Transcript Experiment: Learn to Write

Experiment : Learning to Write
Special Learning Camp
Purpose – Why learning to write?
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Six states – Maharashtra, Andhra, Gujrat, Chattisgarh, Odisha, Madhya Pradesh
BEP: End line results of four states out of five, show good progress in reading
competency. Data of sixth (OD) state, (awaited)
Obvious next step – Learning to Write
Another reason to take up the challenge: PISA 2009 results. .
2 digit by 1 digit word
problems
Reading text grade III
level
Written answers with
comprehension
Grade 4 Grade 5 Grade 6
Grade 4 Grade 5 Grade 6
Grade 4 Grade 5 Grade 6
Maharashtra
74
79
85
97
97
97
88
90
90
Andhra Pradesh
74
80
81
94
95
96
86
90
91
Gajrat
61
68
76
98
99
99
80
86
89
Madhya Pradesh
29
39
47
83
87
93
47
56
66
Chattisgarh
50
60
68
95
97
98
71
78
84
Objectives
• Reading fluently
• Comprehension and talking about the
Story/Text
• Writing development
Time line
• The Special Learning Camps were held in two
phases –
• Phase I – 5th to 11th November
• Phase II – 20th November to 6th December
Teaching Learning Material
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Familiar stories
Unfamiliar stories/text
Text on history/geography
Picture reading booklet
Process
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Preparatory Phase
– Pilot classes for learning how to conduct a Language Class
– Reading of various articles on reading /higher level instruction
– Selection of different kinds and level of text ( familiar stories, text books of
early grades in phase one and higher grade text in Phase two camps –
including text on history and geography
– As the camp was conducted in different languages – state level
understanding / translation of text was done at state levels ( Hindi, Marathi,
Odiya, Telegu, Urdu and Gujarati)
– Documents were shared on the process and discussions were held with the
SRGs for the full process Interaction with children Tracking each child’s
participation/ Assessment and Evaluation
– The common thread was that each of the methodologies had to be
interactive, with the SRG taking a lead – children were encouraged to think of
words and ideas that they can relate to/ that they understood
– Standardization of instructions for SRGs for implementing the camps across
six states
– Assessment tools – i) ASER tools for reading ii) Worksheets iii) Tracking of
writing development
Evaluation/Measurement
• ASER tools – for grouping the children in
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Fluent readers (story level)
Halting readers ( simple para level)
Word readers
Alphabet level
• For Phase I and Phase II Pre and post test for fluent
readers was conducted through a worksheet with a
story and multiple choice questions.
• Worksheets had questions on fact retrieval ; main idea
and inference
• Mind map and essay – Pre and post for word /para and
fluent readers
Class Process
• Opening bell – a note for children on ‘reading’ –
helping children to monitor and track their own
learning..\हम कैसे पढें गे -checked.pdf
• Reading Aloud
• Talk about the story/text or
• Mind Map plus writing an essay, on the topic of
the day
• Worksheets
• Copy writing/Dictation
• Picture reading and writing
Some materials used in the Special
Learning Camps
• Stories and worksheets
– Familiar stories – Phase 1
– Unfamiliar text ; text from History /Geography Phase 2
• Picture reading book
• Note books for each child to track the writing
development
The Special Learning Camps were conducted by
Language State Resource Group (SRG) team members
Cluster Resource Leaders (CRLs) and Volunteers
Participating Children
Participation of
Standard
561 students
II to VIII
Group - Word and
Para
Group – Story Level
SLCs were carried out in 6 states – AP ( 2) CH MP MH OD GJ
The camps were conducted in schools
Reading Change Camp 2
Std 3-5
Std 6-7
100%
100%
80%
80%
60%
40%
PreStd
III-V
Post Std
III-V
60%
40%
20%
20%
0%
0%
PreStd VIVII
Post Std VIVII
Main Idea SLC South :camp 2 only
Std 3-5
Std 6-7
Main Idea Std. VI-VII
Main Idea
70%
70%
60%
60%
50%
50%
Std III-V
Pre
40%
40%
Std VIVII Pre
30%
30%
Std III-V
Post
20%
10%
20%
Std VIVII Post
10%
0%
0%
Could not
Could
Could
write
explain in 1 Explain in
sentence more than
1 sentence
Could not
write
Could
explain in 1
sentence
Mind-map ->> Essay : Camp1- 2
Std 6-7
Std 3-5
Mind Map ->> Essay Std III- V
Mind Map Std. VI-VII
100%
100%
80%
80%
60%
60%
C 1 III-V
Pre
C 1 III-V
Post
Std III-V
Pre
40%
20%
0%
Could create Could create Could create
nothing
and write
and write
sentences short essay
serially
C 1 VI - VII
Pre
C 1 VI - VII
Post
Std VI-VII
Pre
Std VI-VII
Post
40%
20%
0%
Could create Could create Could create
nothing
and write
and write
sentences
short essay
serially
Inference: Camp 2 only
Std 3-5
Std 6-7
Inference
Inference Std. VI-VII
70%
70%
60%
60%
50%
Std
III-V
Pre
Std
III-V
Post
40%
30%
20%
10%
50%
40%
30%
Std VIVII Pre
20%
10%
0%
Could not Could explainCould Explain
write
in 1 sentence in more than
1 sentence
0%
Could not
write
Could explain Could Explain
in 1 sentence in more than
1 sentence
Writing Phase I
ANUP - MP
After six days
Writing Samples Pre and Post
CH : Mind Map 29th October
CH : Mind Map 5th December
Learnings based on observations
Oral expression:
Reading:
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Children in lower grades find it
difficult to participate in the
discussion based on the text,
irrespective of whether they can read
or not
Children in ‘word’ and ‘simple
paragraph’ hesitate to participate in
the discussion based on the text
Practice of discussion translates in to
building confidence to become vocal
– It is difficult to capture the
competency of ‘oral expression’
in a data form
Fluency is important.
Children in ‘word’ and ‘simple
paragraph’ levels stumble at meaning
making component of
comprehension, as greater focus in
decoding the text
Writing:
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Acquisition of ‘oral expression’ and
‘reading’ competencies translates in
to adequate ‘writing expression’
Children in ‘word’ and ‘simple
paragraph’ levels attempts to write in
a one word, few words and simple
sentences.
Experiences
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Interactive mode involving children turned out to be a
comfortable learning experience for them and triggered their
individual participation in every activity
A competitive spirit developed along with the development of a
thought process which enabled them to gain fluency and
confidence.
After 6-7 sessions children started co relating text with their own
experiences
Teachers and community (parents etc) noticed the participation
and improvement in writing
Children expressed that they hesitated to write an essay, but now
feel more prepared to write on different topics
Assessing children on abilities and taking them forward in learning
and understanding is an approach which is quite different from
existing and traditional teaching styles
Happy to write !!
The learning
continues…..