thrill of mathematical thinking is in the gradual progression of … · thrill of mathematical...

Thrill of mathematical thinking is in the gradual progression of thought which moves from concrete to semi-concrete and semi-concrete to abstract.

VikalpIndia Experiential Learning Solution for Mathematics

Class-wise Products, Coursebooks, Facilitator's guide, Training and Assessment enables schools to implement “learning by doing” in Everyday Classroom Practices and setup Maths Resource Centre.

instrument of ideas

Evolution of our Experiential Learning Program

Methodology Dev & Product

Prototype

Methodology Validation

Redesign of Products

Usability Test RefinementContinuous Evolution

Evolved after years of experiment with children at Muthialpet High School (Chennai) And Carmel Convent School, In Nagaland

Concept and products were tested for years in Ramanujan Center for maths Maths (Chennai) and Carmel Teacher Center, (Hazaribagh).

Models were converted into products through an non-existent industrial process and teaching-learning method into a learning system

Late. P.K. SrinivasanDirector Emeritus,

Ramanujan Museum and Math Education Center and Academic Secretary of Mathematics Teachers, Chennai.

A Fulbright exchange teacher in the United States, Mr. Srinivasan taught Mathematics in Nigeria and India. He was also a lecturer at the NCERT in India. He advocated the use of teaching aids as improvisational tools in order to illustrate mathematical concepts. He led a crusade of sorts against the debilitating idea of rote learning techniques and drill. He indicated the efficacy of introducing non-routine thinking where the child can solve problems using uniques techniques and innovative, intuitive leap of faith.

Sr. M. Hyacintha A.CDirector, Carmel Teacher Center, Hazaribagh, Jharkhand

Sister Hyacintha is a trainer of primary school teachers of Carmel Convent. Her innovative way of designing learning apparatus has been recognized by National Institute of Design (NID), Ahmedabad. She has devoted her last forty five years in teaching tribal children. Before coming to Hazaribagh, she was in Nagaland for 17 years where she started the work of developing learning apparatus.

After the product and concept was developed it was being experimented with children of Carmel Teacher Center

Various activities related to different concepts were fine tuned & lot of rework on the ergonomics aspect to facilitate ease of use

The Educationist

Mira Model School (Janapkpuri, Delhi) Govt. Schools of SAIL (Steel Authority of India Ltd) Indraprastha International Schools, Carmel School of Apostolic Convent, Kidz Junior Schools, Deepalaya School, Govindpuri, (Delhi)

1

Assessment

4

3

Our Methodology

Learning begins with doing activities which is the first stage of experiential learning cycle.

In the second stage, children reflect or think on what they have done.

After reflection, pen and paper is introduced and children apply their understanding on their course book.

Assessment is the last stage where both activities and pen and paper work is assessed and diagnostic report is generated.

How it works

Action

Application

Activity for every conceptHands On Apparatus

Reflective questions to thinkand relate with everyday life

Facilitators Handbook

Vikalp Assessment& Evaluation System

(V.A.N.E.S.)

Insights and Reports - Diagnosticand Remedial

AVG OF CLASS TOP PERFORMER BOTTOM PERFORMER NATIONAL AVG

6046 49.5

95

3444

Student score

AVG OF SEC

Course BookApplication of concepts

1

2

3

4

2

Reflection

Introductory Session: Session by Academic trainer to Introduce Vikalp, Its tools and methodologies to the teachers (the key implementers) of the project. Focus on understanding of the concepts and the methodology to implement it in the classroom.

Chapter-wise training

Vikalp India Private LimitedCIN: U80900DL2015PTC284008

ENGAGEMENT REPORT

School: __________________Grade:___________Subject________Period Time: _____

Teacher: __________________Date:__/__/___Observer__________________

SCHOOL OBSERVATION

Standard Elements: Evaluation(YES/NO)

Evidence/Comments

Do each teacher have implementation guide?

Is there assessment guide in the school? Are the teachers filling the activity/ application score?

Is there adequate space for conducting activities in classroom/lab/resource center? If not what is the recommendation?

Are the students getting adequate number of worksheets for homework/classwork to practice?

Is two consecutive period allotted for


ENGAGEMENT REPORT



SCHOOL OBSERVATION


Evidence/Comments





Is two consecutive period allotted for activities?


