innovation & experimentation

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All India Competition on Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions.

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The scheme entitled Innovative Practices in School and Teacher Education: All India Competition for NCERT award for school Teachers and Teacher Educators was formulated during nineteen sixties and was in vogue till 2005.

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National Curriculum Framework 2005 under the heading Encouraging Innovations in Chapter 5 entitled Systemic Reforms has made the following observations: Individual teachers often explore new ways of transacting the curriculum in addressing the needs of students within their specific classroom context (including constraints of space, large numbers, absence of teaching aids, diversity in the student body, the compulsion of examination, and so on).

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These efforts, often pragmatic but also creative and ingenious, by and large remain invisible to the school and the larger teaching community, and are usually not valued by teachers themselves. The sharing of teaching experiences and diverse classroom practices can provide opportunities for an academic discourse to develop within school as teachers interact with and learn from each other. This will also encourage new ideas and facilitate innovation and experimentation .

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For a start,there is a need to create structured spaces within schools, and at the level of the cluster and block where teachers are encouraged to share and discuss classroom practices and experiences. If seen as worthwhile, some of these ideas and practices can be systemically followed up. It is also important to bring together groups of teachers within and across schools and provide support to them in terms of resources as well as time to work together. There is also, a need for documentation and research of identified good practices.

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As a follow-up of field interaction, expert group meetings and observations of NCF 2005, the old scheme was reviewed. On the basis of feedback received from the teachers, headmasters and experts, the following in-built obstacles in the system of school education and teacher education were identified in the way of sustaining innovations and innovative ideas in the system for a longer period :

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1. Our systems of school education and teacher education are examination-oriented. There is a pressure on the teacher by the headmaster, the management and parents to complete the syllabus within the time frame. A teacher educator also faces similar challenges in a teacher education institutions. Consequently, the issue of preparing students for the examination comes to the forefront and innovations are neglected. 2. There is lack of motivation on the part of the teacher and the teacher educator to develop/implement innovations. One of the major problems is how to motivate the teachers and the teacher educators? 3. There is lack of cooperation from colleagues, the headmaster/principal and the management to practice or implement innovations. 4. In the classrooms, textbook-oriented teaching-learning is followed and teachers/teacher educators are not encouraged to go beyond textbooks and integrate out-of-school experiences to teaching-learning .

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5. There is lack of appropriate training for the teachers and the principals to implement the innovations. 6. The existing climate or environment of the schools and teacher education institutions are such that innovations are difficult to sustain for a longer period. 7. Reluctance on the part of the institution to internalise and adopt the innovation. 8. There is little freedom for the teachers and the teacher educators to undertake experimentation.

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Consequently, it has been felt that there is need to institutionalise the award system. There is a need to give awards to schools and teacher education institutions, where all teachers, headmaster/principal and management exhibit greater involvement in implementation of innovations, instead of giving prize to individual teacher. Accordingly the scheme has been revised as All India Competition on Innovative Practices and Experiments in Education for Schools and Teacher Education Institutions. The implementation of the scheme is presently coordinated by the Department of Teacher Education and Extension, NCERT.

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Objectives To sensitise teachers about the potential of innovative practices and experiments for improvement of teaching-learning. 2. To encourage schools and teacher education institutions to try out novel ideas and practices for improvement of different areas of school education and teacher education. 3. To encourage schools and teacher education institutions to identify problems they face and adopt a realistic approach to find solutions, thereof. 4 . To create an environment in schools and teacher education institutions by encouraging team work and total involvement of the entire staff in the implementation of the innovations so as to ensure their sustainability. 5 . To provide a forum to teachers and teacher educators to share their innovative ideas with all stakeholders.

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What is Innovation? Innovation is typically understood as the introduction of something new and useful, for example introducing new methods, techniques, or practices or new or altered products and services. Such definitions of innovation include : • Process of making improvements by introducing something new • Process of translating new ideas for improvement of teaching learning • A new idea, method or device • Successful operational of new ideas • Changes that create a new dimension of performance • A creative idea that is realised • Capabilities of continuously realising a desired change.

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Scope Schools or teacher education institutions can undertake innovations or experimentation on any aspect of their work related to teaching-learning, training or management of schools in order to enhance efficiency of the institution to overcome problems and difficulties, they face in day to day functioning. A few examples are given below: • To devise a new approach/instructional strategy in any subject area. • To prepare and use innovative teaching-learning materials. • Identification and mobilisation /use of resources drawn from the local community/ environment for improvement of teaching-learning. • To develop local specific curricular materials for teaching learning.

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To develop innovative strategies for classroom management leading to improvement in the organisational climate or better use of available resources in the class or school. • Management of interpersonal relationships. • Assessment of learning outcomes. • To evolve strategies for inculcation of peace and other human values. • To devise strategies for educating differently abled children. • To study learning styles of children/student-teachers.

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http://www.ncert.nic.in/programmes/teacher_award/innovaion_award.html For more information visit: