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Right to School II

Right to School II

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Right to School II

Here’s a glimpse of some of the innovative techniques that teachers are trying out to make learning effective, engaging, and fun.

Audio-visual (AV) supplements
Many educational institutions in India have AV-equipped classrooms or venues to boost students’ learning and understanding. Teachers explain difficult subject like Physics/Maths/Chemistry through graphical representation of complex equations with the help of smart-boards. For language learning, the audio-visual equipment is an indispensable tool. Teachers can play snippets of award-winning films, plays, and speeches of great orators, both in vernacular, English, or the target language to facilitate the skills of listening, speaking, and histrionics.

Subject teachers are leveraging AV facilities in interesting ways to trigger the class’s curiosity through graphics, images, and puzzles, thereby driving them to think out-of-the-box. Above all, it satisfies a student’s need to see, hear, and have a complete grasp of what they are learning.
Flip methodology or classroom
This technique, to put simply, is to roll the responsibility of learning towards the students and make them active participants of the learning process. B-schools like SP Jain Institute of Management and Research (SPJIMR) and Indian School of Business (ISB) are some of the pioneers of flip classroom in India. Here, teachers relegate to the role of resource or material providers via email or intranet, whereas students take the centre stage of gathering concepts, constructing knowledge, and drawing inferences.

However, the other significant aspect is that teachers follow it up with a discussion session on the given topic on a stipulated day to ensure students’ participation, seriousness, and overall learning. Besides discussions, there are group presentations, debates, and essay writing competitions.

Teachers are implementing effective and interesting measures to evaluate students’ learning outcomes and the efficacy of the flip method. Surprisingly, when given responsibility, students take more interest, immerse themselves in the project, and deliver much better. Flip methodology promotes greater student involvement in the learning process and lays down the foundation of independent learning.
Role play
Role play brings in the element of entertainment into the classroom. As much as it is loved by students, this technique facilitates their understanding and appreciation of the characters that they read about. From pre-schools to Senior Secondary level, schools are implementing this method as it’s a great source to instill in children values and ideals as they play the roles of historical stalwarts like Mahatma Gandhi, Pandit Nehru, Nelson Mandela, and Martin Luther King, or legendary characters like Caesar, Mark Anthony, and Charlie Chaplin, to name a few.

Students are encouraged to have their own version of the characters they are portraying, and enact them with the context of the present times. Through role play, students also get to learn about various aspects of stage performance – from acting to voice projection – and discover their acting talent. This technique also helps teachers explore creativity and critical thinking in students. Role play is an impactful method to enhance learning that also lends learners opportunity to live the experience through empathy and internalising values.

Peer teaching
It is one of the most effective strategies to even up the learning curve of a class. Usually, teachers pair students who are high performers with those students who might be struggling in a subject area. Students are also encouraged to volunteer, or are randomly chosen to take over as the subject teacher. It offers a platform of knowledge sharing among students, besides harbouring healthy competition.

The interesting aspect of peer teaching is that students tend to respond more actively when one of them dons the mantle of the teacher. The class becomes attentive and interactive in a bid to challenge each other in a constructive manner. With regular peer teaching sessions, students start to develop better grasp of the concepts, display maturity, tend to be more disciplined, and also develop better communication skills.

Games
The play-way lessons are quite popular among students of all grades, and a successful strategy to keep them engaged. If the sessions are carefully designed and smoothly executed by teachers, this method reinforces cognitive knowledge, especially of mathematical and scientific concepts, and vocabulary. Teachers are experimenting with various kinds and levels of word and mind games like quiz, puzzle-solving, Scrabble, Sudoku, etc.

Games help to seamlessly incorporate subject knowledge with application, and are an answer to productive and smart learning. The game increased parents’ awareness about their children’s need, and that reflected in students’ improved class performance and attendance. The second game, called Career Quest and designed for students of vocational studies, helped them revisit technical concepts as well as provided them training on life skills.

