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 innova�ve answers in class rather than depending on rote learning.

Poten�al Challenge

Sugges�on to overcome challenge

Students may take �me to shi� from a rote approach to answer ing ques�ons differently.

Constantly give examples of how you expect students to approach different ques�ons. Reinforce the ‘detec�ve’ theme by narra�ng stories

Micro-Innova�on Name:

Dynamic Detec�ves

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 a�empt to learn it by rote.

IMPACT SO FAR (according to teacher)

Make ‘detec�ve agencies’ the class

theme.

Integrate this theme into each ac�vity. eg. At the end of each lesson, say “Case is closed”.

Reward them by appoin�ng 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 ‘detec�ve

agencies’.

At the end of the week, declare the detec�ve agency with the highest

points to be winner.

Instruct the students to think like a

detec�ve when answering ques�ons

asked in the classroom

throughout the week.

Give students examples of how a

detec�ve would solve problems by

thinking differently.

in partnership with

INNOVATION APPLICABLE TO

Primary School

Problem Statement:

I was finding it difficult to mo�vate academically weaker students to par�cipate ac�vely in classroom.



Some of the academical ly weaker students might hesitate in communica�ng within their own group.

Give leadership responsibility to the weaker students to ensure ac�ve par�cipa�on.


Ques�on Box

Anita DashKhunpakata ME School, Khunpakata,

Athgarh, Cu�ak, Odisha


My academically weaker students became confident about asking ques�ons through the ‘ques�on box’ and this helped clear their doubts.


Divide the class into 6 groups.

Make one student as the group leader in

each group.

Mo�vate the students to help each other and encourage

the academically weaker students to par�cipate in this

ac�vity.

Allow students from each group to

answer the ques�ons one by one.


Keep a box in class and label it as ‘ques�on 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/ques�ons on chits of paper and to

put them in the ‘ques�on box’.

In the next class, take out all the chits from the ques�on box.

Question Box

Problem Statement:

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



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

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

Govt Girls Junior High School,

Chamoli, U�arakhand


Learning science through role-plays

Anita Negi


My students gained a deeper understanding of scien�fic 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

posi�ons 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



It might s�ll be a challenge to keep some students in class a�er 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 doesn’t leave school a�er 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 a�er Mid-day Meal

Anuradha Maurya


My students started looking forward to these ac�vi�es and stayed back a�er their Mid-day Meal to par�cipate in them.



Allocate one hour a�er lunch for fun

ac�vi�es.

Divide students into group of 5.

Gradually, plan ac�vi�es that are

related to specific topics

covered in class.

Conduct ac�vi�es 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 ac�vi�es. INNOVATION APPLICABLE TO

Primary School



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 par�cipa�ng in class much more and became confident about interac�ng 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 ac�vity for academic topics as

well.

Give posi�ve 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 ques�ons

like, ‘What is your father’s name?’ ‘How do you feel today?’ and ask students to

respond in whichever language they are comfortable with.


Primary School

in partnership with

A�er a while, stop the music and ask the student with the ‘Talking Hat’

to stand up.



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, U�ar Pradesh


Learning together

Faheed Ahmed


There was an overall improvement in class par�cipa�on as the weaker students were given more chances to par�cipate 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

ques�ons 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 hesita�on.



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 posi�ve working rela�onship was established amongst my students.



Divide the students of their

respec�ve 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



The ques�ons submi�ed by students for the quiz may be incorrect

Check the ques�ons before asking them in the quiz and make the required correc�ons.

Problem Statement:

I was struggling to make science interes�ng 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 scien�sts 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.

A�er comple�ng a science lesson, give

one week to students to prepare

a science quiz on that lesson.

The reader will ask ques�ons to each group one by one.

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

each ques�on.


Secondary School

Ask the group leaders to help academically weaker students in

their group.

A�er a week, ask each group to submit

their ques�ons.

Problem Statement:

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



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


Thema�c Island

Jharna Bhowmick


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



Conduct a mee�ng with the school

teachers and help them understand how to make a mind map

on a par�cular theme.

For example: take the theme ‘My Family’.

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

an ac�vity related to the theme.

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

and syllabi. Conduct ac�vi�es 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

coun�ng the number of family members, coun�ng 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 defini�ons in science which would help them further in understanding topics.



It may be �me-consuming for teachers to check each and every term recorded by the students in the dic�onary and to be able to correct the wrong defini�ons.

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

Govt Girls Senior Secondary School,

Panchkula, Haryana


Science dic�onary

Meenakshi Tuli


My students are now well-versed with simple scien�fic terms, which has helped them understand the other topics be�er.



Ask students to bring a new notebook with

the le�ers of the alphabet labelled on different pages. This

would act as their dic�onary.

Divide students into groups of 5.

Check these dic�onaries every

week and appreciate the students who are able to define

them well by giving stars, smileys etc.

Students will then note these defini�ons alphabe�cally in their notebook dic�onary.

Instruct the students to find the defini�ons

of these terms by working in groups.

Before star�ng every lesson, ask

students to iden�fy and note down all the new terms of

that lesson from the course book.

in partnership with


Secondary School

Problem Statement:

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



Some students might not return the materials a�er comple�ng their work.

Guide the sta�onery 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 sta�onery.



Buy materials like pencil, sharpener, eraser, scale and

store them in a box.

Keep this box in class.

Guide the sta�onery monitor in giving and receiving the

sta�onery from the students.

Appoint a sta�onery monitor based on

regularity in a�ending 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.



Some students might not take this seriously and the ac�vity might get boring a�er a while.

Encourage students to ask each other interes�ng ques�ons. Put up a chart in class and on it, list the most interes�ng set of ques�ons asked by students that week.

