Learning Design

How learning can happen or cannot happen

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

Activity 1In 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

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

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

Activity 2Experiment 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

Piaget: Experiment

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

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

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!

• 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

•Key Guiding Questions

What & How questions. What about ‘Why’ questions?

Remember Uncle Blooms

Knowledge• What?

Comprehend•Why?

Apply•Where I use?

Analyze•How it works?

Synthesis•With what?

Value•What Value?

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

Session Design

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

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

Stimulation

• Quick

• Not an activity itself

• In the beginning of the session

•Binds the groupit 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, dooroptions of doing - what are the materials i can use  

get the child excited, interested

Why stimulation?

Stimulation ( making use of mi)

activity 1

You become a fashion designer and design clothes (visual)

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)

Stimulation ( for different age groups)

Make a clock and every hour write what makes me laugh

( logical)

activity 2

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.

Stimulation ( making use of thinking skill – questioning)

What responsibility can I take up at home (responsibility)

activity 3

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.

Stimulation

One of them makes a sound and the others write as many words as they

can starting with that sound (phonetics)

activity 4

Stimulation

activity 5

they play hopscotch - a number is shown to them and they need to stand on that number

How to do stimulation?Use Mi - story, game, GV, music,

interviewing, visit to a place, reading, imagining, exploring, movie clip

Use Thinking skillquestioning, 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?

What makes stimulation effective?

Experiential

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

what is the importance of reflection?

• Better understanding • recap

• encourage• explore more

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

Reflection Strategy - Don'ts

• verbal•pat answers

•right answers

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

What is session design?

• Stimualtion, Activation

• Activity, Doing

• Reflction, Self Assessment

Learning Design

Ah, All learning is born with a desire;

Uh, All learning thrives with failures;

Oh, All learning dies when having learned!