1. 1 An initiative of

2. Education 1.0 is largely a one-way process. Students attend university to get education from professors who might teach by lecturing with notes, handouts, textbooks, videos, and in the Web. Students consume the information resources delivered to them; if students engage in activities based on those resources, they usually engage by themselves or in isolated local groups. Rarely do results of those activities loop back to the information resources students consume in carrying out those activities out. Education 2.0 sparks more interaction between the teacher and student; student to student; and student to content or expert. Education 2.0 uses Web 2.0 technologies to enhance traditional approaches, and uses blogs, podcasts, social bookmarking, and participation tools, but mostly within the framework of Education 1.0. Education is not transformed, but the groundwork for broader transformation is being laid down. Education 3.0 is characterized by rich, cross-institutional, cross-cultural educational opportunities where learners create and share artifacts; and students learn beyond classroom activities through social networking and other community-driven formats. The distinction between artifacts, people, process, space, and time becomes blurred. Institutions adapt to meet the challenges of opportunities presented. 2

3. Objective of ? Education 3.0 is a door that will open up an opportunity for your students to experience a new way of self-learning and explore their innate ability to think creatively and find solutions to real life problems – age no bar. Education 3.0 offers customized project-based learning programs for the 21 st Century learners: – Get a solid grasp on the curriculum topics through enquiry-based hands-on learning, facilitated by tools and technology as well as real life situations. – Develop essential life skills such as self-learning, team work, creativity, decision- making, and leadership. – Confidently use technology, interact with the world outside and analyze situations and take decisions. 3

4. What is the basis of ? Education 3.0 is heavily based on the National Curriculum Framework 2005. It states the following for educational organisations – connecting knowledge to life outside the school – ensuring that learning is shifted away from rote methods – enriching the curriculum to provide for overall development of children rather than remain textbook centric – making examinations more flexible and integrated into classroom life – nurturing an over-riding identity informed by caring concerns within the democratic polity of the country. The process of evaluating students’ learning through Education 3.0 has been drawn from the CBSE’s Continuous Cumulative Evaluation (CCE) method. The content of the project activity sheets is in sync with NCERT text books prescribed for each class. 4

5. Current classroom difficulties 5

6. What If This Becomes Your Classroom? 6 It’s about converting your classroom into a place of discovery and joy, and converting the child’s natural familiar environment into a classroom.

7. The offering of ? 7 Converting the current classroom into a world of dream Installing world class experiential learning apparatus /equipment's (living & non living) Providing 360 degree experiential learning solution through project based learning Implemented across all grades - currently till Class VII 20 days per academic year per section of 3 hrs per day Installing equipment Faculty orientation Experiential Lesson Plans Project Sheets Evaluation as per CCE Education 3.0 Manipulative Parent briefing

8. Exhibitions for the pare nts or community Proper plan with 21 st ce ntury learning solution Effective, comprehensiv e rubrics based on CCE Three way assessment – self, peer and teacher Suggest and create new ways of doing things Hands-on activities to “ex plore” and “experience” Orientation with educators to built upon the plan EXPERIENTI AL LEARNING CYCLE Creating group project pl an and outcome Reflection through activit y sheets Reflective questions as per the context Experiential learning Solution 8 PlanActReflectApplyEvaluate

9. P.B.L APPROACH FINE ARTSASTRONOMY DYNAMIC SCIENCE OUTDOOR EDUCATION TECHNOLOGY TRIVA LANGUAGESCIENCE/EVSLIFE SKILLSMATHSSC. SCIENCE SUBJECTS AS PER NCF 2005 CREATING AND DESIGNING AS PER INTEREST 9 HANDS ON EXPOSURE THROUGH PRACTICALS LEARNING THROUGH EXPERIENCES SELF AND GROUP EXPLORATION EXPERIENTIAL LEARNING PHILOSOPHY

