Education
Learning through games
by Vijoy Prakash on Apr.17, 2009, under Creative Learning, Education, Media Reports, Multiple Intelligence, Organisations, SCL
There are many games you play in your due course of activities. But have you ever thought about learning with games?
For example, there are many children love playing cricket.
Is it possible to learn from Cricket? Let us see…
In this game learners are divided into two groups. One group asks questions whereas the other group is supposed to tell the answer. As in cricket the baller is given chance to ask 6 questions in a row. Rules have been framed for getting boundaries and sixes based on the complexities of the problem and nature of answer.
Learning Science
Learning through Games
In this game learners are divided into two groups. One group asks questions whereas the other group is supposed to tell the answer. As in cricket the baller is given chance to ask 6 questions in a row. Rules have been framed for getting boundaries and sixes based on the complexities of the problem and nature of answer. Children enjoy the game and learn the lessons as well. Similarly, children play the game of puzzles as well as carrom. If we improvise the game for learning laws of motion, laws of friction, laws of reflection, chemical combinations etc. it would be much easier to understand.
It can also be used for developing imagination by asking learners to arrange the coins in different shapes and patterns and give them exciting names.
As floor games are quite popular among the village children, they can arrange lot of floor games to learn mathematics, grammar, science and social sciences. In fact, in all classrooms 10X10 squarish pattern can be drawn. In the corridor various patterns 3X3, 4X4, 5X5, 6X6, etc and other geometrical patterns can be displayed.
These activities are new to both teachers and learners, but can be an interesting session of learning.
Why children do not perform well?
by Vijoy Prakash on Apr.15, 2009, under APCL, Creative Learning, Education, Multiple Intelligence, Organisations, SCL
When children do not get good grades in any subject or are not able to perform up to our expectation, we often chide and goad them to work harder in the subject. Is it the right way to assess and motivate the child?
Experiences at School of Creative Learning have shown that the issue of failure in the examination may be a product of various factors like physical ailment, emotional distraction or disturbance, lack of proper motivation, etc. However, even if there is no such problem a child may not do well in the examination due to different learning style or lack of proper mental competencies. For example, if the child is not doing well in mathematical competencies, one must also look whether the child is of different learning style than logical and/or is deficient in
- Concentration
- Memory(logical)
- Rational thinking
If the child is really deficient in these competencies, the child should be asked to perform exercises to develop those competencies. For example, if the learner’s learning style is different, the teaching learning strategy has to be different. See A short note on Multiple intelligence and How to identify the Learning Style of Your Child for details. Further, if the child does not have good concentration, he should do exercises to develop it. Once concentration is developed, a bit of hard work may do wonders. Following chart may help in diagnosing the basic problems in a child. For appropriate solution consult Creative Learning Volunteers or write to us. The table here shows the reasons for poor performance in the following categories (You can click on them to take you to related matter directly):
Right to Education for underprivileged
by Vijoy Prakash on Apr.01, 2009, under APCL, Broadstreaming Education, Education, Education for Democracy, Musahars, Organisations, Underprivileged
In the year 2007, APCL conducted a programme on “Broad streaming of underprivileged education in Jamsaut Panchayat”. The project tried to identify the special learning needs including content and transaction methodology of the underprivileged sections of society and worked on underprivileged children mainly belonging to Musahar community to formulate proper strategy for ensuring right to education in respect of underprivileged community.
A survey of underprivileged children showed that the children of underprivileged children did not get proper environment at home conducive to motivate them to go for learning. So we have to work at both school and community level. Creative Learning Centres were established and run in the hamlets of underprivileged sections to complement and supplement the learning at school. This has proved very successful for first generation learners and other vulnerable groups. Workshops of stakeholders, VEC members and Panchayat workers were also conducted. Wall writing related to new interactive pictures and social issues related to mathematics, language, social studies were done on the walls of schools. The pictures were so designed that they enhance the self esteem of underprivileged section of society.
Abhivanchiton ka shikshadhikar: Educational Rights for Underprivileged
by Vijoy Prakash on Mar.26, 2009, under Books, Education, Education for Democracy, Musahars, Publications, Underprivileged
Abhivanchiton ka Shikshadhikar : Educational Rights for Underprivileged
The book Abhivanchiton ka Shikshadhikar – Education for Underprivileged, authored by Vijoy Prakash and Prof Shailendra Kr Shrivastava has been published by Rajkamal Publication, New Delhi.
About the book
Modern education system serves the needs of upper and upper middle class only. Confined to their own world realities Lower middle and middle class children don’t get anything get anything except imitating others. We have tried to take education to underprivileged and marginalised, but we are yet to assess the real impact of this education system on them. This book tries to develop parameters of assessment of nature, quality and quantity of education to different communities. At the same time it provides the assessment of education in different communities based on the detailed census of one Panchayat.
