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[ablineducation-blog]

Activity based learning in Jnana Prabodhini and Forest Kindergartens

Group Members: Anurag Srivastava, Karthik Sridharan, Pardeshi Hrishikesh Mohansing, Suvansh Bansal

Research Problem

We aim to analyze the existing models that promote activity based learning (Jnana Prabodhini & Forest Kindergartens) for students of different age groups and identify the pros and cons in each of them. Consequently, we intend to borrow the positives from each of the models studied and comment on how activity based learning could effectively be included as part of school curriculum while achieving all learning objectives.

Introduction:

Through this project, we intend to study the broad topic of "Activity-based learning" by analyzing the existing models through two specific examples – Janana Prabodhini & Forest Kindergarten.

Definition:

Activity based learning (ABL) is defined as a way of teaching that requires students to do hands-on experiments & activities and in the process, achieve the desired learning. The core premise is to create an optimum environment so that the learning is joyful and long-lasting.

Project based learning is a teaching method in which students work to investigate and respond to authentic, engaging and complex questions, problems or challenges and in the process acquire knowledge and skills.

Project based learning (followed by Jnana Prabodhini) is closely related to ABL but is different in the way that it is focused more on solving problems or challenges as opposed to the focus on experience through activities in ABL.

Two specific models we intend to study are:

1) Jnana Prabodhini – This school has a rigorous entrance exam that a student in Grade 5 needs to clear to gain admission. In the further years, the students are exposed to hands-on projects, relevant to their grade, to facilitate knowledge gain on related concepts.

2) Forest Kindergarten – This is a new form of preschool education which encourages students to learn through interaction with nature.

Why did we take up this problem?

Most schools in India focus on developing cognitive skills through traditional forms of teaching including non-interactive one-way lectures. Use of teaching aids in the form of cards, audio-visual cues etc. to involve maximum sensory organs of students is minimal.

Our motivation behind taking up this topic was to understand the inhibiting factors in use of such methods and be able to suggest ways in which these active learning methods could be included as part of curriculum.

Methodology

We plan to conduct primary & secondary research through the following sources:

Primary source(s):

1. We aim to speak to people working at Jnana Prabodhini including the administrative staff & teachers. We also intend to get in touch with parents whose children have been or are part of this experience or those parents who have consciously chosen not to enroll their children in the school.

2. We would attempt to get in touch with parents whose children have been or are part of forest kindergartens.

Probable list of people to contact:

1. Shruti Pathak (Co-ordinator, Jnana Prabodhini Center, Dombivali (Mumbai))

2. Mahendra Sethi (Teacher, Jnana Prabodhini & Columnist, Loksatta (Marathi News Daily))

Exhaustive list of questions to be asked to different stakeholders:

Teacher

1) What are the various forms of teaching that are prevalent in India currently?

2) Could you please give details about the entrance exam (in grade 5)? Is it right to have such restrictions on students entering the school?

3) How do students cope with continuous evaluation in addition to intense projects?

4) Can we categorise Jnana Prabodhini as using “project-based learning” to educate students? What are the potential benefits of using this pedagogy?

5) What are the manifestations of project-based learning? (Examples by class)

6) Can’t the good performance of students be attributed to self-selection at the time of admission itself?

7) What is the rationale behind having “futurological studies” in class 10?

8) Given the ideology of high intensity in academics, why did Jnana Prabodhini start e-learning?

Admin

1) Why does the school start only from class 5?

2) What is the social strata of students applying for admissions?

3) What are the main concerns of parents admitting their students to the school?

4) Why does the school feel the necessity to have an entrance exam?

Parents

1) What are the main criteria to select a school?

2) Why did you consider this school for admission?

3) Can you tell us what project-based learning is?

Students

1) How are you able to cope with the continuous evaluations system along with the projects?

2) What are the aspects that you like about the school?

