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Micro-Innovations 2015Classroom Practice
teacher CHANGEMAKERS
IN PARTNERSHIPS WITH
SEEKHO
Students of Jharna Bhowmick, a teacher in Matoshri English Medium School, Pune
Problem Statement:
I wanted my students to apply their knowledge in coming up with innova�ve answers in class rather than depending on rote learning.
Poten�al Challenge
Sugges�on to overcome challenge
Students may take �me to shi� from a rote approach to answer ing ques�ons differently.
Constantly give examples of how you expect students to approach different ques�ons. Reinforce the ‘detec�ve’ theme by narra�ng stories
Micro-Innova�on Name:
Dynamic Detec�ves
A. LalithaD. N. Nagar N.P.S, Andheri West, Mumbai
MICRO-INNOVATION DESCRIPTION
My students became much more involved with what was taught in class as they did not a�empt to learn it by rote.
IMPACT SO FAR (according to teacher)
Make ‘detec�ve agencies’ the class
theme.
Integrate this theme into each ac�vity. eg. At the end of each lesson, say “Case is closed”.
Reward them by appoin�ng the group
to lead the class assembly,
opportunity to tend the garden, etc.
Mark the students based on their answers about the lesson being
learnt in class.
www.stireducation.org
Divide the class into teams of 4-6 to form ‘detec�ve
agencies’.
At the end of the week, declare the detec�ve agency with the highest
points to be winner.
Instruct the students to think like a
detec�ve when answering ques�ons
asked in the classroom
throughout the week.
Give students examples of how a
detec�ve would solve problems by
thinking differently.
in partnership with
INNOVATION APPLICABLE TO
Primary School
Problem Statement:
I was finding it difficult to mo�vate academically weaker students to par�cipate ac�vely in classroom.
Poten�al Challenge
Sugges�on to overcome challenge
Some of the academical ly weaker students might hesitate in communica�ng within their own group.
Give leadership responsibility to the weaker students to ensure ac�ve par�cipa�on.
Micro-Innova�on Name:
Ques�on Box
Anita DashKhunpakata ME School, Khunpakata,
Athgarh, Cu�ak, Odisha
MICRO-INNOVATION DESCRIPTION
My academically weaker students became confident about asking ques�ons through the ‘ques�on box’ and this helped clear their doubts.
IMPACT SO FAR (according to teacher)
Divide the class into 6 groups.
Make one student as the group leader in
each group.
Mo�vate the students to help each other and encourage
the academically weaker students to par�cipate in this
ac�vity.
Allow students from each group to
answer the ques�ons one by one.
www.stireducation.org
Keep a box in class and label it as ‘ques�on box’.
Group leaders are responsible for
maintaining discipline within their own group
& giving marks for each correct answer on the blackboard.
INNOVATION APPLICABLE TO
Secondary School
in partnership with
At the end of each lesson, ask students
to write their doubts/ques�ons on chits of paper and to
put them in the ‘ques�on box’.
In the next class, take out all the chits from the ques�on box.
Question Box
Problem Statement:
I wanted to create a deeper understanding about certain science topics that my students were struggling with.
Poten�al Challenge
Sugges�on to overcome challenge
The teacher might not be able to devote �me for role-plays a�er each topic.
Some of the role-plays can be performed during the school assembly to save instruc�on �me.
Govt Girls Junior High School,
Chamoli, U�arakhand
Micro-Innova�on Name:
Learning science through role-plays
Anita Negi
MICRO-INNOVATION DESCRIPTION
My students gained a deeper understanding of scien�fic concepts.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Divide the class into groups.
At the end of each lesson,
select one group to create a role-play on the topic
learnt.
Explain the topic with the help of
these students role-playing the different characters. E.g. the
posi�ons of the planets in the solar
system.
Assign a character to each student. Eg. In the case of Solar system, the characters would be the sun, moon,
different planets, etc.
Ask students to create cardboard
cut-outs and write the name of their character on it.
INNOVATION APPLICABLE TO
Primary SchoolSecondary School
in partnership with
Poten�al Challenge
Sugges�on to overcome challenge
It might s�ll be a challenge to keep some students in class a�er the Mid-day Meal.
Prepare a list of such students and pair them with students who are regular. Make it the responsibility of the regular students to ensure that their partner doesn’t leave school a�er the Mid-day Meal.