ENGAGEMENT REPORT



SCHOOL OBSERVATION


Evidence/Comments





Is two consecutive period allotted for activities?

Are the teacher maintaining adequate speed to complete the curriculum

Implementation

Hand-holding Session: Facilitate teachers towards better implementation of the Vikalp Program in the classroom. Resolve classroom management issues (if any) during implementation of activities.

Relationship Manager Visit: Objective of this visit is to observe the implementation and do the troubleshooting. Role of the Relationship Manager is to solve operational problem and identify whether the school needs any academic help. Observation of each visit is duly recorded in Engagement Report.

Chapter-wise Training: Chapter-wise discussion with teachers about teaching methodology and the use of TLMs. Detailed discussion on each and every topic.

Engagement Activity Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar

Product Delivery

Fixing the implementation plan with

School

Pre - Concepts Test

Teacher

Introductory Session & Feedback

Chapter wise - Session & Feedback

Visit -1

-1

-2

-3

Hand-holding Session & Feedback -4

Assessment

Parent PTM & Feedback

Owner/Principal RM Visit (Orientation & Feedback)

Owner/Principal

/Teacher

Feedback Call by RM

Ongoing Support by Trainer/SPOC Ongoing Support over Email and Phone (Proactive connect every month)

Update to Key Stakeholders (email) Regular Update through Email and SMS (2 Update every Quarter)

Visit

Visit

Visit

Hand-holding session

Visit -6

-7

Visit

Visit

-8

-9Visit

Visit -11

-12

Visit

Visit

-5

-5

Visit

Visit -1Visit

-10Visit -13

-13

Visit

Visit

LKG

Disc BoardIdentify colours, patterns ofgiven fixed numbers, quantitativevalue of numbers.

Advance DominoesEnhances the memory and helpschildren to retain the numbersthey have learnt.

Hundred BoardForward Counting up to 50 andbackward counting from 20

Attribute SetIdentification of shapes.

Number CubesConcept of "putting together" and "taking away"

Floor discProgression of numbers upto 20.Concept of after, before and in-between

Pre PrimaryNursery

Floor DiscProgression of numbers upto 10

Attribute SetIdentification of colours and shapes.

Disc BoardCareful placing of discs enhances concentration, learns

value of numbers.

Elementary dominoesConcept of progression – value – identification is taken

together

Number CubesIdentification of numbers, ordering of numbers

UKG

Floor DiscProgression of numbers upto 20.Concept of after, before and in-betweenConcept of one less and one more

Disc BoardQuantitative value of numbers.Able to understand different components of numbers.

Number CubesUnderstands various aspects of additionand subtraction using real objects.

Advance DominoesOne to one correspondence, sorting and classification,ascending and descending order

Attribute SetIdentification of different shapes & sizes.

Hundred BoardForward Counting up to 100 andbackward counting from 50

Number BoxGrouping sticks in tens and ones

Our Products

Lower Primary

Standard One

Opposite KitLearns to count and make collections.

Elementary DominoesLearns one to one correspondence, sorting and classification

Hundred BoardUnderstanding position of numbers and relationship between them

Floor DiscDevelops understanding of groups of ten, relationships between 4 & 14 and 8 & 18.

Number BoxUnderstands the concept of "carrying over" in addition and "borrowing" in subtraction.

Disc BoardCommutative property of addition

Number CubesUnderstands various aspects of addition and subtraction using real objects.

Attribute SetIdentification of different shapes & sizes.

Table KitUnderstands concept of zero, putting together (addition) and taking away (subtraction).

Advance DominoesOne to one correspondence, sorting and classification, ascending and descending order

Standard Two

AbacusExpands 3 digit numbers, counts and regroups into hundred, tens and ones.

Geo BoardUnderstands the concept of lines & direction.

Hundred BoardFamiliarity with skip counting before introduction of multiplication

Number SystemUnderstands the concept of addition and subtraction

Cheeky ChickHelps in getting rid of the confusion between greaterthan and less than sign.

Attribute SetThe properties of 2-D shapes Table KitUnderstands to relate clock time with number of hours in a day.

Opposite KitRepeated addition as multiplication.