Secondary sources:

1. Children’s contact with the outdoors and nature: A focus on educators and educational settings [http://www.childrenandnature.org/wp-content/uploads/2015/04/EducationsynthesisMarch2010FINAL.pdf]

Brief Idea(s):

a. Children’s play in natural settings provides a suite of benefits

b. Ways to design schools around natural settings

c. Hands on outdoor learning has larger benefits

2. Linking Student Performance in Massachusetts Elementary Schools with the “Greenness” of School Surroundings Using Remote Sensing [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4195655/]

Brief Idea(s):

Study of elementary Massachusetts Schools showing association between exposure to “green” surroundings and development of cognitive function in terms of student academic performance

3. Research material on Jnana Prabodhini’s portal

a. http://prashala.jnanaprabodhini.org/intellectual.asp

b. http://prashala.jnanaprabodhini.org/educational_philosophy.asp

c. http://prashala.jnanaprabodhini.org/philosophy.asp

d. http://prashala.jnanaprabodhini.org/features_of_education.asp

4. Cedarsong Nature School – Forest Kindergarten School

http://cedarsongnatureschool.org/forestkindergarten/forest-kindergarten/

Possible Inclusion

5. Is Kindergarten the New First Grade? [http://journals.sagepub.com/doi/abs/10.1177/2332858415616358]

[ablineducation-blog]

Title: Activity based learning in Jnana Prabodhini and Forest Kindergartens

Group Members: Anurag Srivastava, Karthik Sridharan, Pardeshi Hrishikesh Mohansing, Suvansh Bansal

Research Problem

We aim to analyze the existing models that promote activity based learning (Jnana Prabodhini & Forest Kindergartens) for students of different age groups and identify the pros and cons in each of them. Consequently, we intend to borrow the positives from each of the models studied and comment on how activity based learning could effectively be included as part of school curriculum while achieving all learning objectives.

Introduction

Through this project, we intend to study the broad topic of "Activity-based learning" by analyzing the existing models through two specific examples – Janana Prabodhini & Forest Kindergarten.

Definition

Activity based learning is defined as a way of teaching that requires students to do hands-on experiments & activities and in the process, achieve the desired learning. The core premise is to create an optimum environment so that the learning is joyful and long-lasting.

Two specific models we intend to study are:

1) Jnana Prabodhini – This school has a rigorous entrance exam that a student in Grade 5 needs to clear to gain admission. In the further years, the students are exposed to hands-on projects, relevant to their grade, to facilitate knowledge gain on related concepts.

2) Forest Kindergarten – This is a new form of preschool education which encourages students to learn through interaction with nature.

Why did we take up this problem?

Most schools in India focus on developing cognitive skills through traditional forms of teaching including non-interactive one-way lectures. Use of teaching aids in the form of cards, audio-visual cues etc. to involve maximum sensory organs of students is minimal.

Our motivation behind taking up this topic was to understand the inhibiting factors in use of such methods and be able to suggest ways in which these active learning methods could be included as part of curriculum.

Methodology

We plan to conduct primary & secondary research through the following sources:

Primary source(s):

We aim to speak to people working at Jnana Prabodhini including the administrative staff & teachers. We also intend to get in touch with parents whose children have been or are part of this experience or those parents who have consciously chosen not to enroll their children in the school.

We would attempt to get in touch with parents whose children have been or are part of forest kindergartens.

Secondary sources:

Children’s contact with the outdoors and nature: A focus on educators and educational settings [http://www.childrenandnature.org/wp-content/uploads/2015/04/EducationsynthesisMarch2010FINAL.pdf]

Linking Student Performance in Massachusetts Elementary Schools with the “Greenness” of School Surroundings Using Remote Sensing [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4195655/]

Is Kindergarten the New First Grade? [http://journals.sagepub.com/doi/abs/10.1177/2332858415616358]

The Case for the New Kindergarten: Challenging and Playful [http://www.edweek.org/ew/articles/2014/06/04/33bassok_ep.h33.html]

Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes [http://www.jstor.org/stable/1602366?seq=1#page_scan_tab_contents]

Research material on Jnana Prabodhini’s portal

http://prashala.jnanaprabodhini.org/intellectual.asp

http://prashala.jnanaprabodhini.org/educational_philosophy.asp

http://prashala.jnanaprabodhini.org/philosophy.asp

http://prashala.jnanaprabodhini.org/features_of_education.asp