10. - Broad Outline 10 What is it? A lab will be created with various equipment, apparatus, displays, materials, living organisms etc. A trained experiential learning facilitator will be there to conducts various projects as per class specific plan Children build up projects in groups and executes it through exploration, investigation, inquiry and evaluation Orient educators and parents in 21 st century learning process How will it take place? Engagement with educators to share and extend ideas in executing experiential based learning program Students engagement in various hand-on activities as per the project plan. Support to students by a educator for implementing it in 20 days for 3 hrs/day per academic year Project/Activity sheets for students in application of the concepts or topics. Evaluation as per CCE guidelines. Also a three way assessment Outcome of the projects through exhibition/shows/festivals/screening. Who is it for? Nursery till Class VII students Where will this program take place? Inside ED Lab, At your school premises., School neighborhood, Nearby village When can we conduct Education 3.0 in during the year? From the beginning of any academic year and during the school time.

11. - Learning tools 11 Fixtures & Apparatus Fixed Group Individual Experiential learning educator – 1 Leader + 1 Supporter Execute Guide Evaluate Project sheets Information Questions Activities Evaluation Self Peer Educator Exploration Environment around Experiments using apparatus Self and group sharing

12. - Program execution 12 Deliverables Impact Finalization of setting up lab Enrichment program (Parents and educators) Preparation of Academic Planner as per suggestion Finalization of setting up lab Enrichment program (Parents and educators) Preparation of Academic Planner as per suggestion Setting up the complete lab Deliverable of group and self apparatus Execution of the plan by Ed – creators/ educators Provision of diagnostic report to each student based on assessment of activities and worksheets. Time Lines Basic idea about the setting up of Lab Basic idea about the execution Introduce the academic year plan Basic idea about the setting up of Lab Basic idea about the execution Introduce the academic year plan Educators guide the students in executing a project based learning program along with reflection and activity sheets Assessment of the learning process and their performance after the learning process helps in identifying student's mathematical abilities, life skills e and suggest corrective measures. 3 to 6 month before the academic year begins 20 days per academic year 15 days prior to the beginning of the program The facilitators and students explore and discover mathematical concepts while doing activities with the tools. After exploration and Before end of each academic year Finalization of setting up lab Enrichment program (Parents and educators) Preparation of Academic Planner as per suggestion Finalization of setting up lab Enrichment program (Parents and educators) Preparation of Academic Planner as per suggestion Setting up the complete lab Deliverable of group and self apparatus Basic idea about the setting up of Lab Basic idea about the execution Introduce the academic year plan Basic idea about the setting up of Lab Basic idea about the execution Introduce the academic year plan 3 to 6 month before the academic year begins 15 days prior to the beginning of the program A readymade laboratory will be set up with all required apparatus and learning tools catering from Nursery to Class VII Presentation by students after completing a yearlong project with ED 3.0

13. Program – How it is different? 13

14. 14 Classes: IV for example Subjects & Topics :1.Measurement using scale and conversion in mathematics 2.Comprehension and making simple sentences in language 3.Sun, planets and other bodies in the universe in environmental studies (EVS) Subject/TopicMathematics - Measurement using scale and conversion What will children do? Measuring objects through hand span/foot Route learning of conversation from meter – centimetre, etc. Drawing equal lines using a scale Measure length of objects using scale Filling worksheets in relation to conversation with examples Filling worksheets in relation to measurement (meter – centimetre / kilometre) How Syllabus topics are taught generally? Subject/TopicLanguage - Comprehension and making simple sentences What will children do? Story telling and comprehension Writing short descriptive sentences Write about some particular theme. Subject/TopicEnvironmental Studies - Sun, planets and other bodies in the universe What will children do? Reading stories Book reading and understand the position of celestial objects Filling worksheets in relation to planets and its name Read concepts of telescope and its use

15. 15 Example of Std. IV - English, Maths and E.V.S Topic covered in text books English Maths E.V.S

