Global Teacher Accreditation 2013 by British Council India

Global

Teache r

Accred

itation

2013

Reflective Practitioners Journeys of Action Research from India

Foreword The contribution of teachers in the creation of a

This collection of action research stories is a

for updates on teachersâ&#x20AC;&#x2122; professional development

peaceful, prosperous and harmonious world cannot

tribute to their work.

programmes that are offered under our Connecting Classrooms programmme.

be underestimated. The job that teachers do every day is made even more challenging by the rapid pace of change. To keep pace with this and prepare young people to take on the task of solving future problems that may not even exist today, is not easy. Despite long hours, volumes of work and a changing curriculum to get through, many teachers willingly make the effort to try innovative ways of doing things, reflect and review their practice and set new norms for effective teaching every day.

We hope that it will inspire many more teachers to have faith in their judgement and to be proactive in

I hope you enjoy the action research journeys of

their engagement with the teaching profession. After

teachers from across India.

reading these reports if you feel inspired to reflect and review your innovative practice in the classroom, and share your ideas with the world, do participate in the

Best wishes, Richard Everitt

next round of the Global Teacher Accreditation project. Follow us on British Council Schools Online Director Education, British Council India.

Contents Connecting Classrooms and Action Research

Message from Cambridge Education Foundation

Recipients of Global Teacher Accreditation Awards 2013

Action Research Projects – Commendations

Teacher Educators and Action Research

Action Research Projects – Specific Themes

Action Research Projects – Other Success Stories

Journeys on the Action Research Path

Mentor-speak

The Way Forward

The Global Teacher Accreditation project is

- 110 participants including school teachers,

designed to provide high quality professional training

headteachers, teacher educators and teacher

to develop institution-based action research that will

trainees applied for the Global Teacher Accreditation

enable the teachers involved to enhance their

offered by the British Council in collaboration with

pedagogical skills and knowledge. It aims to provide

Cambridge Education Foundation. The MS University

high quality professional training, accredit

of Baroda provided support for the assessment of the

classroom-based action research, enable teachers to

final submissions.

reflect on their everyday practice in order to improve

- 95 participants have been successfully awarded with

students’ learning and provide opportunities for

the Global Teacher Accreditation and 10 participants

teachers to share their professional learning with

have been awarded Commendation for their

other teachers locally and globally.

outstanding work. - 20 teacher educators and MEd students from the

The project requires teachers to design and implement

College of Teacher Education, under the aegis of

a small-scale action research which lasts approximately

SCERT Chhattisgarh were among those who

10 weeks and is carried out within the context of the

participated in the project.

their classroom environment. It encompasses the

Connecting Classrooms and Action Research

development of a new strategy or the trial of some

To support and guide the participants during the

new form of intervention that has the intention of

course of their action research, British Council

informing and changing pedagogy in order to improve

identified experienced professionals including

learning. Based on the Kolb Learning Cycle, the

headteachers, university professors and research

project starts with a review of what works well in the

professionals to mentor the participants. Many

classroom and the identification of an area to improve

mentees have referred to the great value that their

with a clear course of action. It includes the collection

mentors added to the programme: “My mentor

of data, analysis, evaluation, and is followed by

proved a backbone behind my success. Her prompt

reflection and the setting of next steps.

guidance throughout the research gave me the confidence to push beyond the limits set and kept me surging forward.” The 2012 - 13 round of Global Teacher Accreditation will impact over 90,000 students and teachers, and reach 110,000 other people including parents and

Teachers’ Professional Development is one of the

school management officials.

key strands of Connecting Classrooms programme delivered through face to face workshops, online courses and teacher accreditation projects. The British Council recognises the value of Action Research as a powerful tool that not only encourages teachers to take charge of their own learning and professional development, but also inculcates a discipline of reflection and 2

self-analysis.

I genuinely enjoyed doing this work. It was extremely rewarding to read about the various

Message from Cambridge Education Foundation

projects that teachers in India had undertaken and it gave me an insight into the Indian education system and what changes are taking place there – action research is often undertaken by teachers who wish to try something novel and more ‘cutting edge’ within their context. Three things came over strongly to me within the submissions and the personal statements:

The importance of action research in the classroom

1. The participants put a lot of themselves into their work. They always had to take on extra work, and sometimes had to go out on a limb a bit within their school – perhaps dealing with some colleagues not understanding or not agreeing with their objectives.

Small-scale action research in the classroom enables

of teaching is defined by the quality of students’

us, as teachers, to use our everyday practice as the

learning and, as Dylan Wiliam (Professor of Education,

basis for professional development. It allows us to

London University) says, “in the classrooms of the best

reflect on our current practice, trial of new approaches

teachers, students learn at twice the rate they do in

an action research project was highly educative for

and evaluate their effectiveness in terms of student

the classrooms of average teachers – they learn in six

the teacher and, in many cases, they talked about

outcomes. It offers new opportunities for learning and

months what students taught by average teachers

that experience as having a profound impact on

provides school leaders with evidence of the types of

take a year to learn.” When school leaders provide a

them as teachers. This did not seem to be a passing

pedagogy that are most effective with the different

supportive environment for change, teachers can take

interest, or simply a means to extend a CV or career;

groups of pupils in their schools. International

ownership of developing practice that meets the

rather it was about exploring something of real

research (de Corte 2010; Dumont, Istance et al. 2010)

diverse needs of every individual in the class. That is

importance to them and which is likely to change

identifies the importance of reviewing and evaluating

why we are so passionate about action research,

their professional approach in the future.

practice in the classroom. Honey (2000) proclaims

because each child is important.

2. The experience of structuring their work through

3. It seems that the impact often went beyond the

that ‘learning from experience is arguably the most important of all life skills’. However, simply having an

Dr Angela Cook

teacher researcher; most referred to colleagues

experience is not sufficient. Learning from experience

Director, Cambridge Education Foundation

being impressed or won over by the work.

is a process which involves reviewing the experience, identifying what has been learned and planning for the next stage. Action research becomes a ‘cycle for learning’ that we, as teachers, use to develop our

Feedback from one of the assessors

teaching practice during our working lives. The quality

appointed by Cambridge Education Foundation

Recipients of Global Teacher Accreditation Awards 2013

Recipients of Global Teacher Accreditation Awards 2013 School headteachers and teachers who have been awarded Global Teacher Accreditation 2013: Name of the awardee

School

Action research topic

Amee Mehta

Muktangan, Mumbai

Evaluating the impact of Quality Circle time on the self-esteem of the Muktangan teacher trainees

Fauzia Ansari

Anjuman-I-Islam’s BSK Girls’ English School, Mumbai

Improving pronunciation of students who study English as a second language

Kiran Angane

Muktangan, Mumbai

Evaluating the impact of a professional development programme to empower teachers to impart sexuality education with confidence and sensitivity

Sapana Purandare

Muktangan, Mumbai

Evaluating the impact of the intervention for capacity building of academic coordinators

Preeti Sharma

DAV Public School Pitampura, Delhi

Evaluating the efficacy of techniques to enhance the knowledge of current affairs amongst students

Asmita Desai

Shri A V Jasani Vidyamandir, Rajkot

Improving students’ written communication

Chitra Parikh

Bachpan Pre-Primary & Primary School, Surendranagar

Improving students’ spoken English language skills

Kanan Jagasheth

St Kabir School Naranpura, Ahmedabad

Evaluating the impact of films on development of citizenship values among students

Praful Abhani

Murlidhar High School, Rajkot

Enhancing English language skills of students from vernacular language background

Rita Pandit

Shri Lalbahadur Shastri Vidyalaya, Rajkot

Enhancing English language skills of students from vernacular language background

Atul Vyas

Shri Murlidhar High School, Rajkot

Activity based learning for Geometry lessons

Kishor Pillai

RIMS International School and Junior College, Mumbai

Evaluating the impact of new methods devised for identifying the reasons why learners are easily distracted during lessons and apply appropriate learning strategies to tackle the problems

Evelyn Shayne Jones

Fountainhead School, Surat

Designing and testing a tracking system for Grade 1 students in the learning centres

Vandana Lulla

Podar International School, Mumbai

Collaborative learning techniques for developing higher order thinking skills (HOTS) in Grade 7 students

Virendra Anantray Punjani

Shree P&TV Sheth High School, Rajkot

How to improve the skill of report writing among the Students of Class 11

Shayne Stanton Jones

Sharda English Academy, Surat

Evaluating the impact of technology enabled education on students’ learning

Girija T.C

Vidyadhiraja High School, Mumbai

Effectiveness of an enrichment program to improve English Reading comprehension in students of Class 3

Lea Furtado

Holy Rosary Convent, Goa

Evaluating the impact of the active learning method for teaching Environmental Science

Ghansharan Dhillon

Kamla High School, Mumbai

Enhancing the reading proficiency of children with special needs in an inclusive school

Geetika Saluja

St. Kabir School Naranpura, Ahmedabad

Using cooperative learning technique for Science

Sonal Verma

Navrachana Vidyani Vidyalaya, Vadodara

Impact of multiple intelligences approach for Science lessons

Tarka Tokekar

Centre Point School, Wardhaman Nagar, Nagpur

Sensitising students about the environment through action plan for sustainable development

Deepa Garg

New Era Senior Secondary School, Vadodara

Evaluating the impact of using multiple intelligences approach for kindergarten students

Sonali Ghosh

New Era Senior Secondary School, Vadodara

Enhancing English diction and oratorial skills of primary students

Dimple Keswani

Sri Venkateshwar International School Dwarka, Delhi

Using play method to help students learn mathematical formulae

Satwant Palekar

City International School, Mumbai

Getting an insight into the decision making skills of students for choosing optional subjects after Class 8 in an ICSE school

Recipients of Global Teacher Accreditation Awards 2013

Name of the awardee

School

Action research topic

Sunil Patel

Pragnya Bodhini High School, Mumbai

How to use commercial digital games to create interest among students for learning physical quantity force

Yasmin Hingora

Pragnya Bodhini High School, Mumbai

Developing strategies to enhance self expression by improving vocabulary of Class 3 students

Deepak Kulkarni

National English School, Mumbai

Using games to develop students’ language skills

Arundhoti Roy Choudhury

Kendriya Vidyalaya Ballygunge, Kolkata

Evaluating the impact of techniques for transforming students from being compulsive talkers to active listeners

Paramita Chaudhuri

Shri Shikshayatan School, Kolkata

Evaluating the impact of interventions for under-performing students with low IQ and from economically challenged backgrounds

Sangita Christopher

OP Jindal School, Raigarh

Evaluating the effectiveness of strategies for encouraging positive values related to personal and social well-being

Nilanjana Chakraborty

Sushila Birla School, Kolkata

Evaluating the impact of technology enabled learning on different types of learners - visual, auditory and kinesthetic

Reena Jain

Sushila Birla School, Kolkata

Evaluating the impact of a life skills programme focusing on healthy food habits and exercising regime

Hemashree Deka

Assam Valley School, Balipara

Evaluating the impact of using innovative methods to sensitise students to the environment problems

Revathy Parameswaran

PS Senior Secondary School, Chennai

Impact of using diagnostic formative assessments for Maths lessons

Srinivasan Krishnasamy

Kendriya Vidyalaya No.2 Tambaram, Kerala

To evaluate the impact of frequent change of schools on students whose parents have transferable jobs

