INTERN DETAILS :
- Gayatri – Miranda House
- Rhea – Miranda House
- Priyanshi –Sri Venkateshwara College
- Shreya – Daulat Ram College
- Tamanna – Indraprastha College For women
- Chitra – Hansraj College
The programme was conducted during Summer 2016. Over the period students were given extensive lessons in both hindi and English . Their G.K was also being focussed upon. The main areas that were given attention include :
- Hindi ( reading and writing)
- English ( reading and writing )
- Comprehension and creative writing
- Usage of punctuation
- Grammatical errors
- Pronunciation
- Fluency
- Vocabulary
- Spelling check
- Mathematics ( fundamentals )
- Rules of BODMAS
- Basic division, multiplication, addition and subtraction
- Understanding of geometrical shapes
- Areas of important 2D figures
- Simplification
- Sciences
- Concepts of rotation and revolution
- Solar system
- Water cycle
- Pollution
- Social sciences
- Freedom fighters
- Indian independence struggle
- Caste system and untouchability
- Indian constitution and fundamental rights
- Notable personalities
These topics were covered their level varying, depending on the std and advancement level of the kids. Resources used were selected accordingly. Simpler for lower level and more complex for higher level kids.
Day wise plan and progress report
The classes were divide into 5 groups as follows:
- Std . 1, 2, 3, 4 : HEADED by Shreya
- Std 6-7 : HEADED by Tamanna
- Std 6-7 : HEADED by Rhea
- Std 5 : HEADED by Priyanshi
- Std 8-9 : HEADED by Chitra
- There was another group that was headed by gayatri. This consisted of students that were relatively better than the students of their level and hence were promoted to a higher level and activities conducted individually according to their calibre. Following were the students in the group :
- Devanshu – std 5th
- saloni – std 5th
- Aman – std 7th
- Kashish – std 7th
- Suyash – std 9th
- Ankit – std 9th
- Amisha – std 9th
- Ankush – std 7th
- While for the higher classes the strength of children decreased by the end of the camp, greater participation was seen on part of the students of the lower classes
GROUP 1 : facilitator – shreya
- Classes -1, 2, 3, 4
Days |
Activities |
Assessment |
||
| Day 1
29/5/17 |
ü ice breaking session, introduction ;
ü basic introduction in English; ü poem recitation in whichever language; ü reading of one page in hindi. |
§ A little distracted
§ Less participation and very shy |
||
| Day 2
30/5/17 |
ü Oral counting till 100 ; ü counting in Roman numerals; ü poem recitation; ü hindi reading; ü spelling dictation of hindi words. |
§ Still shy and passive
§ Have to be constantly pushed to answer § Average in hindi reading § Poor dictation |
||
| Day 3
31/5/17 |
ü Oral introduction in English ;
ü dictation in hindi ; ü continuation of hindi reading ; |
§ zero level of comprehension
§ zero level retention power § low confidence in English § difficulty in pronunciation both in hindi and English § less idea about letters and syllables |
||
| Day 4
1/6/17 |
ü spellings in English
ü story session (Cinderella) ü counting till 100 in words ü basic shapes ( square, rectangle, triangle, circle) |
§ more participation
§ fluency developed in reading § problem in difficult words in terms of pronunciation and understanding § greater confidence than before |
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| Day 5
2/6/17 |
ü basic words with English alphabets
ü English and hindi reading ü Introduction in hindi in 5 lines at least |
§ Problem in word formation in English
§ Cannot retain or recall words taught previously that means low retention capacity § Confidence developed in hindi reading but still facing difficulty in English reading
|
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| Day 6
3/6/17 |
ü Spelling revision
ü Introduction in 5 lines ü Spellings of difficult words ü Introduction of colours in hindi and English ü Addition upto 5 digits |
§ Rigorous working required in English
§ Not much difficulty in maths § Improvement in spellings of basic words § Fluent in hindi
|
||
| Day 7
4/6/17 |
ü Picture recognition and spellings in English
ü Picture shading and interpretation ü Hindi reading ü Multiplication tables |
§ No understanding of concept of tables
§ Pure Rote learning § Lacks in interpretative skills
|
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| Day 8
5/6/17 |
§ Subtraction upto 2 digits
§ Ascending and descending order § Revision of tables § Multiplication problems upto 5 digits |
§ Visible improvement from day 1
§ Proper recall of multiplication tables § Development in retention power as able to recall previously taught words in class § Fluency developed in hindi and in English introduction |
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| Day 9
6/6/17 |
v Conduction of test and cultural programme | o Performance of students was average with an average score of 20.3 out of 25.
