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1 | School Improvement | Environment | Child experience | Definition of SI | Problem statement/Challenge | Alignment with child experience | Impact/Visibility | Scale of Impact | Time reqd to implement | Effort | Resources reqd | Sustainability | NEP (Reference) | NCFSE (Reference) | NCFFS (Reference) | Other Insights from Secondary research | Insights from Primary research | SLDP Areas of capacity building (Reference) | Flow of implementation | Intended outcomes | Solutions | Other resources | Status | Report, if any |
2 | (qualitative) | (how many students can you reach) | (low<month,a month to 3 - med, more than 3- high) | (knowledge, skills reqd) | (people, infra, materials, budget, time for prep) | (Policy, Budget, other research, experts) | ||||||||||||||||||
3 | Project Based learning | Classroom | Children learn through an age appropriate holistic curriculum & child centric pedagogy Children are learning by doing - not only listening (Applying concepts learnt to real life scenarios) Children learn in spaces that follow a facilitating style rather than a directing style (Active participation in the classroom interaction, asking and answering questions freely) Children have opportunities to learn from peers | Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic question, problem, or challenge. As a result, students develop deep content knowledge as well as 21st century skills and SEL competencies among them. | Most government schools in India follow teaching methods that often fail to connect classroom learning with real-life applications. This conventional method also limits students' autonomy and initiative. This approach also neglects building skills such as problem-solving, collaboration, communication, creativity, and critical thinking (which are crucial for the 21st century) and instead focuses on the absorption of facts. So, an approach that encourages students to develop these 21st-century skills and learn concepts instead of just absorbing facts is needed. Project-based learning is such teaching method that could solve this problem. | High | High | Medium | High | High | High | Medium | 4. Curriculum, Pedagogy in the school : Learning should be holistic, Integrated, Enjoyable and Engaging [NEP 2020 gives a guiding structure in terms of What, How Project Based Learning can be involved in daily school learning processes.] 4.16 Language learning can be enhanced by making children participate in a fun project/activity. 4.35 In terms of assessment, the policy mentions of focusing on peer-based and self assessed modules to gauge the progress of the projects assigned in the school. It emphasises on inquiry based learning to be the aim of such projects and not just completion of given tasks. It can take form of quizzes, role plays, group works/portfolios as parts of such projects based on various themes. 4.44 Support for gifted/students with special talents - Teachers will aim to encourage students with singular interests and/or talents in classroom by giving them topic centred, project based activities/circles. | In order to achieve more experiencial skills, NCF supports project based, inquiry based learning at various stages of schooling. It also expands the idea of Project Based Learning in curricular as well as co-curricular areas which include : 1. Performing experiements - Using experiments to enhance students' understanding of a particular scientific concept. 2. Projects - Projects are longer, structured activities completed by individual students or groups of students that result in a product. For example, a model, a substantial report, or collection of artefacts. While doing projects, students investigate, explore and respond to complex questions, real-world challenges and problems. Projects help assess collaboration, communication, perseverance, creativity and problem solving along with subject specific knowledge skills. NCF specifically mentions in its section 3.3 [appraoch to learning about and caring for the environment] about encouraging students to participate in hands-on community projects. [e.g.- participating in environmentally sustainable activities at school, composting, minimising waste and maximizing recycling/upcycling, raising a small plot or bed of medicinal plants, fundraising for important causes, community service in and around the school locality.] -Assessments in education should be based on observations, portfolios, and projects and should not just focus on capacities and skills, but also values and dispositions. -Abhyas (Practice): The third step for planning for teaching is about practice to strengthen understanding and skills through a range of interesting activities. Teachers can organise group work or small projects to reinforce conceptual understanding and attainment of Competencies. Prayog (Application): The fourth step is about applying the acquired understanding in the child’s everyday life. This can be accomplished through various activities and small projects. -Interdisciplinary approaches should be kept in consideration while designing the content. Project-based work could be designed based on themes to ensure the integration of other subjects, e.g., linear variation and equation solving in the Science and Social Science. -Project based approach allows learning within the classroom to continue outside the classroom and extend over a period of time. For example, observing the changes in the moon over a month to understand the phases of the moon. In this process, connections to daily life are also made. The project-centred approach allows students to develop artefacts/products (charts, presentations, speeches) that reflect and communicate their emerging understanding. It also allows the integration of concepts across different curricular areas. For example, visits to the sites of local professional communities and interactions with the people engaged there, such as potters, weavers, craftspersons, farmers, blacksmiths, carpenters, and electricians would enable integrating concepts from vocational education and art with Science. -Pedagogic approaches and methods such as inquiry and projects, by their nature, provide scope to utilise concepts and capacities that cut across the disciplines of Science — for example, a project on investigating the sound produced by different musical instruments, and how this sound can be varied. Qualities and properties of sound produced both in terms of aesthetics, physics concepts involved, mathematical patterns, and human perception lead to a holistic appreciation and integration of competencies across curricular areas. -Authentic tasks/performance-based tasks, such as project-based learning activities and