Can We Improve Educational Outcomes Without Improving Educators?

In 2016, The University of Melbourne (John Hattie) crunched the results of more than 65,000 research papers on the effects of “hundreds of interventions” on the learning of 250 million pupils. They found that popular interventions like class sizes, uniforms and streaming by ability make little or no difference to whether children learn. What matters most is “teacher expertise”.

Stanford University (Eric Hanushek), has estimated that during an academic year, pupils taught by teachers at the 90th percentile for effectiveness learn 1.5 years’ worth of material. Those taught by teachers at the 10th percentile learn half a year’s worth. Similar results have been found in countries from Britain to Ecuador.

“No other attribute of schools comes close to having this much influence on student achievement as educator quality”

Educators want to improve but here is the challenge, Most of them are caved in with teaching duties with unrelenting academic expectations, laborious administrative work required by school & boards alike & hectic work timings apart from playing multiple roles at home. The outcome is something like this

Isn’t it a common sight to see our educators scream at the top of their voice asking children not to scream ? We seem to teach a lot but follow a lot less. Clearly, We need to re-focus on role-modelling of what we want our children to be.

The question most educational institutions face is how do we help our educators become role-models? Because we know lecturing alone doesn’t work.

Here is the cherry, Latest developments in the L&D departments across organisations have found that “Experiential Training through Gamification” seem to have amongst the highest engagement & retention in participants. Why?

1. Learnings are broader & deeper when it is enjoyable & games are non-fearful, non-anxiety & excellence based atmospheres where everyone plays to win (and you learn through the process naturally)
2. In Games, Losing isn’t stigmatic (unlike life), its part of the process. Which means participants are ready to try new ways of doing & being and open minds to different possibilities which allows inward transformation.

A year back, Val-Ed Initiatives identified “Training based on Gamification” as a potential game changer in Educator Training and designed big group games based on character education where participants would essentially Experience – Reflect – Realise – Change through the process. We characterised the game on India & its dream of becoming a developed nation since it connects with every Indian.

India 2020′ has reached out to nearly 500 participants so far and the results have been nothing short of phenomenal.

So what is India 2020 & what makes it so appealing? Here are the brief features of the game:

• A big group game (25 – 150 members) which requires teams to develop their ‘City’ by balancing efforts towards  Infrastructure,  Education,  Health,  Culture,  Politics, etc.

• Administered by the Prime Minister & his Cabinet who must be pleased at all costs, this game requires intensity, awareness & on-the-toe strategic movement by every member.

• As the game progresses, Self Reflection will help understand ones ability to work in teams & handle pressure, strategic capabilities, creativity & work ethics. Everyone is connected back to the ‘School’.

Check out this concept presentation for further details & if you want to do this or be part of our India 2020 team. Write back to us.

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