In Bihar, an exciting Project-Based Learning (PBL) program for students in classes 6-8 is underway, transforming how science and mathematics are taught in schools. Guided by SCERT, Bihar, this program brings hands-on projects aligned with textbook topics in science and maths, making teaching practices effective, simple, and engaging
Under the Project-Based Learning program, Shiksha Chaupal, a monthly meeting of parents and teachers was conducted in every school on September 28, 2024, to raise awareness among parents about classroom learning and its application in real-life experiences. On the day of Shiksha Chaupal, I visited schools to observe the parents’ engagement with the school and listen to their children’s experiences at home.
While heading toward the Upper Middle School – Dhurlakh in Samastipur, I was reminded of the nostalgic memories of going to my school on rainy days. The narrow village roads, already uneven, had turned muddy and slick, making it hard to walk. Navigating the small paths, crossing puddles, and carefully avoiding slippery patches, I wasn’t the only one along the way. I saw other parents making the same effort, some holding their children’s hands as they trudged through the rain. What inspired them to put this effort into coming to school was a curiosity that followed me.
As I stepped onto the porch just outside the classroom filled with various projects put on the tables for the exhibition, parents excitedly talked with their children, observing how they explained things with great enthusiasm.
One of the vivid scenes that caught my attention was a project on photosynthesis by a student who used a real plant, roots intact, plucked carefully, and fixed to cardboard, and the clarity with which she explained the process with no difficulty at all.
The story of Naina
I met a guardian named Naina, a former student of the school, who was there with her sister Rani, a student in class 6.
Naina excitedly told me, “Here, where I once read as a child, I now stand as a guardian—no longer for myself, but for my sister, Rani. She is but 11 years old, her heart brimming with curiosity and dreams, and I, her elder, her guide, come to witness her progress in this, the place that shaped my earliest battles.
“What’s different about being here now, compared to when you were a student?” I asked.
She smiled and looked around the classroom. “I stand here along with other parents gathered for the PTM, an engagement with parents and teachers that was a distant dream in my time. I sat in the classroom, watching the interaction between the parents, teachers, and students. I realized how different things were in school. Back then, there was no such meeting as PTM, and there were no extra efforts to involve parents in their child’s education. The only thing my parents had to see my progress was a grade card at the end of the year. But today, as I listen to Rani’s teacher explain her interaction in the class, I see how much things have changed—and for the better.”
“What stands out to you most about the PTM?” I asked.
“It feels like a hand extended not just to the child, but also to the family,” she replied thoughtfully. “As I sit here, I realize these PTMs aren’t just about grades; they’re about bridging two worlds—the home and the school.”
I was curious to know more. “How has this new approach affected Rani?”
“One of the most proud things for me was how Rani talked about what she is learning at home. During dinner or when we’re sitting together in the evenings, she’ll often share the details of her projects and ask a lot of questions that sometimes made me curious where these questions came from.”
“What kinds of questions does she ask?” I prompted.
“The conversations aren’t just about grades or assignments—they’re about the process of discovery. She’s excited to explain how she worked with her classmates, how they faced challenges, and how they found creative solutions together.”
Naina paused, then continued, “Today, parents here are talking about Project-Based Learning (PBL). It’s a way of learning through exploration, helping students answer questions about the world around them. It’s so different from the passive learning I had as a child. Now, Rani and her classmates aren’t just recipients of information—they’re creators and explorers.”
With Project Based Learning, students are given the freedom to explore real-life problems and develop their innovative thinking skills. However, these projects often extend beyond the classroom, where they require the support and involvement of parents to discuss their ideas and get guidance at home to truly make an impact. PTMs are no longer about discussing marks or behavior of children but about building a bridge between the school and the home. They allow parents to be active partners in their child’s education, especially in PBL, where real-life experience and family involvement are key to making it impactful.
As I left the school after listening to her experiences, I couldn’t help but think about the power of a simple conversation. A teacher’s encouragement, a parent’s commitment, and a child’s hope—all intertwined in that humble classroom. If every PTM could bridge that gap, perhaps education in Bihar would become not just a system but a community.
Project-Based Learning (PBL) is being implemented in Bihar through a collaboration with SCERT Bihar and Education Above All. Similarly, in Andhra Pradesh, PBL is gaining traction in schools under The Mahatma Jyotiba Phule Andhra Pradesh Backward Classes Welfare Residential Educational Institutions Society, also in collaboration with Education Above All. These initiatives aim to create more meaningful learning experiences, fostering critical thinking and real-world problem-solving skills.