Problem Statement:
I was struggling to make my students stay back in school once they finished their Mid-day Meal.
Primary School Mankhera,
Mohanlalganj, Lucknow
Micro-Innova�on Name:
Keeping students in class a�er Mid-day Meal
Anuradha Maurya
MICRO-INNOVATION DESCRIPTION
My students started looking forward to these ac�vi�es and stayed back a�er their Mid-day Meal to par�cipate in them.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Allocate one hour a�er lunch for fun
ac�vi�es.
Divide students into group of 5.
Gradually, plan ac�vi�es that are
related to specific topics
covered in class.
Conduct ac�vi�es such as drama, singing, quizzing and word games.
At the end of the week, announce the name of
the group with maximum points.
in partnership with
Allow students to discuss and pick a name for their
group.
Give points to groups based on
their performance in these ac�vi�es. INNOVATION APPLICABLE TO
Primary School
Poten�al Challenge
Sugges�on to overcome challenge
Some students may be shy or hesitate to answer properly when their turn comes.
Encourage these students by telling them that trying is more important than answering perfectly. Guide them on how to frame their sentence.
Problem Statement:
I was struggling to make my students respond verbally in the classroom.
Shindewadi Mumbai Public School,
Dadar, Mumbai
Micro-Innova�on Name:
Being Heard
Cliszma DaCosta
MICRO-INNOVATION DESCRIPTION
My students started par�cipa�ng in class much more and became confident about interac�ng with me and each other.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Every morning, ask the students to sit
in a circle.
Bring a hat to class and call it ‘The Talking Hat’.
Once students are comfortable speaking about simple things, use this ac�vity for academic topics as
well.
Give posi�ve feedback to students once they answer by
clapping, giving them a star on their
hand, etc.Play music on your phone and ask students to
pass the hat.Ask simple ques�ons
like, ‘What is your father’s name?’ ‘How do you feel today?’ and ask students to
respond in whichever language they are comfortable with.
INNOVATION APPLICABLE TO
Primary School
in partnership with
A�er a while, stop the music and ask the student with the ‘Talking Hat’
to stand up.
Poten�al Challenge
Sugges�on to overcome challenge
The weaker students might not be learning at the level their group is at.
Work with the weakest set of students separately during group �me.
Problem Statement:
I found that only a small number of students were responding well in the classroom.
Shri Dev Darbar Ashram Inter College,
Sandi, Hardoi, U�ar Pradesh
Micro-Innova�on Name:
Learning together
Faheed Ahmed
MICRO-INNOVATION DESCRIPTION
There was an overall improvement in class par�cipa�on as the weaker students were given more chances to par�cipate in a team.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Divide the class into groups of 5 such
that there is at least one academically strong student in
each group.
Appoint one such student to be his/her
team captain.
Award more points to the team if the
ques�ons are answered by
members other than the captain.
At the end of the week, hold a quiz on topics taught
that week.
Ask the team to come up with a team name. During each lesson,
allocate 10 minutes of group �me where the team members
will discuss any doubt they have
with each other and their team captain.
INNOVATION APPLICABLE TO
Secondary School
in partnership with
Plan the class layout such that each student sits
with his/her team.
Problem Statement:
I wanted to help the academically weak students to improve in studies and communicate with others without hesita�on.
Poten�al Challenge
Sugges�on to overcome challenge
The students might not be experienced in mentoring, making them feel overburdened.
Provide constant guidance to the mentors and create structures that make this an easy process.
DTEA Senior Secondary School, Lodhi Estate, Delhi
Micro-Innova�on Name:
Subject-wise mentors for weak students
Geeta Arunachalam
MICRO-INNOVATION DESCRIPTION
A posi�ve working rela�onship was established amongst my students.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Divide the students of their
respec�ve classes in groups of 4.
Ensure that each group has three
students who are at a reasonable
academic level and one who is lagging
far behind.
Track the progress of the weaker
students as well as of the mentors by speaking to each
group at the end of the week.
Mentoring will be in the form of checking homework, helping
with classwork, solving doubts, etc.
For these subjects, the students help
the weak student in their group by
mentoring him/her.
Split the different subjects between
the three students.
INNOVATION APPLICABLE TO
Secondary School
Poten�al Challenge
Sugges�on to overcome challenge
The ques�ons submi�ed by students for the quiz may be incorrect
Check the ques�ons before asking them in the quiz and make the required correc�ons.