Uma Sankaranarayanan

Chinmaya Vidyalaya, Chennai

To develop the habit of reading beyond the text in students

Benny Joseph

Jawahar Navodaya Vidyalaya, Idukki, Kerala

Evaluating the impact of community project on students’ learning

Shamitha Machado

Lourdes Central School, Mangalore

Evaluating the effectiveness of using the Metric Measures Table instead of the traditional method for teaching conversions

Grace Noronha

Gonzaga School, Mangalore

Developing reading skills of students with reading difficulties

Vidya Pakkala

Mount Carmel Central School, Mangalore

Establishing a co-relation between group learning and achievement involving high achievers and slow learners of Class 9 and 10

T Sudha

Delhi Public School, Secunderabad

Validating the relationship between teachers’ commitment and students’ connectedness with the school

Karishma Rai

Carmel High School, Bangalore

Improving students’ writing skills

Nandini Bhat

GEAR Innovative International School, Bangalore

Studying the impact of a ‘whole language approach’ for developing enhanced literary skills

Renu Dimri

Delhi Public School, Bangalore North

Using experiential learning techniques for teaching science to primary students

Rajasree VR

BGS National Public School, Bangalore

Impact of activity aided group learning to promote effective classroom participation

Suprabha Nandakumar

BGS National Public School, Bangalore

Removing the fear factor in learning language

Vinoda Rao

Carmel High School, Bangalore

Enhancement of Reading Skills

Nirupama Kaushik

Army Public School, Bangalore

Evaluating the impact of a structured writing programme

Nalini Mahesh

GEAR Innovative International School, Bangalore

Using innovative activities for teaching Chemistry

Suma Paul

Rajagiri Public School CBSE, Kalamassery, Kerala

Converting the nightmare of learning Computer Programming (Java) into a delightful experience

U Vijayalakshmi

Kendriya Vidyalaya No. 1 Uppal, Hyderabad

Implementing an interdisciplinary approach for teaching life skills

Meenakshi Nagaraj

Hari Shree Vidyalayam, Chennai

Designing a teaching strategy with visual, auditory and kinesthetic activities for teaching English literature effectively

Recipients of Global Teacher Accreditation Awards 2013

Name of the awardee

School

Action research topic

Kaveri Padmanabhan

Vana Vani Matriculation Higher Secondary School, Chennai

Evaluating the impact of interventions for meeting the needs of gifted children in a mixed group class

Praveena

Vels Vidyashram, Chennai

Strategies for developing communication skills of students in English language

K Lakshmi

Perunthalaivar Kamarajar Government Girls School, Ambattur

How to wean away children from junk food

Sujatha Kannan

The Little Kingdom Senior School, Theni

How to get students of Class 9 to go beyond mechanical writing

Amrita Chatterjee

Meridian School Madhapur, Hyderabad

Improving students’ written communication

Ambi Narayani

Mahatma Montessori Matriculation Higher Secondary School, Madurai

Vocabulary building through poetry teaching

Fatima Natheera

Pushpalata British International School, Chennai

How to help students of Upper Kindergarten to speak read and write in English intelligibly using CLIL pedagogy

Vijaya Sundar

Mahatma Montessori Matriculation Higher Secondary School, Madurai

How to teach Social Science in an engaging manner to Class 9 students through stories

MM Suganya Devi

Mahatma Montessori CBSE School, Madurai

Enhancing vocabulary through audio visual aids and activity based method

Savithri Srinivasan

GEAR Innovative International School, Bangalore

Evaluating the impact of using innovative strategy for developing higher order thinking skills of students in Maths

Rakhi Verma

Ryan International School, Faridabad

How students can be encouraged to follow safety rules

Bhawna Gupta

Padampat Singhania Educational Centre, Kanpur

To develop confidence of students to speak in English in public

Deepti Malhotra

Modern Public School, Shalimar Bagh, Delhi

Evaluating the impact of new strategies for tackling behavioral problems of students

Priti Ojha

Mira Model School, Delhi

Testing the effectiveness of using ICT with audio-visual aids for underperforming students

Arunabh Singh

Nehru World School, Ghaziabad

Teachers making own CPD choices benefit more from trainings and resources

Rashmi Vij

Polic DAV Public School, Jalandhar Cantt.

Mixed gender pairing for improving English and Maths skills

Abhilasha Singh

Rising Sun Public School, Karnal

Improving students’ spoken English language skills

Nivedita Bose

Genesis Global School, Noida

To make Chemistry more comprehensible, application based for learners and develop higher order thinking skills in them by using interdisciplinary approach and blended learning designs.

Shelly Manchanda

Mira Model School, Janakpuri

Teaching Physics: From Abstraction to Visualisation

Rajesh Tiwari

Government Subhash Higher Secondary School for Excellence, Bhopal

Evaluating the impact of independent research methodology for improving students’ understanding of climate change issues

Poonam Singh

Genesis Global School, Noida

Peer coaching method for History lessons

Rashmi Srivastava

KIIT World School Pitampura, Delhi

Evaluating the impact of using newspaper reading as a technique to develop thinking and communication skills of the students

Sonal Singh

Nehru World School, Ghaziabad

Evaluating the impact of Peer Observation and Coaching Framework on the improvement of teaching-learning practices

Seema Jerath

DLF Public School, Ghaziabad

Evaluating the impact of individual and team approach to working with students with low levels of achievement

Renuka Chander

Sri Venkateshwar International School Dwarka, Delhi

Impact of multiple intelligences approach for Science lessons

Laxmi Prakash

Kendriya Vidyalaya Gole Market, Delhi

A study of the reasons why students are attracted to junk food and strategies to wean them from such food

Sandhya Kakkar

Bal Bharati School Dwarka, Delhi

Impact of classroom practices of Face to Faith curriculum on students’ learning

Action Research Projects Commendations

Action Research Project with Commendations

Ambi’s poetry passion Problem Ambi wondered why the students who used to

Ambi attributes a large part of her success to her

happily sing nursery rhymes in their kindergarten

mentor Ms Valsa Balaji who gave her a lot of guidance

classes were so disinterested in poetry by the time

right from selecting the topic till the submission of the

they moved up to Class 4. When she analysed this

project. Finally, in her words,

problem, she figured out that it was the dry method of teaching poems in class that put the students off from taking real interest in understanding and appreciating poetry.

Intervention Ambi selected a section of Class 5 with 30 students

Ambi Narayani, Mahatma Montessori CBSE School Madurai

How to develop students’ interest in learning poems?

A school is a place which has a lot of issues constantly. Each and every issue have to be resolved for creating a better learning atmosphere to children.

and deployed the strategy of building vocabulary

This action research has taught me how

through poems. She oriented the teachers, parents

to deal with things differently. My success

and students of the selected class before commencing

has inspired a lot of teachers and they

her project. Using simple techniques like using worksheets where students had to replace words with

come to me to work out solutions. I have

pictures, guiding students to use thesaurus to

started devising solutions for the other

understand words, creating word hunt games, Ambi

problems that we face in a school

provided the students a diverse range of tools to encourage them to build their vocabulary while enjoying learning poetry.

scenario. When I meet teachers from different schools, I share my experiences in doing the GTA and the difference it has

Ambi’s inspiration to become a teacher comes

When Ambi got the opportunity to participate in the

from her mother. “The way she took class, interacted

Global Teacher Accreditation project, she rummaged

with her students and worked with her peers attracted

through the records of the open house meetings and

me a lot. She was never biased and motivated the

circle time sessions to identify a nagging issue.

whole lot of students of her class to excel in all the

Students’ disinterest in poetry came up as one of the

activities. I developed passion towards teaching so I

problem issues and Ambi decided to carry out her action

did my Montessori course when I was in college. As

research in this area.

soon as I completed my degree, I started working as a primary school teacher at Mahatma School.”

Outcome

brought in my school. This action research

After introducing all the vocabulary enrichment

has taught me to work independently,

activities through poetry, Ambi conducted an open house for the English teachers who gave positive feedback and noted that all the activites especially the word hunt activity impressed the students the most and they had started using used new words in their regular communication. A comparative study using baseline and endline questionnaires highlights a change in the attitude of the children as well as the teachers towards learning poetry. In the words of one of the parents, “I was extremely happy to see my child’s involvement to learn new words. The words that my child learns will be evergreen in his memory as it is done by way of activity than mere rote learning process.”

analyse and resolve the problems faced by us.

Action Research Project with Commendations

Vandana’s HOTS experiment

Vandana Lulla, Podar World School, Mumbai

Evaluating the impact of collaborative learning techniques for developing Higher Order Thinking Skills among students

Problem

Outcome

Though Vandana’s students spoke correctly and took

Vandana observed that as a result of her intervention,

part in all kinds of competitions and had excellent

students were able to collaborate with their peers,

communication skills, their writing skills took a back

communicate during technique delivery, interpret

seat. They could only respond to simple textual

text, analyse it and attempt questions that required

comprehension with elementary knowledge based

higher order reasoning and thinking. Students’

questions but could not analyse texts and thus,

confidence levels increased while handling

scored poorly. They were able to attempt questions

challenging tasks and they were keen to learn

of lower order thinking but felt extremely challenged

through similar challenging and innovative teaching

when it came to attempting questions that required

techniques. Confirming the strong correlation

higher order thinking. The creative and analytical

between teaching technique and learning styles and

element was not up to the mark. The vicious circle

higher order thinking skills, and that students worked

was complete: as a result of poor scores, they weren’t

better when the task was left to their choice was an

motivated to read.

exciting discovery for Vandana.

Intervention Vandana administered the Multiple Intelligences test

In her reflective statement, Vandana says, “My mentor

to identify her students’ individual styles of learning.

(Dr Pushpanadham) not only guided me at every step

In doing so, she followed an inclusive approach. She

of the way but allowed me to be flexible where my

facilitated varied collaborative learning techniques

approach was concerned. He helped me to refer to

such as Reciprocal Teaching, Scamper, Cubing and

various sources and data collection techniques. To a

Raft. Summative assessment was done following the

great extent, I was able to bridge the gap between

lesson delivery and the results were analysed.

my learners, the delivery and output.”

Vandana did some extensive reading to develop a strong knowledge base for her action research.

As very succinctly put by the assessor who marked

Peering through the grade descriptors and Cambridge

Besides reading Howard Gardener’s book on Multiple

Vandana’s work,

who was a teacher himself, or her students, she would

feedback, Vandana realised where the problem lay –

Intelligences and Spencer Kagan’s book on

Vandana believes if it was not for her dad, have been a different profession. These two have been

the students were not able to tackle comprehension

Cooperative Learning, she read Isabella Wallace’s

her driving forces in the teaching profession. Being

questions of higher order thinking skills. Thus began her

book on ‘Teaching Strategies’, ‘Care in the Middle

someone who loves languages and particularly enjoys

quest to change the way students learnt and scored.

Level Classroom’ by Knowles and Brown and Carol

teaching English language, Vandana would get really

Tomlinson’s ‘Differentiated Classrooms’.

This is a high quality account of a very worthwhile piece of action

upset that the students she taught were not able to

research. You are very clear on what

score a grade B or A and most fell in category C in

needed to be changed, on how you

their Cambridge Checkpoint exams.

changed it and the outcomes.

