What started as an ’andhere mein teer’ is turning into a very satisfying and impactful journey? An unscheduled visit in September 2021 to Pune (due to a VIP visit) left some time at hand, which we wanted to utilize by visiting some good institute. Vijay Joshi (then MSFDA was a team of two practically, me and him!) suggested IISER, Pune. I had not heard of it by that time (as I have not heard of many things, most of the times!). I and Vijay went there. Harinath, Saurabh and (surprisingly!) a team of ‘young’ Professors briefed us on what all IISER, Pune does, including in teacher training (for schoolteachers primarily). Here was a group of passionate teachers, who obviously were good in knowledge of their subjects – they wouldn’t be in a premier institute otherwise! – but more importantly, they spoke of enquiry-based learning, multidisciplinary teaching– words (and concepts), which Maharashtra State Faculty Development Academy (MSFDA) was beginning to fall in love with. We (misusing the Government tag – well Government is a major funder of MSFDA, though we are not a Government company), called on the Director, IISER, Pune and told them with a (universal) confidence that MSFDA would like to collaborate with them, and take their expertise to across Maharashtra. We further told them that we would like to do an MoU with them within two months. IISER, Pune promotes such endeavours; therefore although they were not too sure of our seriousness and speed, they agreed in principle! An MoU was signed well before the stipulated date. We were not sure of our own seriousness and speed – but who is? It happened.
The course content was developed after due feedback and groundwork to suit the basic requirements of undergraduate college teachers, cutting across disciplines of Physics, Chemistry, Biology and Mathematics. Teachers from Science, Engineering, Polytechnic colleges were invited. Inclusion being a non-negotiable principle of MSFDA, representation from all the six regions of Maharashtra – Vidarbha, Marathwada, Amravati, Nashik, Pune and Mumbai was ensured. (This, itself, turned out to be a critical learning experience with cross-sharing between teachers from different Universities, regions, cultures, teaching practices etc.). Language was no barrier, and everyone could speak, participate, discuss in Marathi, Hindi or English. Also, from each college a group of four teachers – one each from Physical, Biological, Chemical sciences and Mathematics – was invited so that the ‘culture’ of good enquiry-based science and maths pedagogy could be seeded within a college.
The programme was designed to be conducted in two stages – initial online sessions of three days, and then physical sessions of 10 days at IISER, Pune campus. In the first stage, more than 1000 teachers from more than 250 colleges of all the 36 districts participated in 7 sessions spread from December 2021 to March 2022. Out of these, 51 teachers from around 20 districts are now (16th May-28th May, 2022) participating in face-to-face training at IISER, Pune. The approach of the training is ‘by the teachers-for the teachers, with emphasis on shared learning and co-creation of knowledge.
I had a chance to interact with these participants on 24th May, and that triggered me to write this blog. A mathematics teacher participating in the programme remarked – ‘when I came for this workshop, I thought – ‘I have 25 years of experience… what more I will learn ..but the last 9-10 days here have made me realise the folly of what I was doing for 25 years! I for example, never knew there Math work could be done in labs..but we experienced it here’! Another remarked – ‘We always thought there could be only one way of conducting experiments… but we have realized, that with little thinking, the same experiment can be done in multiple ways!’ Some other comments of the participants are reproduced below.
‘There is a realization that what is important Is to discuss and clarify the basic concepts with the students – and not be a ‘hurry’ to just complete the syllabus!’
‘One need not teach, keeping in mind only the ‘best’ student in the class: but pay attention to an ‘ordinary’ student!
‘The classification of intelligent, average and bad students in class is faulty; as a teacher we can work with each student individually… and realise that each student is capable’
‘As science teachers, we always though the subject is difficult and complex, and that is the only way it can be taught… here we see stalwarts of science, teaching seemingly complex issues in such simple manner’
‘When my results did not come in experiment I rechecked the parameters, still result was not coming – I got it checked from a faculty – they also felt that parameters are fine ..and said we will think why result is not coming… the curiosity is thus kept alive. This approach is different from what we do normally i.e. brush things under the carpet.. if we do not know anything, we don’t say that and just close the topic …I learnt that it is okay to say- I do not know ..and keep working at it’
Besides Harinath Chakrapani and Saurabh Dube who are supervising this programme, the IISER, Pune has deployed a full time dedicated team of resources for this programme – Asim Auti, Neeraja Dashaputre, Manawa Diwekar to run this programme that is being called Maharashtra State Development of Educators and Enhancement in Delivery (MS-DEED).
Some of the best scientific brains are interacting with these teachers from remote areas of Maharashtra. Satyajit Raath, Bhas Bapat, Anupa Kumbhar, Nishant Matange, Stephan Titus, Shrirang Godbole, N subhedar, R Chikate, Roshan D’Souza, Sholapurkar are some of the them talking to participants on inclusivity, enquiry-based teaching and edutainment.
The participants will go back and introduce the new methods they have learnt in their classrooms. They go back equipped with effective pedagogy tools. (How to sequence the questions so that it facilitates enquiry-based learning!’) They are preparing action plans for college level interventions and cascading. They have been exposed to design higher order questions for assessment of critical thinking. An online platform will keep them netted for sharing of ideas. Collective experimental data is getting generated. Experiential learning, as envisaged in the National Education Policy is on its way.
Many participants were excited to see the experiments on Hydra – and its regeneration. As they go back to their colleges, their learning here will split, regenerate and bloom.