Problem Statement:
I was struggling to make science interes�ng for my students.
DTEA Senior Secondary School,
R. K. Puram, Delhi
Micro-Innova�on Name:
Science Quiz
Gita Sridhar
MICRO-INNOVATION DESCRIPTION
My students became interested in Science and started studying it independently.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Divide the class into 4 groups- 2
girls groups and 2 boys groups, with names of famous Indian scien�sts like A.P.J Abdul Kalam, Kalpana
Chawla, etc.
Appoint a group leader for each group.
Award bonus points to the group, if the correct answer is given by weaker
students.
On the blackboard, write down the score
of each group.
A�er comple�ng a science lesson, give
one week to students to prepare
a science quiz on that lesson.
The reader will ask ques�ons to each group one by one.
Appoint a student as reader, whose role will be to read out
each ques�on.
INNOVATION APPLICABLE TO
Secondary School
Ask the group leaders to help academically weaker students in
their group.
A�er a week, ask each group to submit
their ques�ons.
Problem Statement:
I wanted to mo�vate the school teachers to incorporate theme-based teaching methodology in their classrooms.
Poten�al Challenge
Sugges�on to overcome challenge
A few teachers might not be willing to put in the extra amount of effort this idea needs.
For few months in the beginning, make groups of teachers so that they work together and divide the responsibility amongst themselves.
Matoshri English Medium School, Laxminagar,
Yerawada, Pune
Micro-Innova�on Name:
Thema�c Island
Jharna Bhowmick
MICRO-INNOVATION DESCRIPTION
Teachers in my school used different ways of teaching and students responded to them enthusias�cally as they could now relate the subject knowledge with their own lives.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Conduct a mee�ng with the school
teachers and help them understand how to make a mind map
on a par�cular theme.
For example: take the theme ‘My Family’.
Once a month, call the parents to school and engage them in
an ac�vity related to the theme.
Every month, work on one theme and relate it to the curriculum
and syllabi. Conduct ac�vi�es with
students on the same theme every day.
INNOVATION APPLICABLE TO
Primary School
Tell the teachers to integrate the theme
into different subjects.
In English, this can be done by including poems and stories on ‘My Family’, Maths by
coun�ng the number of family members, coun�ng the age difference, Art by drawing
caricatures of the member, and so on.
in partnership with
Problem Statement:
I was trying to come up with a way to help my children learn standard defini�ons in science which would help them further in understanding topics.
Poten�al Challenge
Sugges�on to overcome challenge
It may be �me-consuming for teachers to check each and every term recorded by the students in the dic�onary and to be able to correct the wrong defini�ons.
Teachers can seek help from those students who are able to grasp the concepts easily and assign them to check their classmates’ dic�onaries.
Govt Girls Senior Secondary School,
Panchkula, Haryana
Micro-Innova�on Name:
Science dic�onary
Meenakshi Tuli
MICRO-INNOVATION DESCRIPTION
My students are now well-versed with simple scien�fic terms, which has helped them understand the other topics be�er.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Ask students to bring a new notebook with
the le�ers of the alphabet labelled on different pages. This
would act as their dic�onary.
Divide students into groups of 5.
Check these dic�onaries every
week and appreciate the students who are able to define
them well by giving stars, smileys etc.
Students will then note these defini�ons alphabe�cally in their notebook dic�onary.
Instruct the students to find the defini�ons
of these terms by working in groups.
Before star�ng every lesson, ask
students to iden�fy and note down all the new terms of
that lesson from the course book.
in partnership with
INNOVATION APPLICABLE TO
Secondary School
Problem Statement:
I was losing instruc�onal �me due to students not having/bringing resources like pencils, erasers etc. to school.
Poten�al Challenge
Sugges�on to overcome challenge
Some students might not return the materials a�er comple�ng their work.
Guide the sta�onery monitor in tracking items that have been borrowed.
PS Arijankhera, Maunda, Sarojani Nagar, Lucknow
Micro-Innova�on Name:
Ensuring availability of basic resources
Meenu
MICRO-INNOVATION DESCRIPTION
It saved class �me as my students could complete their classwork without spending �me in looking around for sta�onery.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Buy materials like pencil, sharpener, eraser, scale and
store them in a box.
Keep this box in class.
Guide the sta�onery monitor in giving and receiving the
sta�onery from the students.
Appoint a sta�onery monitor based on
regularity in a�ending school and bringing necessary resources.
