Micro Innovation Booklet 2015 Lucknow Micro-Innovaon Name: Keeping students in class aer Mid-day...

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Micro-Innovations 2015Classroom Practice

teacher CHANGEMAKERS

IN PARTNERSHIPS WITH

SEEKHO

Students of Jharna Bhowmick, a teacher in Matoshri English Medium School, Pune

Problem Statement:

I wanted my students to apply their knowledge in coming up with innovave answers in class rather than depending on rote learning.

Potenal Challenge

Suggeson to overcome challenge

Students may take me to shi from a rote approach to answer ing quesons differently.

Constantly give examples of how you expect students to approach different quesons. Reinforce the detecve theme by narrang stories

Micro-Innovaon Name:

Dynamic Detecves

A. LalithaD. N. Nagar N.P.S, Andheri West, Mumbai

MICRO-INNOVATION DESCRIPTION

My students became much more involved with what was taught in class as they did not aempt to learn it by rote.

IMPACT SO FAR (according to teacher)

Make detecve agencies the class

theme.

Integrate this theme into each acvity. eg. At the end of each lesson, say Case is closed.

Reward them by appoinng the group

to lead the class assembly,

opportunity to tend the garden, etc.

Mark the students based on their answers about the lesson being

learnt in class.

www.stireducation.org

Divide the class into teams of 4-6 to form detecve

agencies.

At the end of the week, declare the detecve agency with the highest

points to be winner.

Instruct the students to think like a

detecve when answering quesons

asked in the classroom

throughout the week.

Give students examples of how a

detecve would solve problems by

thinking differently.

in partnership with

INNOVATION APPLICABLE TO

Primary School

Problem Statement:

I was finding it difficult to movate academically weaker students to parcipate acvely in classroom.

Potenal Challenge


Some of the academical ly weaker students might hesitate in communicang within their own group.

Give leadership responsibility to the weaker students to ensure acve parcipaon.


Queson Box

Anita DashKhunpakata ME School, Khunpakata,

Athgarh, Cuak, Odisha


My academically weaker students became confident about asking quesons through the queson box and this helped clear their doubts.


Divide the class into 6 groups.

Make one student as the group leader in

each group.

Movate the students to help each other and encourage

the academically weaker students to parcipate in this

acvity.

Allow students from each group to

answer the quesons one by one.


Keep a box in class and label it as queson box.

Group leaders are responsible for

maintaining discipline within their own group

& giving marks for each correct answer on the blackboard.


Secondary School

in partnership with

At the end of each lesson, ask students

to write their doubts/quesons on chits of paper and to

put them in the queson box.

In the next class, take out all the chits from the queson box.

Question Box

Problem Statement:

I wanted to create a deeper understanding about certain science topics that my students were struggling with.

Potenal Challenge


The teacher might not be able to devote me for role-plays aer each topic.

Some of the role-plays can be performed during the school assembly to save instrucon me.

Govt Girls Junior High School,

Chamoli, Uarakhand


Learning science through role-plays

Anita Negi


My students gained a deeper understanding of scienfic concepts.



Divide the class into groups.

At the end of each lesson,

select one group to create a role-play on the topic

learnt.

Explain the topic with the help of

these students role-playing the different characters. E.g. the

posions of the planets in the solar

system.

Assign a character to each student. Eg. In the case of Solar system, the characters would be the sun, moon,

different planets, etc.

Ask students to create cardboard

cut-outs and write the name of their character on it.


Primary SchoolSecondary School

in partnership with

Potenal Challenge


It might sll be a challenge to keep some students in class aer the Mid-day Meal.

Prepare a list of such students and pair them with students who are regular. Make it the responsibility of the regular students to ensure that their partner doesnt leave school aer the Mid-day Meal.

Problem Statement:

I was struggling to make my students stay back in school once they finished their Mid-day Meal.

Primary School Mankhera,

Mohanlalganj, Lucknow


Keeping students in class aer Mid-day Meal

Anuradha Maurya


My students started looking forward to these acvies and stayed back aer their Mid-day Meal to parcipate in them.



Allocate one hour aer lunch for fun

acvies.

