joyfullearning-210309132326.pptx

JOYFUL LEARNING HAPPY CLASSROOM

1. JOYFUL LEARNING

2. J OY ▶ An attitude of constant inner happiness and satisfaction ▶ A f e eling , a state of min d or a wa y of thinking ▶ A s e ns e of passi o n an d en t husiasm

3. J OYFUL LEARNING ▶ A series of pleasant, enjoyable learning experiences ▶ Learning that is active, personally fulfilling and successful

4. Joyful learning continue… ▶ Art integrated learning/ activity based learning/ Fun, games based learning/ Collaborative learning/ Assessment as learning/ Learning by doing makes a classroom joyful. ▶ We get joy when we achieve something after doing or experience it ourselves.

5. Cross- Cutting Themes Real - Wo r ld Integrated Re l e v ent Enjoya b le SUPERIO R LEARNIN G TAK E S PLA C E W H E N PED A GO G Y PRESENT IN LEARNING.

6. JOYFUL L E A RNING P e r specti v e Change Improved Mot i v a ti o n En g a g ed L e ar n e r s Au t hen t ic Learning En c o u r a g ed Autonomy & Control JOYFUL LEARNING ENCOMPASSE S COLLABORATION, CONNECTION, SHARIN G AND PRIDE.

7. SCIENCE BEHIND JOYFUL LEARNING When fun is missing from learning actual learning also remains absent. Learning associated with ‘JOY’ retention will be more. Boredom, stress, confusion, anxiety and low level of motivation hinder learning. Engaging mind in the classroom cause surprising power of joy.

8. Joyful Learn i ng Personalise Foster Reflective Thinking and Self Eval Bring No v e l t y Transcend Subject Bound ar i e s Facilitate c onn ec t ions in learning Build Intrigue PRINCIPLE S FOR CREATING A JOYFUL LEARNING PLAN

9. Flexibility Adaptability Leadership Responsibility Management Initiative Self Direction Initiation Productivity Accountability Communication C r os s-C u ltu r al Interaction Living in a diverse e n vi r onm e n t SKILL S DEVELOPED

10. S KILLS DEVELOP BY TEACHERS DURING PANDEMIC

11. NALI– KALI APPROACH OF TEACHING LEARNING Literally meaning ‘Play and Learn’, Nali-Kali was a UNICEF assisted Pilot project run in Mysore District, Karnataka, based on learning model followed by Rishi Valley schools in Andhra Pradesh. Nali Kali model was specifically designed as a joyful learning educational reform, designed to meet the needs of multi-grade, multi- level classrooms of Government Primary schools in Karnataka. It aimed at breaking down teacher-student hierarchy, eliminating stress of traditional examination system and retains children in school through play-based learning.

12. SALIENT FEATURES OF NALI – KALI APPROACH Learning through exploration Attainment of Minimum Levels of Learning (MLL) by students through play, active engagement and peer-teaching Accommodating various learning style Focus on reflective thinking and self-evaluation The curriculum is divided into small units called ‘phases’ or ‘milestones’ and arrange in the form of a ladder.

13. O UTCOMES OF JOYFUL LEARNING ▶ Reshapes the structure of the brain (Thanos et al, 1999) ▶ Strengthens alternative brain pathways (Kohn, 2004, Lester & Russell, 2008) ▶ Superior socialisation of learner (Piaget, 1962, Vygotsky, 1962) ▶ Superior academic learning (Bodrova & Leong, 2005) ▶ Develops empathy in learners ▶ If it occurs early in kindergarten, it establishes better patterns of learning in later schooling (Coolahan et al, 2000) ▶ Better levels of motivation, persistence and peer interaction (Shipley, 2008) ▶ Increases concentration, curiosity and openness (SACSA, 2009) ▶ Increases memory storage (Andreassen et al, 1999) ▶ Increases active learning (Dewey)

14. C HARACTERISTICS OF THE JOYFUL TEACHER ▶ Creat e a des i rable physi c a l spa c e ▶ Create a desirable social and emotional environment ▶ Develop and use your own teaching personality ▶ Allow yoursel f t o d o t h e unpredict a ble ▶ Be a joyful person

15. Novelty promotes information transformation Stress-free Classrooms promotes learning and retention Reticular Activating System Amygdala Affective filters Learning linked with pleasurable associations enhances perseverance, motivation and creativity Release of dopamine ( happiness hormone) N EUROSCIENCE OF JOYFUL E DUCATION