At the end of the day, ask students to keep the borrowed items
back in the box.
At the beginning of the day, ask
students to take the necessary material
from the box.
INNOVATION APPLICABLE TO
Primary School
in partnership with
Problem Statement:
I wanted to make students confident about discussing their academic doubts with each other and with me.
Poten�al Challenge
Sugges�on to overcome challenge
Some students might not take this seriously and the ac�vity might get boring a�er a while.
Encourage students to ask each other interes�ng ques�ons. Put up a chart in class and on it, list the most interes�ng set of ques�ons asked by students that week.
Government Senior Secondary School,
Bhojawas, Haryana
Micro-Innova�on Name:
Peer-learning to increase reten�on
Minakshi Devi
MICRO-INNOVATION DESCRIPTION
My students started discussing academic doubts with each other without hesita�on.
IMPACT SO FAR (according to teacher)
www.stireducation.org
At the end of each lesson, give
students homework of preparing 5
ques�ons from that lesson.
Move around class, guiding students and
correc�ng them whenever necessary.
Partners will ask each other the 5 ques�ons that they have prepared.
No ques�on must be repeated in this ques�on-answer
round.
INNOVATION APPLICABLE TO
Primary SchoolSecondary School
in partnership with
Each student will be paired up
with his/her partner.
Poten�al Challenge
Sugges�on to overcome challenge
Some students may not be able to answer s u c h q u e s � o n s d u e to a l a c k o f understanding of the concepts.
Iden�fy students who are struggling to answer these ques�ons. Pair them up with a student mentor to help them in understanding different concepts.
Problem Statement:
I wanted my students to apply their own knowledge while studying.
Vivek Modern School, Subhash Vihar, Delhi
Micro-Innova�on Name:
Higher-order thinking ques�ons
Ni�ka Arora
MICRO-INNOVATION DESCRIPTION
My students became more engaged in class as they knew exactly what they were expected to learn by the end of the lesson.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Prior to teaching each chapter,
prepare a list of higher-order
thinking ques�ons, which are beyond
the textbooks.
These can be ques�ons which
require students to give their opinion, jus�fy a par�cular
statement, etc.
Check the answers and provided your
input, wherever needed.
Ask students to write the answers of those ques�ons for
homework.
At the end of the lesson, discuss these
ques�ons orally through a class quiz.
INNOVATION APPLICABLE TO
Secondary School At the beginning of each lesson,
write these ques�ons on a
chart paper and put it up in class.
Tell students that these are the key
ques�ons they should be able to answer at the end of the lesson.
Problem Statement:
I wanted to ins�ll good quali�es in my students & groom their personality with the help of books.
Poten�al Challenge
Sugges�on to overcome challenge
It is important that each student gets a chance to read all types of books.
Make a register to record the books issued to the student and refer to it every �me you issue a book.
ZPHS, Nadergul, Saroornagar,
Ranga Reddy, Telangana
Micro-Innova�on Name:
Personality development through reading
P. Nagamani
MICRO-INNOVATION DESCRIPTION
My students developed intellectually and became mo�vated to imbibe certain good quali�es that they were reading about.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Collect various types of books from the
library such as biographies, self-help
books, inspiring novels, general
knowledge magazines, etc.
Allow each student to select a book based on their interest level.
Put up the 5 best write-ups on the
class wall.
On the last day of the month, discuss the
learnings of students from the books they
have read.
A�er students have finished their book, ask them to write
one page about what they have learnt from the book.
Lend a book to each student for 15 days.
in partnership with
INNOVATION APPLICABLE TO
Secondary School
Problem Statement:
I found that my students were struggling to learn certain topics which required them to remember a long list of things.
Poten�al Challenge
Sugges�on to overcome challenge
If there are a large number of phrases, students might get confused about which topic a par�cular phrase is referring to.
Help students remember phrases by associa�ng them with various stories.
Govt Senior Secondary School, Kalanwali, Sirsa
Micro-Innova�on Name:
Abbrevia�ons to make learning interes�ng
Phool Singh
MICRO-INNOVATION DESCRIPTION
My students were able to remember names of states, rivers, languages, and also math formulae through this method.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Prepare various phrases for each topic where each le�er stands for a certain thing E.g To help students learn the list of Indian languages,
tell them the phrase ‘Postman H.K.Bgdu’ where P stands for
Punjabi, O for Oriya and so on.