Geetika’s blueprint for cooperative classrooms

Geetika Saluja, St. Kabir School (Naranpura) Ahmedabad

Evaluating the impact of Cooperative Learning strategies for Science lessons

Action Research Project with Commendations

Problem

Outcome

Geetika realised that however meaningful they may

Through statistical analysis, Geetika found that as a

be, positive interactions between students do not

result of her intervention students of the experimental

always occur naturally and therefore social skills

group, especially the introverts, showed significant

instruction must precede and concur with

development of social skills and higher achievement in

Cooperative Learning strategies. Besides helping

the subject. Students became ‘Cooperative Learners’,

students easily understand the concepts being

sharing their understanding, helping each other to learn,

taught in the class, 21st century education should

resolving conflicts democratically, building confidence

create conditions under which students are likely to

by peer teaching and honing their presentation skills.

cross the borders that delimit their narrow personal

The CL pedagogy provided both Geetika and her

and social worlds and provide them opportunities to

students enough opportunities to imbibe global

experience the world of those different from them.

citizenship skills of self-awareness, empathy, conflict

With this two-fold goal in mind, Geetika embarked

resolution, critical and creative thinking, communication,

upon her action research.

collaboration and taking actions.

Intervention Geetika’s quest for a solution lead her to read about Cooperative Learning and she realised that probably students needed to be explained in a way that they related to, rather than the ideal way that she thought worked for them. This could happen much better if a student was explained a topic by another student who

Geetika feels her work is not over yet. The statistical data has given her lot of food for thought. It has given her a direction for the areas she needs to focus to be able to make a larger impact on the teaching-learning process.

had understood the topic using relevant examples and experiences to their peer group. She selected a group of 20 students from Class 7 and implemented specific

The opportunity to do action

Beginning with a simple personal goal in mind, Geetika

CL strategies for science lessons. These included

research has come to me at the right time.

sense of concepts and connect them with real life

has been able to reach much wider horizons with her

Placemat (Round Robin); Think – Pair – Share; Jigsaw;

action research work. It is no small feat that within a

Numbered Heads together; Team checking;

It gave me a good platform and provided

was a key reason for Geetika to get into the teaching profession, understand how things work and contribute

short span of completing her work, Geetika wrote

Plus-Minus-Interesting (PMI).

to make things better for the young people in school.

three articles that were published in various journals

study. It gave credibility to make it more

Geetika believed that positive interactions help students

and received much appreciation. She added another

important and acceptable at the

expand their own self-identify and build an appreciation

feather in her cap when she got the opportunity to

for differences. However, she experienced the real

present her paper at the annual conference of the

school level.

benefits of such interactions only after she started

International Association for Studies in Cooperative

trying out Cooperative Learning (CL) strategies.

Education (IASCE) in July this year at University of Hull,

A personal struggle in school days to make

the right impetus for me to undertake the

Scarborough, UK.

Action Research Project with Commendations

Suma’s Java trail

Suma Paul, Rajagiri Public School, Kalamassery Kerala

How can learning of Computer Programming (Java) be turned into a delightful experience for students?

Problem

Outcome

As a Computer Science teacher, Suma has to teach

Instead of the traditional lecturing method which was

Java Programming language to the senior secondary

teacher centred, Suma moved on to activity oriented

students, who find it very challenging and difficult to

student centred teaching practice. This approach

comprehend. The situation is even worse for the

enabled students to have a positive attitude for

students of Informatics Practices (IP). These students

learning programming. They successfully handled

are from the Commerce stream and have opted for IP

programming assignments and stopped looking at

instead of Maths. Most of these students are average

Java as a nightmare. Suma modified her teaching

or below average in their logical thinking, which is

methodology to bring it closer to the preferred learning

critical for learning any Computer Programming

styles of the majority of the students. They were learning

language. In the first monthly test of the previous

Java Programming through activities of their preferred

academic year, 4 out of Suma’s 11 students failed

learning style (visual, auditory or kinaesthetic) and

miserably and the ones who managed to pass had

hence had better comprehension of the concepts

low scores. Suma had observed this phenomenon for

leading to better results in the examinations.

the past 12 years and didn’t have second thoughts about what her topic for action research should be. Suma is confident that her action research will Intervention teaching Pogramming and shared her findings with her coaches including her own Principal, a couple of colleagues, Head Examiners of IP of CBSE Kochi, and

Achieving a celebrity status does not happen

be useful for her partner school as well.

Suma researched various innovative methods for

The ICT curriculum for the UK

through a collaborative approach with them,

schools will be be revamped with new

developed methodologies to teach terminologies like

focus on teaching Computer Programming.

variables, selection statements, iteration constructs,

I can foresee a lot of frustrated students

This was the first time in 16 years of teaching life that

functions, classes, etc. Suma used the role play

often, and not particularly in the teaching profession.

Suma had the opportunity to do an action research

technique to demonstrate the difference between the

who will find it challenging to come to

Suma’s innovative strategies for making Computer

project and be able to reflect and improve upon her

selection statements ‘if’ and ‘switch’. Debates were

grips with the principles of programming.

Programming joyful and the excellent results

teaching. This has been a high point in Suma’s career

held to find the ideal loop statement for solving

thereafter, however, caught the interest of the news

when she felt very valued by the entire school

The innovative teaching methods I have

various programs. Simple teaching aids like boxes

daily The New Indian Express and it wrote about

community – Principal, parents, colleagues

were used to represent memory locations depicting

Suma’s work. An important milestone for Suma’s

and the students.

variables and square pieces of chart papers to teach

hopefully help these students and their

sorting techniques in arrays.

Computer Science faculty.

career indeed!

developed for my action research will

Kiran’s tryst with sexuality education

Kiran Angane, Muktangan Schools, Mumbai

Action Research Project with Commendations

Evaluating the impact of a professional development programme to empower teachers to impart Sexuality Education with confidence and sensitivity

Problem

Outcome

Sexuality education for children has always been a

Kiran saw the changes in the participants’ responses

topic of debate in India. There are misconceptions

to the post workshop questionnaire administered to

regarding aims and content of sexuality education

them. sexuality education was defined in a

programmes. One of them is that sexuality education

comprehensive way. The teachers were comfortable

programmes incite promiscuity or experimentation.

talking to children about sexuality related issues and

Some stakeholders of public schools have recognised

using the scientific names of body parts/sexual

the need to give sexuality education to children just

organs. School heads realised the need for sexuality

before and during puberty, but according to Kiran

education in primary grades. The parents gave very

there is a need to impart sexuality education much

positive feedback and endorsed the idea of discussing

before that. Very young children (preschool/primary)

these issues at a younger age.

do have questions related to sexuality. Teachers can be reliable source of information but many are hesitant to talk about topics related to sexuality and many don’t have correct information themselves. Kiran

For Kiran, the project has been an eye opener.

wanted to take this up as an action research project to help teachers feel empowered and confident to deal with questions related to sexuality.

I realized while doing sessions with teachers and parents that they felt

Intervention Kiran’s main intervention was in the form of a workshop for the teachers of Muktangan schools.

the need to have sexuality education for children in primary grades but didn’t know

Prior to designing the module, Kiran developed and

how to take up the topic and felt taking up

administered needs assessment questionnaires for the

this topic would do harm. There are lot of

teachers to establish a starting point and understand

unconscious assumptions we have as we

Kiran regards Muktangan her second home.

This year Kiran has a new role as the head of the

their perceptions related to sexuality education. Kiran

“The place is like a box of chocolates; there are many

Socio-Emotional Department and her work would

also spoke to experts who conduct sexuality

work in our field, it’s very important to test

interesting things to do which excites me. Work seems

include conducting workshops on sexuality education

education and victims of child sexual abuse to get a

it out and check the results. This action

like play as it is challenging at times and satisfying too.

for children, teachers and parents. Therefore, the action

multidimensional understanding about the topic

The philosophy allows me to keep trying innovative

research opportunity came at a very appropriate time

undertaken. Kiran used this understanding to prepare

based research has helped me test the

methods of teaching considering the learning styles of

for Kiran. Her work has been very rewarding and one

and model sessions for the teachers.

children. Every day is a new day, full of new learning.

of the significant outcomes of the action research is

There is no scope for boredom or burnout.”

the contribution Kiran has been able to make it as a

importance of having sexuality education in the primary grade.

member of a steering committee for creating a curriculum for sexuality education lead by professors from Harvard University.

Rashmi’s gender blender strategy

Rashmi Vij, Police DAV Public School, Jalandhar

Action Research Project with Commendations

Evaluating the effectiveness of gender pairing in raising language skills of boys and Maths competency of girls

Problem

Outcome

The strategy of gender pairing came from traffic

Students’ formative assessment results were

lights idea implemented earlier – the students

compared and it was apparent that a gradual

indicate their learning level by flashing red, yellow

enhancement of learning had happened. Besides

and green cards. It helps the teacher in pairing

percentage increase of scores in both subjects, there

weak and strong students by joining together red

were other indicators of a positive impact. Students

and green. When teachers’ feedback was taken, they

enjoyed peer mentoring and assessment. Some

shared that there were more boys with red cards in

innovative learning approaches emerged through

English class and more girls with red cards in Maths

their collaboration which in turn enhanced the

class. This gave a good reason to try the strategy of

confidence of high achievers and under achievers

gender pairing for optimising students’ strengths for

alike. “The action research has both acted as a guide

enhancement of learning in Maths and English.

post and milestone for me”, Rashmi says, “Any

Students’ voice was taken into account – girls

strategy takes time to develop and get embedded.

admitted being slow in computation and application

Through this exploration I hope to provide one

and boys admitted lack of interest in reading, lack of

possible solution for a globally relevant issue.”

confidence in speaking and inability to give graphic details in their written work. In appreciation of her mentor (Ms Lata Vaidyanathan) Intervention

Rashmi says,

Rashmi selected 96 students of Class 9 and 10. For English, a holistic approach integrating listening, speaking, reading and writing was adopted. A range of assignments including listening activities, group discussions, debate, reading projects, role play and

She helped me in streamlining various variables and approaches and

creative writing tasks were given. For Maths, activities

helped me to refine my focus. It was

“The students were sitting in pairs and peer

ranging from Algebra, probability, statistics, surface

because of her input that I made pair

Assessment for Learning, a fairly new concept in India,

assessment was going on. A boy stood up and asked,

area and volumes, circles, etc. were covered. The

“Can I sit with a girl as girls explain better how to

outcomes were evaluated by comparing students’

and self-assessment as the prime strategy

for over six years. The seeds of her action research project paper were sown during her research work

attempt a creative writing?” As a psychologist, I was

performance results in Maths and English before and

on Assessment for Learning. She vividly remembers

aware of gender differences and that triggered the

after the intervention.

the incident, which was the cue for her to try out the

idea of pairing boys and girls for improving English

new intervention –

competency in boys and Maths competency in girls.

Rashmi has been learning and working on

of my research.

Moreover, peer learning as an approach is recognised worldwide for enhancing learning and achievement.”

Lea’s active environment champions

Action Research Project with Commendations

Problem

Outcome

Though environment studies are part of the

Lea says, “The proof of the pudding was in the

curriculum, Lea observed that the students were not

eating.” The students learnt how to think and not what

clear about the concepts. She recognised that the

to think. They would anxiously wait for her class

traditional chalk and talk method of teaching was not

because they were involved actively. To make

really effective. If the students could not grasp the

learning formative and continuous after every lesson

concepts, how would they ever develop a really

she took a short class test for measuring the

understanding of the key issues and how would they

awareness related to the concept and environment.

ever engage with these issues? This was the question

Both the tools were content validated by peer,

that Lea wanted to seek answers for.

mentor, expert and Lea herself. With supportive guidance from her mentor (Dr Jayashree Inbaraj),

Lea Furtado, Holy Rosary Convent High School Goa

Evaluating the impact of Active Learning Method for teaching of Environmental Science

Intervention Moving away from a traditional pedagogical approach meant a lot of preparation for Lea to fully understand the workings and implications of Active Learning Method. Besides reading books by experts on Active

Lea was able to bring in objectivity and use a scientific approach for her action research. Further, the project has helped Lea to implement the Continuous Comprehensive Evaluation approach even more effectively in her subject.

