Primary school teachers in rural Haryana, India need a reason to teach concept based math because even with interventions, most continue to use rote learning methods. Rote learning does allow students to pass their tests, but it does not result in the conceptual understanding needed for subject mastery in higher grades and does not achieve SDG 4.1.1.
Our solution is a program called Saksham Teachers. It is a year-long program in which teachers meet via video once per week to:
1. learn new strategies for teaching concept-based math and differentiation in multi-age classrooms
2. work through protocols based on theories of motivation, adult development, and growth culture that support them to address the habits, mental models, and anxieties that normally get in the way of change
3. design experiments to test out new ways of doing things
The program is supported by an app that gives teachers the opportunity to connect with one another and share resources.
Teachers are incentivized to join the program due to:
1. The connection with a small community of teachers facing similar challenges
2. The prestige of being named a ""Saksham Teacher""
3. Being recognized at a year-end state-wide gala
Teachers around the world need to shift their instructional practices to prepare students for an ever-changing world. However, changing instructional practice is challenging. Initiatives try to train teachers in new ways of teaching, but these initiatives make very incremental progress at best and many fail. This is because most do not take into account the way that habits, mental models, and anxieties make most adults very resistant to change.
Our solution trains teachers in a new way that is grounded in theories of motivation, adult development, and growth culture. These training methods have been tested in many corporate settings but have not yet been introduced into education. These training methods take account of the way that habits, mental models, and anxieties make most adults very resistant to change and solves for those resistances.
Our users are teachers. This program offers them connection with a small community of teachers facing similar challenges, prestige, and the chance to develop new skills.
Our customers are governments or school districts looking for ways to support teachers to change their practices.
Our solution incorporates practices being adopted in many corporate settings to increase the adaptivity of employees. These practices will allow teachers to change and adapt their teaching strategies more readily and will have a transformative effect on their teaching over time. Our competitors are training bodies that have not incorporated adult development and growth culture theory into their models. This has not yet been done because both of these theories and the work surrounding them are relatively new. Growth culture theory was only introduced in 2016.
Our program will change teacher practice and result in more conceptual learning for students. We will measure this with yearly assessments of students.
In our next steps, we will focus on:
1. Acquiring funding
2. Building the app
3. Identifying first batch of educators to create content for the platform
Our goal is to launch the program with 25 teachers in Q3 of 2020.
Funds, guidance, and mentorship