Divide students into group of 5.

Gradually, plan acvies that are

related to specific topics

covered in class.

Conduct acvies such as drama, singing, quizzing and word games.

At the end of the week, announce the name of

the group with maximum points.

in partnership with

Allow students to discuss and pick a name for their

group.

Give points to groups based on

their performance in these acvies. INNOVATION APPLICABLE TO

Primary School

Potenal Challenge


Some students may be shy or hesitate to answer properly when their turn comes.

Encourage these students by telling them that trying is more important than answering perfectly. Guide them on how to frame their sentence.

Problem Statement:

I was struggling to make my students respond verbally in the classroom.

Shindewadi Mumbai Public School,

Dadar, Mumbai


Being Heard

Cliszma DaCosta


My students started parcipang in class much more and became confident about interacng with me and each other.



Every morning, ask the students to sit

in a circle.

Bring a hat to class and call it The Talking Hat.

Once students are comfortable speaking about simple things, use this acvity for academic topics as

well.

Give posive feedback to students once they answer by

clapping, giving them a star on their

hand, etc.Play music on your phone and ask students to

pass the hat.Ask simple quesons

like, What is your fathers name? How do you feel today? and ask students to

respond in whichever language they are comfortable with.


Primary School

in partnership with

Aer a while, stop the music and ask the student with the Talking Hat

to stand up.

Potenal Challenge


The weaker students might not be learning at the level their group is at.

Work with the weakest set of students separately during group me.

Problem Statement:

I found that only a small number of students were responding well in the classroom.

Shri Dev Darbar Ashram Inter College,

Sandi, Hardoi, Uar Pradesh


Learning together

Faheed Ahmed


There was an overall improvement in class parcipaon as the weaker students were given more chances to parcipate in a team.



Divide the class into groups of 5 such

that there is at least one academically strong student in

each group.

Appoint one such student to be his/her

team captain.

Award more points to the team if the

quesons are answered by

members other than the captain.

At the end of the week, hold a quiz on topics taught

that week.

Ask the team to come up with a team name. During each lesson,

allocate 10 minutes of group me where the team members

will discuss any doubt they have

with each other and their team captain.


Secondary School

in partnership with

Plan the class layout such that each student sits

with his/her team.

Problem Statement:

I wanted to help the academically weak students to improve in studies and communicate with others without hesitaon.

Potenal Challenge


The students might not be experienced in mentoring, making them feel overburdened.

Provide constant guidance to the mentors and create structures that make this an easy process.

DTEA Senior Secondary School, Lodhi Estate, Delhi


Subject-wise mentors for weak students

Geeta Arunachalam


A posive working relaonship was established amongst my students.



Divide the students of their

respecve classes in groups of 4.

Ensure that each group has three

students who are at a reasonable

academic level and one who is lagging

far behind.

Track the progress of the weaker

students as well as of the mentors by speaking to each

group at the end of the week.

Mentoring will be in the form of checking homework, helping

with classwork, solving doubts, etc.

For these subjects, the students help

the weak student in their group by

mentoring him/her.

Split the different subjects between

the three students.


Secondary School

Potenal Challenge


The quesons submied by students for the quiz may be incorrect

Check the quesons before asking them in the quiz and make the required correcons.

Problem Statement:

I was struggling to make science interesng for my students.

DTEA Senior Secondary School,

R. K. Puram, Delhi


Science Quiz

Gita Sridhar


My students became interested in Science and started studying it independently.



Divide the class into 4 groups- 2

girls groups and 2 boys groups, with names of famous Indian sciensts like A.P.J Abdul Kalam, Kalpana

Chawla, etc.

Appoint a group leader for each group.

Award bonus points to the group, if the correct answer is given by weaker

students.

On the blackboard, write down the score

of each group.

Aer compleng a science lesson, give

one week to students to prepare

a science quiz on that lesson.

The reader will ask quesons to each group one by one.

Appoint a student as reader, whose role will be to read out

each queson.


Secondary School

Ask the group leaders to help academically weaker students in

their group.

Aer a week, ask each group to submit

their quesons.

Problem Statement:

I wanted to movate the school teachers to incorporate theme-based teaching methodology in their classrooms.

