books every month.); Encourage students to write about any 3 books they read in the month. Organize story-telling opportunities for students in the prayer assembly for them to talk about their favourite stories. Having access to books at home improves literacy skills through increased exposure to different forms of reading material. Interest of family members in reading also increases, leading to consistency between the school and home environment. The teacher should test the speed of reading and aim for about 80 to 90 words per minute with 90%+ accuracy.

Kamlesh Zapadiya

Kamlesh Zapadiya

To improve the methodologies amongst teachers by sharing different educational resources – Kamlesh Zapadiya
Compile different educational resources for use by teachers; These resources include: Tests, Printable sheets, Games, Useful links, Presentations and videos related to chapters, Stories, Online tests, Resources shared by other teachers, Question forum; Use these resources in the class and encourage all teachers to use them.

 

Babubhai Mor

Babubhai Mor

Overcoming Water scarcity by digging wells – Babubhai Mor
Raise funds from donors and organisations; Involve parents in contributing 10% of the funds required; Dig a 12 feet deep pit in a pond near school; Dig a 20 feet deep well in the school compound. Create a filtering chamber in the pond; Put a plastic pipe in the chamber and connect it to the well; Cover the chamber with a coating of small pebbles, stones and sand on top; Once water accumulates in the well, put a submersible motor to pull the water up; Set up a Sintex tank for water storage; Allow students and villagers to use the water in the Sintex tank for their everyday needs.

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