Give & TakeCurrency notes and coins helps to see, feel and discover concept of money

Upper PrimaryStandard Three

Fraction SetWhole and part.

Opposite KitDivision as repeated subtraction, equal grouping and inverse of

multiplication.

Hundred BoardCounting in 3's, 4's etc, multiplication and division of threes, fives etc.

Table KitConcept of time and different types of lines.

AbacusPlace value concept.

Give and TakeLearns transaction using play money.

TangramRecognising of shapes in different orientation

Tile KitTessellation for spatial reasoning

Standard Four

Fraction setEquivalent fraction, comparison of fractions

Geo BoardDiscovers formula of areaand perimeter.

Opposite KitFraction as collection

Number SystemEquivalent fractions

Table KitConcept of time and relating it with number of hours.

Tile KitIdentifies pattern in any shapes or figures around

Measuring KitConcept of length, capacity and weight

Standard Five

Number SystemEquivalent fraction, comparison of fractions, '+' and '-'of fractions.

Table KitUnderstands different types of lines, angles and triangles.

Opposite Kitodd & even, prime & composite, square, factors and multiples.

Fraction SetAddition, Subtraction and multiplication of fractions

Geo BoardConcept of reflection, translation, rotation, lines, angles and graphs

Decimal KitUnderstand relationship between fractions – decimal

Talking StickMaking 3-D from 2-D shapes

Place Value CardUnderstanding value of numbers in different places

V.A.N.E.S.VIKALP ASSESSMENT & EVALUATION SYSTEM

John DoeClass 2 - B

ABC Public School, Delhi

Dear Student,

Thank You for taking this assessment.

Our Analysis throws light on your strong and weak areas in the below mentioned topics. The topic wise performance section will help you perform better by identifying the root causes for your knowledge gaps.

Topics Covered• Number Concept• Number Operations• Shapes & Spatial

Understanding• Measurement• Pattern• Mental Math

Activity Score

Student Diagnostic Report

Exam: Overall Term 1Subject: Mathematics

Report Date: 12 Nov, 2017

Powered by VANES ( Vikalp Assessment and Evaluation System) www.vikalpassessment.com

Overall Performance

Application Score

Strand-wise Performance

0

5

10

FA1 FA2 SA1 FA3 FA4 SA2

Your Score Sec Average Highest

0

2

4

6

8

10

NumberConcept

NumberOperations

Shapes &Spatial

Understanding

Measurement Mental Math Data Handling

60 %

Min Sec.Avg.

MaxClass Avg.

Powered by VANES ( Vikalp Assessment and Evaluation System) www.vikalpassessment.com

Strand Topic Performance Impact On Future

Number Concept

Successor and Predecessor

Remedial

Place Value Concepts Clear

Using signs of number comparison

Skip Counting Concepts Clear

Number Operations

Addition & Subtraction Concepts Clear

Inverse relation between addition & Subtraction

Introduction of Multiplication

Remedial

Shapes & Spatial Understanding

Properties of Shapes Remedial

Measurement

Money

Length

Capacity Concepts Clear

Time -weeks & Month

PatternLine & Patterns Concepts Clear

Pattern

Mental Math Fluency in Computation

Data Handling

John DoeClass 2 - B


Student Diagnostic ReportExam: Overall Term 1Subject: Mathematics


Topic Wise Performance

• Activity Assessment (Rubric based): To gauge learners understanding, dexterity and understanding of the concept while using ‘Vikalp’ learning tools and concrete materials.

• Application Assessment: Application of the learnt concept on pen and paper (From Concrete to abstract)

• Remedies and corrective actions related to every concept, skill and activity, to all stakeholders.

• Predict learning and understanding behavior of the learner for next stage and create insights for learning facilitation

• Bench marking report of the group and associated facilitator

• Create learning strategies and teaching methodology

Benefits

Suman Bhalla

Class 2 - B

ABC Public School, D

elhi

Dear Principal

Thank You for taking this

assessm

ent.

Our Analysis throws lig

ht on

your strong and weak areas

in the below mentioned

topics. The topic w

ise

performance section will

help you perform better by

identifying the root ca

uses

for your knowledge gaps.

