1. Lesson Plan for CLT
Educate Girls, Ajmer
An Innovation

2. Introduction of CLT
• Educate Girls works in the education sector to increase girls’ enrolment and retention in
schools and to improve learning levels for all students.
• CLT is One of the main activities of Educate Girls is to improve the quality of education. For
this, Educate Girls uses child-centric learning and teaching techniques that are playful and
activity-based.
• To improve learning levels for children and the quality of educational instruction, EG
employs Creative Learning and Teaching (CLT) techniques. School teachers are trained in CLT
techniques that are activity-based and centred on playful learning.
• CLT techniques are used in the 3rd, 4th and 5th grades for Hindi, English and Math.
• Village based volunteers called Team Balika are engaged in CLT handholding in classrooms.
• CLT methodology is a 12-week module for every school in the project area. For impact
assessment on learning level, Educate Girls conducts pre-tests with students before CLT
handholding and after 5 months it conducts a post-test to assess improvement in their
learning levels.
• Three Aspect is main of this Teaching Methodology like-
 Activity Based Group Teaching.
 Questioning Forum.
 Play full Learning

3. Need of Lesson Plan
• Class room practice & Activities would be Structured so that could
be insure expected learning out comes .
• Use to Prior Knowledge of Children for Activities.
• FC & TB would be able to for preparation of Activities.
• FC & TB would be able Assess prior Knowledge and link new
information for children for enhance there learning .
• FC & TB would be able to identified the Specific objectives of the
session/activities.
• FC & TB would be able Deepen the understanding and knowledge
for children.
• FC & TB would be able for Overall Recap, Participant Reflection
regarding CLT activities.

4. Out line of Lesson plan
Assess prior Knowledge and link
new information
Transition segment. What do they know about the topic already? Solicit 2 or 3 statements to assess the group’s
breadth of knowledge. Then take what they have said, and using their language go further, tie it into the content
of the module “in this class, we will do xyz (state the objective)” narrow the base.
Specific objectives of this session What is the one objective of this session:
If there HAS to be a second objective, it is:
What measurable skills/knowledge will be imparted through this session:
What immeasurable skills(if any) will be imparted through this session:
Key messages of this session It is critical to carve out the concepts in small concise chunks that are focused on achieving specific skills or
knowledge. What do you want them to learn in this session?
Preparations needed Background reading, materials to gather and prepare etc.
Supplies/resources List the Materials needed
Attention grabber/introduction This is a 1-3 minute exercise at the beginning to engage the students.
Perhaps ask one question that will engage their attention.
If you can use humor, emotion or kinesthetic approaches for these, it will have more impact.
Deepen the understanding and
knowledge
1. This is where you give new information.
2. Ensure the concept is presented using various M-I modalities for every 5-minute chunk.
3. Attention wanders every 45 secs, so structure the content so that there is something different every 45 secs
to keep everyone riveted to you: new slide, remodulate your voice, write something on the board.
Apply the knowledge Experience and Internalize: Experience it to understand it:
Self or Group exercise to embed lessons into a person’s values.
Brainstorming, problem solve, share best practices or examples.
Use three different multiple-intelligence way to reinforce, internalize and apply the learning.
Use analogies relevant to student’s life (stories, examples, role plays, cases studies, etc)
Overall Recap, Participant
Reflection.
Cement the knowledge
Synthesize the info – help the students become clear on “When I return home, what I am going to do differently
now that I know this concept. In what situations will I do it differently?” (What are simple checkpoints for them
to evaluate whether they are applying the skills/values/concepts learned
Use natural pathways. E.g. behavior at school, family life, dinner time, discussing the concept with your family
and asking their support to help you do better
Suggested Home work or
Additional Reading for enrichment
A brief appendix of selected books/articles that the presenter can read if they have time/desire to learn more
about the subject.

5. Example of Lesson Plan
fo"k; % vaxzsth
ikB ;kstuk % 1
lewg dk Lrj % yky]ukjaxh ,oa gjk
iwoZ rS;kjh %
• cPpksa dks dfork djokus ls iwoZ Lo;a bl dfork dks gko&Hkko ds lkFk xkus dk vH;kl dj ysaA
• lh-,y-Vh fdV ls vaxzsth ds [kkstks xse pkVZ] ’kCn dkMZ] o.kZ dkMZ ,oa oMZ cSad pkVZ
dks laHkky dj j[k ysaA
• pkWd] MLVj ,oa lknk isij bR;kfn dk izaca/k dj ysaA
nksgjku dk;Z %
• cPpksa ls ckrphr djsa fd dy geus D;k&D;k dke fd;s FksA dkSulh dfork@dgkuh@[ksy fd;k
FkkA
• rhuksa lewgksa ¼yky] ukjaxh] gjk½ ds cPpksa ds lkFk ppkZ djsa fd mUgksaus Lrjkuqlkj
D;k&D;k dk;Z fd;sA lh-,y-Vh fdV ls fdl&fdl lkexzh ij dke fd;kA
• dksf’k’k djsa fd cPps lHkh dk;ksZ dks Øe’k% crk ik;sA
• ;Fkk vko’;d vki cPpksa dh enn djsaA
lkeqfgd dk;Z%
• lHkh cPpksa dks ?ksjs esa [kM+k gksus dks dgsa vkSj crk;sa fd ge yksx vaxzsth dh ,d
dfork djsaxsA
• cPpksa dks funsZ’k nsa fd lHkh cPps esjs ihNs&ihNs dfork dks nksgjk;saxsA

