pedagogy

Ankur Madan

Sandhya Gajjar and Sonal Baxi

Rajashree Srinivasan

Indira Vijayasimha

In a hard-to-reach corner of Southern Odisha’s Rayagada district lies the sleepy village of Kashipur. Aspects of the village are picture-perfect, with gently undulating hills and streams. The hillsides are covered with a chequered quilt of cultivated squares and the observer is struck by the many shades of green that exist in the landscape.

“If I summarise the core beliefs and pedagogic practices that we saw in these classrooms, the foremost would be the teachers’ belief that ‘every child can learn; the responsibility is ours.’ These teachers try to make the learning experience interesting for every child and respect the existing knowledge they bring to the classroom, using it to build new knowledge… These teachers help children connect concepts with the world around them…” (S Giridhar, 2019. p122)

Saurav Shome and Archana Dwivedi

Vinatha Viswanthan

Ankit Shukla

 

When we entered GHPS Ambalanur, we found all students and teachers engaged in one or the other learning process. There are 165 students studying in this school—79 boys and 86 girls. Including the Head Teacher (HT), there are seven teachers. Every year, at least, four to five students get selected to Morarji, Rashtriya Madhyamik Shiksha Abhiyan (RMSA) or the Navodaya school. Ambalanur is a Lamani Thanda (settlement) with a population of two thousand people. It is situated 12 km from Basavana Bagewadi block of Vijayapur.

Tapasya Saha

Analysis of social studies papers across three Boards- what are we currently testing in social science? Is this responsible for the deplorable state of affairs?’

Pages

18623 registered users
7282 resources