Topics Covered

•Number Concept

•Number Operations

•Shapes & Spatial

Understanding

•Measurement

PatternMathActiv

ity

Score

Principal Report Card

Exam: Overall Term 1

Subject: Mathematics


017

Overall Performance

Application

Score

60

Poonam Mehta

Class 2 - B


Dear Teacher

Thank You for taking this

assessment.

Our Analysis throws light on

your strong and weak areas

in the below mentioned

topics. The topic wise

performance section will

Teacher Report Card

Exam: Overall Term 1

Subject: Mathematics


Overall Performance

Sr. M. Hyacintha A.C,Director, Carmel Teacher Center

“The greatest impact has been on the student conceptual understanding. We conducted a survey in our 19 Carmel schools run by Apostolic Convent. This survey was conducted after 20 months

of experiential learning. The result showed more than 50% improvement in each topic.”

B M Aggarwal,Director, Education Department, Steel Authority of India Ltd. (SAIL)

“After two years of execution, there is a drastic improvement in the standard of mathematicsteaching-learning in our schools. Nevertheless, the improvement is so drastic that the weakness of other subjects are exposed. In order to overcome this, we are using Vikalp activities to teach life skills, Vikalp products to teach art and craft and Vikalp training to build the capacity of our teachers.”

Jyoti,Parent who is also a teacher in K. R. Manglam World School

“I have 2 children one in KG and the other one in Grade 2. I can say confidently that I don’t need to monitor there mathematics at home. They keep doing something mathematical always.

Sometimes my husband is taken aback by their questions. Now my husband has started taking interest in their studies.”

Sneh Aggrawal, Principal, Sarvodaya Kanya, Vidyalaya, Pushp Vihar, Delhi

“Vikalp intervention has been externally vital for the school premises. The teaching strategy were commendable. They used activity based learning which enhanced the learning skill of student’.

Sadhana Bhalla, Principal, Mira Model School, Janakpuri, New Delhi

“Recently few parents had to relocate to Mumbai and their greatest regret was their kids were going to miss Vikalp program. We keep getting similar opinion from parents. Now our school has become truly experiential learning school where “doing” is the only way to learn maths.The impact has been tremendous and we call upon any institution to come to our school and redressal mechanism which has seamlessly integrated experiential learning in our curriculum”experience the execution and its impact. I would also like to thank Vikalp team for their 24X7 problem.

Testimonials

Experiential Learning in Private and Affordable Private Schools

Glimpses...

Raja Ram Mohan Roy Sarvodya Kanya Vidyalya - Delhi

Govt. Schools - Delhi

The Vikalp Learning centre is set up with Magnetic fixtures. These big product masters are used as teaching aids and smaller learning apparatus are with students which they manipulate and understand concepts.

F Presence in 8 states & UT

F More than enrolled150 schools

F Across India4 Partners

F Working with Delhi and UP Govt. Schools

Our Presence

Vikalp Learning Centre

F learning through1,50,000+ students Vikalp Methodology

VIKALP in Hindi means the alternative. It is an idea, a vision shared by like-minded educationists and designers instrumental in bridging the gap between different ways of learning and a standard style of teaching followed in schools. We believe that the learning process of each child is different and alternative ways and materials should be devised to suit the diverse requirement of school-going children.

Our focus is on developing alternative methods and materials which help children to learn concepts and make connection with what they already know and experience in their real life. Our logo, a common paper toy is used symbolically to represent our learning apparatus. This toy is usually made of ordinary paper but if it is used in a particular way, it can explain the scientific principles behind windmills and turbines.

Similar to a paper toy, the material and design of our learning apparatus is very close to the real life of children. They can think and feel with them. The inherent properties of familiar materials are used.

Appropriate activities have been developed so that while using them a learner discovers knowledge and several new ideas are triggered. Thus enhancing the quality of instruments through which children look at, interpret and make different concepts intelligible.

Awarded the “Best Educational Supplier 2014"

instrument of ideas

Funded by a US based NGOwww.acumen.org

Supported by a US based NGOwww.fsg.org

www.facebook.com/vikalpmathslearning

www.linkedin.com/invikalplearning

G-17/C South Extension Part -II, New Delhi – 110049, India+91-11- 45578485, +91-9910888932

[email protected]

thrill of mathematical thinking is in the gradual progression of … · thrill of mathematical...

Documents