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GPS Manawala - Literacy and Numeracy Podcast

This innovation was introduced in a government school in Lahore to improve literacy and numeracy skills of students in grade 2.

This innovation is part of larger project which was a compulsory part of School Effectiveness subject taught as a core component of the LUMS SOE MPhil ELM (Educational Leadership and Management) program. The innovation provided students an opportunity to review and reflect their learning experiences after every class in a more engaging way.

Overview

HundrED has not validated this innovation

Anyone can submit their innovation to HundrED Open. All information on this page is provided by the innovator and has not been checked by HundrED. Innovation page has been created on June 20th, 2020

2020

Established

30

Children/users

1

Countries
Organisation
For-profit
Target group
All
Updated
June 21st, 2020

About the innovation

GPS Manawala- Literacy and Numeracy Podcast

What we do?

We had created a podbean website which would keep record of students podcasts based on their learning experiences after every class. We had selected two students namely Hadi and Danish of grade 2, who used to share their learning experiences in the form of a podcast after every class. The podcast was recorded and uploaded on the podbean website. This was shared with the school head.

We used to teach grade 2 for 1.5 hours every Friday (for 5 consecutive Fridays). All 3 members used to review findings from the days visit and plan next lesson in the light of the findings. We tried to teach the use of is, am and are using various interactive activities. We used a variety of resources including props, flash cards, play dough, tooth picks, worksheets and an LND app on the mobile. Similarly numeracy was taught using different visual games to build concept clarity and understanding, colored sheers, non traditional teaching strategies.

In order to keep students relaxed, active and calm, we introduced physical exercises and games using play dough, tooth picks etc. The rationale behind this intervention was to transform the dull learning ambiance into an engaging and productive learning platform (Silverthorn, 2006).

At the end we shared the podbean site, handouts to create podbean and podcasts with the school head, along with the teaching and learning strategies and lesson plans to aid them in their lesson planning.

Why we do it?

This innovation was introduced as part of the project during my MPhil ELM (educational leadership and management) program at SOE (School of Education) at LUMS, Lahore, Pakistan. As a team of 3 members we were assigned a government school with the aim to identify an area of improvement in consultation with all stake holders. We had a total of 5 visits to the school, supported by the TLI department at LUMS.

During our first 2 visits we tried to gather data about the area of improvement through observations, classroom discussions with students, discussions with school head and staff , teaching lesson in class etc We were able to identify numeracy and literacy in grade 4 and 5 needed attention. In discussion with the school head, we decided to work with grade 2 students.

Its a school for underprivileged kids, their parents worked in the nearby homes. They are dependent on the Punjab government for resources, training, funding etc The school followed a traditional teaching and learning pattern. Our observation and teaching revealed students could hardly read words in English. Similarly basic numeracy questions were tough for them. Rote learning was evident.

So, we decided to introduce some interactive learning activities in numeracy and literacy lessons. We tried to change the traditional mode of delivery of lessons, aiming to transform a teacher centered classroom to a learner centered classroom. Above all the students were eager to learn, their energy, enthusiasm and participation was highly commendable.

We were able to achieve our goals because the school head was highly cooperative, he trusted us and gave us enough space to try out the suggested activities with students in the classroom.



Steps

Gather data -Qual or Quant

Its important that the school head is onboard with the plan, no plans can be successfully implemented without their consent. Need to look at the curriculum documents, textbooks etc  Gather students, staff feedback on teaching and learning  through observations, through teaching etc Data collected could be collected using either quantitative techniques or  qualitative. In this case, we used both qualitative  (worksheets, test scores) and quantitative (techniques interviews, discussions) 

Analyze, Set goals and objectives

We chose a few topics from the LND book and designed interactive activities to achieve the given objectives. Need to consult among members regularly, value feedback of members and share with all stakeholders.


Plan it all

Design activities around the lesson objectives, gather resources , share and discuss with all concerned. We created a google document which had all activities, list of resources, objectives etc It was shared with all concerned. It was a live document and kept making necessary changes. We designed worksheets for the students. We developed the resources ourselves. Three of us used to share and discuss our activities before the visit.

Implement the plan

We taught the lesson every Friday for 1.5 hour each for continuous 5 days. One of the members taught the literacy lesson while the other two taught the numeracy lesson. While one member was teaching, the others used to help manage the class. We use to check the worksheets and return them to the  students. We shared the days findings with the school head end of day.

Review & Reflect

This was interesting, we introduced podcasting for reflection. A podbean account was created along with a podbean site. Audacity was installed and the podcasts were recorded using Audacity. At the end of every class two students used to share their learning experiences about the numeracy and literacy lessons. Handouts of how the account was created was shared with the school head later.

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