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Group 2# facilitator : Priyanshi
- Classes : std 5
Days
|
Activities
|
Assessment
|
| Day 1
29/5/17 |
ü Introduction
ü Poem reciting session ü Story reading and comprehending in hindi ü Punctuation ( hindi and English)
|
§ Pretty active and enthusiastic to participate
§ No comprehensive power § Repetitive learning § No idea of punctuation and its usgae |
| Day 2
30/5/17 |
ü Poem recitation in English
ü Story reading in hindi and its interpretation ü Spelling test |
§ Few students were good at hindi reading and writing
§ Difficulty with complex hindi words § No comprehension in English § Grasping power quite good |
| Day 3
31/5/17 |
ü Write 5 lines about themselves in hindi
ü Poem writing with use of punctuation ü Spelling check ü Use of Mr. , Mrs. , Miss ü Story reading in English ü Sentence formation with words given in the story
|
§ English is average
§ Problem in comprehension and sentence formation in english § Hindi perfect with no spelling mistake and grammatical errors § Unseen passage and comprehending was done smoothly § Poor in translation from English to hindi and vice versa |
| Day 4
1/6/17 |
ü Story reading and spelling test
ü 2D figures in English ü Identification of figures and recall of their names ü Multiplication problems ü Roman numbers from 1 -40
|
§ Sentence formation average in English ( rote learning )
§ Poor handwriting § Retention power relatively less Except for 2-3 students |
| Day 5
2/6/17 |
ü Dictation
ü Continued with 2D figures ü Discussion on area and perimeter of square and rectangle
|
§ Improvement in spellings
§ Low retention power § Difficulty in solving word problems in maths |
| Day 6
3/6/17 |
ü Retest on spellings
ü Start of grammar in hindi ( tenses-definition and types with word examples) ü Identification and sentence formation using proper tenses ü Area of square and rectangle and their applicability ü Word problems in maths
|
§ Low confidence
§ Sentence formation average § Very slow in solving word problems in maths § Confident in identification but not application
|
| Day 7
4/6/17
|
ü Compound sentence formation
ü Continuation of tense and its usage ü Noun- definition and types ü Examples in hindi and English ü Maths word problems on area and perimeter
|
§ Repetitive mistakes
§ Relatively better response § Solved similar questions but failed when provided with different numerical § Easily give up § Improvement shown in English grammar |
| Day 8
5/6/17 |
ü Basic division and multiplication
ü More word problems ü Identification of tenses and nouns from sentences
|
§ Were able to solve simple problems in maths
§ Difficulty in word problems persists
§ Usage of grammar in sentences and application improved |
| Day 9
6/6/17 |
v Conduction of test and cultural event | Average performance by students in hindi and English but relatively poor in maths |
Group 3# facilitator: Rhea
- Classes : std 6-7
Days
|
Activities
|
Assessment
|
|||
| Day 1
29/5/17 |
§ Introduction of students in hindi
§ An elaborate test on spoken and written hindi § Introduction in English § Short story using their imagination |
§ Hindi was fluent
§ English below average § Imaginative power verage |
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| Day 2
30/5/17 |
ü Poem recitation
ü Learning through reading aloud with proper pronunciation of words ü Translation and writing of new basic words of English ü Words including week days, body parts, and month names |
§ Low vocabulary
§ Difficulty in pronunciation of complex words § Lack of consistency and fluency in reading in english § Difficulty in word formation as no idea of syllables |
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| Day3
31/5/17
|
ü Math test
ü Revision of previous day work ü Story writing and prediction through picture illustrative books ü Words of flowers , animals, and human relations done |
§ Greater attention span
§ Imaginative power average § Low retention power as unable to recall previous day work § Difficulty in interpretation |
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| Day 4
1/6/17 |
ü 50 new words and meaning
ü Basic maths ü Shading books used and interpretation of the picture and writing about it |
§ Slow reception
§ Relative improvement in spellings § Interrogative capacity developed |
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| Day 5
2/6/17 |
ü English composition
ü Fraction in maths
|
§ Improvement in english spelling but yet problems in sentence formation and comprehension
§ Average in mathematical problems |
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| Day 6
3/6/17 |
ü Explanation of errors
ü Introduction to english grammar ü Noun and verb-hindi and english examples ü Maths-addition problems, subtraction in fractions, LCM |
§ Were able to do simple math problems smoothly
§ Grammar usage very low § Difficulty in comprehending grammar even in hindi |
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| Day 7
4/6/17 |
ü LCM revised and taught again
ü Focus on general knowledge and environmental sciences ; cloud formation, rain processes, water cycle and solar system |
§ Students are more willing to learn and have started asking questions themselves
§ Knowledge beyond textbooks § Knew well about Indian states and their capitals § Mentioned correctly about implementation date of Indian constitution § Good in G.K |
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| Day 8
5/6/17 |
ü Test on noun and verb
ü LCM sums ü Addition in fractions ü Lesson on moral ethos and importance of studies in life |
§ Relatively better performance in grammar
§ Average in maths
|
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| Day 9
6/6/17 |
v Conduction of test and cultural event organised | Students performed relatively well and recalled without error whatever they have learned over the duration of the camp. | |||
Group 4# facilitator : tamanna
