School Improvement in Multigrade Situation (SIMS) An innovative Programme

1. School Improvement in Multigrade Situation (SIMS) An innovative Programme WEL- COME WELCOME

2. WHY SIMS? (Aims) • To improve the current multigrade teaching practices in schools • To enhance students’ learning achievements • To create awareness in the community

3. OBJECTIVES • Engage all the students in meaningful activities • Help the teachers develop students’ linguistic, science process, mathematical, moral and social skills • Help teachers use activities that enhance students’ conceptual understanding • Help teachers develop, share and use resources from the local environment • Raise motivation of the stakeholders

4. MAJOR COMPONENTS OF SIMS • Negotiation with partner organizations • Professional development of teachers with particular reference to multigrade teaching • Support by PDTs at their workplace • Exploring ways for support/sustainability mechanism

5. STEPS TOWARDS ASSESSMENT • On going assessment of teachers during workshop • Field visit reports (Field notes) • Classroom observations • Formal (interviews) and informal discussions • Reflective journals of the teachers • PDTs experience sharing after field visits • Attendance register of students and teachers

6. KEY CHANGES AT SCHOOL LEVEL • Structural re-arrangements • Improved attitude towards teaching • Positive attitude towards learning • Enhanced Teaching and Learning

7. STRUCTURAL RE-ARRANGEMENTS • Seating arrangement • Framing time-table • Developing concept grid • Unit planning/lesson plan • Introduction of MLS

8. Attitude towards teaching • Staying back after school • Developing and using teaching materials from the local environment • Writing reflective journal • Teaching with planning • Utilizing full teaching time • Saying no to punishment

9. Attitude towards learning • Reduction in absenteeism • Using social skills • Participation/ Interaction • Doing home work • Helping teachers developing L/n cost materials

10. Teaching and Learning • Classroom communication • Role plays • Facilitation • Students involved in Art & Craft/ sports • Students’ work Displays • Confidence

11. Challenges • Lacking Pedagogical Skills Particularly in MGT • Coming out from routine practice and Re-switching • Time constraints • Large classes • Geographical conditions

12. Lessons Learnt • Enhancement of teachers’ pedagogical skills • Sustainable support to the teachers at school level • Encouragement and accountability • Effective parental involvement • Manageable enrolment • Encouragement of physical and health education activities

13. AND Above all Multigrade Teaching demands for both capacity and will of all the stakeholders especially the TEACHERS, for encouraging greater depth in children’s social, academic, and intellectual development. If we as external change agents, are in a position to meet the above mentioned demands then the model could easily be replicated at schools where there multigrade situation exists.

14. THANK YOU very much!