Potenal Challenge


A few teachers might not be willing to put in the extra amount of effort this idea needs.

For few months in the beginning, make groups of teachers so that they work together and divide the responsibility amongst themselves.

Matoshri English Medium School, Laxminagar,

Yerawada, Pune


Themac Island

Jharna Bhowmick


Teachers in my school used different ways of teaching and students responded to them enthusiascally as they could now relate the subject knowledge with their own lives.



Conduct a meeng with the school

teachers and help them understand how to make a mind map

on a parcular theme.

For example: take the theme My Family.

Once a month, call the parents to school and engage them in

an acvity related to the theme.

Every month, work on one theme and relate it to the curriculum

and syllabi. Conduct acvies with

students on the same theme every day.


Primary School

Tell the teachers to integrate the theme

into different subjects.

In English, this can be done by including poems and stories on My Family, Maths by

counng the number of family members, counng the age difference, Art by drawing

caricatures of the member, and so on.

in partnership with

Problem Statement:

I was trying to come up with a way to help my children learn standard definions in science which would help them further in understanding topics.

Potenal Challenge


It may be me-consuming for teachers to check each and every term recorded by the students in the diconary and to be able to correct the wrong definions.

Teachers can seek help from those students who are able to grasp the concepts easily and assign them to check their classmates diconaries.

Govt Girls Senior Secondary School,

Panchkula, Haryana


Science diconary

Meenakshi Tuli


My students are now well-versed with simple scienfic terms, which has helped them understand the other topics beer.



Ask students to bring a new notebook with

the leers of the alphabet labelled on different pages. This

would act as their diconary.

Divide students into groups of 5.

Check these diconaries every

week and appreciate the students who are able to define

them well by giving stars, smileys etc.

Students will then note these definions alphabecally in their notebook diconary.

Instruct the students to find the definions

of these terms by working in groups.

Before starng every lesson, ask

students to idenfy and note down all the new terms of

that lesson from the course book.

in partnership with


Secondary School

Problem Statement:

I was losing instruconal me due to students not having/bringing resources like pencils, erasers etc. to school.

Potenal Challenge


Some students might not return the materials aer compleng their work.

Guide the staonery monitor in tracking items that have been borrowed.

PS Arijankhera, Maunda, Sarojani Nagar, Lucknow


Ensuring availability of basic resources

Meenu


It saved class me as my students could complete their classwork without spending me in looking around for staonery.



Buy materials like pencil, sharpener, eraser, scale and

store them in a box.

Keep this box in class.

Guide the staonery monitor in giving and receiving the

staonery from the students.

Appoint a staonery monitor based on

regularity in aending school and bringing necessary resources.

At the end of the day, ask students to keep the borrowed items

back in the box.

At the beginning of the day, ask

students to take the necessary material

from the box.


Primary School

in partnership with

Problem Statement:

I wanted to make students confident about discussing their academic doubts with each other and with me.

Potenal Challenge


Some students might not take this seriously and the acvity might get boring aer a while.

Encourage students to ask each other interesng quesons. Put up a chart in class and on it, list the most interesng set of quesons asked by students that week.

Government Senior Secondary School,

Bhojawas, Haryana


Peer-learning to increase retenon

Minakshi Devi


My students started discussing academic doubts with each other without hesitaon.



At the end of each lesson, give

students homework of preparing 5

quesons from that lesson.

Move around class, guiding students and

correcng them whenever necessary.

Partners will ask each other the 5 quesons that they have prepared.

No queson must be repeated in this queson-answer

round.



in partnership with

Each student will be paired up

with his/her partner.

Potenal Challenge


Some students may not be able to answer s u c h q u e s o n s d u e to a l a c k o f understanding of the concepts.

Idenfy students who are struggling to answer these quesons. Pair them up with a student mentor to help them in understanding different concepts.

Problem Statement:

I wanted my students to apply their own knowledge while studying.

Vivek Modern School, Subhash Vihar, Delhi


Higher-order thinking quesons

Nika Arora


My students became more engaged in class as they knew exactly what they were expected to learn by the end of the lesson.