Classes: std 6-7
Days
|
Activities
|
Assessment |
|
| Day 1
29/5/17 |
ü Hindi reading and writing
ü A check on their comprehending power and imaginative power through story making ü Geography and facts ü Importance of study in everyday life through a session on directions ü |
§ Good at hindi reading
§ After the session they were able to introduce themselves in english which they were not in the beginning § Quite good with india geography and its landforms § Had fair idea about constitution |
|
| Day 2
30/5/17 |
ü Picture writing
ü Hindi reading ü English reading ü Hindi dictation ü Homophones ü English dictation ü Mathematical ability |
§ English reading was average for all of the students
§ No idea of punctuations § Pure rote learning § Hindi reading was comparatively good § Dictation in english was very poor for all of the students |
|
| Day 3
31/5/17 |
ü 20 words in english to check their vocabulary
ü Continuation with hindi and english reading ü Story writing in hindi ü English essay on their surroundings |
§ Improvement in english and hindi reading respectively
§ Improvement i english grammar § Story writing in hindi was above average |
|
| Day 4
1/6/17 |
ü Hindi reading
ü English reading ü 25 words of english vocabulary ü English essay rewritten with clarification of errors ü Maths- addition, subtraction, rule of BODMAS, 2, 3 and 4 digits multiplication |
§ Little improvement i english reading
§ Students were now making proper use of punctuations § Good improvement in hindi § Too poor at maths |
|
| Day 5
2/6/17 |
ü English reading
ü Check on english vocabulary through spelling test ü Hindi reading ü Usage of punctuation ü English worksheet |
Improvement in punctuation and reading abilities but still lackng in english writing | |
| Day 6
3/6/17 |
ü Maths-LCM, BODMAS, fractions, number line
ü English vocabulary ü English reading ü Punctuation |
§ Performed relatively better at maths
§ Improvement in vocabulary § Subpar at english vocabulary and writing |
|
| Day 7
4/6/17 |
§ Multiplication tables
§ Hindi reading § Maths-fraction additions, subtraction, decimals § English vocabulary § English reading |
§ Too poor in LCM and BODMAS
§ A few students failed at even writing the simple multiplication tables § Others were slow at solving math problems |
|
| Day 8
5/6/17 |
ü Decimal multiplication
ü English reading ü English vocabulary ü Decimal division |
A good pick up power for mathematics and good improvement in english
|
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| Day 9
6/6/17
|
v Conduction of test and cultural event organised | Overall improvement in english reading and vocabulary, learnt math tables and able to perform simple maths problems on decimals | |
| Ø Note: for the students of the lower levels extensive hindi and english reading was done everyday. A special session was kept for the same. This was done to improve their reading ability. While their hindi reading was good they also improved comparatively in english reading. Now they were able to introduce themselves in english which they were not at the beginning of the session .
I. The main achievement has been their improvement in the english language.
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| II. In mathematics students are now able to solve problems smoothly. Although difficulty in word problems they have developed speed in solving simple problems involving division and multiplication. BODMAS rule has helped students in doing so. | |||
|
Days |
Activities
|
Assessment
|
|
| Day 1 | ü Game : identify the personality
ü Memory game ü Dictation ü Essay writing on village ü Dialogue reading and writing in hindi ü punctuations |
§ issues with usage of ‘s’ and ‘sh’
§ common problem of insertion of their local language in writing (Garhwali) § not clear about the usage of punctuation § lacked creativity in the essay |
|
|
Day 2
|
ü dictation
ü story making ü punctuations ü english reading
|
§ english reading is subpar
§ so is creatively analysing things
|
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| Day 3
|
ü match the following comprising of verb, noun, tense hindi
ü hindi reading and comprehension ü english dictation ü maths-BODMAS
|
§ hindi reading and comprehension is fine
§ english spellings are improving § hindi grammar is good § hindi spellings have scope for improvement |
|
|
Day 4 |
ü sentence formation
ü prepositions ü rule of BODMAS and problems on it ü dictation continued
|
§ english spellings are improving
§ math is relatively weak § sentence formation is improving § so is usage and understanding of prepositions and its application
|
|
| Day 5 |
ü english tenses ü punctuation and application ü 1st ,2nd and 3rd persons table ü Sentence formation ü dictation |
§ english spellings aren’t upto the mark
§ weak sentence formation § math needs tobe worked upon
|
|
| Day 6 |
ü basic math ü hindi reading and comprehension
|
§ hindi is pretty good
§ math needs work
|
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| Day 7 | ü 3digit multiplication
ü Sentence formation and tenses n english ü Prepositions ü Articles ü Math sums with with BODMAS ü vowels |
§ grasping power has improved especially in english grammar
§ math is improving § digited sums are being done § few students slow in comprehending language
|
|
| Day 8 | ü introduction and solving of sums with BODMAS (1 student present )
ü introduction of LCM ü hindi reading and writing |
§ slow at grasping maths
§ hindi is uptp mark § spellings and comprehension is good in hindi § english needs to be worked upon |
|
| Day 9 | v conduction of test and cultural event organised | Since only one student was present on the day of the test the assessment was done for him alone. His math and english was really poor but he was very good in hindi | |
[Status] the higher level kids that is those belonging to std 8th and 9th had shown relatively poorer performance than the lower classes.
