Great news for BuLo fans! The BuLo mark is now a registered mark!
Showing posts with label experiential learning. Show all posts
Showing posts with label experiential learning. Show all posts
Friday, April 15, 2011
Monday, June 28, 2010
Let's play ROBOTS!!!
Robotronics kits helps kids to implement Science, Mathematics and Computer Science in a practical way. With this kit, make learning fun and playful!!
Get your child Robotronics Lite and Robotronics Full to give him/her a competitive edge.
To buy BuLo Learning Kits online, visit www.bulo.in or call us at +91-9818403093
Sunday, October 28, 2007
bcWorkshop Demo Video
We just created a promotional video for bcWorkshops - this video is for prospective participants, school administrators and principals to give them an overview about the program.
Do drop us a line at bcworkshop at buildingblocks dot in if you have any suggestions for the video:
Do drop us a line at bcworkshop at buildingblocks dot in if you have any suggestions for the video:
Thursday, September 13, 2007
bcWorkshops at Rameesh!
We conducted our Sparks and Shocks workshop at Rameesh International School, Greater Noida. We would like to thank Mrs. Shalini Singh (Prinicipal) and Mrs. Archna Razdan (Physics, PGT) for their incredible help in making this event a success.
We had a great time working with these children talking about static electricity and moving electricity in this workshop. We had a whole bunch of experiments, videos, animations, hands-on activities during this workshop. The children ended up creating their own electricity and their very first products. All in all, it was great day of fun with science.
Tuesday, March 27, 2007
What makes a parachute to float in the air?
While thinking about the experiential curriculum for these young ones, one exciting project that came to my mind was the idea of a parachute.
I am aware of the concept of parachutes and how it works -- however, am confused how would a 7 year old would understand it? If you have any suggestions please write back.
I am aware of the concept of parachutes and how it works -- however, am confused how would a 7 year old would understand it? If you have any suggestions please write back.
Wednesday, March 21, 2007
Children need to know!
While working at the activity aspects of our experiential curriculum, I came up with an idea for theSchoolBlog. Our focus for block Classes (an afterschool product by buildingBlocks) is absolutely on stress free, experiential based learning. So, we are innovating on how we can excite children to understand/engage with day to day scientific phenomenon.
I thought -- may be we can use this incredible power of internet to come up with innovative ways to think about how can we introduce these concepts in the blockClasses?
The first in the series of the several concepts is why can't humans fly? In case if you have an answer which can be understood by 6 year old -- please post it on the comments section. It will be interesting to see how the top-notch schools (DPS, Modern, SPV etc) introduce this concept -- in case if you have an idea.
I thought -- may be we can use this incredible power of internet to come up with innovative ways to think about how can we introduce these concepts in the blockClasses?
The first in the series of the several concepts is why can't humans fly? In case if you have an answer which can be understood by 6 year old -- please post it on the comments section. It will be interesting to see how the top-notch schools (DPS, Modern, SPV etc) introduce this concept -- in case if you have an idea.
Tuesday, September 26, 2006
Montessori Association of India
On some further investigation of Montessori philosophy of pre-schooling and its presence in India, I was able to find some useful information about the Montessori centers in India.
The center offers both online and offline diplomas in Montessori training. It was very fascinating to find that Maria Montessori spent some part of her adulthood in India (precisely in 1939). Dr. Montessori was ousted from Italy because of her liberal views in general and opposition to Fascism in particular.
The Indian Montessori Association has predominantly taken inspiration from the works of Dr. Montessori in India, Mr. Joosten and Mr. Swamy. The center is currently headed by Mrs. Meenakshi Sivaramakrishnan.
The center plans to expand its base all over India. has it's headquarters in the IT city of Bangalore, Karnataka. They mostly promote themselves as a policy making body with an intention to have satellite centers in the different parts of the country (they have successfully achieved that in Kerala, Tamil Nadu and Karnataka.
The center offers both online and offline diplomas in Montessori training. It was very fascinating to find that Maria Montessori spent some part of her adulthood in India (precisely in 1939). Dr. Montessori was ousted from Italy because of her liberal views in general and opposition to Fascism in particular.
The Indian Montessori Association has predominantly taken inspiration from the works of Dr. Montessori in India, Mr. Joosten and Mr. Swamy. The center is currently headed by Mrs. Meenakshi Sivaramakrishnan.
The center plans to expand its base all over India. has it's headquarters in the IT city of Bangalore, Karnataka. They mostly promote themselves as a policy making body with an intention to have satellite centers in the different parts of the country (they have successfully achieved that in Kerala, Tamil Nadu and Karnataka.