Prior to teaching each chapter,

prepare a list of higher-order

thinking quesons, which are beyond

the textbooks.

These can be quesons which

require students to give their opinion, jusfy a parcular

statement, etc.

Check the answers and provided your

input, wherever needed.

Ask students to write the answers of those quesons for

homework.

At the end of the lesson, discuss these

quesons orally through a class quiz.


Secondary School At the beginning of each lesson,

write these quesons on a

chart paper and put it up in class.

Tell students that these are the key

quesons they should be able to answer at the end of the lesson.

Problem Statement:

I wanted to insll good qualies in my students & groom their personality with the help of books.

Potenal Challenge


It is important that each student gets a chance to read all types of books.

Make a register to record the books issued to the student and refer to it every me you issue a book.

ZPHS, Nadergul, Saroornagar,

Ranga Reddy, Telangana


Personality development through reading

P. Nagamani


My students developed intellectually and became movated to imbibe certain good qualies that they were reading about.



Collect various types of books from the

library such as biographies, self-help

books, inspiring novels, general

knowledge magazines, etc.

Allow each student to select a book based on their interest level.

Put up the 5 best write-ups on the

class wall.

On the last day of the month, discuss the

learnings of students from the books they

have read.

Aer students have finished their book, ask them to write

one page about what they have learnt from the book.

Lend a book to each student for 15 days.

in partnership with


Secondary School

Problem Statement:

I found that my students were struggling to learn certain topics which required them to remember a long list of things.

Potenal Challenge


If there are a large number of phrases, students might get confused about which topic a parcular phrase is referring to.

Help students remember phrases by associang them with various stories.

Govt Senior Secondary School, Kalanwali, Sirsa


Abbreviaons to make learning interesng

Phool Singh


My students were able to remember names of states, rivers, languages, and also math formulae through this method.



Prepare various phrases for each topic where each leer stands for a certain thing E.g To help students learn the list of Indian languages,

tell them the phrase Postman H.K.Bgdu where P stands for

Punjabi, O for Oriya and so on.

Introduce these phrases to the class and instruct students to

make a note of them.

Appoint a group of students to prepare a list of the new phrases taught that week and put them

on the class wall.

in partnership with


Secondary School

Problem Statement:

I was trying to come up with an approach that would help my students study various mathemacal formulae.

Potenal Challenge


It might be difficult to create poems for each formula.

Involve the students in creang the poems too, which will improve their creavity and help them in remembering the formulae as well.

Govt. Inter College Jaipur, Kolsan, Uarakhand


Poems to teach mathemacal formulae

Poonam Rana


There was a great improvement in my students problem-solving skills as they were able to remember the formulae easily with the help of these poems.



Prepare poems to explain mathemacal concepts E.g. A poem to explain the concept of BODMAS.

Also, menon things to keep in mind while solving quesons

related to the concept.

Ask students to note down these poems and refer to them while

learning the concepts.

in partnership with


Secondary School

Problem Statement:

I was struggling to connect with my students and wanted to effecvely communicate their strengths and weaknesses.

Potenal Challenge


It may be difficult to write meaningful leers for each student along with handling other school work. There would also be students whose birthdays are during vacaons.

Remain consistent and prepare birthday cards for students in advance and gi it to them before the school vacaons.

Shindewadi Mumbai Public School,

Dadar, Mumbai


Birthday gi

Prachi Venkataraman


I was able to build an inmate relaonship with the students and they looked forward to knowing what the teachers thought about them. Students no longer hesitated to parcipate in the classroom.



Put up a birthday chart in the classroom lisng the names of all

the students along with their birthdays.

On every students birthday, prepare and gi a card containing a

handwrien leer for every student.

The leer should start by stang the students strengths and then advise what he/she

needs to improve on.

in partnership with



Potenal Challenge


Some students might not be movated to present in class.

Work with these students individually and publicly acknowledge efforts made by them.

Problem Statement:

I wanted to improve the speaking skills of my students and reduce their tendency to rote learn.

Gandhi Memorial Public School, Seelampur, Delhi


Making presentaons to learn beer

Pree Sharma


Many of my students who were previously only able to write what they had learnt were now able to speak confidently and deeply about a certain topic.