Introduce these phrases to the class and instruct students to
make a note of them.
Appoint a group of students to prepare a list of the new phrases taught that week and put them
on the class wall.
in partnership with
INNOVATION APPLICABLE TO
Secondary School
Problem Statement:
I was trying to come up with an approach that would help my students study various mathema�cal formulae.
Poten�al Challenge
Sugges�on to overcome challenge
It might be difficult to create poems for each formula.
Involve the students in crea�ng the poems too, which will improve their crea�vity and help them in remembering the formulae as well.
Govt. Inter College Jaipur, Kolsan, U�arakhand
Micro-Innova�on Name:
Poems to teach mathema�cal formulae
Poonam Rana
MICRO-INNOVATION DESCRIPTION
There was a great improvement in my students’ problem-solving skills as they were able to remember the formulae easily with the help of these poems.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Prepare poems to explain mathema�cal concepts E.g. A poem to explain the concept of BODMAS.
Also, men�on things to keep in mind while solving ques�ons
related to the concept.
Ask students to note down these poems and refer to them while
learning the concepts.
in partnership with
INNOVATION APPLICABLE TO
Secondary School
Problem Statement:
I was struggling to connect with my students and wanted to effec�vely communicate their strengths and weaknesses.
Poten�al Challenge
Sugges�on to overcome challenge
It may be difficult to write meaningful le�ers for each student along with handling other school work. There would also be students whose birthdays are during vaca�ons.
Remain consistent and prepare birthday cards for students in advance and gi� it to them before the school vaca�ons.
Shindewadi Mumbai Public School,
Dadar, Mumbai
Micro-Innova�on Name:
Birthday gi�
Prachi Venkataraman
MICRO-INNOVATION DESCRIPTION
I was able to build an in�mate rela�onship with the students and they looked forward to knowing what the teachers thought about them. Students no longer hesitated to par�cipate in the classroom.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Put up a birthday chart in the classroom lis�ng the names of all
the students along with their birthdays.
On every student’s birthday, prepare and gi� a card containing a
handwri�en le�er for every student.
The le�er should start by sta�ng the student’s strengths and then advise what he/she
needs to improve on.
in partnership with
INNOVATION APPLICABLE TO
Primary SchoolSecondary School
Poten�al Challenge
Sugges�on to overcome challenge
Some students might not be mo�vated to present in class.
Work with these students individually and publicly acknowledge efforts made by them.
Problem Statement:
I wanted to improve the speaking skills of my students and reduce their tendency to rote learn.
Gandhi Memorial Public School, Seelampur, Delhi
Micro-Innova�on Name:
Making presenta�ons to learn be�er
Pree� Sharma
MICRO-INNOVATION DESCRIPTION
Many of my students who were previously only able to write what they had learnt were now able to speak confidently and deeply about a certain topic.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Every month, prepare a list of 10 topics
based on the course curriculum.
Guide students on how to prepare an
interes�ng presenta�on.
Allow the best speakers a chance to present in the school
assembly.
Count these scores as part of their exam to mo�vate students
to par�cipate.
Mark the students based on what and
how well they present in class.
INNOVATION APPLICABLE TO
Secondary SchoolProvide a list of things that should
be present in all presenta�ons such as graphs, diagrams
and bullet points.
Tell students to present the topic as
if they were the teacher.
Give students choice on selec�ng any one
of the 10 topics.
Problem Statement:
I wanted to engage my academically weaker students in class.
Poten�al Challenge
Sugges�on to overcome challenge
Some students may s�ll not be engaged in these ac�vi�es.
Guide academically strong students to mentor the weaker students.
PS Dada Sikanderpur, Mohanlalganj, Lucknow
Micro-Innova�on Name:
Differen�ated learning
Rajeev Kumar Srivastava
MICRO-INNOVATION DESCRIPTION
My students started communica�ng more openly with both teachers as well as fellow students and became mo�vated to a�end classes.
IMPACT SO FAR (according to teacher)
www.stireducation.org
INNOVATION APPLICABLE TO
Primary School
Iden�fy students who are disinterested and not responding
in the classroom.
For each topic, iden�fy simple ac�vi�es that match these students’ abili�es. E.g. Instead of wri�ng long answers, the students can represent
a topic through drawing.
Publicly acknowledge the efforts of these students.
in partnership with
Problem Statement:
I was struggling to make my students understand and learn concepts in an easy way.
