The Transformational Academic Programme (TAP) is designed to transform the teaching-learning environment in a classroom while taking into consideration all the constraints peculiar to under-resourced schools. The challenges faced by teachers in these schools are unique and complex and they often lack the support mechanisms required to overcome these challenges. It is Madhi’s firm belief that every child can achieve; and that the school and classroom environment can contribute significantly to a child’s intellectual and emotional development and mitigate the impact of social and economic disadvantages on her education.
TAP is aimed at addressing the systemic challenges inherent in government and low-fee private schools and devising meaningful solutions to help the students, teachers and school leaders to overcome them.Learn More
The teachers are provided bilingual scripted lesson plans for daily use in class (for all subjects) and are able to practice and familiarise themselves with grammatically correct English phrases and dialogues along with being exposed to modern pedagogy.
The ‘TAP tool kit’ comprises all the resources (lesson plans, charts, props, learning aids etc.) that the teacher may require to execute an interesting and engaging lesson. The resources are all pre-designed and mass produced.
TAP uses simple technology solutions in the form of big screen portable tablets and smart phones to achieve the desired learning outcomes.
TAP will appoint one Programme Collaborator (PC) for every 10 teachers. The PCs will visit the school regularly and work closely with the teachers and the school principals to ensure that the teachers feel supported and are able to execute the lessons effectively using the lesson plans and the tool-kit.
TAP uses the unconventional but highly effective ‘Apply - Learn - Create - Apply’(ALCA) model to make training more experiential and practical. Through the ALCA model, teachers are exposed to pre-designed high rigour lesson plans (aligned to the local syllabus) on a daily basis, along with all the teaching aids and audio-video material required to execute the lesson effectively.
By using the lesson plans and teaching aids on a daily basis, the teachers ‘learn by doing’ and internalise the various aspects of a high quality lesson plan and are able to move away from the traditional rote learning method gradually. The lesson plans also act as highly effective tools for language training and teachers gradually feel more confident about speaking in English in class, gradually increasing children’s exposure to the language. This makes language acquisition a very natural and organic process, both for the teacher and the student.
While TAP’s primary focus area is academics and teacher education, its success is also dependent on other factors such as school culture, community engagement, school leadership etc., as they tend to have a significant impact on a child’s education and learning outcomes. Apart from academic intervention, TAP will also engage with other stakeholders such as school leaders, parents/guardians, government officials etc., and develop strategies to invest them in our vision.
Madhi Foundation has signed a Memorandum of Understanding (MoU) with the Corporation of Chennai’s Department of Education to implement TAP across 15 primary schools in grades I and II in the year 2016-17. TAP will be impacting 1600 children through 42 teachers and will aim to add one grade every year, supporting teachers and students up to Grade 10.
TAP provides teachers with a portable DVD player with a screen rather than a television or a smart board and projector, as a DVD player can function as a medium for audio- visual content even when there is a power cut (which is frequent in these schools), is easy to operate even for teachers who are intimidated by technology, is easy to maintain, does not require a lot of space, and can be stored easily under lock and key since pilferage is quite common in these schools.
TAP does not expect the teachers to invest their personal time in making resources for class and instead provides all the materials beforehand. We understand that teachers in these schools typically hail from backgrounds where familial and domestic responsibilities fall on their shoulders and that they may not be able to take home a lot of (school-related) work.
Find it a challenge to teach in English (in English medium schools) as most of the teachers were educated in vernacular medium schools
Unable to dedicate a lot of time after school hours to create plans and resources as they had a lot of personal commitments and responsibilities
Hesitant to use technology effectively as they were intimidated by it or found it to be burdensome
Gradual loss of interest in implementing a new technique as there is invariably very little follow-up or support from the trainers who have trained them on new techniques