Collaboration
Collaboration is an essential life skill in a globalised environment, the driving force of all enterprises. In an educational institution, this skill can best be fostered in the classroom by allowing students to work in groups. Educators are planting the seed of a collaborative mind as early as primary school, where young children are motivated to create, plan, and organise group presentations of stories, skits, or poems. Throughout, teachers help students chalk out their plans, provide them key points, supervise their work, and build team spirit.

Many schools have made collaborative project work a prominent part of the curriculum. Teachers are designing their lessons to allow time and resources for group activities, be it research or class presentation.

Going beyond the classroom
Education should make children aware of the world and themselves, widen their perspective, and make them seek the truth. Schools are embracing the trend of taking children outside the classroom. Whether on a nature trail, or visiting cottage industry, students now directly interact with what they read about in books. Children gain more knowledge when they see and experience history in museums than being taught the same in the class.

Field trips are now an integral part of the CBSE curriculum. International boards too have made excursions compulsory in schools.

The various innovations and the creative endeavours of the teachers are making classrooms zones of great activity and intellectual rigour. Though the journey is at its nascent stage, the future holds promises of a rich and holistic learning space. Every student can have access to a repository of resources that will enable them to learn independently and meaningfully.
Today’s archaic 19th Century model of rote-based learning, the ‘chalk-and-talk’ system, where the teacher talks endlessly and dictatorially and the student listens passively and submissively has discouraged questioning, discovery, experimentation and application in the school classroom.

Challenges of the current education system in India.

If “the child is the father (mother) of the man (woman)” then the process of transformation starts with a single child. Today’s archaic 19th Century model of rote-based learning, the ‘chalk-and-talk’ system, where the teacher talks endlessly and dictatorially and the student listens passively and submissively has discouraged questioning, discovery, experimentation and application in the school classroom. Boredom, lack of involvement, low confidence and self-belief, and an obsessive fear of failure are the unfortunate results of this unimaginative factory-based model of education. Education today is a 100-metre race on steroids. Children join school as a question mark; they leave school as a full stop. Not surprisingly, downbeat attitudes acquired at an early age have carried into adulthood, resulting in a workforce that is, for the most part, bereft of the temper, desire and energy to create, invent and innovate.

In the era of ‘Startup India’, despite the exciting birth of a lot of new businesses, we have not witnessed an equivalent number of original or innovative ideas at scale from India. Reflecting perhaps years of uncreative education, an almost instinctive urge to copy ideas from outside, seen as a more predictable and dependable way of making money, has precluded hundreds of Indians from investing their time and energy in new and original ideas with a long-term, and possibly, uncertain return. Reversing this myopic “copying culture” requires faith in one’s own ability to discover and create, as well as the willingness to invest time and effort to produce inventive ideas and solutions relevant for the Indian context. Passion-based creativity, doing something not solely because you want to make money but because you want to solve a significant problem, create something of great value or change or shift a paradigm is a rare commodity. And yet, as both business and social history has shown, it is the passionate creators, inventors and innovators who have opened innumerable doors of possibility and opportunity for the rest of us.

How then might we foster a culture of creativity and innovation that makes us want to “think in India?” For a start, we should overhaul our educational focus and philosophy. A sorry reality of today’s education is that students find school and college uninteresting. “Why am I learning what I am learning?” and, “I don’t remember anything I learned in school or college” are cheerless statements that one frequently hears in interactions with students. No wonder millions of children drop out from school forever keeping their innate creativity under lock and key. Attending school is just not that compelling or interesting.

A country’s future rests on the shoulders of its youth and children, quite specifically on how they are taught and engaged to think and act. If the 21st Century is truly the age of cataclysmic change and creativity then nothing less than a paradigm shift in the education system will do. While technology increasingly will play a major role in disrupting legacy education models it will equally place heightened emphasis on human beings’ capacity to create and innovate in the face of rapid change and complexity. This will require the resurgence and burnishing of human creativity and the skills that express it, namely questioning and curiosity, awareness, observation, discovery and experimentation, association, application and networking. By igniting these skills through active learning – a process that is both affordable and replicable at scale – the education system can help to catalyse rather than stifle positive change.

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