Understanding Learners Through Field Experience: My Journey at Upper Primary School (UPS) - Gajiwali

For the past one and a half months, I have been regularly visiting UPS Gajiwali School. The main purpose of these visits was to implement the learning kits that I have created and continue to develop. These learning kits cover multiple categories such as Social Science, Interdisciplinary themes, Civic Sense, and Science. 

Although the kits were being designed carefully, I often wondered whether children would truly understand these new materials. I also questioned how I could make the kits more relatable, meaningful, and aligned with the learners’ real needs. To find these answers, I realised that I needed to step into the classroom myself and observe the ground reality.

Why I Chose to Visit the School

I wanted to understand -

• What students actually need,

• What their reading and writing levels are,

• How they think,

• And how they respond to new concepts.

To design child-friendly learning kits, I needed a deeper understanding of the children's context. Visiting the field felt essential. This is why I decided to spend time in the school, interact directly with learners, and experience classroom dynamics closely.

Planning and Classroom Execution

I began going to school with clear planning. Each visit included:

• A structured lesson plan,

• Worksheets,

• And classroom activities linked to the learning kits.

Both the lesson plans and learning kits are designed according to NCF 2023 competencies. While conducting sessions, I received multiple reflections about my teaching, the student level, and the materials I had designed. These reflections helped me identify where the kits needed improvement and how they could be made more student-friendly.

What the Field Experience Taught Me

Being in the classroom gave me insights that I could never have gained from a desk:

1. Understanding Student Learning Levels - I observed differences in reading pace, comprehension patterns, writing fluency, and critical thinking levels. This helped me adapt my content accordingly.

2. Identifying Student Needs - Some students needed visual support, others benefitted from guided questions, and a few required more time. Understanding these needs helped me refine the kit designs.

3. Realising the Importance of Context - Working directly with children helped me understand their cultural and village context - what they observe daily, the stories they hear, the tasks they perform, and how they relate ideas to their surroundings.

4. Improving the Kits Based on Reflections - Whenever I noticed a gap - whether in engagement, clarity, or child-friendliness - I revised the learning kits and lesson plans accordingly

Engagement with Stakeholders

During school stakeholder meetings and informal conversations with teachers, I gained valuable reflections. These discussions improved my understanding of:

• The school’s functioning

• Community expectations

• Challenges in learning,

• And the overall environment that children grow up in.

Listening to stakeholders broadened my perspective and helped me incorporate local realities into the learning materials.

Professional Growth and Expanded Perspective

This field experience enhanced not only my roles and responsibilities but also my personal outlook. It pushed me beyond a limited viewpoint and opened up new possibilities. I gained exposure to:

• Village dynamics,

• Community stories,

• Real-life learning challenges,

• And the perspective of government school stakeholders.

The experience strengthened my ability to think practically, design better, and connect learning with the real world.

Learnings

By engaging directly with the school environment, I achieved the following outcomes:

1. Developed a clear understanding of students’ academic levels (reading, writing, comprehension).

2. Identified what makes learning kits child-friendly and revised them accordingly.

3. Improved lesson plan design by integrating real classroom reflections.

4. Strengthened classroom facilitation skills through picture-based discussion and questioning.

5. Understood community and stakeholder perspectives, making content more relatable.

6. Enhanced ability to create contextual, NCF-aligned learning materials.

Conclusion

Going to the field changed the way I look at learning kit design. It helped me shift from assumptions to reality, from planning on paper to planning based on lived experiences. UPS Gajiwali School became a space for learning—not only for students, but also for me as a practitioner. This journey strengthened my belief that meaningful learning materials can only be created when we deeply understand the learners, their context, and the environment in which learning takes place.

Children practicing in Learning kit

Thumb printing activity in the learning kit

By Tusli

Design and Research Team