Learning like WM Ryburn, Paestalozz, Herbart, Froebel, Dilbagh Singh Gupta, Colorado Department of Education and John Dewey and those on environment by Anuj Chawla, Macaw books, Wonder World Series

Lea has experienced the benefits of child-centred methods.

edited by Annie Davis, Jevandeep’s Series by B Menezes; Lea referred to websites and had discussions with her own colleagues and her UK

It has really changed my entire

partner school peers. Using logical framework

perspective and I have realized that every

approach for lesson plans and formal assessment

child, irrespective of abilities, is intelligent

Lea was personally shaken up when she went on a

tools, Lea tried her ALM strategies with the 42

school grow from its humble beginnings to what

tour to observe the mining activities in Goa. She was

students of her class.

it is today, and this is what motivates her to wake up

distressed to see trees and hills cut and destroyed,

also helped in teaching the other classes

every morning and head for school. Majority of the

and the few that existed, were, as if, weeping tears of

through this method and the response

students belong to scheduled tribes and are second

blood with the ore covered all over. The scenario

generation learners. The proportion of students with

around her school was no better, with the hills and the

is tremendous.

learning difficulties has gradually reduced with parents

forest cover being destroyed for housing,

and teachers working hand in hand with the support

entertainment, factories, etc. Pained by the changing

of the Management.

landscape of her state, best known for its natural

In 35 years of her service, Lea has seen her

and wants to learn in a fun way. It has

environment, Lea set her mind to implement a strategy to move her young learners from awareness to action for the environment.

Action Research Project with Commendations

Shelly’s Physics challenge

Shelly Manchanda, Mira Model School, New Delhi

Evaluating the impact of Cooperative Learning strategies to visualise abstraction in Physics

Problem

Outcome

Physics is considered tedious, difficult and less

The students found learning in groups interesting and

relevant. Despite her best efforts Shelly felt there was

less tedious. Shelly was able to reach out to almost all

a gap in the learners’ understanding and application

the learners and cater to their individual needs. The

of concepts. The interaction with the learners helped

strategies gave scope to perform demonstrations and

her in identifying the problem areas of the subject

hands-on experiences for greater motivation and

where learners had difficulty in visualising abstract

more challenges. There was lot of sharing of

situations. Many a times learners reported that they

knowledge and a friendly classroom environment was

had understood the concept but were unable to

created. Interpersonal skills were developed and less

solve problems. At best they could handle problems

assertive learners also made presentations in the

which were similar to the solved examples in their

class. The self-esteem and the confidence of the

textbooks. The abstract nature of the problems made

learners were enhanced. Groups could solve complex

it difficult for the learners to comprehend. Though

numerical and conceptual problems which are

technology can be useful to provide visual

tedious and difficult to solve individually.

simulations, access and reliability can be an issue and Shelly wanted to test pedagogical approaches which would not rely only on technology.

The action research has not only Intervention

led to my professional development but has

Recognising that each of the 43 students had different

brought a new dimension to the teaching

preferred learning style and ability to think abstractly

learning interaction in my classroom. It

and understand complex ideas, Shelly decided to use different strategies of Cooperative Learning. In the first

has made me understand the needs of my

phase, a portion of the chapter was taught by the

learners better. I learnt how my learners

lecture method and a pre- test conducted. The next

learnt Physics. It has taught me the

Shelly’s school is a neighbourhood school catering to

half of the chapter was taught using Cooperative

feels lucky to be working in a school where teachers

children from families of a middle income group. Many

Learning strategies like questions, discussion,

are given the freedom to use any methodology best

are first generation learners and parents have high

demonstrations, performing activities, etc. and a post

when I was unsure of my study but my

suited to the needs of the learners. This motivates her

aspirations for their children. They view education as

test was conducted. In the next phase, the class was

mentor (Ms Sadhana Bhalla) supported

to try to achieve excellence in whatever she does. “Each

a means of social mobility. Learners have limited

divided into experimental group and control group.

new day unfolds new opportunities and challenges

resources to acquire knowledge and depend on the

The experimental group was taught through

me and egged me on.

which help keep monotony and boredom at bay.”

teachers for this.

Cooperative Learning and the control group was

A Physics teacher for the last ten years, Shelly

importance of planning. There were times

taught through traditional method. Both the groups were administered the same test. Feedback forms were completed by the learners. Shelly also invited her colleagues to observe classes and provide peer feedback.

My tryst @ GTA Mentoring The journey of GTA mentoring was a continual professional enhancement for me pertinent aspect of mentoring and psychological study of individual mentoring gave me a chance to introspect, review and proceed in the job. What began as an exercise of talking or sending emails to people who were literally strangers developed into an enriched learning-focused relationships.

Teacher educators and Action Research (Partnership with SCERT Chhattisgarh) British Council has been working closely with the

At the recent BC meet at Chandigarh, I was awestruck by the affection of one of my mentees who recognized me by my voice and rushed towards me to greet me. I realized that mentoring is an important and unique role where a mentor carves a niche for herself in the minds of her mentees by her infinite patience, understanding, knowledge and adaptability.

state departments of education through Connecting

Guiding the mentor without making him/her feel inadequate or inferior is a task quite difficult at times. But as classroom teachers, mentees naturally feel that they are right and as a mentor it is trying at times to make them effect changes. Proof reading of the research paper was a bit laborious and more painful where corrections carried out were not implemented in the final draft.

successfully awarded the Global Teacher

been the first state education department to introduce Global Teacher Accreditation for teacher education faculty and the students of BEd and MEd. The following teacher educators and teacher trainees from Government College of Education Raipur have been Accreditation for their action research projects:

Smt Jasinta Ekka

Professor

Sri PC Rao Shwarkar

Assistant Professor

Sri Shivnath Rao Mahadik

Teacher

Smt Yogeshwari Mahadik

Teacher

Here the art of diplomacy worked well, â&#x20AC;&#x2DC;to mend and not to offendâ&#x20AC;&#x2122;.

Smt Saroj Mishra

Assistant Professor

Smt Geeta Sengupta

Teacher

My growth and development as a mentor was as complex and important as the growth of my mentees.

Sri SK Tiwari

Lecturer

Smt Asha Verma

Assistant Professor

Sri ShivPal Singh Chandra

Teacher

Mrs Zakiya Raufi

Lecturer

Sri Pardeshi Ram Sahu

Assistant Professor

Sri Raj Kumar Ganjir

Lecturer

Sri Kewal Singh Jaiswal

Lecturer

Smt Rita Choubey

Assistant Professor

Ms Valsa Balaji

Classrooms programme. SCERT Chhattisgarh has

Teacher educators and Action Research (Partnership with SCERT Chhattisgarh)

Abstracts of the participants who received commendation for their action research projects Intervention

Intervention

Reeta analysed the causes why the B.Ed. trainees

Saroj devised a multi-pronged strategy to deal with

were disinterested in participating in the competition.

the issue. The peons were given counselling and

She explored their interest areas and provided

made to understand the importance of not only

resources to them for their self-study. She also

their work, but of them as individuals. The staff and

developed questionnaires with reference to effective

students were asked not to litter the campus, and to

use of library and shared the findings with the

maintain hygiene in the bathrooms. The Principal of

trainees to motivate them to use library resources

the college was also asked to help. She agreed that

effectively. Groups were formed and trainees

the peons should also be felicitated on the annual

interacted with each other on various issues.

day of the college. Also, all the materials needed for

Reeta further guided them about the importance

cleaning would be provided on a regular basis.

of expressing thoughts effectively. Outcome Outcome Reeta Choubey Asst. Professor, Govt. College Of Education, Raipur

After providing various inputs and interventions, Reeta took feedback from the trainees. They confirmed that they had been encouraged by the

As a result of some of these simple steps was that the Saroj Mishra Assistant Professor, Govt. College Of Education, Raipur

Impact of strategies for improving literary competencies of the B.Ed. trainees Problem Reeta observed that the B.Ed. trainees were disinterested in verbal expression. She noticed that many talented trainees had a fear of speaking on the stage. She thought it was necessary to motivate them to help them improve their communication skills, self-confidence and bring out their talent as teachers are responsible to build the personality of the trainees. 34

increased. Reeta also felt that she was able to understand the needs of her students better and came to know their strengths and weaknesses. She also realised that appropriate guidance and role modelling are very crucial for developing their personality and self-confidence.

students, teachers and other staff coming in to the college, saw the cleanliness and spoke of it. The

activities that helped them to enhance their skills and knowledge and their self-confidence had also

college was being cleaned regularly, properly and the

teachers and student- teachers are also helping to

Testing the effectiveness of a strategy to enhance the self-image of the peons on campus Problem Saroj observed that the peons appointed in the college for maintaining its cleanliness did not have a feeling of love and responsibility towards their work. They considered their work inferior to those around them and one with no importance. They felt belittled, when asked to do this work, and hence the college campus remained dirty. Saroj felt that an intervention was necessary.

keep their classrooms. This has created a more positive environment in the campus. The peons are happier and do not feel undervalued as they used to before.

Action Research Projects

â&#x20AC;&#x153;The most heartening part was to see the first generation English speakers making an attempt to write their books with details and rigour. The biggest joy that a teacher can receive is to see her students becoming inquisitive and independent learners, and I am thankful to have been a

To evaluate the impact of new strategies and interventions for improving English language skills of students

part of their incredible experience.â&#x20AC;? - Nirupama Kaushik

Abstract 1

Abstract 2 Problem During her career as a Primary school teacher, Sharan saw many students come, learn the ropes and climb the ladder of success. She also saw in the crowd, some students struggling to read and cope. They almost cringed in the class when the teacher met their eye, afraid of the task of reading. Sharan observed they were always trying to hide or making themselves invisible and were suffering from low self-esteem. This struggle for dyslexic students was very disturbing for Sharan who could actually feel their pain and discomfort.

Intervention Sharan took some simple steps as part of her intervention - using multi-sensory approach,

Fatima Natheera Pushpalata British International School, Chennai

repeating instructions often, incorporating short breaks, giving handouts, using flash cards, printing black text on yellow background. Reading exercises were shared with parents for additional practice at home. She administered formal assessment tools to confirm the starting point and to measure the impact of her interventions.

Outcome Evaluation of reading results was done by pre-tests and post-tests. A comparison of the scores was done Ghansharan Dhillon, Kamla High School Mumbai

How to improve reading proficiency of the students with dyslexia? 38

on different parameters like sight words, intonation, fluency and clarity. Qualitative feedback was taken

How to help students of Upper Kindergarten to speak, read and write in English intelligibly using CLIL pedagogy?

Problem Fatima saw that her students, except for those who came from countries where English was the first language, were not able to express themselves freely in English. They were also not able to analyse, comprehend and interpret information. She figured that the main problem lay in the educational system itself which does not require analysis, comprehension and interpretation but only memorisation. “Can I make my Upper Kindergarten children speak, read and write in English as proficiently as children with English

from peer teachers, learners and parents on the

as their mother tongue?’’ was the basic question that

intervention as a whole and the effect it had on

Fatima wanted to seek an answer for.

students’ learning. Their written and oral observations taken as indicators of the success of the intervention served the purpose of triangulation.