Saarthak Government Integrated Model Senior
Secondary School, Panchkula, Haryana
Dr. Rajiv Kochhar
Poten�al Challenge
Sugges�on to overcome challenge
It might be difficult to create concept maps for lengthy lessons.
Divide the lesson into parts and make separate concept maps for each part.
Micro-Innova�on Name:
Concept maps
MICRO-INNOVATION DESCRIPTION
My students gained a much stronger understanding of the concepts.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Before star�ng a lesson in the class,
make a ‘concept map’. This would
show interrela�onships between different
concepts through a flowchart.
Hold a mee�ng with other
teachers of the school and
mo�vate them to use the concept
map for teaching in all the subjects, wherever possible.
Once the students understand how to make the concept map, ask them to
make it for every lesson.
Check the concept maps
made by students.
Draw the concept map on the
blackboard and use it to introduce the
concepts in the lesson.
in partnership with
INNOVATION APPLICABLE TO
Secondary School
Problem Statement:
I wanted to teach my students to conserve electricity in both their school as well as their homes.
Poten�al Challenge
Sugges�on to overcome challenge
Some students might be disinterested in par�cipa�ng in this ac�vity.
Put up an ‘Electricity Champions’ chart in class and put up the names of students who are par�cipa�ng ac�vely.
Sahyatri Vidyalaya, Bhandup, Mumbai
Micro-Innova�on Name:
Save electricity
Rameshwari Pa�l
MICRO-INNOVATION DESCRIPTION
My students were able to realise the importance of saving electricity and started switching off lights in the classroom when not in use.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Ask the students to bring their home’s monthly power bill
to class.
Give students instruc�ons on how to
conserve electricity such as switching off lights, fans etc. when
not in use.
Repeat this ac�vity for 3
months.
Appreciate those students who were able to reduce their
power bill.
Ask students to announce the
reduc�on in the bill amount.
At the end of each month, ask students
to compare the electricity bill of the current month with that of the previous
month.
INNOVATION APPLICABLE TO
in partnership with
Secondary School
Problem Statement:
I was struggling to bridge the learning gap among my students and wanted to improve their wri�ng skills.
Poten�al Challenge
Sugges�on to overcome challenge
The slow learners could not manage to write the essays as they were occupied with their classwork almost throughout the day.
In the morning, before star�ng with the lessons, give 10 minutes wri�ng �me to students by giving them a common topic , without keeping any word limit.
Abhyudaya Nagar Mumbai Public School,
Kala Chowky, Mumbai
Micro-Innova�on Name:
Improving wri�ng skills
Sana Shaikh
MICRO-INNOVATION DESCRIPTION
It helped me manage my �me in the classroom and focus on the slow learners while engaging the academically strong students simultaneously. It also helped the students to improve their wri�ng skills.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Decorate a shoe box by covering it with coloured
sheets of paper.
Towards the end of school, students will
submit the diaries which would be kept in the class cupboard. If
they want to write more, allow them to take the diary home.
Give these students freedom to write the essays independently
without fear of making gramma�cal errors.
Write essay topics on small chits of paper and
put them in the box.
in partnership with
During Art class, ask students to decorate a
plain notebook with coloured sheets. Tell
them to write ‘My Diary’ on the cover.
INNOVATION APPLICABLE TO
Primary School
While some students are engaged in wri�ng
essays, engage with the slow learners of
the class and help with any doubts they might
have.
During classwork, certain students might finish their work earlier. Ask them to choose a
topic from the box and write down an essay in their respec�ve diaries.
Problem Statement:
I was struggling to create interest in studies among my students and make them concentrate on what was being taught in class.
Poten�al Challenge
Sugges�on to overcome challenge
Some students may be hesitant to answer or will remain disinterested in such an ac�vity.
Work individually with these students and publicly encourage them to par�cipate.
U.P.S. Baniyakhera, Malihabad
Micro-Innova�on Name:
Group-work to increase concentra�on
Sandhya Pandey
MICRO-INNOVATION DESCRIPTION
Now, my students concentrate more in class as they want to be able to answer ques�ons in the group quiz.
IMPACT SO FAR (according to teacher)
www.stireducation.org
INNOVATION APPLICABLE TO
Primary School
Divide the class into 4 groups.
Appoint a group leader in each
group.
Appoint a new group leader
each week, based on performance
in the quiz.