Monday, September 25, 2006
Various Preschooling philosophies
With proliferation of preschools in the Indian society, I thought this entry may help parents and preschool providers to understand the various philosophies that different pre schools are following. Since, there are several philosophies on preschooling, I will be using multiple blog entries to explain each of those philosophies. I have used extensive information from this source.
Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child.
The different categories of philosophies are as:
1. Montessori
2. Waldorf
3. Projects
4. Community/Religious
5. Cooperative
6. Reggio Emilia
Montessori:
Montessori is centered on establishing independence, self-esteem, and confidence while fostering learning at a child's own pace.
This self-paced education is accomplished by changing the role of adults in the classroom from teachers of a whole class into that of "guides," as they are often called, for the students as individuals. According to the American Montessori Society, guides have four principle goals, which encompass what the Montessori method hopes to achieve. The guide strives to
* awaken your child's spirit and imagination
* to encourage his normal desire for independence and high sense of self-esteem
* help him develop the kindness, courtesy, and self-discipline that will allow him to become a full member of society
* help him learn how to observe, question, and explore ideas independently
The guide may introduce a lesson to the class as a whole, but will then focus on working with students in small groups as they investigate topics on their own in a carefully prepared classroom environment. This individualized attention means children with special needs — whether they are gifted or delayed — often do well in a Montessori environment.
This environment is another trademark of a Montessori program. With so much emphasis on individual and small-group exploration, the room itself is kept bright, warm, and inviting. It will often contain many learning centers that allow a child to focus on what they are most interested in, while being shown through gentle encouragement that they should not be afraid of trying new things either. These centers are filled with objects that cater to what preschoolers are most responsive to — highly tactile, very hands-on learning materials that teach through manipulation.
The sense that they are in charge of this environment also fosters feelings of responsibility and accountability in the children, another focus of the Montessori approach. Studies have shown that a feeling of ownership contributes to better care of belongings. Visitors to Montessori classrooms are often amazed to see children working together to clean up centers after they are done experimenting and learning in them, feeding the animals they are helping raise, even watering plants and tending to small gardens in some instances.
This in turn helps create a mentality of cooperation, instead of competition, among the children. To further this cooperative spirit, Montessori classrooms are divided into three-year sections, which allow children to get to know their teachers and one another better. Older children are encouraged to help the younger children in their explorations, teaching compassion and instilling the lesson that there is no shame in needing help in life all at once.
Finally, to end this entry a quote by Maria Montessori (the thought behind Montessori programs).
"Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy."
- The Child in the Family :: The Clio Montessori Series, 1996 :: p. 63
Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child.
The different categories of philosophies are as:
1. Montessori
2. Waldorf
3. Projects
4. Community/Religious
5. Cooperative
6. Reggio Emilia
Montessori:
Montessori is centered on establishing independence, self-esteem, and confidence while fostering learning at a child's own pace.
This self-paced education is accomplished by changing the role of adults in the classroom from teachers of a whole class into that of "guides," as they are often called, for the students as individuals. According to the American Montessori Society, guides have four principle goals, which encompass what the Montessori method hopes to achieve. The guide strives to
* awaken your child's spirit and imagination
* to encourage his normal desire for independence and high sense of self-esteem
* help him develop the kindness, courtesy, and self-discipline that will allow him to become a full member of society
* help him learn how to observe, question, and explore ideas independently
The guide may introduce a lesson to the class as a whole, but will then focus on working with students in small groups as they investigate topics on their own in a carefully prepared classroom environment. This individualized attention means children with special needs — whether they are gifted or delayed — often do well in a Montessori environment.
This environment is another trademark of a Montessori program. With so much emphasis on individual and small-group exploration, the room itself is kept bright, warm, and inviting. It will often contain many learning centers that allow a child to focus on what they are most interested in, while being shown through gentle encouragement that they should not be afraid of trying new things either. These centers are filled with objects that cater to what preschoolers are most responsive to — highly tactile, very hands-on learning materials that teach through manipulation.
The sense that they are in charge of this environment also fosters feelings of responsibility and accountability in the children, another focus of the Montessori approach. Studies have shown that a feeling of ownership contributes to better care of belongings. Visitors to Montessori classrooms are often amazed to see children working together to clean up centers after they are done experimenting and learning in them, feeding the animals they are helping raise, even watering plants and tending to small gardens in some instances.
This in turn helps create a mentality of cooperation, instead of competition, among the children. To further this cooperative spirit, Montessori classrooms are divided into three-year sections, which allow children to get to know their teachers and one another better. Older children are encouraged to help the younger children in their explorations, teaching compassion and instilling the lesson that there is no shame in needing help in life all at once.
