UNIT 3 INNOVATION

COOPERATIVE LEARNING
Cooperative learning is an activity which helps students to work in groups.
Also, it enables them to learn and teach group members. Also, the success of
each member depends on the group’s success.

Cooperative learning is a teaching method. It arranges and mixes students of

different level of ability and learning into groups. Also, it focuses on group
success rather than individual success.

Types of Cooperative Learning

Cooperative learning divides into 3 parts:

 Formal learning

 Informal learning

 Group based learning

1. Formal Learning

The formal group assigns tasks and projects. Also, they stay together until the
assignment completes. The group has a clear structure. Besides, the teacher
selects the groups. Depending on the assignments, the group can be
heterogeneous and homogeneous. Likewise, three to five-person groups is
believed to be most productive.

2. Informal Learning

These are just the opposite of formal learning. Also, they are not structured very
well. Typically they involve activities that take few minutes. In addition, they
usually have two to three members. They are suitably used for rapid activities
like check for understanding, quick problem solving or review, etc. these help in
changing the format of the lecture. Also, they give students a few minutes to
talk about a concept with a go over.

3. Group based Learning

They are usually long term support group. Also, their minimum duration is a
semester but they can last for years. Due to their duration, they generally
become friends or acquaintances. The members support and cooperate with
each other outside the group.

Elements of Cooperative Learning

Basically, there are five elements of cooperative learning

1. Positive Interdependence

It means that they have clear goals or target. Also, their effort not only helps
oneself but the group. Positive interdependence is committed to personal
success. as well as the success of every member of the group.

2. Individual and Group Accountability

The group is accountable for its actions. Also, the members are accountable for
their fair contribution. And also for achieving the group goal. Besides no one
can copy or steal others work. Everyone’s performance must be assessed. And
its results should be given to the group.

3. Small group and Interpersonal skills

Small group and interpersonal skills require carrying out as part of a group.
Basically, they are teamwork skills. Self-motivation, efficient leadership,
decision making, trust building, communication, and conflict managing are
basic skills.

4. Promotive face-to-face Interaction

This means that students share each other success by dividing resources. Also,
to learn they help, give confidence, support, and admire each other’s work.
Educational and individual both are part of this common goal.

5. Group Processing

Group members require experiencing free to communicate frankly with others.

Also, they feel each other’s concern and make merry at accomplishments.
Besides, they should converse about achieving the goal and maintaining helpful
working relations.
CONCEPT MAPPING
 SIMULATED TEACHING(ROLE PLAY)
Simulation is a controlled representation of reality. Simulation means role-
playing or rehearsal in which the process of teaching is carried out artificially.
Simulated teaching is a teacher training technique. It is used to bring about
modification in the behavior of the teacher. It introduces pupil teacher to teach
in non-stressful conditions.

Simulated teaching is used prior to the classroom teaching practice with the
objective of developing a specific skill of communication. It can be used for
pre-service teachers to make them effective.

In simulated teaching, one pupil-teacher acts as a teacher and other teacher

trainers act as students. The teacher in this situation teaches considering the
student as school students.

Basic Assumption

(1) Teacher behavior is modifiable by the use of feedback device.

(2) The underlying skill of teaching can be modified and practiced.

(3) Teacher behavior can be identified.

Characteristic

(1) This technique requires very systematic planning in advance that ensures
attainment of desired goals.

(2) This method is effective for the practice of teaching skills by pupil teacher.

(3) The training is provided in artificial situations. Through mock trails learns
are fully trained to face real situations.

(4) Through feedback drawbacks are noted in teaching, they are pointed out
along with appropriate suggestions to rectify them.

Procedure of simulated training

Following are the six steps that are usually followed in simulated teaching.

(1) Assignment of role:-

The student teachers are assigned the roles of teachers and observe resp. It is
done rotation basis.

(2) Deciding skill to be practiced

At this stage, the skill to be practiced is decided and planning and preparation
for it are done. Each trainee selects the topic according to his interest and
intelligence.

