1. Learning Design

2. How learning can happen or cannot happen

4. Finish the Horror story Some possible endings Horror Romantic Gruesome / Tragic Comedy Suspense Happily ever after Good wins over evil Evil wins over good etc Some possible themes Music Photosynthesis Open Minded Oral Hygenie (teeths) Profit and Loss Sensitive to others Dance - movement

5. Activity 1 In some way make the given stone(s) float in the trough of water (Imagine this to be a real life situation where you have to carry a stone across the river / lake) You can use what is given or what you can find in the enviornment. Try diffemrent methods, different sizes / types / shapes of stone

6. Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. John Dewey

7. Dewey: Experiential Uses at least two senses Driven by the child – pace & space Reflection – we learn by doing only if we think about it Integration

8. Activity 2 Experiment with your walk. As you experiment – be aware what all it tells you – about yourself, others, society, your body, self esteem, fashion, angles, friction, etc

9. Piaget: Experiment

10. What we do is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination -- and now she, who is exposed in this fashion, goes on her own way… Professor Julius Sumner Miller Experiment

11. The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers Jean Piaget

12. Piaget: Experiment What Else? How else? Where Else? The biggest risk in trying it in a different way is that we might like the new one and hence shift to that!

13. Concept / Our Obj theme Key Guiding Questions What & How questions. What about ‘Why’ questions? Ideas – Use MI as framework Child’s Goal – “ What for” should I do it? Open Ended – create new results Thinking skills – more processes, different challenges

14. Key Guiding Questions What & How questions. What about ‘Why’ questions? Remember Uncle Blooms Knowledge W hat? Comprehend Why? Apply Where I use? Analyze How it works? Synthesis With what? Value What Value?

15. Thinking Skills analyze apply arrange categorize combine compare conclude connect describe estimate generalize hypothesize identify illustrate judge measure predict separate summarize tabulate test Add more processes, more challenges; more constraints

16. Session Design

17. Lets say we are going to an activity about different joints of our body Before we start the activity In teams of four you have to Connect physcially the follwing (that is all the following should be connected to each other directly - you cannot use other body parts to connect them): 3 knees 2 elbows 2 shoulders 2 Ankles And 2 ears

18. What is stimulation? Stimulation is what evokes my senses, thinking, interest, sets my goals to do an activity Its like heating the iron - so that it is ready for work

19. Stimulation Quick Not an activity itself In the beginning of the session

20. Binds the group it ensures that the group is at the same level required to do the activity. if it is making a house, then they experience different kinds of houses triggers one’s thinking by asking thinking questions if it is making a house - how does the roof look like? how does it feel? how can one climb up? how can this roof be made different? making them do something that makes them think - keeping different shaped structures, water, leaves, mud - they observe it in different ways. helps you do an activity concept made clear - different parts of the house in terms of shapes, why floor, roof, wall, window, door options of doing - what are the materials i can use get the child excited, interested Why stimulation?

21. Stimulation ( making use of mi) activity 1 You become a fashion designer and design clothes (visual)

22. some stimulation ideas for activity 1 Stimulation ( making use of mi) 1. choose an alphabet and they make design with that alphabet (visual) 2. give them different fabric pieces and ask them to join it to make it one big piece using needle and thread, cellotape, rubberband, string etc. (body) 3.play music and ask them to use their fingers, close their eyes and play around with the colours. (music) 4. interview people and ask them about their likes and dislikes of clothes. (people) 5. if I am going to a party…. If I am going to the pool…. ( self) 6. make a list of names of clothes you know. Mix and match different clothes and give your own name. ( word) 7. choose a number and make that many number of clothes they have to wear at one time like a 3piece suit – ( number)

23. Stimulation ( for different age groups) Make a clock and every hour write what makes me laugh ( logical) activity 2

24. some stimulation ideas for activity 2 Stimulation ( for different age groups) 1. take the children through a typical day 2. make a circle and they go around it with music and when the music stops a number is called out and they stand on the number. 3. they play passing the parcel and there are not so happy situations in that and they have to find something happy in it.

25. Stimulation ( making use of thinking skill – questioning) What responsibility can I take up at home (responsibility) activity 3

26. some stimulation ideas for activity 3 Stimulation ( making use of thinking skill – questioning) 1. story of a chick who wants a crown like his father and his father tells him that he would get it when he is responsible and the chick finds out what is responsible and now he wants to be responsible in the house and takes the help of children. The story also includes that the chick makes his own bed and says he is responsible to which his father says that since he plucked the fresh leaves he has hurt the plant and so has he been responsible.

27. Stimulation One of them makes a sound and the others write as many words as they can starting with that sound (phonetics) activity 4

28. Stimulation activity 5 they play hopscotch - a number is shown to them and they need to stand on that number

29. How to do stimulation? Use Mi - story, game, GV, music, interviewing, visit to a place, reading, imagining, exploring, movie clip Use Thinking skill questioning, comparing, imagination, analyse, observe, make analogies, sequencing asking thinking questions - creating an environment, what do you like? what is it made of? how else can it be made? how does it feel? arrange the cards, what can be done with it or not done with it?

30. What makes stimulation effective? Experiential

31. what we learnt about learning design? Something that you 1.Heard 2.Liked 3.Visualized 4.did not like 5.reminded of a song 6.tell your mother about 7.can show using an action 8.read more about 9.can swear on 10.Teach somebody 11.Forget by tomorrow

32. what is the importance of reflection? Better understanding recap encourage explore more

33. What is reflection strategy? A strategy that makes me aware of what I did, how I did and how else can I do it and where else can I use it.... what all i learned

34. Reflection Strategy - Don'ts verbal pat answers right answers

35. How to do reflection? think of a childhood game and convert that into a reflection - dumb charades, oranges and lemon, ring -a - ring -a roses, hopscotch, snakes and ladder Using props make a reflection - dupatta, newspaper, chair, mike other ways - draw, GO, make a model, gv, sing a song Use the intelligence not used in the activity or stimulation

36. What is session design? Stimualtion, Activation Activity, Doing Reflction, Self Assessment

37. Learning Design Ah, All learning is born with a desire; Uh, All learning thrives with failures; Oh, All learning dies when having learned!