सरल कदम (Saral Kadam) Program

December, 2019 update
We have recently completed a prepilot and invite you to read the report: SKP Pre-pilot Report.
We aim for this program to be a scalable program which leads to short term interventions targeted at minimal learning levels. We initially hope to run this subject enrichment program with the schools we currently work with, then scale up to other grant in aid schools in the city before potentially scaling to government schools.
The proposed new idea is classes 3 – 5 which will serve as a short term intervention and that helps students establish their foundational skills (numbers, four mathematical operations and communicational language) in three months’ time. The program aims to bring about self directed learning and is fundamentally based on ideas of self-directed learning, peer learning, conceptual understanding, application based learning, optimal difficulty levels, distributed practice (little bit often) and interleaved practice (requiring children to change mental strategies as opposed to block practice).


The program identifies students that need extra support using exam results, teacher recommendations and ASER tests. The students would be administered with an in depth assessment that helps group children in levels and helps point out the exact problem that a child with basic mathematics and language (for e.g. a child usually makes one of 11 commonly made mistakes in division) allowing for personalization and short spanned interventions. Thereafter the groups are supported with a series of conceptual understanding based self learning booklets, a set of application based worksheets and interactive games (the language module replaces games with a buddy reading program and immersive art, craft, pretend and role play). The games and immersive practice will serve as continuous and immediate formative assessment, while the worksheets will help learning and regular assessments.
Need and teaching learning pedagogy
 More than 30% of 6th to 8th standard government school students cannot read, write or do basic arithmetic including reading writing sentences like “My name is Ramesh” or solving single digit addition subtraction like 2 + 2 = 4. The students have continued onto higher grades and are taught other advanced concepts and are unable to keep up with the pace of teaching. The problem remains a multi-fold problem, including issues in school and limited support from home for first generation learners, however, basic remedial classes have demonstrated significant impact in atleast helping students with their basic foundational learning.


The program aims to bring about self directed learning and is fundamentally based on ideas of self-directed learning, peer learning, conceptual understanding, application based learning, optimal difficulty levels and distributed practice (little bit often). Many remedial programs have seen a drop in learning in delayed post testing due to the reliance on repeated practice; we hope to avoid this through conceptual understanding based booklets and practical application based worksheets.
We aim to develop the following resources- Initial assessment sheets, booklets or activity cards, worksheets, interactive games and end of topic assessments. The class could be divided into 4 corners: introductory teaching; direct teaching (teacher lead introduction to concepts and resource materials), self directed learning; conceptual understanding of given concepts through peer based learning (self learning booklet based); self practice (application based worksheet); and interactive games (students practice the basic concepts through interactive games). Students will move through the 4 corners for any given topic with the teacher being more actively involved in corners 1 and 2.
  1. Planning and Resource material generation (December 2018 to June 2019)

    Develop, design and pilot test assessment, booklets, worksheet and game.

  2. Phase 2 pre-piloting (June 2019 to November 2019)

    Pre-piloting the resources in 5 schools to study the project feasibility.

  3. Phase 3 piloting (November 2019 to April 2020)

    Scale to 10 schools and conduct a thorough quantitative impact evaluation.

  4. Phase 4 scaling up (April 2020 onwards)
    After April 2020, we hope to scale to directly reach 50 schools while also looking at collaborative opportunities with other NGOs, government and independent schools.

The following diagram represents a sample progression within a given school

Partner with us
Do you know children that face challenges with minimal learning levels? Are you interested in self directed / peer directed visual learning tools?
Please write to us at info@tideinternational.org
We are especially looking for support for the following:
  • Piloting the tools in different national and international contexts
  • Mixed methods research studies to assess the impact
  • Scaling the intervention to city, state or national levels
  • If you are a teacher or a school leader and would like to pilot the tools in your classrooms