At this �me, allow students to discuss in their group.
Give a green badge to each member of the winning team,
which they can wear for the dura�on of
the next week.
At the end of each lesson, allocate 15
minutes for discussion.
At the end of the week, organize a
group quiz.
in partnership with
Problem Statement:
I wanted make science interes�ng for my students.
Poten�al Challenge
Sugges�on to overcome challenge
Teachers may find it stressful to develop such models on their own while handling other work.
Involve students in arriving at different ways to demonstrate a par�cular topic.
Sri Dev Darbar Ashram Inter College,
Sandi, Hardoi
Micro-Innova�on Name:
Linking Science to everyday experiences
Sanjay Kumar Pandey
MICRO-INNOVATION DESCRIPTION
My students started looking forward to the science classes as they now saw it linked to their lives.
IMPACT SO FAR (according to teacher)
www.stireducation.org
INNOVATION APPLICABLE TO
Secondary School
Explain each concept with examples that are linked to students’ everyday lives. i.e
Demonstrate how wider straps in bags result in less pressure.
Prepare a list of experiments for each concept and perform these
experiments in class to demonstrate how a par�cular concept works.
Prepare various models, diagrams etc. based on the lessons being
taught in class.
in partnership with
Problem Statement:
I wanted my students to be able to answer confidently in the classroom.
Anuda� Vidyalaya, Kandivali East, Mumbai
Sarojana Adawale
Poten�al Challenge
Sugges�on to overcome challenge
Some students may s�ll feel hesitant while presen�ng in front of the whole class.
Teachers must encourage such students by providing them extra chances and assigning them more days to try and speak be�er.
Micro-Innova�on Name:
Share and learn
MICRO-INNOVATION DESCRIPTION
My students became comfortable enough to respond well in class and communicate with the teachers confidently.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Make a chart lis�ng the names and roll numbers
of all the students.
Once each student’s turn is over, start this
ac�vity from the first roll number
again.
Each student presents them roll number wise.
Mark these students based on their presenta�on
and give them stars next to their name
on the chart.
Ask all students to prepare one small
story, one good thought, two
general knowledge facts and a poem.
INNOVATION APPLICABLE TO
Secondary School
in partnership with
Problem Statement:
I was struggling to create interest in studies among my students and make them concentrate on what was being taught in class.
Poten�al Challenge
Sugges�on to overcome challenge
Some students might use the pass as an opportunity to roam around school.
Iden�fy such students and ban them from using the card pass for a week.
Govt Girls Senior Secondary School,
Sirsa, Haryana
Micro-Innova�on Name:
Passes to reduce disrup�on
Sunita Dhingra
MICRO-INNOVATION DESCRIPTION
My students were able to understand that they cannot leave class constantly. They reduced their trips to the washroom during instruc�onal �me.
IMPACT SO FAR (according to teacher)
www.stireducation.org
Prepare 2 card passes for each class.
Get these passes signed by the Principal.
Inform the students that only 2 students can leave the class at a �me and only when they
have the pass with them.
in partnership with
INNOVATION APPLICABLE TO
Primary SchoolSecondary School
Poten�al Challenge
Sugges�on to overcome challenge
Students might not have the habit of reading, which might make it difficult for them to find relevant ar�cles.
Students will gain interest in reading if this ac�vity is con�nued consistently for a couple of months.
Problem Statement:
I wanted to improve my students’ knowledge about current affairs.
GSR Sarvodaya Kanya Vidyalaya,
Defence Colony, Delhi
Micro-Innova�on Name:
Create your own newspaper
Vivek Sawhney
MICRO-INNOVATION DESCRIPTION
IMPACT SO FAR (according to teacher)
www.stireducation.org
Each week, select a group of 6 students.
Assign different categories of news
to each student. E.g. Poli�cs, Sports, Business, etc.
Appreciate and reward those who are able to answer
correctly.
Quizzes can also be held in the assembly itself based on the announced news.
Put up these newspapers in the school corridors so that every student
can read them when they want. INNOVATION APPLICABLE TO
Secondary SchoolThese newspapers
can be made by pas�ng cut-outs of
ar�cles on chart papers or by wri�ng
bullet points by hand.
At the end of the week, ask the
students to read out their prepared news in the morning assembly.
Ask students to prepare their own
individual newspapers by finding news of that week on their
allocated topic.
in partnership with