Finally, to end this entry a quote by Maria Montessori (the thought behind Montessori programs).
"Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy."
- The Child in the Family :: The Clio Montessori Series, 1996 :: p. 63
Friday, September 22, 2006
Vedic Mathematics: What is it?
My exploration of alternative but effective methods of overall development of children is driving me to understand all these Eastern modes of thinking. As, we have tried many of the Western ways of thinking and I believe they have both pros and cons.
I had heard a lot about Vedic Mathematics and was always enticed to it. Really got a chance to understand it over last few months. Was talking to an IIT professor who takes classes in Vedic Mathematics couple of weeks back and was bowled by the observation that he had. According to him, there are no calculators to do equational computations (for example no calculator to divide 5x square - 3x + 1 from x + 3). According to him that Vedic mathematics can be used to do a computation like that -- some of the sutras that he demonstrated earlier made me believe that it's possible.
BTW, below is a overview about Vedic mathematics that I picked from this site:
What is Vedic Mathematics?
Vedic Mathematics is the name given to the ancient system of Mathematics which was rediscovered from the Vedas between 1911 and 1918 by Sri Bharati Krsna Tirthaji (1884-1960).
According to his research all of mathematics is based on sixteen Sutras or word-formulae. For example, 'Vertically and Crosswise` is one of these Sutras. These formulae describe the way the mind naturally works and are therefore a great help in directing the student to the appropriate method of solution.
Perhaps the most striking feature of the Vedic system is its coherence. Instead of a hotch-potch of unrelated techniques the whole system is beautifully interrelated and unified: the general multiplication method, for example, is easily reversed to allow one-line divisions and the simple squaring method can be reversed to give one-line square roots. And these are all easily understood.
This unifying quality is very satisfying, it makes mathematics easy and enjoyable and encourages innovation. In the Vedic system 'difficult' problems or huge sums can often be solved immediately by the Vedic method. These striking and beautiful methods are just a part of a complete system of mathematics which is far more systematic than the modern 'system'.
Vedic Mathematics manifests the coherent and unified structure of mathematics and the methods are complementary, direct and easy. The simplicity of Vedic Mathematics means that calculations can be carried out mentally (though the methods can also be written down). There are many advantages in using a flexible, mental system.
Pupils can invent their own methods, they are not limited to the one 'correct' method. This leads to more creative, interested and intelligent pupils. Interest in the Vedic system is growing in education where mathematics teachers are looking for something better and finding the Vedic system is the answer. Research is being carried out in many areas including the effects of learning Vedic Maths on children; developing new, powerful but easy applications of the Vedic Sutras in geometry, calculus, computing etc. But the real beauty and effectiveness of Vedic Mathematics cannot be fully appreciated without actually practising the system. One can then see that it is perhaps the most refined and efficient mathematical system possible.
I had heard a lot about Vedic Mathematics and was always enticed to it. Really got a chance to understand it over last few months. Was talking to an IIT professor who takes classes in Vedic Mathematics couple of weeks back and was bowled by the observation that he had. According to him, there are no calculators to do equational computations (for example no calculator to divide 5x square - 3x + 1 from x + 3). According to him that Vedic mathematics can be used to do a computation like that -- some of the sutras that he demonstrated earlier made me believe that it's possible.
BTW, below is a overview about Vedic mathematics that I picked from this site:
What is Vedic Mathematics?
Vedic Mathematics is the name given to the ancient system of Mathematics which was rediscovered from the Vedas between 1911 and 1918 by Sri Bharati Krsna Tirthaji (1884-1960).
According to his research all of mathematics is based on sixteen Sutras or word-formulae. For example, 'Vertically and Crosswise` is one of these Sutras. These formulae describe the way the mind naturally works and are therefore a great help in directing the student to the appropriate method of solution.
Perhaps the most striking feature of the Vedic system is its coherence. Instead of a hotch-potch of unrelated techniques the whole system is beautifully interrelated and unified: the general multiplication method, for example, is easily reversed to allow one-line divisions and the simple squaring method can be reversed to give one-line square roots. And these are all easily understood.
This unifying quality is very satisfying, it makes mathematics easy and enjoyable and encourages innovation. In the Vedic system 'difficult' problems or huge sums can often be solved immediately by the Vedic method. These striking and beautiful methods are just a part of a complete system of mathematics which is far more systematic than the modern 'system'.
Vedic Mathematics manifests the coherent and unified structure of mathematics and the methods are complementary, direct and easy. The simplicity of Vedic Mathematics means that calculations can be carried out mentally (though the methods can also be written down). There are many advantages in using a flexible, mental system.