assignments, should be incorporated to give learners an opportunity to develop different types of capacities such as surveying, data analysis, problem solving, and collaborative skills to validate and investigate their assumptions and beliefs. - Students should be given opportunities where they can apply their knowledge to create models and artefacts. These could be in the form of poster-making, collections (old coins, newspapers, stamps, types of rocks, leaves, flowers, photographs, pamphlets), models (2-dimensional or 3-dimensional, e.g., monuments, volcanoes, still scenes), videos of rallies/haat bazaars/ book fairs/any social events in their surroundings. -In the MIddle stage, for vocational education, Students will develop basic skills and knowledge in all three forms of work: Working with Life forms, Working with Machines and Materials, and Working in Human Services. At this Stage, the skills for work are the focus and not specific vocations. b. In each Grade, three projects, one from each form of work will be implemented in schools. Thus, by the end of this Stage, students will work on nine projects. (Page 463 has an illustrative list of projects) | Learning by doing is critical in early education. Projects, especially those involving collaboration with peers, enable children to develop a wide range of skills. Children gain knowledge and skills in learning environments centred around projects, as they are able to work consistently over a period of time on a specific question, problem or challenge. By their very nature, projects involve flexibility and continuity over a period of time. This in turn allows each child to explore and discover, thereby developing critical thinking and problem-solving. Children also get opportunities to collaborate with each other, learn to manage themselves, ask questions, inquire, and thereby learn. All these are critical life skills not only for schooling but also later success as young adults. Projects, for this Stage, can be short and simple to be within the grasp of young children. Authenticity is key to project-based learning. Children engage with a real-world context and are allowed to pursue their own interests and questions. Sustained, and real-world opportunities are provided to children for exploration, discovery, and critique, which contribute to their growth and learning. There is no correct or incorrect answer either during the process of doing a project or in its outcomes. The implication is that a child can, without fear of failure, explore their own creative thinking. In this way, projects nurture the natural curiosity of children, and allow for exploration and discovery. Children’s learning needs are met, while their ideas are valued, and their interests and creativity nurtured. An advantage of project work is that it allows students to work with a broad range of content, instead of simply reading about and attempting to memorize content from a textbook. In this way, Teachers do not cover the content but rather set up opportunities for students to discover and interact with the content and to connect it with any number of disciplines and real-life experiences. This interaction involves the acquisition and application of skills. By nature, projects are interdisciplinary, involving as many subjects as language arts, social studies, math, science, art, drama, dance, and health-along with any number of real-life experiences. In addition, projects provide occasions to acquire, practice, and apply skills used within academic disciplines and real-life scenarios. | The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With this combination of skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher. A growing body of research supports the use of PBL. Schools where PBL is practiced find a decline in absenteeism, an increase in cooperative learning skills, and improvement in student achievement. When technology is used to promote critical thinking and communication, these benefits are enhanced. Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. Key benefits of project-based learning: 1.Increased engagement – Project-based learning empowers students to play an active role in learning, as the complex tasks they take on demand novel approaches and are relevant to real-world contexts. This creates a classroom environment in which students overwhelmingly report feeling engaged, according to a meta analysis of 82 studies. 2. Better knowledge retention – Compared with traditional instruction, extensive research indicates that students who complete project-based learning exercises and assessments often show superior knowledge retention in a range of subjects from math to second-language learning. This can translate to higher performance on tests, according to a 2011 study. 3.Improved critical thinking abilities – The process of completing and delivering a project-generated product inherently builds problem-solving abilities, according to research from as recent as 2010. This is because students must heavily exercise those abilities, applying them in tangible contexts. For these reasons, the research indicates that students in project-based learning environments can better use problem-solving skills out of school than those in traditional learning settings. Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. Steps for implementing PBL: 1. Start with the Essential Question 2. Design a Plan for the Project 3. Create a Schedule 4. Monitor the Students and the Progress of the Project 5. Assess the Outcome 6. Evaluate the Experience | Teachers lack understanding of PBL. All the interviewed school teachers and HMs are interested in implementing PBL. Support required for implementing PBL: -Need more time in the classroom to complete the syllabus as well as projects - lab and space to store materials - Handbook/manual that would guide the process - training on how to do the projects -Resources for projects will be needed -Funds will be needed -Projects based on existing curriculum -Improving accountability among teachers | Improved Teaching Learning Achieved through these solutions: HM's handbook, Teacher's orientation and training on PBL, CRO tool, Debrief document. Leading Improvement Achieved through these solutions: School-level showcase event, Sharing about PBL implementation through LCs. Developing self Achieved through these solutions: Attending and learning from orientation and training Learning about PBL from HM's handbook Conducting Classroom observation and providing feedback to teachers Continuous learning through Learning circles | Flow of implementation | Intended outcomes | Solutions | Secondary research findings Primary research findings | Implemented | Bihar PBL evaluation report AP PBL evaluation report |