Atal Tinkering Labs brought India a step closer to the mission of Creating One Million Neoteric Child Innovators in India by 2020. 2441 schools across the country have been selected to establish an Atal Tinkering Lab. ATLs will be hubs of innovation where young minds will accelerate their ideas to solve unique local problems.

Introduction

Atal Innovation Mission, NITI Aayog in partnership with The Global Education & Leadership
Foundation (tGELF), is glad to launch a module on ethical leadership in technology and
innovation for the Atal Tinkering Labs initiative. This module is primarily for ATL incharges/Mentors and will be focussing on enabling them to teach the students about four key
concepts – Leadership Skills, Ethics, Altruism and Decisive Action and their relevance for the
technological innovation.
Using the activities and reflective exercises in this module, the ATL In-charge/Mentor will
empower the students to engage with each other to understand the concept of leadership, their
own value systems, develop strong dynamic teams, think critically and use their ability to take
risks to innovate. The module also works towards helping participants in charting their vision
for themselves. The goal is to empower students to embrace and practice ethical leadership while
unleashing their innovation potential in Atal Tinkering Labs.
The ATL Ethical Leadership module contributes towards holistic development of students,
through integration of value-based components into academic curriculum using an experiential
approach. It aims towards creating aware, strong, ethical citizens, leaders and change makers,
thereby enabling them to contribute to a better future for the country and the world.

Leadership refers to the ability to influence people to keep them motivated to work together, for
achieving the goals of the team or group. Good leaders are great communicators, can see the
broader picture, anticipate what comes next and strongly believe in developing other people and
in being inclusive.
Activity 1 – What makes a Leader?
Instructions for Teachers
1. Print outs of 5 names of “leaders” to be pasted in different corners of the room. These
could be a varied list including names, such as Mother Teresa, Sachin Tendulkar, Mark
Zuckerberg, Kailash Satyarthi, Amir Khan, etc.
2. Ask students to walk around the room looking at the names of the leaders printed on the
walls. Tell each student to pick a personality whom she/he considers to be a leader and
stand in front of the name. Once groups are formed in front of the printed names, ask the
groups to have a discussion on the following points:
3. Why do they consider this personality to be a leader?
4. What qualities make him/her a leader?
5. What differentiates this personality from the other names listed in the room?
6. Ask each group to make a brief presentation or pitch with the objective of convincing
others to come and join their group. The other groups are open to question the presenting
group to generate a discussion on the qualities and skills needed for leadership. Once all
groups have presented and answered questions raised to them, every group gets 1 minute
to summarize their stance. In case anyone wants to move to another group initiate a
discussion on why that is the case. Ask students to return to their places and summarize
the discussion on what makes a leader.
Activity Summary and Discussion
Differentiate between leaders, celebrities and icons in open discussion with the students. Discuss
the definition and encourage students to think of how they measure on these parameters. Now
encourage students to think of personalities who match this definition of leadership. These
personalities could be famous, or people known to them who display leadership qualities.
Ask the students to consider the following situations
Situation 1
You are the member of a three student ATL innovation team participating with your innovation
in a national innovation exhibition. You have member A, who is an electronics genius and very
methodical and structured in her/his work, using only two-coloured jumpers in any circuit she/he
builds to ensure that the circuit can be understood clearly. Then you have member B, who is an
extremely creative personality who wishes to use all kinds of coloured jumpers, eight or more, to
make the circuit bright and stand out in the exhibition. Now the two members of your team are

disagreeing on how to make the circuit – use only two colours of jumpers or use various colours
of jumpers? What would you do to resolve the situation as a leader?
(You can share a possible solution with the students, if required to direct the discussion – what if
the third student manages to convince the other two to compromise and use four colours of
jumpers, keeping the circuit simple enough to understand while at the same time colourful
enough to stand out in the exhibition)
Situation 2
Your three-member student team is brainstorming to come up with innovative designs to solve a
problem. One of your teammates has come up with a partial solution to the problem, while the
other has understood another part of the problem. But both do not realize that together they can
solve the problem, instead each maintains that he/she has the correct solution and the other one is
wrong. What would you do in this situation as a leader?
(You can share a possible solution with the students, if required to direct the discussion – what if
the third student managed to get a healthy discussion going between his/her two teammates and
was able to convince them to use the best parts of their respective partial solutions to co-create
an innovative solution to their problem statement)

Contact us -saurabh@founderinfotech.com, or call – 7877853362, 7230067424

https://www.aim.gov.in/pdf/Introduction_to_Atal_Tinkering_Lab.pdf

our proposal of atal tinkering lab :- https://drive.google.com/file/d/1AZmcU5PtyLOQRfHoZg2ZEgJp6Feb5I4l/view?usp=sharing