Pupils can invent their own methods, they are not limited to the one 'correct' method. This leads to more creative, interested and intelligent pupils. Interest in the Vedic system is growing in education where mathematics teachers are looking for something better and finding the Vedic system is the answer. Research is being carried out in many areas including the effects of learning Vedic Maths on children; developing new, powerful but easy applications of the Vedic Sutras in geometry, calculus, computing etc. But the real beauty and effectiveness of Vedic Mathematics cannot be fully appreciated without actually practising the system. One can then see that it is perhaps the most refined and efficient mathematical system possible.
Monday, September 11, 2006
Experiential Learning
Experiential learning, a fairly recently educational concept doing rounds in the elitist echelons of the Indian education system. I have been attracted to the concept of experiential learning from the moment that I heard about it.
On wikipi'ing the word, I realized that there has been a lot of academic study and research that has been done on this particular methodology to teach tiny tots. Having experienced both the kinds of educational systems, instructional and participatory, I have been amazed by how the method of instruction can catalyze the agility and capacity of the learner.
Wiki says following about the historical context:
John Doewy, an American educational philosopher, was an early twentieth century promoter of the idea of learning through direct experience (action and reflection). Experiential education differs from much traditional education in that teachers first immerse students in action and then ask them to reflect on the experience.
A lot of what buildingBlocks is trying to achieve is pretty much on these lines.
Hope to write more on this topic.
On wikipi'ing the word, I realized that there has been a lot of academic study and research that has been done on this particular methodology to teach tiny tots. Having experienced both the kinds of educational systems, instructional and participatory, I have been amazed by how the method of instruction can catalyze the agility and capacity of the learner.
Wiki says following about the historical context:
John Doewy, an American educational philosopher, was an early twentieth century promoter of the idea of learning through direct experience (action and reflection). Experiential education differs from much traditional education in that teachers first immerse students in action and then ask them to reflect on the experience.
In traditional education, teachers set the knowledge to be learnt (including analysis and synthesis) before students. They hope students will subsequently find ways to apply the knowledge.
Despite the efforts of many efforts at progressive educational reform, this movment has not really taken off.A lot of what buildingBlocks is trying to achieve is pretty much on these lines.
Hope to write more on this topic.
Wednesday, September 06, 2006
Learning: Cognitive or Experiential
C Rogers classifies learning of two different types:
1. Cognitive
2. Experiential
Cognitive learning primarily deals with academic learning for example learning vocalubary, multiplication tables, solving trigonometric equations etc. Whereas, experiential learning refers to applied knowledge for example learning about aerodynamics if you want to build a mini-plane for your science project. From my experience, Indian education system is dominated by cognitive learning with extreme focus on ranks, percentages obtained etc.
Since, there are two broad categories of learning, a logical question that would come out would be which learning methodology is superior? Many folks would believe that experiental learning is superior and advantageous and true it is. However, in my humble opinion there is a place and space for cognitive learning as well. Absurd it may sound, however, cognitive learning is much more easier to scale and in developing countries is a good model for education delivery.
Rogers also talks about the role of teacher in the experiential methodology, which is related to my earlier post. Roger says "experiential learning is equivalent to personal change and growth. Rogers feels that all human beings have a natural propensity to learn; the role of the teacher is to facilitate such learning. This includes: (1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3) organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating."
Well, the jury is still out to decide on the efficacy of both these forms of learning as mass education delivery modules. However, I have my pick and that being a right balance of both in every kid's life and that's where buildingBlocks comes in.
1. Cognitive
2. Experiential
Cognitive learning primarily deals with academic learning for example learning vocalubary, multiplication tables, solving trigonometric equations etc. Whereas, experiential learning refers to applied knowledge for example learning about aerodynamics if you want to build a mini-plane for your science project. From my experience, Indian education system is dominated by cognitive learning with extreme focus on ranks, percentages obtained etc.
Since, there are two broad categories of learning, a logical question that would come out would be which learning methodology is superior? Many folks would believe that experiental learning is superior and advantageous and true it is. However, in my humble opinion there is a place and space for cognitive learning as well. Absurd it may sound, however, cognitive learning is much more easier to scale and in developing countries is a good model for education delivery.
Rogers also talks about the role of teacher in the experiential methodology, which is related to my earlier post. Roger says "experiential learning is equivalent to personal change and growth. Rogers feels that all human beings have a natural propensity to learn; the role of the teacher is to facilitate such learning. This includes: (1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3) organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating."
Well, the jury is still out to decide on the efficacy of both these forms of learning as mass education delivery modules. However, I have my pick and that being a right balance of both in every kid's life and that's where buildingBlocks comes in.
Subscribe to:
Posts (Atom)