(3) Preparation of work schedule

At this stage, it is decided who will teach first and who will observe and how
everyone would be teaching /observing one by one.

(4) Determining technique of observation

In this stage, the decision is taken about the type of observation technique to be
adopted. It also includes which type of data is to be collected and how these
data are to be intercepted.

(5) Organization of first practice session

The first practice session is started and its observations are recorded for judging
the teaching behavior.

This followed by feedback and suggestions for further improvement.

(6) Alteration of procedure

The whole procedure is changed at this stage. There is a change of teacher,

change of observers, change of teaching skill and change in topic to be taught.
Every student is given the opportunity to play the role of teacher, a student, and
a teacher.

Precaution for simulated teaching

(1) Pupils for the same subject should go for practice.

(2) Each pupil-teacher should be provided with the opportunity to play the role
of teacher, student, and an observer.

(3) For practice pupil- the teacher should prepare micro- lesson plan.

(4) At the end of the session there should be a decision for diagnostic processes.

Advantage of simulated teaching

(1) It is for experiencing problem situation.

(2) This technique helps us in acquiring some classroom manners.

(3) The use of this technique enables us to study and analyze the teaching
problems.

(4) Self-confidence in teaching developers through simulated teaching.

(5) This technique helps in explaining the behavior problems in the classroom
and contributes to its solutions.

(6) This technique makes a person more aware of the role.

(7) It bridges the gap between theory and practice of teaching.

(8) It provides them with the reinforcement to develop various teaching skills.

Limitation of simulated teaching

(1) its use can not be made in all subjects of the curriculum.
(2) This method requires a lot of preparation on the part of the teachers which
they might not be ready to take.

(3) The observer who is doing the role, may incorrect reading.

(4) For beginners, it may be difficult to practice a few teaching skills such as
questioning,

(5) No emphasis is given to teaching the content.

Interdisciplinary Approach
Multi Disciplinary Approach
 Positive Parenting
Positive parenting is a parenting principle that assumes children are born good
and with the desire to do the right thing. It emphasizes the importance of mutual
respect and using positive ways to discipline. The positive parenting approaches
focus on teaching proper future behaviour instead of punishing past
misbehaviour.

In the 1920s, Viennese psychiatrists, Alfred Adler and Rudolf Dreikurs

introduced to the United States the positive parenting strategies1. Parenting
experts and programs across the world have since refined and championed
various positive parenting solutions.
Benefits of Positive Parenting

1. Stronger bonding between parents and children

2. Better and effective flow of communication

3. Higher self-esteem and happiness

4. Sets a positive example for kids

5. Reduces negative behaviour

6. Enhances mutual respect

Positive Parenting Tips

1. FOCUS ON THE REASONS BEHIND THE BEHAVIORS

2. BE KIND AND FIRM

3. GENTLE DISCIPLINE

4. BE CLEAR AND BE CONSISTENT

5. AGE-APPROPRIATE BEHAVIOR AND BRAIN DEVELOPMENT

6. START EARLY

7. BE PATIENT AND DON’T DESPAIR

 ANGANWADIS
What are Anganwadis?

 Anganwadi is a government-sponsored child-care and mother-care

development programmes in India at the village level. 

 The meaning of the word ‘Anganwadi’ in the English language is

“courtyard shelter”

 It primarily caters to children in the 0-6 age group. 

 They were started by the Indian government in 1975 as part of

the Integrated Child Development Services(ICDS)  program to
combat child hunger and malnutrition. 

 An Anganwadi centre provides basic health care facilities in Indian

villages.  It is a part of the Indian public health-care system. 

ICDS

 Integrated Child Development Services (ICDS) is the only major

national program that addresses the needs of children under the age
of six years. 

 It seeks to provide young children with an integrated package of

services such as supplementary nutrition, health care and pre-school
education. 