Based on the action research the book also suggests a practical model for making positive intervention empowering underprivileged to take better advantage of the education system.It also underscores that underprivileged children are as much valuable capital as are children from well off families. What is needed is an honest and sincere effort to bring them into mainstream. For this purpose the book also suggets modalities for broadsteaming of education for mainstreming of children.
Address on the occasion of the Book Release Function
by Vijoy Prakash on Mar.16, 2009, under APCL, Books, Education, Education for Democracy, Organisations, Publications
With HE Governor of Bihar Raghunandan Lal Bhatia
At Raj Bhawan Patna
Address of Sri Vijoy Prakash on the occasion of the Book Release Function of the book EDUCATION FOR DEMOCRACY
His Excellency the Governor of Bihar Sri Raghunadan Lal Bhatia and dear friends,
I express my deep gratitude to His Excellency for having spared his valuable time to release our book Education for Democracy. This book was born out of the desire to see a democratic society based on the principles enshrined in the preamble of the Constitution of India. Sir, in last sixty years the shoots of democratic governance has spread and matured in our country but we wanted to see how much deeper has the roots of democracy gone into the soil. We understand that development of democratic values in citizens is the primary condition for the success of democracy in a country. As children are our future citizens, in 2004 we tried to study the orientation of democratic values in 1366 school going children in the age group of 11-18 years in the district of Patna and Samastipur.The result is with you in the form of the book Education For Democracy. (continue reading…)
Education for Democracy
by Vijoy Prakash on Mar.16, 2009, under APCL, Books, Education, Education for Democracy, Publications
Education for Democracy
More than half a century has passed since India had adopted democracy as a way of governance. We had also visualised evolution of a democratic society through this process. How far have we moved towards realisation of this goal? How does our adolescent mind think about democracy and democratic way of living? Is our education system capable of producing a citizen as enshrined in our constitution? Now the time has come to study and analyse the mind of school going children who are going to run the future course of our society so as to decide the nature of interventions for our march towards a democratic society.
The book provides an in-depth study conducted on the school going students of Bihar (India) who are going to be the main participants of the democracy in the country. It has tried to diagnose various issues critical for the development of democratic way of living. It also suggests special interventions in the form of ‘Education for Democracy’, which can pave way for evolution of a democratic society. In this connection it outlines the nature of Social Science Laboratories to be established in schools and colleges. It also suggests establishment of Family School to prepare citizens for a democratic society. (continue reading…)
Creative Learning: A Handbook for Teachers and Trainers
by Vijoy Prakash on Mar.12, 2009, under Books, Creative Learning, Education, Multiple Intelligence, Publications
Creative Learning Cover
We are gradually moving towards a knowledge-based society, which sustains on the strength of information to be used in all walks of life. The phenomenal rise in the use of information marks the movement of the society into a new phase of socio-economic order.
In this era of information-based socio-economic order, creativity is going to become an all-important quality. The challenge before us is to design an education system which may enable us to develop creativity in society so that we can acquire the ever-expanding base of information and apply it to the best use of humanity. The book examines the basic concepts of education and suggests approaches and methods for their improvement. Designed as a handbook for teachers, trainers, academicians and parents, this book offers a comprehensive plan for the overhaul of our education system, which will enable it to meet the demands of the present, and the fast-approaching future.
Right to Education for the Underprivileged
by Vijoy Prakash on Mar.10, 2009, under Broadstreaming Education, Brochures, Education, Education for Democracy, Musahars, Publications
Right to Education
Right to Education
Association for Promotion of Creative Learning
by Vijoy Prakash on Mar.03, 2009, under APCL, Brochures, Creative Learning, Education, Organisations, Publications
APCL or Association for Promotion of Creative Learning is a non-profit making society established to promote creativity and creative learning in Society. It has developed unique teaching/ learning methodology and evaluation technique based on modern concepts but drawing from ancient Indian wisdom.
Visit www.creativelearning.in for more details.
A short note on the Theory of Multiple Intelligence
by Vijoy Prakash on Mar.01, 2009, under Education, Multiple Intelligence, Presentations, Publications
There has been wide divergence among psychologists about the nature of role of intelligence in learning processes. Earlier intelligence quotient was taken be the real measure of one’s intelligence. But, now there is another development in the field of learning, which has far reaching implication for educational field. In 1983, Dr. Howard Gardner1, a psychologist and professor of education at Harvard University, suggested in his book, “Frames of Mind: The Theory of Multiple Intelligences”, that there are several kinds of intelligences or multiple intelligences, which help people communicate, problem-solve and create. Multiple intelligences are different ways to demonstrate intellectual ability. These intelligences form the base for identification of the nature of learning process of a person.
Multiple intelligence and learning Styles
One of the important conclusions of the multiple intelligence theory is that every child has a unique learning style. Learning style means the method by which a person acquires and communicates knowledge.2 Once learning style is identified, it would be easier for us to select learning methods and materials child will enjoy using because it `fits’ with his or her way of learning. (continue reading…)