6. Head and Shoulders
gSM ,UM ’kksYMlZ
Knees and toes
uht+ ,UM Vkst
Eyes and Ears
vkbZt+ ,UM b;lZ
Mouth and Nose
ekmFk ,UM ukst+
cPpksa dks crk;sa fd lHkh bl dfork dks ;kn djsa vkSj [kkyh le; esa viuh d{kk ds cPpksa dks lquk;saA
LVkj pkVZ ij mifLFkfr ntZ djuk %
vc lHkh cPps LVkj pkVZ ij vius&vius uke ds vkxs rkjk cuk;saxsA ¼cPpksa dks izksRlkfgr djsa fd fdlds
ikl lcls T;knk rkjs vkrs gSa] blls mifLFkfr gsrq lg;ksx feysxk vkSj cPpksa dk Bgjko Hkh lqfuf’pr
gksxkA½
Lrjkuqlkj Lkewg dk;Z %
Ykky lewg esa dk;Z %
xfrfof/k % o.kZ igpku ,oa ’kCn fuekZ.k ¼ le;% 30 feuV½
mn~ns’; %
 cPps vaxzsth ds o.kZ igpku ij viuh le> cuk ik;saxsA
 igpkus x;s vaxzsth ds o.kksZ ls ’kCn cukus dk dk;Z dj ik;saxsA
Head, Solders, Knees, Toes, Eyes, Year, Mouth, Nose
mDr ’kCn vki cksMZ ij fy[k nsaA cPpksa dks o.kZ Q~yS’k dkMZ dh enn ls bu ’kCnksa dks cukus dks
dgsaA cPps tc ’kCn cuk ysa rks mudk mPpkj.k djds tksj ls i<+us dks dgsaA ’kCnksa ds vFkZ ds }

7. vH;kl dk;Z %
yky lewg ds cPpksa dks crk;sa fd mUgksaus vkt tks ’kCn lh[ks gSa muesa vk;s o.kksZ ls dksbZ Hkh ikap u;s
’kCn cukdj yk;saA
ikVZl vkWQ ckWMh vFkkZr ’kjhj ds vU; vaxksa ds uke ;kn djds yk;saA
Head and Solders dfork dks ;kn djds yk;saA
vkWjsUt lewg
xfrfof/k&1 % ’kCnksa dh enn ls okD; cukukA ¼le; % 40 feUkV½
iwoZ rS;kjh ,oa lanHkZ lkexzh
•vaxzsth o.kZ ekyk ds v{kj dkMZ vki O;ofLFkr ,oa laHkkydj j[ksaA
•lknk isij] pkWd ,oa MLVj bR;kfn dk izca/k djds j[ksaA
mn~ns’; %
•vaxzsth ds o.kksZ ls tfVy ’kCn ,oa okD; cukus dk vH;kl dj ik;saxsA
•cuk;s x;s ’kCnksa ds vFkZ ,oa mi;ksx ls ifjfpr gks ik;saxsA
xfrfof/k % okD; cukuk
cPpksa dks dgsa fd dfork esa vk;s ’kCnksa Head, Solders, Knees, Toes, Eyes, Year, Mouth, Nose dh enn ls
dqN okD; cuk;saA tSls& My Eyes is Black, My Head is Big etc.
a;fn cPpksa dks okD; cukus esa fnDdr vkrh gSa rks mUgsa vaxzsth o.kZekyk ds Q~yS’k dkMZl dh enn ls
’kCn cukus dk dke nsaA
,d&,d ckyd vkSj ckfydk dks dgsa fd og QlZ ij QSys o.kksZ esa ls 5 o.kksZa] 6 o.kksZa ;k 7 o.kksZa okys ’kCn
cuk;saA
cPPkksa dks fdlh izdkj dh fnDdr vk;s arks vki mudh enn djsaA cPpksa dks Loj ,oa O;tu ds lgh bLrseky ds ckjs
esa crk;saA
cPpksa ds cuk;s gq, ’kCnksa dks ’;ke iV~V ij fy[ksa vkSj muds vFkZ crkdj ppkZ djsaA
bl xfrfof/k dks vki cPpksa ds Lrjkuqlkj ’kCnksa ls okD; cuokdj Hkh djok ldrs gSaA ;g xfrfof/k fgUnh fo"k; esa
Hkh cPpksa ds lkFk blh izdkj dh tk ldrh gSa flQZ vkidks o.kZekyk ds v{kj cnyus gksaxsA
;fn bl lewg esa cPpksa dh la[;k T;knk gks rks vki cPpksa ds milewg cukdj dk;Z djok;saA /;ku jgs fdlh Hkh lewg
esa cPpksa dh la[;k 8&10 ls T;knk uk gksA

