To re-organize school system to stimulate and promote thinking process for all children of primary level
STEP I: PNA (PMOT Need Assessment)
When Panini team first visits a school, a form is given to be filled by the school authority. It is a 7 format sheet providing information regarding strength, area, facilities (books/library/reading material), events, etc. that enables Panini team to provide consultation on infrastructural improvements, providing material for learning and creating healthy environment in school.
STEP II: CUSA (Conceptual Understanding Status Assessment / Analysis)
Test taken to assess the understanding of teachers and students and identify the weak spots. Different set of questions are designed class-wise and subject-wise (English/Hindi/Maths). The questions are framed with changing level of difficulty and keeping in mind the areas where children frequently get confused e.g. confusion between 45 and 54, between weak and week spelling and meaning, ु and ू in Hindi. An example of CUSA(Maths) is given below.
STEP III: Wall Designs and Boards
Repair and reinstate the walls with various designs and activities which becomes a work-area for the kids: easily accessible, environment-friendly, and exciting for children. There are 3 types of galleries in accordance with NEP structure:
- Blue Gallery: 3-6 years. Focused on developing motor skills of children...
- Green Gallery: 6-8 years. Focused on testing and developing basic concepts...
- Brown Gallery: 8-11 years. Advanced concepts including LCM, HCF, binary to decimal...
STEP IV: Activity cards and their use to work with wall designs
There are around 40 sets of activity cards. The beauty of wall designs is that the same design can be used for students of lower and higher classes by increasing the level of difficulty for the latter. This can be done with different activity cards which the children use to define their problem statement.
STEP V: Teachers Capacity Building
Teacher’s role is to unleash the inherent potential of children during ‘Primary Schooling’ itself. Teachers' role is to “Learn” from children, the Beautiful Creation of God, and not to “Teach”. This role reversal takes time to set in. This program includes exposure visits of teachers to working schools, 3 modules of training (15 days each), handholding and supervision to imbibe the pedagogy.
STEP VI: Final assessment
Towards the completion of the program, learning outcomes are drawn. The improvement in the conceptual understanding of students and teachers is assessed through CUSA. Feedback is taken, difficulties faced by teachers are discussed, and guidance is given.
