Keywords:
- LRC: Learning Resource Centre
- LEP: Learning Enrichment Program
- TLM: Teaching Learning Material(s)
- UTM: Universal Teaching Methods
In pushing myself to explore new geographies, I have been tasked with living in an area that I have been less prepared for in addition to learning from prior LRCs and LEPs.
My main goal being:
To innovate these centres for learning and produce modules and activities that are interactive, sustainable, and overall approved by the Indian government to be implemented in other institutions.
Many of these centres have been put in place by the national government in order to facilitate student learning and increase the number of literacy rates and student retention rates. Today specifically, I was fortunate enough to visit a school in the village of Shingana. Here an LRC or LEP (only difference is the time of the day each is taught; LRC afterschool and LEP before school starts) was implemented to facilitate student learning and improve their knowledge in subjects such as language, memorization, math, and science. Posters were displayed around the walls showcasing different methods of addition, subtraction, multiplication and division. There were posters showing the heart, the water cycle, the digestive system, and even the solar system. Key geographical locations were written as well as with fun facts that were attributed to them. The class had a library where students were free to take from and read on their own time. The class had on the wall posters of village stories that were important to their heritage and easily understood.
This field visit gave me a better idea of what the school had in terms of materials and what was needed from me. Looking at the classroom, I realized what could be done to facilitate student learning further. And yet, I also thought that the classroom had come very far. Introducing shapes, ideas of fractions, addition, biology, astronomy, etc. The challenge for me is, therefore, to find something in order to progress this already concrete system of learning. What is missing? This question is one that I am brainstorming. Not only to innovate the LRC and LEPs, but also to introduce TLMs that are within budget or even ones that they already have in these areas. Despite some of the material being in Gujarati, I found it interesting how easily I was able to understand what was being taught. All under an UTM, that was greatly visible during my visit. The UTM must be within the framework that any student can learn what is being taught, despite an obvious language barrier or learning level. Despite being at a disadvantage for not knowing too much Hindi or Gujarati, I find this to now be at my advantage. My plan for innovation must be understood universally, by anyone despite a language barrier. It must be able to communicate effectively; without this the student would be at a loss for learning and the teacher/facilitator would not have the capability to effectively conduct a learning session. This is all happening in tandem with families who migrate during certain periods of time. Having educational experience in human geography, I believe I am well-equipped for doing the work to complete this project. However, in learning research geographical methods in my undergraduate years, I know that this takes time and trust.
Student learning must continue in an efficient manner so that they may achieve their fullest potential. In a globalized world, these centres must strive to make students future leaders of India and the world.