 Because the health and nutrition needs of a child cannot be addressed in

isolation from those of his or her mother, the program also extends to
adolescent girls, pregnant women and nursing mothers.
Services Provided

Anganwadis provide the 3 basic services under ICDS i.e.- nutrition, health and
pre-school education. 

Nutrition services include:

 Supplementary Nutrition:
 Growth Monitoring and Promotion:
 Nutrition and Health Education (NHE): The aim of NHE is to help
women with age group 15-45 years to look after their own health and
nutrition needs, as well as those of their children and families.

Health Related Services include:

 Immunization:
 Basic Health Services:
 Referral Services:- Those with disabilities and other children requiring
medical attention with the public health care system, also come under it.
And these cases are referred by the Anganwadi worker to the medical
officers of the Primary Health Centres (PHCs).

Pre-School Education involves:

Pre-School Education (PSE): The aim of PSE is to provide a learning

environment for children under the age group of 3-6 years, and early care and
stimulation for children under the age of three. 

Their Importance: 

 Providing affordable and accessible healthcare:

 Local Connect & Community Mobilisation:
 Eradicating Malnourishment:
 Ensuring Access to Government Programmes

Problems:

Lack of Education and Training: Most anganwadi workers are not well-literate

and their skill is limited.

Demotivating Service Conditions: Lack of further career prospects and

adequate service conditions of  frontline workers in Anganwadi Centres such as
anganwadi workers (AWWs), ASHAs and ANMs. The officers and their
helpers who staff Anganwadis are typically women from poor families. The
workers do not have permanent jobs with comprehensive retirement benefits
like other government staff.

Lack of basic Facilities:  Nearly a half of the operational AWCs lack drinking

water facilities and 36 per cent do not have toilets. In 2015, the NITI Aayog
recommended better sanitation and drinking water facilities, improved power
supply and basic medicines for the AWCs.

Insufficient Learning Environment: AWCs do not seem to provide the

environment that encourages parents to leave children at these centres. Only a
limited number of AWCs have facilities like creche, and good quality
recreational and learning facilities for pre-school education.

LIFE SKILLS EDUCATION

Life skills Education is a new mantra of education, that is incorporated in the
school curriculum with the aim of the development of educational support
services, like social work, school health, specialized education, vocational,
general guidance, counseling and psychological services.

No matter how smart you may be academically, If you don’t have proper life
skills to go along with it, you are not able to cope up with the real-life
situations. The Growth and advancement of a country rely on the development
and improvement of youthful personalities. Teenyboppers are considered as the
most productive members of society; they are not able to use their potential
because of the absence of direction and inspiration.

The central vision of life skills is empowering youngsters to engage in and cope
successfully with life and its challenges.
“Life skills are abilities for adaptive and positive behavior that enable
humans to deal effectively with the demands and challenges of life”-
WHO

Life skills have 10 core elements:

PROBLEM -SOLVING DECISION -MAKING

CREATIVE THINKING CRITICAL THINKING

 SELF AWARENESS EMPATHY

INTERPERSONAL RELATIONSHIPS GOOD COMMUNICATION

MANAGEMENT OF STRESS MANAGEMENT OF EMOTION

 SOCIAL SKILLS-Interpersonal Relationships, Good communication.

 THINKING SKILLS- Creative thinking, Problem-solving, Decision-making, Critical
thinking.
 EMOTIONAL SKILLS- Management of stress, Management of emotion self-
awareness.

WHY DO STUDENTS LEARN AND DEVELOP LIFE SKILLS?

Life skill education= Positive pedagogy, Positive education, Positive

psychology

Each student has a unique way of dealing with situations. Some students are
Extrovert and some students are introvert. Social skills train students in mixing
great with society. Thinking skills that help students to cope up with the
challenges of life include problem-solving and decision making. Students must
know how to deal with their difficulties and make the right decisions to solve
their problems. Thinking out of the box is again very important. A creative and
practical way of thinking is encouraged. Emotional skills help students in
controlling their emotions like rivalry, fear, outrage, pressure, competition,
anger.

What are the 6 essential skills to teach children?