Every month, prepare a list of 10 topics

based on the course curriculum.

Guide students on how to prepare an

interesng presentaon.

Allow the best speakers a chance to present in the school

assembly.

Count these scores as part of their exam to movate students

to parcipate.

Mark the students based on what and

how well they present in class.


Secondary SchoolProvide a list of things that should

be present in all presentaons such as graphs, diagrams

and bullet points.

Tell students to present the topic as

if they were the teacher.

Give students choice on selecng any one

of the 10 topics.

Problem Statement:

I wanted to engage my academically weaker students in class.

Potenal Challenge


Some students may sll not be engaged in these acvies.

Guide academically strong students to mentor the weaker students.

PS Dada Sikanderpur, Mohanlalganj, Lucknow


Differenated learning

Rajeev Kumar Srivastava


My students started communicang more openly with both teachers as well as fellow students and became movated to aend classes.




Primary School

Idenfy students who are disinterested and not responding

in the classroom.

For each topic, idenfy simple acvies that match these students abilies. E.g. Instead of wring long answers, the students can represent

a topic through drawing.

Publicly acknowledge the efforts of these students.

in partnership with

Problem Statement:

I was struggling to make my students understand and learn concepts in an easy way.

Saarthak Government Integrated Model Senior

Secondary School, Panchkula, Haryana

Dr. Rajiv Kochhar

Potenal Challenge


It might be difficult to create concept maps for lengthy lessons.

Divide the lesson into parts and make separate concept maps for each part.


Concept maps


My students gained a much stronger understanding of the concepts.



Before starng a lesson in the class,

make a concept map. This would

show interrelaonships between different

concepts through a flowchart.

Hold a meeng with other

teachers of the school and

movate them to use the concept

map for teaching in all the subjects, wherever possible.

Once the students understand how to make the concept map, ask them to

make it for every lesson.

Check the concept maps

made by students.

Draw the concept map on the

blackboard and use it to introduce the

concepts in the lesson.

in partnership with


Secondary School

Problem Statement:

I wanted to teach my students to conserve electricity in both their school as well as their homes.

Potenal Challenge


Some students might be disinterested in parcipang in this acvity.

Put up an Electricity Champions chart in class and put up the names of students who are parcipang acvely.

Sahyatri Vidyalaya, Bhandup, Mumbai


Save electricity

Rameshwari Pal


My students were able to realise the importance of saving electricity and started switching off lights in the classroom when not in use.



Ask the students to bring their homes monthly power bill

to class.

Give students instrucons on how to

conserve electricity such as switching off lights, fans etc. when

not in use.

Repeat this acvity for 3

months.

Appreciate those students who were able to reduce their

power bill.

Ask students to announce the

reducon in the bill amount.

At the end of each month, ask students

to compare the electricity bill of the current month with that of the previous

month.


in partnership with

Secondary School

Problem Statement:

I was struggling to bridge the learning gap among my students and wanted to improve their wring skills.

Potenal Challenge


The slow learners could not manage to write the essays as they were occupied with their classwork almost throughout the day.

In the morning, before starng with the lessons, give 10 minutes wring me to students by giving them a common topic , without keeping any word limit.

Abhyudaya Nagar Mumbai Public School,

Kala Chowky, Mumbai


Improving wring skills

Sana Shaikh


It helped me manage my me in the classroom and focus on the slow learners while engaging the academically strong students simultaneously. It also helped the students to improve their wring skills.



Decorate a shoe box by covering it with coloured

sheets of paper.

Towards the end of school, students will

submit the diaries which would be kept in the class cupboard. If

they want to write more, allow them to take the diary home.

Give these students freedom to write the essays independently

without fear of making grammacal errors.

Write essay topics on small chits of paper and

put them in the box.

in partnership with

During Art class, ask students to decorate a

plain notebook with coloured sheets. Tell

them to write My Diary on the cover.


Primary School

While some students are engaged in wring

essays, engage with the slow learners of

the class and help with any doubts they might

have.

During classwork, certain students might finish their work earlier. Ask them to choose a

topic from the box and write down an essay in their respecve diaries.

