Student Clubs
What are the main objectives of establishing School Clubs in schools?
A) To have more number of activities
B) To improve learning outcomes, foster leadership, and build ownership among students
C) To conduct school cleaning and plantation
D) Only to assign additional duties to students
B) To improve learning outcomes, foster leadership, and build ownership among students
What is the primary goal of the Remediation Program?
B) To provide tailored support based on students' learning needs and bridge learning gaps
What is the purpose of the Pragati Hejje initiative?
Explain the process of forming Student Clubs and Cabinets in schools.
B) Plan the formation, assign teachers, announce clubs to students, conduct elections, and assign roles
Describe how the remediation classes should be structured to cater to the needs of different groups of students.
A) Separate classes for sports, arts and other co-curricular subjects
B) Create larger classrooms discussions with all students
C) Conduct remediation only during weekends for just the weak students
D) Create 2 groups: Group 1 for students who grasp concepts easily and Group 2 for those who need additional support
D) Create 2 groups: Group 1 for students who grasp concepts easily and Group 2 for those who need additional support
What should be documented as part of the Pragati Hejje presentation?
Which of the following approaches would make a Student Club activity MOST effective for achieving Learning Outcomes (LOs)?
A) Conduct activities first and then map them to LOs later based on observed outcomes.
B) Choose activities that are engaging but not linked to any specific LO, ensuring students enjoy without focusing on particular academic goals.
C) Plan activities that target specific LOs from the curriculum and then conduct for all students together.
D) Use Learning Outcomes from a lower grade (e.g., grade 5) for higher grades (e.g., grade 8-10)
c) Plan activities that target specific LOs from the curriculum and then conduct for all students together.
What are the suggested teaching methods for conducting effective remediation classes?
C) Play-based learning, peer learning, open book exams, and problem-solving activities
Which of the following is the MOST systematic way to track progress under the Pragati Hejje initiative?
As a Block Mentor, when you visit a school to assess if Student Club activities have been effectively conducted, what specific indicators would you look for?
Scenario: You are visiting a school that claims to have active monthly club sessions. However, you notice that the student involvement seems low and school has not filled any google forms. What would be the key evidence to verify if the clubs are truly functional and aligned with Learning Outcomes?
Look for a documented Calendar of Activities, evidence of completed LO-based activities (like photographs, student work samples, or activity logs), student participation in club sessions, the presence of learning resources used for the activities, and feedback from students about their roles and understanding of the club’s purpose. Motivate the Teachers to fill it in the google forms
Scenario: During a school visit, the Headmaster shares that all periods are allocated for mandatory subjects, and teachers are overwhelmed. However, remediation is crucial to help low-performing students. What changes can the school make in their existing schedule to accommodate a dedicated remediation period?
The school can consider reducing 5 minutes from each period to create a dedicated Zero Period. Additionally, they can alternate Zero Periods between different subjects (Math and Kannada), ensuring remediation is focused without taking time away from core subjects.
A school has faced challenges in documenting their PTM, TLM and club activities for Pragati Hejje due to lack of digital literacy and connectivity issues. As a Block Mentor, how would you guide the Headmaster to effectively track and document the school's progress for the presentation?
The Block Mentor can suggest manual record-keeping methods as an interim solution, provide basic training to staff on digital documentation, explore offline Google form options, and support the school in setting up a simple documentation process that can be converted digitally when connectivity is available, every week.
During your visit, an HM ask you to suggest an activity that aligns with an LO for grade 8 9 10 for any subject club. How would you guide the Headmaster?
Scenario: During a school visit, the Headmaster asks for help in designing a club activity linked to a Learning Outcome for grade 8 9 10 and any subject. They want the activity to be engaging and fun and targeting all the grades. Suggest one such LO and an activity idea
Expected Response: refer to the handbook or monthly suggestive list of activities. Choose an LO like “Understanding the properties and interactions of different forces.” Design an activity such as a tug-of-war game to demonstrate balanced and unbalanced forces. Instruct students to apply varying strengths on opposite sides and observe the effects. Follow up with a reflection session where students document their observations, relate them to scientific principles, and present their findings to lower grades.
The Headmaster has tried following the recommended schedules and grouping methods for remediation but still finds that many students are falling behind, especially in Math and Kannada. There are no visible changes in students’ FA and SA scores, and the teachers are getting discouraged. How would you help the Headmaster restructure the program to target specific learning gaps more effectively?
The Headmaster should start by re-evaluating the grouping criteria and consider creating even smaller, skill-specific groups based on recent diagnostic assessments. They can introduce individualized learning plans for struggling students and focus more on foundational skills. Suggest implementing varied teaching methods such as peer learning, activity-based learning, and integrating TLMs that cater to different learning styles. Moreover, conduct weekly micro-assessments to track incremental progress and set short-term goals to boost student and teacher morale.
During your review, you find that while the school has an extensive record of activities, such as photos, attendance logs, and even student portfolios, the Learning Outcomes have not improved, and student engagement remains low. The Headmaster believes that as long as activities are documented, it’s a sign of success. How would you guide the school leadership team to focus on genuine improvement rather than just compliance?
The Block Mentor should initiate a discussion on linking activities more meaningfully to specific Learning Outcomes. They should guide the Headmaster and teachers on identifying gaps between what is being documented and actual student learning. A good approach would include setting up reflective review sessions after each activity to assess what was learned, using student feedback to redesign activities, and monitoring outcomes over time. Additionally, the mentor can introduce a "Learning Impact Framework" where teachers rate the effectiveness of each activity against the intended LOs and adjust future plans accordingly.