Participants collaborated by voting for 5 short listed ideas, out of the 20Â we heard earlier, that were then worked on further. These emerging teams engaged in a 30 minute ideation session addressing scalability, implementation and sustainability of ideas. Here’s what came out of the proverbial oven!Â
#1 Read and Unite
17:02 – : Â Bring community together while reading. It could take the form of a public gathering area where conversation happens. Focus on vocabulary development and critical thinking. Identify ‘read volunteers’ to facilitate these meetings and help learners. Read out pamphlets, increase participation.
17:03 – The floor is opened up for questions and ideas to improve the idea further.
17:04 – A participant points that critical thinking and the title Read and Unite are in contrast.
17:05 – The group mentions that the primary focus is on creating engagement and involvement at a community level, in the education of children.
#2 I Love Reading
17:05 – Basically focused on how to scale up the solution. Working with children in schools in Delhi to improving reading skills. Scale this up to take it to other states. Partnership is the key to scalability and taking this forward. It is a much more efficient way to scale up. The second solution was to digitize books, going side by side with technology training for teachers. Carrying out on site demonstrations for capacity building. The group will need partners, access points, case studies and white papers that illustrate this works. It is a proven, do-able solution that leverages existing infrastructure.
#3 I Read, You Read, We Read
17:08 -Using School leaders, bringing parents and teachers to school, showing them various books that their children are being taught from, they can take home and then read. The idea emphasizes an engagement model for parents and teachers. It increases the parents’ involvement in their child’s education. It bridges the gap between home and school. It is low cost and does not rely on technology.
17:10 – A participant points out that this could perhaps be a limitation for parents that are not first generation learners.
17:11 – The group acknowledges this and says that despite parents not being literate, we can engage them more deeply in school activities as disengagement with school curriculum is a problem as well.
#4 Reading Against
17: 12 – The group discusses an inherent hierarchy in our lives. The layers of parents, teachers, leaders, seniors are ingrained in our society. Now in case of asking a child a meaning of a poem, a child will not be able to respond without the meaning being told to them. Deeper interpretations, analytical understanding, and a diversity of meaning can only come from questioning. This could include questioning in a silly, irritating manner. We can have certain model schools, that Â represent this idea in terms of practice, addressing all the #7s2r. This one particular resource school can be connected to other schools – through this teacher training can happen.Â
17: 16 – A participant shares that questioning is essential, however a model school concept is worrying because a school upon which other schools model themselves is an existing practice of the government and has not helped so far. Another participant asks how this model school can exist without a culture and ecosystem of reading that supports it. Another participant adds that this curriculum is more creative focused as opposed to being focused on basic reading skills.
17:19 – The group responds saying that a school is an institution that creates that ecosystem and doesn’t need to have an ecosystem, and if there is a group of people that are venturing out in to this, the ecosystem will fall in to place. It is cyclical but the school has a primary responsibility. Schools start social engineering and the ecosystem will fall in to place. If there is a best practice in a school system, how can it be scaled up? How can it be multiplied? We must speak in the language of the government in order to scale this up.
#5Â Teachers Reading Movement
17:24 – To use an existing system, such as DIET Teacher Training, that focuses on best practices in reading Focus on Reading and writing while teachers learn and the teachers teach to become better at it. Collaborations are necessary. Another things is to make this a pilot project, that we can then upscale in a way that is impactful.
17:27 – A participant observes that this cyclical form will ensure a regularity in interaction and teaching. The group responds saying that an iterative model works best when teachers
17:28 – Nita Agarwal gives concluding remarks. The idea of this workshop was to identify potentialities for collaboration. READ Alliance proposes to set up an e mail group so these conversations can take off. CKS will faciliate this conversation and hopefully it will organically escalate. These ideas could also feed in to the Early Grade Reading Innovation Challenge – and participants should feel free to apply!