District Resource Team Workshop (DRTW) (For Sec. & UP Schools of Kendrapara District)

A District resource team workshop was held in Kakata Mangala UP School, kakata, Kendrapara for Sec & UP Schools of Kendrapara District on the 27th of February, 2012. 15 selected teachers attended the Workshop and 8 teaching aids and 5 Micro Lesson plans were prepared as part of the workshop.

Zonal Level Project Evaluation Committee Meeting (For Schools of Ganjam & Gajapati District)

A Zonal Level Project Evaluation Committee Meeting (For Schools of Ganjam & Gajapati District) was organized at DPIASE, Berhampur on the 10th February 2012. The total number of participants participated were 04.

Resource Group Meeting - Sambalpur

A resource group meeting was held in PMIASE on the 21st of January, 2012. 
12 selected teachers attended the meeting and a total of 4 teaching aids were prepared as part of the workshop.

Resource Group Meeting - Ganjam and Gajapati

A resource group meeting for selected teachers of Ganjam and Gajapati districts was held in DPIASE, Berhampur, on the 24th of January 2012. 19 teachers attended this meeting and worked in groups to prepare teaching aids on chosen topics. AAO Ganjam and Gajapati also attended this meeting and spent a long time watching the presentations by the various groups as well as interacting with the teachers. 9 teaching aids were prepared as part of this meeting.

SKCG High School, Gurandi, January 20th, 2012

Purpose of visit: observe a collaborative project on "Archimedes Principle" and "global warming."

Name of the teacher: Karuna Sriram

Lesson plan based on the Samartha format

·       Micro lesson planning not available

·       TLM used: black board, charts and computer

·       Topic introduced indirectly

·       Questions posed to the class and students individuals

·       Pressure in inversely proportional to area - this was explained very effectively through a simple experiment using pegs

·       Another simple experiment using a spring balance, stone, beaker and a measuring tube was used to prove that the loss of weight of the stone,inside water is equivalent to the water displaced

·       I posed some questions to the students to check their understanding and they could answer them confidently

·       Edukit was used

·       Student groups themselves repeated the experiment

·       Observation Notes were taken by students

·       Some very intelligent and probing questions were posed by both the students as well as the teachers   like the one posed by a student - as why does iron sink while a gigantic ship made of the same material, floats in water. The teacher explained this very clearly, which the students could understand.

·       The teacher asked as to why the amount of weight loss inside water is equivalent to the water displaced by connecting it with the "law of conservation of mass and energy" which the students were not able to comprehend

Project Name: Global Warming

Name of the teacher: Y Shiv Kumar

·       Topic introduced indirectly

·       TLM used: map, charts, pictures, black board, computer, model etc.

·       Questions posed to class

·       Students were involved and the atmosphere was interactive

·       Edukit used but the teacher initially read out in English from the animation available which later rectified and instead of reading he explained the gist of the same

·       Tasks and assignments were given as part of the project. A number of critical questions had been prepared in advance by the teacher which wee used by the various groups to pose questions to the other groups

·       Lesson plan was not available

Critical Remarks

·       There was a preparatory plan but it was not thorough as a lesson plan was not available in case of the latter while it was available in case of the former

·       Observation check list was not available and documentation was sketchy in both the cases

·       Relevant hard spots were addressed in both the cases

·       Pedagogic technique: Activity Based Learning in both the cases although the former displayed a lot of creativity and made the student delve deeper by triggering critical thinking

·       Group formation, demonstration evident In both the cases while hands on activity and experimentation was done as part of the former

·       Although group formation was evident there was no clear role allocation in both the cases

·       Project execution: Most of the steps were followed

·       What I observed was more of a lab transaction based on engaged learning rather than a collaborative project

Block Colony UP School, Kashinagar

HM - Trinath Nayak

Total number of teachers: 8

Teachers undergoing training: 4

Although the school has 4 computers, hardware problem is a constant irritation. They are under regular maintenance but even then problems are frequent.

I had a discussion with the HM and the English teacher. The latter makes good use of technology even though she teaches English.

[ ]  The visit to this school was an unscheduled one as I had some time after completing my planned visit to the nearby school. My sole purpose was to gauge the level of internalization of the program objectives.

[X]  The HM and the teacher I interacted with are very positive about the program but I still feel somewhere the finer point - as regards the criticality of pedagogy as a driver of technology integration is missing.

[X]  That integrating technology in teaching learning is a pedagogic decision and not a technology one is missing.

Varanasi Govt. High School, Kashinagar

Date: 19th January, 2012

Name of the teacher: Routhe Dilip Kumar

Topic: DNA

Materials used: black board, charts, computer

·  Micro lesson plan available but I was not able to have a look because of power cut·  Questions were posed to students which they answered confidently·  Students did not pose questions, which should ideally have been the case·  Students were divided into groups
[X]  Teacher had good knowledge of content but body language was wanting. Displayed a somewhat stiff attitude which I feel erected a barrier between the teacher and a student

Some of the problems from which the school suffers and which are acting as an impediment to the program are as follows:

·  Non-functional computers - 2 of them which needs to be formatted·  Frequent power cuts
[X]  Non-cooperative HM who does not understand the objectives of the program and seems to discourage teachers from attending training sessions and implement their respective work plans

[ ]  Critical Remarks

[X]  Preparatory plan was missing as I gave the teachers a days notice

[X]  Hard spots were addressed but the teacher could not come down to the level of the students while doing the same. Although he had a very good knowledge of the content, he could not come down to the level of the students, while delivering the same

[X]  Pedagogic technique - ABL. Teacher was not able to make the students think and did not give time for the same. He went a little fast

[X]  Although the students were posed questions, the transaction was more of a preaching rather than that of facilitating

[X]  Group formation, demonstration was done, but there was no clear role allocation amongst the group members

[X]  Project execution: Most of the steps were followed