SAIIER 2016:Classroom Micro Projects

Scholarship and Educational Fund		Aranya
Classroom Micro Projects A project of Aikiyam School

Introduction

Entity::Aikiyam School is following project-based learning as part of its curriculum every year. Aikiyam teachers have found and have been experiencing project-based learning, as a dynamic approach to teaching in which students explore real-world problems and challenges while children learn curriculum skills.

Aikiyam School micro projects have proved that project-based learning is filled with active and engaged learning. The queries, problem settings and findings inspire students to obtain a deeper knowledge of the subjects they are studying. Students retain the knowledge gained through micro project approach far more readily than through traditional textbook-centered learning.

Description of project

Aikiyam School teachers chose different topics for their classroom micro projects that are related to their syllabus. This year the class teachers and children chose the following topics:

Kindergarten: Wild Animals
1st Grade: Animals' Life
2nd Grade: Water
4th Grade: Plants
5th Grade: Tamil Poets
7th Grade: Mother Earth (theatre)
8th Grade: Ramayana (story-telling)

Students and teachers started the project work during the second term (October – February). Each class chose a topic related to the theories and facts they learn and allotted some time for the project within the class hours without spoiling their regular studies. Teachers designed their projects so as to use many learning activities to understand problems, facts and find new solutions and suggestions.

Once the project was over, the class exhibited their findings and shared their ideas with other children and parents.

Project descriptions from class teachers

4th Grade (Plants): The project took place roughly from December 2015 to March 2016 and included a big diversity of activities as well as trips to the Botanical Gardens in Auroville and Pitchandikulam forest. We taught the students theoretical knowledge as well as practical knowledge and also did a lot of creative and craft work with them. So they got to know about different kinds of forest, leaves, and roots; parts of flowers; photosynthesis and lot more. They had a lot of fun trying to raise their own plants in school and documenting their success, but also trying to figure out why some of their plants were dying. Little models of trees were made with clay and with wire. Bookwork was also a part of the curriculum, where they were able to recite the learned things, and also writing their own stories about nature and making pictures, some drawn and some glued with dried leaves. Finally we also did a drama on the topic of the importance of trees, which the children did entirely by themselves.

2nd Grade (Water): This project took place in February and March 2016. Teachers took the students to the library to choose resource books about the topic of water. We showed videos about water and its sources, and conducted experiments with water. We went on many field trips: Ousteri Lake, the sea, the village pond, a dam, a well, and Sadhana Forest where we learned more about saving water. Other activities included singing, dancing, performing a play, reading and writing stories, drawing, and playing games.

Outcomes

In the process of completing classroom micro projects, students improved their organizational and research skills, and developed better communication with their peers and adults.
Because students were evaluated on the basis of their projects rather than narrow rote learning, they were completely into the work and enjoyed doing it. Students could connect their academic learning with their real-life facts and problems.
Booklets, theater play and debates were some of the outcomes that were shared with others. An open house was conducted by individual classes where friends, children from other classes, and parents were invited to see the work.
Field trips helped to make the children aware of real situations. This year, students went to the wildlife sanctuaries, zoological parks, farms and water bodies.
Teachers made enough arrangements so that day-to-day learning activities were purposeful.

Comments from the 4th Grade teacher: “What astonished me most is, that they really began to care about plants. In our daily morning sharing a lot of them told us that they planted something themselves at their homes, and afterward reported with great joy if the plants got buds or fruits or with grief if the plant got eaten by an animal. Projects are a nice way to find new ways out of the classroom routine and the students seemed to enjoy the project a lot. It most probably raised the awareness for nature of most of the students, and they won't forget the project because they still have their plants at home.”

Reflections

Since classroom micro projects follow a strategic and integrated learning process, meaningful and long-lasting learning is assured.
The effectiveness of micro projects is made clear through the critical reflections of the students in the classroom.
Through these projects children learn to observe things and to model the intellectual inquires of the teachers.
The class tends to be very democratic while working on projects.

Conclusion

Classroom micro projects have far-reaching implications for the success of integral education. Since teachers and students plan cohesively together, they participate thoughtfully to understand and analyze the issues/topics they have chosen. A satisfying learning environment is created.