Other action research questions that were examined under this overarching theme Intervention

Outcome

Fatima implemented the new pedagogy at all four

Fatima used periodic assessments, both written and

levels – listening, speaking, reading and writing. She

oral, and took feedback from subject teachers on

introduced the students to a course of phonic

students’ performance in other subjects. Students

reading through Jolly Phonics using audio CDs and

responded to the pedagogy very positively and within

flash cards. They were taught every single alphabet

a month into the research, positive results were

sound (short vowels, long vowels, consonants,

evident. Before this programme, students did not know

digraphs and blends) until they were able to identify

how to communicate a single sentence in English. In

it. The students were given sets of Orient Black Swan

due course, they began to respond in English slowly,

Little Reader, Jolly Phonics reading books and

but with precision and took utmost care not to make

Cambridge Story books for Stage I for their reading

mistakes. Their descriptive skills improved and their

periods. Writing was introduced first as a completion

newfound skill gave them the motivation to learn more.

task, then guided task and finally own writing. For

They also started explaining known phenomena of

speaking, Fatima used kinaesthetic methodology to

Science and Maths in English, something that wasn’t

help students distinguish different tone of voice.

seen with children of the same grade in other schools.

How to improve students’ written communication skills? Amrita Chatterjee Meridian School Madhapur, Hyderabad Asmita Desai Shri A V Jasani Vidyamandir, Rajkot Karishma Rai Carmel High School Basaveshwaranagar, Bangalore Nirupama Kaushik Army Public School, Bangalore Sujatha Kannan The Little Kingdom Senior School, Theni

How to improve communication and spoken English skills of students from non-English speaking backgrounds? Fauzia Ansari Anjuman-I-Islam’s Begum Sharifa Kalsekar Girls’ English High School, Mumbai Rita Pandit Shri Lalbahadur Shastri Vidyalaya, Rajkot Praful Abhani Murlidhar High School, Rajkot Praveena Jayakumar Vels Vidyashram, Chennai Abhilasha Singh Rising Sun Public School, Karnal Chitra Parikh Bachpan Pre-Primary and Primary School Surendranagar

Other action research questions that were examined under this overarching theme How to inculcate reading habit and improve proficiency of children? Grance Noronha Gonzaga School, Mangalore Suganya Devi Mahatma Montessori CBSE School, Madurai Uma Sankaranarayanan Chinmaya Vidyalaya, Chennai Vinoda Harikrishna Rao Carmel High School, Bangalore

How to use spellings technique to improve English language skills? K Lakshmi Perunthalaivar Kamarajar Government Girls Higher Secondary School, Ambattur

How to use visual, auditory and kinaesthetic activities for teaching English literature effectively?

How to enhance English diction and oratorial skills of students at primary level? Sonali Ghosh New Era Secondary School, Vadodara

Deepak Kulkarni National English School, Mumbai

that the multiple intelligence theory can be used to motivate and inspire students and provide variety in how we present information. Through it I have discovered

To measure the effectiveness of an enrichment programme to improve English comprehension skills of students

different ways of personalizing instruction

Girija TC Vidyadhiraja High School, Mumbai

- Sonal Verma

How to improve the skill of report writing among the Students of Class 11? Virendra Punjani Shree P&T V Sheth High School, Rajkot

Meenakshi Nagaraj Hari Shree Vidyalayam, Chennai

How to use games and activities to develop studentsâ&#x20AC;&#x2122; language skills?

As a result of my work, I believe

Evaluating the impact of strategies to enhance self-expression through vocabulary Yasmin Hingora Pragnya Bodhini School, Mumbai

to help make children strong readers, writers, thinkers, mathematicians, artists, musicians, scientists, and historians.

Action Research Projects

â&#x20AC;&#x153;I encourage all teachers to consider this form of learning in their classes as a possibility for themselves, as a transformative and empowering means of putting learning back into your practice. Action research offers a means by which you can make changes now, for yourself and for those with

To evaluate the impact of using innovative techniques for Science and Maths lessons

whom you collaborate. The little changes you as an individual make today may well prove to be instrumental in changing tomorrow for all of us.â&#x20AC;? - Vidya Pakkala

Abstract 3

Abstract 4 Problem Nalini observed that students found Chemistry very abstract and not related to any real life situation. Teaching by using only chalk and board was not helping certain students who were inattentive. Nalini had received feedback from parents earlier that their wards enjoyed the puzzle activity related to symbols of elements. Further, Nalini was fascinated about International Baccalaureate’s Primary Year’s Programme (PYP) which views science as the exploration of behaviour and the inter-relationship among the natural, physical and material worlds using the rational process of scientific enquiry. That was her starting point.

Intervention Several activities were designed to cover all the students according to their interest and willingness. With the diversity of activities and freedom provided to students to join any group, every student had the opportunity to participate or opine on any initiative or

Nalini Iyer Anand Vidya Vihar, Vadodara

activity. Nalini”s interventions included KWL (K-What I know, W-What I want to know, L-what I learnt) chart,

Shamitha Machado Lourdes Central School, Mangalore

use of play cards, jigsaw puzzles and role plays.

How to develop students’ interest in Chemistry?

Outcome Doing hands-on activities with students not only resulted in improvement in scholastic areas but also in co-scholastic areas which are considered to be a very important part of CBSE curriculum. Even staff members of other department got an opportunity to integrate their subjects with Chemistry by way of several activities. One student from Class10 participated in the Shell Junior Science Scholarship Programme and won Zonal level scholarship award performing exceptionally well in Chemistry. According to the school librarian,

Evaluating the effectiveness of using the Metric Measures Table instead of the traditional method for teaching conversions

Problem Shamitha observed that as the curriculum moves from simple to complex, students fail to make use of their skills in converting the measures using the basic facts. In Class 3, the problems are simple and follow a similar pattern. Hence majority of the class is able to solve the problems without any difficulty. As the students move to Class 4 and Class 5, the difficulty level of the problems increases, and they are unable to apply the basic facts in an appropriate way to solve problems. Shamitha decided to try an alternate

students had begun showing more interest in reading

strategy by using the Metric Measures Table (place

science related articles regularly. There has also been

value of measures) instead of the traditional method.

a marked improvement in the exam results. 47

Other action research questions that were examined under this overarching theme

Intervention Shamitha selected ten students of Class 4 for her action research and introduced the Metric Measures Table to them. From the previous knowledge, students

How to use play method to help students learn mathematical formulae?

knew about the basic units of measure of length,

Dimple Keswani, Sri Venkateshwar International School, Sector 18 Dwarka, Delhi

mass and capacity. Initially the students were taught about the higher and lower units of measure, and

Evaluating the impact of activity based learning for Geometry lessons

placing them in an order. While converting from one

Atul Vyas, Murlidhar High School, Rajkot

unit to another, students had to place the digits of the number in the table to get the final answer.

Evaluating the use of experiential learning techniques for teaching science to primary students

Outcome

Renu Dimri, Delhi Public School, Bangalore North

The new method had several advantages. It was less time consuming and students were able to find the answer in a single step. They did not have to memorise various rules for different types of conversion. This method could help the high achievers of the class to solve the problems mentally. and can help the students in answering competitive exams. Since a single rule is used for all types of conversion, students will be able to solve the problems related to the same concept in higher class. This method has made the students have

Evaluating the impact of multiple intelligences approach for Science lessons Renuka Chander, Sri Venkateshwar International School, Sector 18 Dwarka, Delhi Sonal Verma, Navrachana Vidyani Vidyalaya, Vadodara

What is the impact of using cooperative learning technique for Science?* Geetika Saluja, St. Kabir School, Naranpura, Ahmedabad

think logically and has reduced the fear and stress

Evaluating the impact of using diagnostic formative assessments for Maths lessons

among students regarding the topic. It made Shamitha

Revathy Parameswaran, PS Senior Secondary School, Chennai

a broader view about the concept. It has made them

think from the studentsâ&#x20AC;&#x2122; point of view and gave her an opportunity to understand the difficulties faced by the students.

Evaluating the impact of using innovative strategy for developing higher order thinking skills of students in Maths Savithri Srinivasan, GEAR Innovative International School, Bangalore

GTA taught me to be more systematic in our way of work and explore more to make my teaching an effective one and fruitful for the learners.

* Received Commendation

- Dimple Keswani 48

Action Research Projects

â&#x20AC;&#x153;I understood that learning is a developmental process that takes time and hard work. If teachers view themselves as agents of change, responsible for improving teaching and learning in their schools teachers must constantly revise their practice and experiment with new ideas, receive feedbacks and work with other to bring about positive changes in education.â&#x20AC;?

To evaluate the impact of new strategies and interventions for improving Life Skills and Citizenship

- Praveena Jayakumar

Abstract 5

Abstract 6 Problem Rajesh had lived in a coal mining locality and knew the challenges of living in polluted environment. When he moved to Bhopal and started teaching he realised the situation in Bhopal was not significantly better and there was need to help students understand the importance of sustainable living. Rajesh was also inspired by his partner school Orniston Park Academy, Thurrock, UK whose approach to teaching was to give opportunity to young people to conduct independent research as a way of learning a subject.

Intervention Rajesh as an experienced head got his teachers and senior faculty together and got their buy in. He then

Kanan Jagaseth St. Kabir School, Ahmedabad

worked with them to divide the class into groups and gave them areas within the broad theme of Carbon Footprint and sustainability. The students were encouraged to work in their area of strength

Rajesh Tiwari Government Subhash School for Excellence, Bhopal

such as data analysis, investigation, desk research etc. They then collaborated to create a PowerPoint presentation report which they presented to their

Evaluating of the Impact of independent research methodology for improving studentsâ&#x20AC;&#x2122; understanding of climate change issue

partner school.

Evaluating the impact of films on development of citizenship values among students

Intervention Kanan chose three very exciting films, Hi-Fives, The Little Terrorist and Man of the Match that had a clear, interesting storyline and simple message for young people. She divided her students into two groups and scheduled guided viewing with experimental group. She then took careful feedback from the students, their parents and teachers to ascertain whether it had any impact on their behaviour.

Outcome Students became independent thinkers confident about communicating their ideas to their peers. They engaged a lot more with the subject being taught because they read online as well as offline far more widely on the topics than they would have otherwise done. They also collaborated well to create a common presentation. The teachers also learnt the power of facilitation through the intervention and re-examined their role in the process.

Problem

Outcome

Kanan works as a Counsellor at her school. She looks

Kanan found that there was significant impact on the

upon herself as someone who can shape the learning

students as reported by their teachers and parents.

process of students. She very strongly believes that

The students themselves found it a very interesting

regular exposure to value based films and stories can

and engaging exercise and were very excited to be

make a positive and enduring impact on the thoughts,

a part of the programme. â&#x20AC;&#x153;If students like a lesson in

actions and values upheld by the students.

value education and find it interesting, there is definite and deep learning of skills for building relationships, taking responsibility, sharing and caring.â&#x20AC;?

Abstract 7

Other action research questions that were examined under this overarching theme Problem Vijayalakshmi designed a series of activities that her students could engage in during English lessons and content from the CBSE main course book and

A study of the reasons why students are attracted to junk food and strategies to wean them from such food

encouraged students to express themselves through

Laxmi Prakash, Kendriya Vidyalaya Gole Market, Delhi

in other curricular areas. She used the topics and

different mediums of communication like, role play, PowerPoint presentation, performance, advocacy campaign or self-reflection journal. She took feedback from other teachers on the students’ progress and also checked their retention rate between Class 10 and 11 to measure the impact of her intervention.