- In terms of comprehension and imaginative skills they showed no superiority than those in 6th and 7th
- Their grasping power too was relatively low than the lower classes
- Short attention span and really lacked in confidence
- While maths was average, they seriously lack in language and speech especially english
- Extremely poor G.K and little awareness about their surroundings.
[Comments] : looking at the participation and turn out rate of the students for each day the following observations can be made:
- Students have showed tremendous improvement in hindi
- In the english language they have improved but there is still room for improvement.
- Their vocabulary and sentence formation in english has become better than before
- For the lower and the higher students their comprehensive powers are equal
- Lower classes have greater imaginative and creative potential than the higher students
- Grasping power is also quick for the students of lower class
- In terms of fundamentals in grammar both in hindi and english, the students in higher classes have not much difference vis a vis the lower classes.
Group 6# facilitator : Gayatri
Classes : std 5 (2 students) , std 7 (3 students), std 9(3 students)
These group of students selected from different classes had equal levels and performed better than their peer group. And hence were given alternative classes starting from day 2 (30th May, 2017- 9th June,2017). They were taught comprehensive english, hindi, mathematics, environmental sciences and social sciences.
Activities :
- extensive lessons were provided in grammar both in hindi and english ( noun, verb, tenses, participles, articles, conjunctions, prepositions, determiners) . definition, types , examples under each category and their application through worksheets
- comprehension and interpretative skills focussed upon through reading in hindi ( bikram betal and premchand stories) and translation to english
- to increase vocabulary spelling check conducted everyday with eventually increasing the level of the words to more complex ones
- sentence formation with newly discovered words
- to help in confidence building individual students were asked to explain to the rest what they recall from the previous day. Each student was interrogated individually to assess how much they have understood and retained
- in mathematics rule of BODMAS was taught for easier simplification of large problem sums
- fractions and decimals with larger and more complex digits
- LCM and HCF
Observation :
- These students were already enthusiastic and participated in every class discussion
- Developed questioning skills
- Alternative thinking capacity to problems given
- Picked up speed in solving math problems even with complex sums
- Even though they might be wrong they no more hesitated to ask questions in the class. They developed confidence
- Greater listening skills and increase in attention span
- A special session was conducted on the Indian constitution and basic fundamental rights provided in the constitution to Indian citizens. This was done to increase the awareness of the students and make them feel more responsible about their individual identities and rights. ( right to equality before law, right to equal protection, right to vote, right to life, rights of minorities, right to equal protection were discussed) .
- This was an interactive session through which their general knowledge was tested.
- Students were very active in this session and themselves talked about harijan colonies in their village, the treatment met out to them, caste discrimination and why it should be banned.
- This session proved to be a fruitful one in making students themselves realise importance of such social issues in society and the need to curb them.
Improvement in the marked areas at the end of the camp :
Overall progress report and analysis :
Pros
- at the beginning of the camp students were very passive , shy and unwilling to participate. But they had gained tremendous confidence, willingness to learn. Greater participation and lack of hesitation.
- They have also developed good listening skills through reading and interactive sessions conducted consistently by our volunteers.
- Improvement in vocabulary, proper sense of punctuation, sentence formation
- Increase in attention span and concentration.
- Greater speed and efficacy in maths.
- Alternative thinking capacity through brainstorming sessions
- Ability to comprehend their own errors and clarify them
Cons
- Although students were able to comprehend better now there still persists rote learning
- Greater percentage of absenteeism
- Lack of consistency in homework and classwork
- Repetitive learning
- Interrogative skills were still dormant except for a few students
- Lack of idea about fundamentals in language especially among higher classes
- Practice of answering in unison or group that curbs the opportunity to look for individual potential or what he/she might be lacking in
- Overconfidence among few students that later hamper their results. Similarly problem of underconfident students who do not respond at all
Last day# 6/6/17 : the last day comprised of a revision test for each group of students on whatever they have been taught throughout the entire camp. After the test was over a small cultural event was organised called “ bal sabha” where individual students performed and also in groups. They prepared speech. Recited poems. Sang songs. It was an open platform so all students participitated and performed .
