The Gyan Shala Project

1
The Gyan Shala Project

• Ambika Bhargava, Ph.D.
• Associate Professor,
• Oakland University
• Rochester, MI

2
The Gyan Shala Project

• Location Gujarat, India
• Goal Providing quality education for children
  living in the slums
• Focus Math and language arts

3
Gyan Shalas Philosophy

• It is the responsibility of the school to provide
  a strong support system for children from lower
  socio-economic groups since they lack that
  support system at home.
• The goal is to help these children become
  independent and learn to function in the real
  world.

4
Perspective

• Launched in 1999, this project started with 56
  Grade 1 classes.
• In the 2005-2006 academic year, that number
  increased to 257 classes.
• Presently 5,665 students are enrolled in the
  program
• 2,786 females and 2779 males.
• Services are provided for children in Grades 1, 2
  3.

5
The Curriculum

• Focus on math and language arts. The curriculum
  emphasizes the need to develop the ability to
  read, write and do simple numerical computations.
• These skills are not seen in terms of merely
  reading from a book or doing mathematical
  computations on a worksheet, but as tools that
  will equip children to deal with the real world.
• For example, planning a budget for a marriage,
  buying and selling without loosing money etc.

6
The Curriculum

• Curriculum is based on state regulations for
  concepts and materials to be covered at each
  grade level

7
Classroom

• Most classrooms are small -10ft. by 15 ft. at the
  most.
• Each classroom includes 3 worktables for
  children.
• The materials on the tables focus on Math,
  language and creative expression.
• The carpet area is used for whole group
  instruction or when the teacher works with small
  groups.

8
Gyan Shala Funding and cost

• Funding for the project is through individual
  donations and grants
• Cost per pupil is less than 30.00 per pupil per
  year
• Classes are in session for 220 days a year
• Tuition per month is 60 cents

9
Class Schedule and Daily Routine

• A typical day is 180 minutes. The time is divided
  as described below
• 5 minutes for prayer and songs
• 15 minutes for attendance and social interactions
  between teacher and children
• 15 minutes of story time
• 15 minutes of subject matter (math and language
  on alternate days)
• 5- 10 minutes of instruction to children on
  independent work (worksheets)

10
Class Schedule and Daily Routine contd.

• The next set of activities takes approximately 60
  minutes. The class is split into 4 groups and
  the children work for 15 minutes at a time at the
  three work/activity tables. Each table focuses on
  different areas - math, language and creative
  expression/project work. One group works with the
  teacher on the carpet. Every 15 minutes they
  rotate so that each group gets to be at each
  table and also spend time with the teacher.

11
Class Schedule and Daily Routine contd.

• Last 40 minutes are spent on learning games. The
  teacher works with two groups each day, 20
  minutes with each group.
• The remainder of the time is used for
  transitions, questions, clean up etc.

12
Components of the Teaching Learning Process

• Activity based learning
• Use of graded learning materials.
• Materials used include beads, pencils, straws,
  dice, cards with numerals signs worksheets
• Emphasis on childrens self expression
  (particularly for the language segment)
• Focus on research for further development

13
Mentorship

• In the United States mentorship program typically
  involve teaming newly trained teacher with
  seasoned, experienced teachers.
• However, mentorship takes on new meaning when the
  teacher lacks the educational background and
  training considered critical for good adult child
  interactions, ability to scaffold learning and
  teach concepts.

14
The Team Approach

• Due to the difficulty in finding qualified
  teachers to work in the slums, Gyan Shalas
  innovative approach has been to see the teacher
  as part of a team, where her role is split into
  components and handled by different people.

15
The Composition of the Team

• The team consists of
• Program Design group
• Senior supervisors
• Supervisors
• Teachers

16
Responsibilities of the Team Members

• Program Design Group - experts in curriculum,
  teacher training and assessment
• Their role is to
• Design, develop and test learning materials for
  children.
• Develop and provide training materials for
  teachers.

17
Responsibilities of the Team Members

• Senior supervisors have a Masters degree
• Their role is to
• Ensure the overall administration and functioning
  of the program
• Provide overall supervision for the teachers
• Organize conduct teacher training
• Organize training for class supervisors
• Are responsible for 5-10 class supervisors

18
Responsibilities of the Team Members

• Class Supervisors are the critical link that
  help maintain quality. Most class supervisors
  have an undergraduate degree
• Their role is to
• Provide on-site support and help for teachers
• Provide continuous feedback and on-task training
  for the teachers
• Responsible for 6-8 teachers

19
Responsibilities of the Team Members

• The Teacher has a 10th or 12th grade high
  school degree.
• The role of the teacher is
• Delivery of lessons on a regular basis

20
The Teacher

• Due to the difficulty of finding qualified
  teachers to work in the slums, Gyan Shala does
  not see the teacher as an independent, creative
  professional who can handle varied learning
  styles and provide the best experience for
  children.
• Salaries are approximately 15.00 for a half day
  session and 30.00 for a full day session.

21
Assessment

• An assessment conducted in 2001-2002 indicated
  that 50 of children scored over 75 in language
  and math
• 20 scored less than 50.

22
Obstacles and solutions

• Identification of parents who are willing to send
  their children to these classes.
• Solution Once an area has been located,
  intensive recruitment efforts are carried out.
  Parent meetings are convened to educate the
  parents about the project as well as to provide
  information on curriculum and evidence of the
  learning that will take place.

23
Obstacles and solutions

• Lack of teachers to work in the villages and
  slums.
• Solution identify local people who understand
  the needs of the children, and are willing to
  stay. Thus teachers are locals who have a 10
  12th grade high school education. Many of these
  individuals have family constraints and have
  limited opportunities for alternative employment.
  

24
Obstacles and solutions

• Lack of well educated and trained teachers.
• Solution provide intensive mentoring and
  training. It is assumed that the teacher does not
  have the ability to analyze and explain but
  rather to demonstrate correct practice.

25
Obstacles and solutions

• Lack of resources
• Solution application for grants from
  government non-government agencies as well as
  from individual donors.

26
Obstacles and solutions

• Need to understand background of children
• Solution Teachers are recruited from
  neighboring villages

27
Other Problems

• Transient population
• Limited or no education for parents
• Minimal parental support due to lack of education
  and financial resources.