Intervention Vijayalakshmi designed a series of activities that her students could engage in during English lessons and in other curricular areas. The used the topics and content of the CBSE main course book and encouraged students to express themselves on

U Vijayalakshmi Kendriya Vidyalaya No. 1 Uppal, Hyderabad

To evaluate the impact of an interdisciplinary approach for teaching life skills

Intervention to sensitise students about the environment through action plan for sustainable development Tarka Tokekar, Centre Point School Wardhaman Nagar, Nagpur

Evaluating the impact of the Active Learning Method for teaching Environmental Science* Lea Furtado, Holy Rosary Convent High School, Goa

Evaluating the impact of using innovative methods to sensitise students to the environment problems Hemashree Deka, The Assam Valley School, Balipara

communication be they role play, PowerPoint

A study of the common attitudes and practices related to road safety and impact of intervention on attitudinal changes

presentation, performances or advocacy campaigns

Rakhi Verma, Ryan International School, Faridabad

different occasion through different mediums of

and self-reflection journals. She took feedback from checked their schools retention rate between

Evaluating the impact of a life skills programme focusing on healthy food habits and exercising regime

Class 10 and 11 as a measure of her success.

Reena Jain, Sushila Birla Girls’ School, Kolkata

Outcome

Evaluating the effectiveness of strategies for encouraging positive values related to personal and social well-being

other teachers on the students’ progress and also

She found that the approach had a significant positive impact on the young pupils. They became more

Sangita Christopher, OP Jindal School, Raigarh

structured and confident in their approach to communication and learnt to use management tools such as SWOT analysis effectively. Most significantly, a large number of students who’d have dropped out of

* Received Commendation

school decided to stay back. This high retention rate was because the students found her intervention interesting and impactful. 55

Action Research Projects

â&#x20AC;&#x153;As a result of my work, I believe that the multiple intelligence theory can be used to motivate and inspire students and

To evaluate the impact of collaborative learning techniques

provide variety in how we present information. Through it I have discovered different ways of personalizing instruction to help make children strong readers, writers, thinkers, mathematicians, artists, musicians, scientists, and historians.â&#x20AC;? - Sonal Verma

Abstract 8

Abstract 9 Intervention The focus of Poonamâ&#x20AC;&#x2122;s action research was to develop and confirm the effectiveness of a methodology which inculcated interest for History so that a) the students would not fear it and b) their perception that history is about dead past and has no use could be changed. She decided to try out the method of peer coaching. Poonam conducted a pre-test after teaching the first chapter and found the results disappointing. The next month she paired the students and instructed them to take up responsibility to peer-teach and prepare the next chapter for presentation to the rest of the class. A post-test was conducted and results were amazing. After that the

Poonam Singh Genesis Global School, Noida

students were put in groups of five and assigned

Will active cooperation help the learners to perform better in History lessons?

Outcome

different topics to research and present.

Poonam found that every group was very enthusiastic and there was 100 percent participation of all the students. Every group prepared a PowerPoint and a questionnaire. This method encouraged the students to do research and be independent and confident. This training was a revelation for Poonam as it not only opened a window of opportunity for her to teach in a more exciting and innovative manner, but also for the

Problem

students. It improved their performance dramatically

Poonam observed that the traditional methods of

by enhancing their confidence and leadership

teaching History involving lectures and discussions

qualities simultaneously.

are not adequate to hold the interest of students for long. As a result students consider history as a burden and do not take it up as a subject of their choice. And they resort to rote learning and do not

Seema Jerath DLF Public School, Ghaziabad

Impact of individual strategies and TEAM approach for building the capacity of low achievers

Problem Around eight years back when Seema and her team started working with the low achievers, those children, about four to six in every class were sent to the Counsellor. Parents were counselled about teaching them and remedial classes were given. But only some students were benefitted. Then Seema realised that although everyone was doing his bit, they were all working in isolation. There was a need to create a conducive and supportive environment

fare too well in the assessment, which further

where all the stakeholders work as a team and iron

alienates them from the subject. Poonam felt a dire

out the learning hiccups. Seemaâ&#x20AC;&#x2122;s action research is

need to change the teaching methodology in order

about evaluating the effectiveness of this strategy.

for the students to take up this subject willingly and in larger numbers. 58

Other action research questions that were examined under this overarching theme Intervention Seema selected 25 learners from Class 6 as her sample size to implement the TEAM model initially. She chose the approach of doing case study analysis of the individual learners and plan learning strategies to suit each individual’s difficult areas. Of these students there was one identified case of learning

How can mixed gender pairing be used for improving English language skills in boys and Maths skills in girls?*

disability and one student with Cerebral Palsy. They developed specific educational plans for these two learners. Anecdotal records of the learners were

Rashmi Vij Police DAV Public School, Jalandhar

maintained by the teachers who ‘adopted’ them after consultation with the counsellor and weekly reviews were conducted to review progress. Remedial sessions along with home orientation programme completed the intervention cycle.

Outcome The results of the innovation have been quite

Evaluating the impact of collaborative learning techniques for developing Higher Order Thinking Skills among students* Vandana Lulla Podar World School, Mumbai

encouraging. In tangible terms, the subjects of Hindi and General Knowledge had 100% improvement. The improvement in English and Computers ranged between 80-85%. Science and Social Science had an improvement percentage of 65-75%. However, Maths showed marginal improvement. This was due to teachers’ low level of commitment and engagement primarily. Seema found that once the co-scholastic domain was taken care of by encouraging students to

Can a co-relation be established between group learning and achievement involving high achievers and slow learners of Class 9 and 10? Vidya Pakkala Mount Carmel Central School, Mangalore

be more participative, assigning them responsibilities, working on their communication abilities, there was a parallel improvement in their scholastic domain as well. Importantly, after they identified the learning style of each individual child and modified the teaching accordingly, the student could understand and respond better.

Evaluating the impact of activity aided group learning to promote effective classroom participation Rajasree VR BGS National Public School, Mangalore

* Received Commendation 60

Action Research Projects

“The experience was professionally very satisfying for me and the seven science teachers with whom I worked .The effort put by the teachers in planning activities is praiseworthy. The positive feedback of

To evaluate the impact of innovative strategies for teachers’ professional development

the students, parents and teachers demonstrates that each one has enjoyed and gained from the learning process.” - Renu Dhimri

Abstract 10 Intervention Teachers worked as a team with Sonal to come up with a framework to conduct detailed classroom observation and offer constructive feedback.

I strongly believe that educators will benefit from initiating similar action research projects in their

Cognitive Approach and in-classroom observation

own institutions not only to learn more

model were used, supported by pre and post

about what the learners actually use,

Observation Conferences and a Class Observation

but also to make appropriate decisions

Checklist. To evaluate the impact of Peer Coaching on classroom teaching-learning in terms of student achievement, pre and post teaching test was given

involving student development. - Fauzia Ansari

to students in two different sections of the same grade. One of these sections acted as the control group while the other section was the experimental group. Alongside sharing their experience and learning through verbal interviews while coaching and observing each others’ classes, the participating teachers also submitted written feedback of their experience.

Outcome Test scores coupled with feedback from teachers

Sonal Singh Nehru World School, Ghaziabad

who participated in the Peer Coaching initiative reflected an improvement in overall academic

Evaluating the impact of Peer Observation and Coaching Framework on the improvement of teaching-learning practices 64

achievement among students whose teacher had Problem

observed another colleague’s lesson and participated

An important area of Sonal’s work revolves around

in the pre and post Observation Conferences.

teacher training and development and she has been

Teachers’ comments and feedback suggested that

interested in exploring the benefits of peer

participating teachers used more strategies, made

observation, coaching and learning. Sonal wanted to

alterations to their lesson plans and reflected on their

try various ways in which observation, feedback and

teaching styles more than they did earlier. Finally, as

coaching could be used to help teachers develop

evidenced by their written comments, participants

their skills further to make teaching-learning more

rated components of the Peer Observation and

effective. She was in the process of developing a

Coaching Framework positively.

system for detailed peer classroom observation, constructive feedback mechanism and ongoing support and coaching, so the action research was well-timed.

Abstract 11 Intervention Arunabh held a briefing for the teachers about the action research and informed them that this was pilot programme and if they saw positive results, they would extend the programme to more teachers. Fifteen teachers identified for the project were allotted a monthly budget for training and resources

Evaluating the impact of providing teachers the option of choosing their own professional development routes

for themselves. They could spend the money in any manner they wanted and eventually submit the invoices to the school. If they did not spend the money they would forfeit it at the end of the academic year and no questions would be asked.

There are lot of unconscious assumptions we have as we work in our field, itâ&#x20AC;&#x2122;s very important to test it out

Problem Arunabh had been interested in analysing how

- Kiran Angane

programmes impact teacher development and if they actually increase teacherâ&#x20AC;&#x2122;s effectiveness in the classroom over a sustained period of time. While

Outcome

attending training sessions as a participant, Arunabh

Arunabh conducted a questionnaire survey with

had often heard teachers citing their reasons for

teachers who had been given freedom to choose

being on the training programme. These ranged from

their own CPD courses/teaching aids, the results

getting a day out of classroom to being forced by the

were even better than expected. Twelve out of fifteen

school management to attend them. Using action

teachers in the experimental group utilised all the

research, Arunabh wanted to validate his belief that if

money allotted to them. In the experimental group

teachers are allowed to make their own CPD choices,

teachers divided their spending between acquiring

they would benefit more from trainings and

new qualifications, buying books and online

resources. A research with a similar intent in

subscriptions, enrolling for professional courses and

Netherlands had also found that teachersâ&#x20AC;&#x2122; sense of

buying laptops and other equipment. For Arunabh,

self-efficacy appeared to be the most important

the key finding was that teachers do engage

motivational factor for explaining teacher learning

themselves in their learning if given a choice in their

and teaching practices.

own learning and that they are are motivated to acquire ICT skills and use them in their classrooms.

Evaluating the impact of a professional development programme to empower teachers to impart sexuality education with confidence and sensitivity* Kiran Angane Muktangan, Mumbai

and check the results.

Continuous Professional Development (CPD)

Arunabh Singh Nehru World School, Ghaziabad

Other action research questions that were examined under this overarching theme

Evaluating the impact of the intervention for capacity building of academic coordinators for integrating constructivism and active learning in the existing syllabus to meet the National Curriculum Framework guidelines Sapna Purandare Muktangan, Mumbai

* Received Commendation

Action Research Projects

â&#x20AC;&#x153;Owing to the project, I am now more

To evaluate the impact of technology enabled learning

competent with the use of technology in my classroom. For this, I am indebted to my school colleagues who offered me training despite their busy schedules. The hours of work I have put in to equip myself with computer and data analysis skills, has also improved my research skills.â&#x20AC;? - Meenakshi Nagaraj

Abstract 12

Abstract 13 Problem

Problem

Sunil, a motivated Science teacher, had reached a

Priti is a Computer Science teacher and hence always

plateau, with his studentsâ&#x20AC;&#x2122; scores not improving

been interested in all things technology. She was

beyond a point. He wanted to investigate whether that

interested to explore if reinforcement of learning

was because of lack of understanding by students or

using audio visual aids and computer aided learning

use of ineffective teaching methodology. He wondered

improved the learning outcome of slower learners

whether the new technique of using commercial

and engaged them effectively. She wanted to

games with a learning framework that he had just

investigate which medium worked best and the

practised under the British Council Unbox 21 project

degree of the impact.