1. Interpersonal and communication skills. This generally describes the

abilities required to get along with and work with others, especially the
ability to send and receive written and verbal messages.

2. Problem-solving and decision-making. This term refers to the abilities

needed to analyze problems, find solutions to them (alone or with others),
and then act on them.
 3. Critical and creative thought. This defines the ability to think about
issues in new and unusual ways in order to find new solutions or create
new ideas, as well as the ability to carefully analyze knowledge and
consider its importance.

4. Emotional intelligence (self-awareness and empathy). It’s important to

know yourself and be able to empathize with others as if their experiences
were your own.

5. Self-control, assertiveness, and equanimity. These are the abilities

needed to defend yourself and others while remaining calm in the face of
provocation.

6. Resilience and problem-solving skills. These refer to the ability to

bounce back from losses and see them as learning opportunities or simply
experiences.

DISASTER MANAGEMENT
Introducing Disaster Management in the curriculum will help the youth
understand how to anticipate, absorb and adapt to such events

India is the fifth most vulnerable country in terms of climate change, according
to the Global Climate Risk Index report 2020. In recent years, earthquakes,
cyclones, floods, landslides and forest fires have become frequent across the
country. Given the severe impact of the climate emergency on economic and
social development of vulnerable communities, especially the poor, it is
important to build resilience.

It has been noted that children are the most adversely affected by natural
hazards, suffering both physical and mental trauma. Various studies have shown
an overall reduction in learning outcomes, a drop in attendance and lower
academic performance. Further, collapse or severe damage to infrastructure
such as school buildings during a disaster disrupts the education process.
Limited access to school also results in a large number of students dropping out
or losing interest in education.

Creative approach

However, education prepares vulnerable communities to learn to cope with such

events. Introducing disaster management in the curriculum should be
prioritised. Children must learn about disaster management, but in a manner that
does not overburden them. A creative approach could help familiarise them with
their surroundings and provide insights into disaster risk reduction and
preparedness measures, emergency relief and long-term recovery. Card and
board games, re-purposing unused physical spaces in schools and colleges, art
and music workshops, and mock drills can be used to impart awareness about
disasters. This will establish an active, experiential and participatory learning
process between learners and institutions to develop the concept of resilience
and how to anticipate, absorb and adapt to disaster events. Thus, the curriculum
should have a hybrid approach where traditional wisdom and local knowledge
can be used to prevent and mitigate social, economic and psychological effects
of natural hazards.

India, traditionally, has been reactive towards disasters and focused valuable
resources on relief, rehabilitation and reconstruction. Lately, however, there has
been a major shift in its approach to pre-disaster aspects of prevention,
mitigation, and preparedness.

Essential skills

The word ‘management’ is an integral part of disaster management.

Management skills are essential in every aspect of disaster relief, recovery,
preparedness and mitigation. Several universities and institutes offer certificate,
undergraduate, postgraduate, PG Diploma and research degrees in Disaster
Management. Pursuing a course in Disaster Management will involve
evaluation of the nature of disasters, relief and rescue planning, socio-
technological development, environmental and sustainable development, law
and management fundamentals, political and social issues, the role of agencies,
field skills, and disaster theory, statistics and logistics and more. The public as
well as the humanitarian sector offers several opportunities for such graduates.

Future generations are the potential catalysts of change to build resilience in

their communities. As a result, it becomes integral to empower them to explore
and learn these essential life skills. Introducing this in the curriculum will also
inculcate compassion, accountability, and empathy towards the affected and
vulnerable communities.

Introducing Disaster Management in the curriculum of schools, colleges and

universities will make the educated youth address these crises with their
knowledge, self-confidence, and survival skills in lesser times. Awareness
among the student community will help build a better, stronger and resilient
nation.