Problem Statement:

I was struggling to create interest in studies among my students and make them concentrate on what was being taught in class.

Potenal Challenge


Some students may be hesitant to answer or will remain disinterested in such an acvity.

Work individually with these students and publicly encourage them to parcipate.

U.P.S. Baniyakhera, Malihabad


Group-work to increase concentraon

Sandhya Pandey


Now, my students concentrate more in class as they want to be able to answer quesons in the group quiz.




Primary School

Divide the class into 4 groups.

Appoint a group leader in each

group.

Appoint a new group leader

each week, based on performance

in the quiz.

At this me, allow students to discuss in their group.

Give a green badge to each member of the winning team,

which they can wear for the duraon of

the next week.

At the end of each lesson, allocate 15

minutes for discussion.

At the end of the week, organize a

group quiz.

in partnership with

Problem Statement:

I wanted make science interesng for my students.

Potenal Challenge


Teachers may find it stressful to develop such models on their own while handling other work.

Involve students in arriving at different ways to demonstrate a parcular topic.

Sri Dev Darbar Ashram Inter College,

Sandi, Hardoi


Linking Science to everyday experiences

Sanjay Kumar Pandey


My students started looking forward to the science classes as they now saw it linked to their lives.




Secondary School

Explain each concept with examples that are linked to students everyday lives. i.e

Demonstrate how wider straps in bags result in less pressure.

Prepare a list of experiments for each concept and perform these

experiments in class to demonstrate how a parcular concept works.

Prepare various models, diagrams etc. based on the lessons being

taught in class.

in partnership with

Problem Statement:

I wanted my students to be able to answer confidently in the classroom.

Anuda Vidyalaya, Kandivali East, Mumbai

Sarojana Adawale

Potenal Challenge


Some students may sll feel hesitant while presenng in front of the whole class.

Teachers must encourage such students by providing them extra chances and assigning them more days to try and speak beer.


Share and learn


My students became comfortable enough to respond well in class and communicate with the teachers confidently.



Make a chart lisng the names and roll numbers

of all the students.

Once each students turn is over, start this

acvity from the first roll number

again.

Each student presents them roll number wise.

Mark these students based on their presentaon

and give them stars next to their name

on the chart.

Ask all students to prepare one small

story, one good thought, two

general knowledge facts and a poem.


Secondary School

in partnership with

Problem Statement:

I was struggling to create interest in studies among my students and make them concentrate on what was being taught in class.

Potenal Challenge


Some students might use the pass as an opportunity to roam around school.

Idenfy such students and ban them from using the card pass for a week.

Govt Girls Senior Secondary School,

Sirsa, Haryana


Passes to reduce disrupon

Sunita Dhingra


My students were able to understand that they cannot leave class constantly. They reduced their trips to the washroom during instruconal me.



Prepare 2 card passes for each class.

Get these passes signed by the Principal.

Inform the students that only 2 students can leave the class at a me and only when they

have the pass with them.

in partnership with



Potenal Challenge


Students might not have the habit of reading, which might make it difficult for them to find relevant arcles.

Students will gain interest in reading if this acvity is connued consistently for a couple of months.

Problem Statement:

I wanted to improve my students knowledge about current affairs.

GSR Sarvodaya Kanya Vidyalaya,

Defence Colony, Delhi


Create your own newspaper

Vivek Sawhney




Each week, select a group of 6 students.

Assign different categories of news

to each student. E.g. Polics, Sports, Business, etc.

Appreciate and reward those who are able to answer

correctly.

Quizzes can also be held in the assembly itself based on the announced news.

Put up these newspapers in the school corridors so that every student

can read them when they want. INNOVATION APPLICABLE TO

Secondary SchoolThese newspapers

can be made by pasng cut-outs of

arcles on chart papers or by wring

bullet points by hand.

At the end of the week, ask the

students to read out their prepared news in the morning assembly.

Ask students to prepare their own

individual newspapers by finding news of that week on their

allocated topic.

in partnership with

Micro Innovation Booklet 2015 Lucknow Micro-Innovaon Name: Keeping students in class aer Mid-day...

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