(using commercial digital games in curriculum) would do the trick for his students.

Intervention Priti worked with other teachers and selected a topic

Intervention

to teach the students. She isolated the students who

Since students seemed to be more attracted towards

seemed to be struggling under normal chalk and talk

video games and gizmos like mobile phones, gaming

instruction and then created ICT aided lessons for

consoles, etc. Sunil decided to convert these

them to work alongside their regular lessons. She then

threats into opportunities and use computer games

observed whether these students indeed improved

to teach Newtonâ&#x20AC;&#x2122;s Laws of Motion and assess the

and moved forward or continued to struggle.

learning outcomes of students who did this through

Sunil Patel Pragnya Bodhini High School, Mumbai

use of games and those without the benefit of

Impact of using commercial digital games to create interest among students for learning physical quantity force

Outcome

the intervention.

She found that students responded best to interactive animations of the lesson and this also created

Sunil found that learning through commercial games

Priti Ojha Mira Model School, Delhi

reflected this achievement. Collaborative work and co-operative learning created team spirit and gave the students confidence. It was also a social activity where they worked together in teams and enhanced their social skills.

strongly that students engaged more when they had the option of using ICT driven input and took greater

energised the classroom atmosphere and made the students more receptive. The worksheets scores

significant positive impact on their learning. She felt

To evaluate the impact of Information Communication Technology for low performers in class

ownership of their learning. She found that they rarely forgot their equipment, often took home the lessons on their own pen drives and were able to repeat the lessons as many times as they wished at their own pace. The personalised input helped them make great progress.

Other action research questions that were examined under this overarching theme My expectation was for people

Evaluating the impact of technology enabled education on students’ learning Jones Shayne Stanton Sharda English Academy, Surat

to spend wisely on trainings directly related to their work, pursue a hobby or buy resources they would not have spent on from their salaries. This way their participation in their learning was expected to be much more than being

Evaluating the impact of technology enabled learning on different types of learners - visual, auditory and kinaesthetic

forced to be on a programme they didn’t

Nilanjana Chakraborty Sushila Birla Girls’ School, Kolkata

their effectiveness in the classroom

How can learning of Computer Programming (Java) be turned into a delightful experience for students?* Suma Paul Rajagiri Public School CBSE, Kalamassery, Kerala

* Received Commendation

want to be on. In the long run I hoped they would look forward to new learning opportunities and resources to improve and their self- image as well. - Arunabh Singh

Action Research Projects Other Success Stories â&#x20AC;&#x153; It is my belief are that all children can learn. It is my responsibility as their teacher to discover their different learning styles, differentiate lessons and activities to fit them, and scaffold learning to give them the knowledge and confidence to succeed on their own.â&#x20AC;? - Grace Noronha

Abstract 14

Abstract 15 Problem Kishor, from his long experience in school, observed that a major problem preventing students from achieving high scores in the classroom was the large number of factors that distracted them from focussing on the subject being taught. This seemed particularly acute in Mathematics where students seemed to lag the most and found the hardest to focus. For the purpose of this action research he decided to investigate how he might help his students fight distraction.

Intervention Kishor took his students, teachers and parents on board and tested the studentsâ&#x20AC;&#x2122; distraction level Kishore Pillai RIMS International School, Mumbai

through a distraction checklist toolkit. He asked his students to peer-review and suggest strategies for managing these distractions. The strategies ranged

Evaluating the impact of new methods devised for identifying the reasons why learners are easily distracted during lessons and applying appropriate learning strategies to tackle the problems 76

from yoga and meditation to brain gym exercises.

Outcome

Rashmi Srivastava KIIT World School, Delhi

The concentration level of students improved significantly as a result of the intervention and they were able to focus and score better. More importantly, there was a drop in the incidences of distractive behaviour and an improvement of learning environment. Students were able to manage their behaviour with a deeper understanding of the factors affecting them.

Evaluating the effectiveness of newspaper reading for developing thinking skills and communication skills

Problem As the International Activity Coordinator, Rashmi felt that her students needed to develop fluency in verbal and written communication as well as develop their thinking skills. They seemed to be focused on gaining bookish knowledge. Rashmi wanted to create learning situations which induce thinking and expression while connecting them with global issues. Since majority of the students came from a background where they did not have good language exposure and opportunity for expression, there was a need to cultivate a habit of good reading on a daily basis which would eventually pave way for initiating better thinking skills and more effective communication skills.

Abstract 16

As a result of my work, I believe that the multiple intelligence theory can be used to motivate and inspire students and provide variety in how we present information. Through it I have discovered different ways of personalizing instruction

How to meet the needs of gifted children in a regular class?

to help make children strong readers, writers, thinkers, mathematicians, artists, musicians, scientists, and historians.” - Sonal Verma

Problem Intervention

Outcome

Rashmi adopted a new approach for using

The students actively participated throughout the

newspapers in her class and focused on various

process. Rashmi does not want to claim that they

engaging activities and competitions where

have become proficient speakers with analytical

newspaper reading became a means for honing the

minds in six months, which was never her target in

desired skills. She was able to integrate it into the

any case, but they have shown a substantial

curriculum as NPRA (News Paper Reading Activities),

inclination towards reading. One big success for

for example, English comprehension passages were

Rashmi was that she was able to plan her lessons

taken from the newspaper and formative assessments

around Newspaper Reading, so whatever topic they

through extempore and discussions were also based

were studying they could relate it to some recent

on current issues. Students were graded fortnightly

event. For Rashmi the best part was that her

with the help of various carefully designed activities

headteacher was so convinced about the strategy

which gave them a platform for sharing their own

that she suggested all staff members to weave their

views and learn to communicate them effectively.

lessons around current happenings. The newspaper

Questionnaires were given to students to gauge the

subscription has increased from 350 to 1500. Rashmi

depth of understanding about the topics. Students’

has also shared her work with her UK partner school

feedback was also recorded regularly to make them

Waid Academy, Scotland and will be discussing it

partners in the learning process.

further during their next visit.

In a heterogeneous set up, Kaveri has observed that taking the ‘middle course’ may be an easier approach but the learning needs of the extremes suffer. While teachers take conscious efforts to meet the needs of the ‘slow learners’, very often in a regular classroom they fail to address the needs of the ‘gifted’ and advanced learners who look for a more challenging learning experience. At the annual result analysis meeting, Kaveri was surprised to find that of all the students in her class, the group which probably learnt the least was that which had a range of abilities and comprised of students who were actually considered the most able by all teachers including herself. At that instance she felt she needed to modify or Kaveri Padmanabhan, Vana Vani Matriculation Higher Secondary School, Chennai

‘differentiate’ instruction in response to the varying demands of the students in a classroom.

Abstract 17 Intervention Kaveri designed a programme with enhanced or differential curriculum for identified ‘gifted’ students of a section of Class 12 and created a learning environment in which the students could fully develop their abilities and interests without losing their sense of membership as part of the class. These students were assigned topics for independent learning and were assigned the role of mentors with five mentees assigned to each mentor. The group

Evaluating the impact of Quality Circle time on the self-esteem of the Muktangan teacher trainees

had to sit together and engage in teaching-learning and the mentees were assessed for their learning through short written tests in each subject. Kaveri worked with the class teacher and the Maths teacher, who were her co-workers in the project.

Outcome The ‘gifted’ students got a thorough understanding of the concepts and found the enhanced learning very useful. They felt responsible for the performance of the mentees and learnt to work together with them despite very often being forced to slow down their

Problem

pace of working. Without exception, all mentees

Amee is responsible for the in-service teacher

benefited out of this mentorship activity as

education programme at Muktangan, a charitable,

demonstrated by their test scores. They learned the

non-government organisation in Mumbai that seeks

concept/subject more easily when taught by a peer

to offer a sustainable model of quality education at

as they were able to ask questions and get clarifications

an affordable cost for the economically deprived

more easily. With improved scores their confidence

sections of the society. Amee’s role involves

grew. There was a visible bonding between the

documentation and implementation of the training

mentoring students and those mentored.

modules and mentoring five trainees. The trainees belong to economically deprived sections of the society, and they face multiple issues like financial, personal (alcoholic husbands) and even class room issues like handling children, issues with the other Amee Mehta Muktangan, Mumbai

teachers in the classrooms etc. As a result of which, the quality of teaching suffers.

Other action research questions that were examined under this overarching theme Intervention The main focus for Amee was to test a strategy that would help in improving trainee’s self-esteem as well

Validating the relationship between teachers’ commitment and students’ connectedness with the school

as participation in classroom. For this Amee picked Quality Circle Time as the subject of her action research. It is envisaged that during Quality Circle teachers will be able to freely express their feelings

T Sudha Delhi Public School Nacharam, Secunderabad

and may strategise some of the solutions for their problems. Using Rosenberg self-esteem test, Amee

of the Quality Circle Time sessions. Five sessions were conducted after which a post-test was

Benny Joseph Jawahar Navodaya Vidyalaya, Idukki, Kerala

Impact of classroom practices of Face to Faith curriculum on students’ learning

Evaluating the impact of interventions for under-performing students with low IQ and from economically challenged backgrounds

Sandhya Kakkar Bal Bharati School Dwarka, Delhi

Paramita Chaudhuri Shri Shikshayatan School, Kolkata

Evaluating the impact of new strategies for tackling behavioural problems of students

Evaluating the efficacy of techniques to enhance the knowledge of current affairs amongst the students

Deepti Malhotra Modern Public School, Shalimar Bagh, Delhi

Preeti Sharma DAV Public School, Pitampura, Delhi

Evaluating the impact of techniques for transforming students from being compulsive talkers to active listeners

Getting an insight into the decision making skills of students for choosing optional subjects after class 8 in an ICSE school

carried out a pre-test for the trainees and followed it up with personal interviews to customise the design

Evaluating the impact of community project on students’ learning

administered. Amee also used peer feedback and sought feedback from the department faculty who also observed the trainees regularly in classrooms.

Outcome The new session plans for Quality Circle Time have had a significant impact on improving the self-esteem of the trainees and helping them reflect on their development needs. Amee plans to share the sessions with the headteachers of the Muktangan schools for them to work with their teachers. Next year, Muktangan will have a separate department for socio-emotional well-being with Circle Time as an integral part and these sessions will be therefore, conducted with 120 new trainees which will indirectly impact 4800 students, 360 teachers and their families.

“The next step that I have taken is training the teachers to do research. If every teacher takes up a topic and implements action research with her students using one innovative activity, and then share the learning/findings with her colleagues, how many innovative activities would the teaching community gain!” - Ambi Narayani

Arundhoti Roy Choudhury Kendriya Vidyalaya Ballygunge, Kolkata

Evaluating the impact of using multiple intelligences approach for kindergarten students Deepa Garg New Era Senior Secondary School, Vadodara

Satwant Palekar City International School, Mumbai

To evaluate the impact of frequent change of schools on students whose parents have transferable jobs Srinivasan Krishnasamy Kendriya Vidyalaya No.2 Tambaram, Kerala

Journeys on the Action Research Path

Excerpts from Personal Reflection Statements

The action research project has helped in my professional development. The reading resources were quite helpful to understand the broader perspective of action research project. I was able to gain new understanding about the area in which I wanted to bring in some improvement. This project has influenced not only the grade level I am working with but also the entire school community. I could get positive feedback from the other teachers as well as from the higher authorities. I have shared my learning and my project findings with my colleagues and we all feel confident that something new can be implemented within the school curriculum. As a coordinator of the school I am very positive towards bringing in new changes and through this project, I was able to do so. The focus was always students’ learning and we were able to achieve it together.

