Significant Changes

• Transformation of classroom T/L practices through implementation of Integrated Curriculum (IC), Teachers Training Program (TTP), Playful Material Development Workshop (PMDW), and Teacher Support Program (TSP): All of our partner schools have effectively started implementing IC grade teaching in grade I to III at their respective schools. Adapting to the usefulness of the knowledge and skills they gained from the teachers training program, workshop, and teacher support program schools have now started to develop the portfolio and record keeping system of each student of their classrooms where they have maintained a file of each student which documents their individual profile, progress, creativity and extra activities.
Similarly, there is also a high demand of organizing similar trainings not only to grade teachers but also to other teachers of higher grades as their Integrated Curriculum are under the process of implemention. One of the notable change that we felt while conducting various follow ups in these schools is high interest among them towards playful T/L approach along with trainings, workshops and teachers support system with tool kits to enhance their teaching skills and creativity in order to make T/L more joyful, meaningful, and sustainable.

• Clasroom transformation through indoor settings: Teachers have become more enthusiastic to completely overhaul their clasroom setting and enhance their teaching practices more creatively and playfully. Realizing that the use of T/L materials make their teaching practice more practical, easy and beneficial all the trained grade teachers sought the support of ICRI-Nepal. In this context we visited each school and held one-on-one meetings with them, discussed on the materials, selected and developed the list of the materials. Then we prepared seven packages of those materials and provided to each school with necessary orientation. Now, they are preparing T/L materials and using them to make the playful T/L apporach effective and productive.

• Enhancement in creative T/L practices:After providing teachers training program and T/L material development workshop, it was necessary to conduct monitoring and observation visits in each school to analyze the progress of the grade teachers and observe whether they have been creatively implementing their learnings and transforming those skills in their classrooms or not. During which they showed us the use of locally available materials in their teaching practice. Here, they have been using matchboxes and icream sticks to teach the number system, use of chart and colour papers to teach classification of animal groups and setting up rules and regulations of classes. Use of papers to make various musical instruments like flutes. One of the most unique methodologies they have been adapting to teach the biological classification of the leaves is they ask their students to bring the leaves of different vegetables and fruits they find and bring them to the classroom. They then stick the leaves they brought in chat papers and teach them about it. Similarly, use of classroom benches and desks where they would make students sit in to teach about public bus transportation system is another example of playful learning approach. Further, we have encouraged them to functionalize local games as they have been found to be more supportive to deliver the content in thematic way.

• Sharing of applicable playful teaching techniques and skills: One of major significant change with the implementation of this program and through our follow up visits and organization of meetings with the teachers we have trained is their attachement among each other. They have created a social group/network among themselves where they have been sharing their teaching techniques and skills along with developed T/L materials to learn more professionally.

• Strong impact of quaterly meetings of the teachers: We have been conducting quaterly meetings of Grade and ECD teachers separately. In the meetings, they share their challenges and issues related to classroom teaching, development of appropriate T/L materials, meetings held with parents, learning progresses of childern, and their needs and concerns. On the basis of which, we plan monthly activities intended to address their challenges and enhance the quality of playful learning activities accordingly.

• Development of children’s leadership skills and knowledge sharing practices: After organizing visit of children in local community, their peer groups prepared posters connected to their learnings and presented them among their parents and teachers turn by turn. This enhanced leadership and knowledge sharing capability which was much appreciated by their teachers and parents. Now, they have given continuity to this in other classroom-assignments and project works to further access and carve out their skills and potential.

• Creation of meaningful learning exchange culture among three generations:: This learning approach have been much functional where each generation is getting benefitted from other two generations and vice-versa.