16. 16 PreparationFinal outputCost per child Inform parents 2 educators Playfield area Auditorium/hall Exhibition by students Screening of films Inauguration of book INR 850 Classes: IV for example Subjects & Topics integrated:1.Measurement using scale and conversion in mathematics 2.Comprehension and making simple sentences in language 3.Sun, planets and other bodies in the universe in environmental studies (EVS) ProjectCelestial objects and its effects ActivitiesPlanetarium Show, Solar walk, Day and Night, Construction of Sundial, Cardinal Directions What will children do? First- Silently watch and participate in audio visual planetarium show. Second – Scaling down solar system through walk and measurement (using conversion method) Third - Create models by drawing and then using tools Fourth – Building a project using information, experience and experiments Fifth – Experiments with lenses in building telescope and pin hole camera What will they learn in EvS? Force makes objects start or stop moving, Force includes friction, Force make objects move faster or slower, Sun planets and other bodies in the universe What will they learn in Maths? Measuring and drawing of lines, Draw a circle, Identify center and radius and diameter of a circle, Measuring and drawing of lines, Draws intuitively the plan, elevation and side view What will they learn in English? Tenses-Simple, Past. Summaries a paragraph in a limited number of words. Fiction: stories set in imaginary worlds. Promote writing and then reading with comprehension. Which core life skills will be covered? Awareness of things around (living & non-living ), Etiquette s, Concentration, Freedom with Responsibility How Education 3.0 helps a child learn through experience?

17. Research proves that 21st Century Learners require a new education 17 I understand the concepts and standards in depth by experiencing them. I build vital workplace skills and become a self-learner. I can interact with adult mentors and use technology. I develop the ability to address community issues. I confidently present my work to audiences beyond the classroom. I learn by experiencing what is being taught. I get opportunities to investigate issues and topics inside or outside of school. I inquire to learn content, information, and facts necessary to draw conclusions. My learning process is centered around me. I am included in my learning, and I find it joyful and relevant. I am becoming a life-long learner, a thinker, a creator. I don't find school boring or meaningless.

18. The World-wide Shift to Experiential Learning Finland is radically reforming its Education system by scrapping traditional “teaching by subject” in favour of “teaching by topic”. Finland Singapore’s new pedagogical framework Teach Less, Learn More urges teachers to focus on the “quality” of learning, not just the “quantity” of learning and exam preparation. Singapore’s In Germany, Education builds on pupils' personal experience. Pupils are involved in planning, carrying out and evaluating lessons in a manner suited to their age group, using their experiences, questions, concerns, knowledge, abilities and skills as a basis for lessons.Germany 18

19. Feedback from students and teachers Children compiled their pictures and made movies to present their experience to the larger audience. This trip was eventful and did offer a lot of answers to satisfy our children’s scientific temper and yet raised many more questions for them to know and explore! It was really an interactive, thrilling and adventurous experience. We did not even realize how much syllabus we had covered within 3 days, and also learnt so much about our responsibility towards the community and environment. We got hands on experience of the topics covered, involving almost all subjects of the syllabus. The best part was that I could relate these subjects with my real life outside the school. I “felt” so wise and intelligent! This approach makes the teaching-learning process a way of life for the students and they become life-long learners, empowered to learn new things and tackle issues on their own. No child is left out and the child’s age is no restriction!

20. Schools where our experiential learning experts have conducted similar programs

21. Why Should My Organisation Choose ? 21 In-depth Knowledge | Life skills | Hands-on exploration | Analysis | Creative thinking | Communication | Decision-making | Self-management | Collaboration | Team Work | Self analysis | Self-confidence | Self-Learners| Thinkers| Creators | Innovators Child-Centred | Learning at par with International Schools | More effective learning | Reliable assessment | Empowered Students | Improved classroom management | Raise standards. Personalize education. Be at par with the best of international schools in India! Integrate the curriculum areas, thematic instruction, and real-life skills. Create bonding among diverse groups of students. Give students opportunities to build self-learning skills. Engage and motivate all types of students students