Evelyn Jones Fountainhead School, Surat The entire journey of completing the action research This action research has reaffirmed my belief that a

project has been an exhilarating and satisfying

broad spectrum of students and perhaps the society

experience. The project was relevant and challenging

as a whole would be better served if concepts could

because it was designed to improve students’

be presented in a number of ways and learning could

This 8-9 month journey was a learning opportunity

comprehension and oratorical skills. This would not

be assessed through a variety of means. I am

and life time experience for me as a science teacher.

only help them in the present context but also in the

convinced that students’ minds are like doors with

My colleagues and I always wanted to try something

future, providing them a global edge. At the end of this

locks, which when opened, enable them to access the

different in our classrooms which could make science

satisfying journey there are few poignant moments

unlimited knowledge. The teacher’s job is to figure out

really exciting for students. The two topics which we

which stand out and one them being the way the

which key to use to open them so that the students

did using the new approach could do that. Students

toddlers were discussing and proudly strutting saying,

are able to connect meaningfully with the curriculum. I

use to wait for their science classes with an

“I am a part of the workshop’. The feedback given by

see growth within myself. Many of the student needs

anticipation to know what next they would do. The

the parents was that the children were greatly enthused

were also meet through this action research. Their

experience was professionally very satisfying for me

by the entire exercise and some of the children would

intellectual needs were met as they were constantly

and the seven science teachers with whom I worked.

in fact go home and teach the right pronunciation to

being challenged and they were frequently exercising

The positive feedback of the students, parents and

their parents. The class teachers also were unanimous

their creativity. At the same time their emotional needs

teachers highlights that everyone has enjoyed and

in the conclusion that the workshop has done a world

were met through working closely with peers.

gained from the learning process.

of good to the confidence and ability of the children.

Deepa Garg

Renu Dimri

Sonali Ghosh

New Era Senior Secondary School, Vadodara

Delhi Public School, Bangalore North

New Era Senior Secondary School, Vadodara

My action research has afforded me some insights into

Being informed that I was selected for Global Teacher

successful reading and reading comprehension

Accreditation project was a proud moment but I was

strategies which I will apply to my daily teaching in the

clueless as to what I was expected to do. A recurring

future. I believe that teachers have a role to play in the

thought that kept coming back to me from various

development of reading and reading comprehension

quarters was, “what will you gain from this exercise?”

skills of their students. This project provides evidence

What I have gained is experience. I have gained

to support this belief.

knowledge. I have learnt time management. I have

My confidence to help students has increased as a result of conducting this action research. With my new focus on the importance of encouraging all

It was not a smooth sailing journey initially. There were

The comparison and tracking of scores was a

a lot of challenges and hiccups but I took them as

continuous process in my action research. Thanks to

teething problems and geared myself to face all of

that I was able to spot that some of my students did

them confidently. Since the school parents have very

not show positive learning attainment. I was worried.

basic literacy skills, it was a slightly difficult task to

So I started to ask questions about my teaching

convince and gain consent from the parents for this

methodology and look for causes. It gave me a

research. They thought their children would be put to

chance to examine my teaching style and explore new

some extra test and evaluation. But they were finally

activities which helped me to provide my students

convinced when they were explained the objectives of

with a better learning experience. It is not often that I

the action research. My next hurdle was developing

ask myself questions like if I could do things better or

appropriate tools, questionnaires and observation

differently. To be honest, I never had the opportunity

sheets. My mentor’s guidance proved to be of immense

to do so. The regular school workload and the

help here and I could prepare perfect tools for the

pressure to complete syllabi always took priority.

quantitative and qualitative analysis of my intervention.

Therefore my participation in this action research has

I was apprehensive about my colleagues’ responses

been a huge learning experience for me.

and was expecting slight aloofness, but surprisingly I was wrong. All of them proved to be extremely co-operative and helpful and in fact provided me with valuable inputs in my course of my project.

learner. I have started to give more time and thought to the lesson planning process so that the classes will

Initially when I began with all the activities, test and

not only be interesting but students will be active and

I have learnt to create interesting lesson plans for my

observations, I was slightly disappointed, since I did

independent learners. Now I am recharged and

learners to keep them engaged and happy.

not find much of marked improved in the students’

rejuvenated. I have started the new term with a lot of

performance level but with the passage of time my

energy and resolution.

I have learnt to rely on my own mechanism to take

developing reading and comprehension skills, I have a

independent decisions. I have enhanced my skills as a

clear understanding of how I can improve reading and

teacher and have made the process of teaching and

comprehension skills in the classroom. I have gained

learning more effective. Action research has helped

confidence in my abilities to communicate with other

me to converse with the global teaching community.

teachers about reading strategies and teaching ideas.

Sharing ideas with the teachers from around the world

I feel better prepared to assist teachers and students

has been interesting and I have gathered that all

in the area of reading and comprehension.

teachers around the world share the same

fear proved baseless. They were responding and showing the desired change which uplifted my spirits and motivated me to do better. This journey has also changed my perception about my parents, colleagues

Nilanjana Chakraborty

and authorities and created a new bond of trust and

Sushila Birla Girls’ School, Kolkata

faith amongst us.

apprehensions and hopes. I have also improved interpersonal relations in my work place as action research opened the possibilities of having dialogue between me and my colleagues.

Vidyadhiraja High School, Mumbai

Abhilasha Singh Rising Sun Public School, Karnal 88

look more clearly at my teaching style. I became the

been conscious to target deep learning in my students.

students to enjoy reading and renewed interest in

Girija TC

It gave me the opportunity to introspect. I started to

Yasmin Hingora Pragnya Bodhini High School, Mumbai

Jayashree Inbaraj very nicely summarises the role of the mentor in the Action Research project

Mentor-speak

Though a great deal has been written about mentoring, there is little statistical data supporting its value. To put it simply it requires tremendous

The mentor-mentee relationship is at the core of the

commitment and care. Lee Iacocca has said “The

Global Teacher Accreditation with the mentors playing

discipline of writing something down is the first step

a very vital role as the participant’s guide and critical

toward making it happen.” I think I made my mentees

friend. We are grateful to the following mentors who

realise this. They would say they don’t know how to

were part of the project and provided professional

answer this. I would say write what ever you like or

guidance and ongoing support to the participants:

think then I would pose a few questions and ask them to rewrite. Every time I put across a logical question

Ms Mridula Jose

Dr Sunita Bhagwat

Education Consultant

Education Consultant and Country Head i-earn

Prof Manohar Samuel

Dr Jayshree Inbaraj

Retired Professor, Madras Christian College, Chennai

Associate Professor, Smt Kapila Khandwala College of Education, University of Mumbai

Ms Valsa Balaji Vice Principal, PSBB KK Nagar, Chennai

Ms Pradnya Gokhale Vice-Principal, New Era Secondary School Vadodara

Ms Lata Vaidyanathan Principal, Modern School Barakhamba Road, Delhi

Ms Manjula Chatterjee Education Consultant

Ms Suman Kumar Prinicipal, Bluebells International School

Prof Sudarshan Panigrahi Head, Centre of Advanced Study in Education

Ms Sadhana Bhalla

MS University of Baroda

Principal, Mira Model School Ms Seema Shaikh Dr Milindo Chakrabarti

Principal, Pragnya Bodhini High School, Mumbai

Professor, School of Law and School of Business Studies, Sharda University

Ms Manju Arif

they were forced to think scientifically. I also had to take a deep breath at times and not lose my temper when I wrote to some mentees for the nth time to say that time was running out and I would not accept shoddy work. I realised just like in school there are different kinds of learners – some had to be hand held

The GTA project brings out the creative best out of a teacher as he/she commits himself/herself to identify the issues in the school that require urgent attention, prioritise them and finally come out with a workable solution in tune with the available resources of the most pressing one. The process is so engaging that perhaps the mentor becomes more enriched in view of his/her association with multiple mentees who come out with solutions to multiple issues. - Milindo Chakrabarti My journey as a GTA mentor helped me in building strong bonds with my mentees who were strangers to begin with. I was able to widen my perspective and appreciate the ongoing effort of the mentees and empower them through positive feedback and reinforcement. Mentoring, I believe, is a true learning experience for both the mentee and the mentor. - Valsa Balaji

and some could be let off to explore on their own with

Being a mentor for the GTA project has been a very

little direction. On the whole I managed to establish a

exciting journey of a small innovation in the form of

warm relationship of mutual respect.

action research. It brought into the classrooms a variety of ideas that showed promise. My mentees

I do think the mentor model of training is worthwhile.

felt like they were in a space ship of discovery; even

The skills of the mentor in the specialised area of

small interventions brought in vibrancy to teaching

research helped to build capacity in the mentees.

and learning.

However if the mentor is not able to connect with the

- Manjula Raman

mentee or does not feel the mentee’s anxiety and concern then there is more anguish and the whole

In the role of a mentor, while I facilitated the inquiry

process could be detrimental to learning. The guiding

based action plan for my teachers, I realised that I

thought for my mentoring experience can be summed

was constantly engaging in a process of my own

up in the following quote by Winston Churchill –

learning. So I would like to quote, “To mentor is to

“We make a living by what we get; we make a life by

learn, unlearn and relearn many times over.”

what we give.”

- Manju Arif

Head Teacher, DPS, North Bangalore Dr Karnam Pushpanadham Professor of Educational Administration

Ms Manjula Raman

MS University of Baroda

Principal, Army Public School, Bangalore

It was an amazing experience which revealed that

of a problem-solving or scientific approach the

mindfulness and a scientific and structured approach

process of learning-teaching, we can lend a different

is the key to effective teaching-learning process. As

meaning to our own vocation.

teachers, we rely so heavily on only our experience

I was personally inspired by the following thoughts of

and outdated learning that we often miss the point

my favourite musician Phil Collins:

that as practitioners we are empowered to be the

“In learning you will teach, and in teaching you

catalyst of change. We forget that by mere application

will learn.” - Sadhana Bhalla

The Way Forward

Interested in Action Research? Apply for the next round of Global Teacher Accreditation The next round of application for Global Teacher Accreditation programme will open on 01 December 2013 and will support 100 teachers / teacher educators / headteachers from across India who wish to investigate new pedagogical strategies in the following categories:

International Learning and Global Citizenship Digital Innovation in the Classroom Improving Teaching and Learning of Science and Mathematics Strategies for inclusion of students with special needs in school A limited number of places will also be available for proposals in general areas from pre-service teachers (DEd/ BEd/ MEd students) studying in government teachers training institutions. The details of the application process along with the relevant documents will be available on British Council Schools Online website (www.britishcouncil.org/schoolsonline) in the last week of November. For queries, contact the Connecting Classrooms team at your local British Council office or send an email to connecting.classrooms@in.britishcouncil.org

Connecting Classrooms is a global education programme for schools offered in India jointly by the British Council and UKaid. It is designed to help young people learn about global themes and become responsible global citizens, as well as give them the skills to work in a worldwide economy. It offers school partnerships and accreditation along with professional development courses for educators and a chance for them to share best practice with international counterparts.

www.britishcouncil.org/connectingclassrooms www.britishcouncil.in