Government Senior Secondary School,

Bhojawas, Haryana


Peer-learning to increase reten�on

Minakshi Devi


My students started discussing academic doubts with each other without hesita�on.



At the end of each lesson, give

students homework of preparing 5

ques�ons from that lesson.

Move around class, guiding students and

correc�ng them whenever necessary.

Partners will ask each other the 5 ques�ons that they have prepared.

No ques�on must be repeated in this ques�on-answer

round.



in partnership with

Each student will be paired up

with his/her partner.



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.

Iden�fy students who are struggling to answer these ques�ons. 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 ques�ons

Ni�ka 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 ques�ons, which are beyond

the textbooks.

These can be ques�ons which

require students to give their opinion, jus�fy a par�cular

statement, etc.

Check the answers and provided your

input, wherever needed.

Ask students to write the answers of those ques�ons for

homework.

At the end of the lesson, discuss these

ques�ons orally through a class quiz.


Secondary School At the beginning of each lesson,

write these ques�ons on a

chart paper and put it up in class.

Tell students that these are the key

ques�ons they should be able to answer at the end of the lesson.

Problem Statement:

I wanted to ins�ll good quali�es in my students & groom their personality with the help of books.



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 mo�vated to imbibe certain good quali�es 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.

A�er 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.



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

Help students remember phrases by associa�ng them with various stories.

Govt Senior Secondary School, Kalanwali, Sirsa


Abbrevia�ons to make learning interes�ng

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 le�er 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 mathema�cal formulae.



It might be difficult to create poems for each formula.

Involve the students in crea�ng the poems too, which will improve their crea�vity and help them in remembering the formulae as well.

Govt. Inter College Jaipur, Kolsan, U�arakhand


Poems to teach mathema�cal 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 mathema�cal concepts E.g. A poem to explain the concept of BODMAS.

Also, men�on things to keep in mind while solving ques�ons

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 effec�vely communicate their strengths and weaknesses.



It may be difficult to write meaningful le�ers for each student along with handling other school work. There would also be students whose birthdays are during vaca�ons.

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

Shindewadi Mumbai Public School,

Dadar, Mumbai


Birthday gi�

Prachi Venkataraman


I was able to build an in�mate rela�onship with the students and they looked forward to knowing what the teachers thought about them. Students no longer hesitated to par�cipate in the classroom.



Put up a birthday chart in the classroom lis�ng the names of all

the students along with their birthdays.

On every student’s birthday, prepare and gi� a card containing a

handwri�en le�er for every student.

The le�er should start by sta�ng the student’s strengths and then advise what he/she

needs to improve on.

in partnership with





Some students might not be mo�vated 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 presenta�ons to learn be�er

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

interes�ng presenta�on.

Allow the best speakers a chance to present in the school

assembly.

Count these scores as part of their exam to mo�vate students

to par�cipate.

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 presenta�ons such as graphs, diagrams

and bullet points.

Tell students to present the topic as

if they were the teacher.

Give students choice on selec�ng any one

of the 10 topics.

Problem Statement:

I wanted to engage my academically weaker students in class.



Some students may s�ll not be engaged in these ac�vi�es.

Guide academically strong students to mentor the weaker students.

PS Dada Sikanderpur, Mohanlalganj, Lucknow


Differen�ated learning

Rajeev Kumar Srivastava


My students started communica�ng more openly with both teachers as well as fellow students and became mo�vated to a�end classes.




Primary School

Iden�fy students who are disinterested and not responding

in the classroom.

For each topic, iden�fy simple ac�vi�es that match these students’ abili�es. E.g. Instead of wri�ng 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



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 star�ng a lesson in the class,

make a ‘concept map’. This would

show interrela�onships between different

concepts through a flowchart.

Hold a mee�ng with other

teachers of the school and

mo�vate 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.



Some students might be disinterested in par�cipa�ng in this ac�vity.

Put up an ‘Electricity Champions’ chart in class and put up the names of students who are par�cipa�ng ac�vely.

Sahyatri Vidyalaya, Bhandup, Mumbai


Save electricity

Rameshwari Pa�l


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 home’s monthly power bill

to class.

Give students instruc�ons on how to

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

not in use.

Repeat this ac�vity for 3

months.

Appreciate those students who were able to reduce their

power bill.

Ask students to announce the

reduc�on 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 wri�ng skills.



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 star�ng with the lessons, give 10 minutes wri�ng �me to students by giving them a common topic , without keeping any word limit.

Abhyudaya Nagar Mumbai Public School,

Kala Chowky, Mumbai


Improving wri�ng 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 wri�ng 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 gramma�cal 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 wri�ng

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 respec�ve 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.



Some students may be hesitant to answer or will remain disinterested in such an ac�vity.

Work individually with these students and publicly encourage them to par�cipate.

U.P.S. Baniyakhera, Malihabad


Group-work to increase concentra�on

Sandhya Pandey


Now, my students concentrate more in class as they want to be able to answer ques�ons 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 dura�on 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 interes�ng for my students.



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 par�cular 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 par�cular 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



Some students may s�ll feel hesitant while presen�ng 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 be�er.


Share and learn


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



Make a chart lis�ng the names and roll numbers

of all the students.

Once each student’s turn is over, start this

ac�vity from the first roll number

again.

Each student presents them roll number wise.

Mark these students based on their presenta�on

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.



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

Iden�fy such students and ban them from using the card pass for a week.

Govt Girls Senior Secondary School,

Sirsa, Haryana


Passes to reduce disrup�on

Sunita Dhingra


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





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

Students will gain interest in reading if this ac�vity is con�nued 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. Poli�cs, 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 pas�ng cut-outs of

ar�cles on chart papers or by wri�ng

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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