8. xzhu lewg ¼le; % 30 feuV½
xfrfof/k&1 % Story Telling
iwoZ rS;kjh ,oa lanHkZ lkexzh
• izFke iqLrdky; fdV ls ,d vaxzsth dgkuh dh iqLrd dk pquko djsaA
• bl dgkuh dh iqLrd dks igys vki Lo;a i<+dj le> ysaA
• ;fn dgkuh ds fdlh dfBu ’kCn dk vFkZ vkidks ekyqe u gks rks ’kCn&dks’k dh enn ls irk djsaA
mn~ns’; %
• cPps dgkuh lquus dk vkuUn mBk ik;saxsA
• cPps vaxzsth Hkk"kk ds izfr lgt cu ik;saxsA
izfØ;k %
• vki }kjk pquh xbZ vaxzsth dgkuh dh iqLrd ls bu cPpksa dks dgkuh lquk,aA
• vki dgkuh dks vaxzsth esa i<sa rFkk lkFk&lkFk cPpksa dks mldk vuqkon Hkh crkrs tk;saA
• ;fn cPpksa dks dksbZ ckr ;k okD; le> esa ugha vk;s rks vki Li"V djsaA
milewg esa dk;Z % ;fn fdlh lewg esa cPps viuk dk;Z tYnh lekIr dj ysrs gSa rks os lHkh ,d milewg cukdj
vaxzsth ds ’kCnksa ij vUrk{kjh [ksy ldrs gSaA [kkstks xse ds pkVZ ls efguksa] fnuksa ;k lfCt;ksa ds
uke <aw<+us dk dk;Z dj ldrs gSaA vYQkcsVl dkMZ ds lkFk rk’k [ksy ldrs gSa ;k fQj ’;ke iV~V ij ySVlZ
dks cukus dk vH;kl dj ldrs gSA fdlh Hkh lewg esa cPpksa dh la[;k vf/kd gksus ij vki ges’kk milewgksa
esa cPpksa dks ckaV nsaA /;ku jgs fdlh Hkh lewg esa 8&10 ls T;knk cPps u gksA
O;fDrxr@leh{kk dk;Z % ¼le; % 10 feuV½
tc lHkh lewgksa ds cPps viuk&viuk dk;Z iwjk dj ysa rks xzhu lewg ds cPpksa dh enn ls izR;sd lewg ds
cPpksa ds dk;Z dh leh{kk dh tk;saA ;g leh{kk cPpksa }kjk fd;s x;s dke ds vk/kkj ij izfr iz’uksa ds ek/;e ls
dh tk ldrh gSaA tSls fd vkt mUgksaus D;k&D;k lh[kk dkSulh xfrfof/k vPNh yxh vkSj D;ksa D;k le>
esa ugha vk;k vkSj D;ksa bR;kfnA laHko gks rks leh{kk ds fcUnqvksa dks fdlh jftLVj esa uksV fd;k

9. Class Room Observation
I had Visited UPS Javada & PS Jaitpur, Ruptalai School at Mandal Garh for
observe the CLT Class Room Activities. My feed back is as below-
• FC & TB were Conducted CLT Activities according to lesson plan.
• Children participation was good in these activities.
• Preparation of Activities is Good.
• FC & TB were cleared about the objective of session.
• All resource material was available in the class room.
• Teachers were very interested specially about the JODO GYAN Material.
• But some where TB & FC Face the problem when Children No. High in
the group.
• I Suggested Them Making Sub Group Idea.
• Practically I give a demo them for better class room management.
• I also introduce to FCs & TBs more Child centred activities and games.

10. Challenges
• Feedback not Received from the field
regarding implementation of lesson plan.
• Need to pilot of lesson plan in selected school.
• Need to recruitment of more staff in Content
Development Team.
• Lack of Coordination.
Suggestion ???