Genesis International

 

Yardstick Implementation at Genesis International for 4th class to 10th class

SCHOOL BACKGROUND INFORMATION

  • Approximately 30 students in each grade
  • 30 Teachers teaching science and math
  • Case study written after one years of implementation
  • Newly established school
  • Wanted to transform in to activity based learning
  • Sate Board School

I. CURRICULUM SELECTION PROCESS

The school used a combination of Yardstick Hands on Learning curriculum and traditional class room teaching materials for class 4th to 10th. Before the adoption of Yardstick Hands on curriculum, there were many interactions with teachers to understand how the syllabi has been thought in the class room, difficult areas, the profile of the students etc. After a thorough understanding of the class, the curriculum selection was made in coordination with the teachers. Parents and all middle/ senior level teachers had the option to evaluate the materials and give their input.  The teachers also examined the curricula for its correlation to the syllabi.

The school selected Yardstick hands on eighth grade curriculum because:

  • Yardstick is a hands-on, inquiry-oriented curriculum.
  • These courses address the state science standards.
  • The concept development was constructive and concepts are continually reinforced within the courses.
  • There is a high level of content rigor.

Once the curriculum selection had been made and approved by the School Management and teachers, Yardstick planned a half-day introduction for the teachers and principal. During the introduction, the teachers and principal participated in selected activities from the curriculum to show them an example of inquiry instruction, how the investigations were structured, and how the curriculum related to the state standards. The level of acceptance by the teachers was very high, especially among those who view the study of science as being an inquiry into the natural world.

II. PROFESSIONAL DEVELOPMENT/ STAFF DEVELOPMENT

Teachers who are new to Yardstick attended a one-day workshop on hands on learning and how it will be integrated in to the curriculum. For some of the courses, this is followed up one to one discussion with teachers on sharing across teaching ideas and teaching aids. This has given the teachers a chance to debrief the first part of the course and to prepare for the remainder of the course.

Connecting to the real world – Field trips

Yardstick has planned special session for children and teachers to take learning outside the class room (literally). Yardstick has planned 2 sessions of day long where children and teachers were taken to the surrounding areas and were given projects to connect to real world.

Teachers Workshop

During the one-day implementation workshops, the Yardstick team focused primarily on having the teachers complete as many activities during the workshop as possible. This has given opportunity for teachers to increase the breadth and width of the concept, clear existing misconceptions, handling misconceptions in class rooms and a lot of teaching ideas.

These workshops also helped as a reflection of the philosophy of the program, understanding the conceptual development process within the courses, the role of the teacher and the student in inquiry instruction.

Activity Sessions

During the planning of the curriculum, teachers and Yardstick team has identified activity sessions where the students focus on hands on activities. These activity sessions during the first year of implementation were handled by team of Yardstick.

All these activities focused on the following

  1. increasing scientific temper among children
  2. reinforcing concepts and increased conceptual clarity
  3. removing misconceptions

Yardstick facilitator was assisting on of the teacher from the school in delivering this activity. By this ensuring, teachers integrate hands on in the class room.

III. MATERIALS AND SUPPORT

Each student was given activity kit and activity work book in the beginning of the term. The kit and work book were given to the students in the beginning of the term. The students were expected to bring the kit and book to the activity sessions. But, few problems have been encountered by students not bringing the kit to the activity sessions; some materials were lost at the time of activity session. So, later on the materials were placed in the school campus and access to the materials  were given only in the time of activity sessions.

IV. COMMUNICATION

  1. Administrators: Regular presentation was given to the administrators regarding the implementation of the Yardstick program and how they could provide support. The principals are supportive of the hands-on science curriculum.
  2. Parents: Regular communication to the parents has happened. There was an exclusive parent workshop before the start of the Yardstick program.
  3. There were a handful of complaints during the first couple of session from parents who wanted their child to be bringing home a Kit and workbook. However, the science coordinator has received many positive responses from parents who are very supportive and pleased about what their children are learning and that their children are excited about science.