EKLAVYA
 PRATHAM
Pratham started in Mumbai in 1994 with the vision and mission of "every child
in school and learning well". In the early years Pratham's area of work was
Mumbai; now it is spread across India. Pratham started out catering exclusively
to children in urban areas, but now works on a large scale in rural areas too.
From being a service delivery organization Pratham has evolved to be an
innovator of methods of large-scale delivery. In 2002, Pratham developed
innovative teaching-learning methods, materials and measurement, and in 2005
pioneered a nation-wide survey of schooling and assessment of learning that has
had a major impact on national and international policy domains.
Pratham India's work can be broadly divided into four verticals:
1. Read India programme for teaching-learning aimed at children in rural and
urban areas
2. Pratham Council for Vulnerable Children for out of school children and other
vulnerable groups
3. ASER Centre for Assessment, Surveys, Evaluation and Research
4. Pratham Institute for training of youth inside and outside Pratham

READ INDIA
BLOCK EXCELLENCE PROGRAMME IN RURAL DISTRICTS -
Pratham's flagship programme is the Read India campaign, currently active in
251 rural districts across 19 states. The campaign aims to catalyze existing
resources and energize structures to generate large-scale improvement in
children's ability read fluently and confidently, and do basic arithmetic.

URBAN PROGRAMMES - Pratham's urban programmes are run in

communities where there is a critical need for quality education. The type of
programme introduced in a specific area is based on the needs of that
community, such as pre-school programmes, learning support classes, urban-
learning centres, and libraries. Pratham services children largely between the
ages of 3 to 14, through in-school and community-based interventions.

To support the growth and needs of the rural and urban programmes, the
continuous development of teaching-learning approaches, methods and
materials as well as training are continuous ongoing activities. Recently,
Pratham has started initiatives in Science and English as well.

PRATHAM COUNCIL FOR VULNERABLE CHILDREN - Pratham

Council for Vulnerable Children (PCVC) targets vulnerable and out-of-school
children including child labourers, street children, child beggars and rag pickers.
PCVC works to protect children's right to a childhood, and mainstreams
vulnerable children back into formal education. The programme works across 7
states, improving the lives of tens of thousands of children every year. One of
PCVC's key mandates is to do advocacy and raise awareness on issues related to
vulnerable children. In 2010, Pratham Council for Vulnerable Children
activities reached beyond the right to education, and worked to protect all
fundamental rights of children
 Entrepreneurship development in
Education
What Is Entrepreneurship Education?

Entrepreneurship education focuses on developing real-world skills that will

help students to lead exceptional lives in a rapidly changing world.

Entrepreneurship education teaches students crucial life skills, such as:

 How to collaborate and work with a team

 How to speak in public and prepare an effective presentation

 How to collect and analyze data

 How to use social media as an advocacy tool

 How to solve real, complex problems that don’t have a definitive answer

 How to use curiosity and creativity to find an innovative approach to

difficult problems

Students learn to understand the product development cycle, come up with their
own unique business proposals, and deliver multiple pitch presentations.

Entrepreneurship education does not just benefit those entering the fields of
science, technology, and business.

Students of art, music, and humanities can develop their imagination and learn
how to apply creative thinking skills to real-world problems.

Five Benefits of Entrepreneurship Education for Students

1. PREPARE STUDENTS FOR AN UNCERTAIN FUTURE.

2. LEAVE ROOM FOR CREATIVITY AND COLLABORATION.

3. TEACH PROBLEM IDENTIFICATION.

4. DEVELOP GRIT. According to Duckworth, grit consists of passion and

sustained persistence applied toward long-term achievement.

5. MAKE THE WORLD A BETTER PLACE.

Entrepreneurs seek to solve problems, meet needs, and ease pain points with the
help of their products and services.

They are hard-wired to make a difference and make the world a better place.

Why Entrepreneurship Education is Important for Girls

While every student can benefit from entrepreneurship-focused education, girls

(especially middle-school and high-school-age girls) stand to gain the most
from it.

The underrepresentation of qualified women in leadership positions has created

a gender gap that exists in almost every industry.

Entrepreneurship education lets girls develop their leadership skills, embrace

their competitive side, and learn to take more risks.