16. Links in learning are clear when dealt independently A Constructivist Approach Terms fo r Joyful Learning Re l at in g one in f o t o another Open mindednes s W il l in g ne s s t o ask q u e s t i o ns Critical Think i ng

17. The Purpose a jo y fu l l es s on m u st seek 21 ST CENTURY SKILLS Problem Solving Discarding info not useful I nn o v a tion Developing new ideas Expressing freely I nn o v a tion Respecting Perspective Informing Apprehension Co m m un i c a tion Collaboration Creativity

18. So m e Do’ s for a J o yfu l L e s s on Plan Thi s u n it di s cu s s ho w can a w e an d w h y s houl d w e fa c ilitate joy f u l learnin g an d the fact th a t it r equi r e s a g r ea t dea l of contempl a tion on our lea r ni n g e x pe r iences Intrigue must strive to incorporate the element of curiosity Wondering an d Pondering through Thinking Skills Personalis e Every Learner must have a meaningful interaction Keep in mind the diverse needs of the learner Connect Connect happily previous knowledge to learning Learner must kno w why I a m learning this Reflect Brin g in the ‘Ahaa’ moments Instill a sense of purpose and achievements Integrate Go beyond the subject barrier Explore meaningful subject connections

19. Sampl e Ca s e St u d y - EV S – GRADE II Types of Plants N a t u r e W a l k an d t abl e o f o bse r v a t i o n o f s t em an d leaves Bundling A c t i v i t y o n w h a t s t ude n t s s a w i n Garden an d kep t ad d i n g t o t h e observation Ta l l y w a s made o f t h e o bse r v a t i o n o f p l an t s w it h de t a i l s o f t h e observation Graphic Or g an i zer o f an y o n e p l ant by s t ude n t s C l a y M od e l s of Plants Theatrical pre s e n t a t i o n o f d i ff ere n t p l an t s

20. Integrating Storytellin g with Food Conce p ts on Matter, F ermen t ation & Pressure Cooki n g is an immersive learning experience F rom s h ape s , aci d - bases ,to d i fferent tastes to heat and cold K i t c hen is t h e be s t lab to hands-on learning Integrating Local Cuisine, Argo- practices with Kitchen Nutritional value of various vegetable and spices LEARNING POSSIBILITIES IN A KITCHEN

21. V I I V I I I I X VI X I XI X I I X MIL ESTONE Use of s poo n or bo w l s as c o n vex m i rr or L i ght, Re f l e c ti on c o n vex m i rr or MIL ESTONE Use of K ni fe , Choppers Pressure, New t o n ’ s II I r d L a w of M o t i on MIL ESTONE Use of utens i l s w i th Conduc ti o n , M eta l / n o n r e c ord v i de o & explain MIL ESTONE Use of L i ghter or match F r i c ti o n , E l e c tr i c a l spark, s ti c k to ge ner ate flam MIL ESTONE M ak i ng of chapati F r i c ti o n , p r es s u r e , heat and T h e r m o d y nami c s MIL ESTONE W a s hi ng utens i l s w i th Su c h s ol uti on has l es s Soa p s ur fa c e tension MIL ESTONE P r es s u r e c o o ker I s t l a w of T h e r m o d y nami c s , Isochoric P r oce ss , Sound MIL ESTONE Use of oi l H e at , Su r fa c e Tension U s es of KITCHEN a s a Res o ur c e

22. TOGETHER FOR A JOYFUL WORLD

23. In their summer vacation their class teacher gave everyone a project which all had to complete before they come back for their next academic year. Vishu & Anand were classmates and were very good friends .

24. The project was to be a ‘Citizen Journalist’ or a ‘Press Reporter’ during the summer vacations. Vishu decided to make a story on street dogs and Anand decided to write and make a film on decreasing trees in his home town.

25. Vishu started to research on street dogs by browsing the internet… Then he met families who were pet lovers to know more on pet breeding… Then he met a veterinary doctor and also contacted veterinary organisations who took care of pets…

26. He also met the municipal corporation to gather data points on the areas in the city where the maximum number of street dogs were found… During his research time, he documented his learning in his diary… To film these learnings he engaged his friend to shoot the findings using his handy cam…

27. On completing his research, he documented all his learnings. To be satisfied about what he wrote, he engaged his elder sister to review the document he wrote. He acted upon the relevant suggestions given by his elder sister and arrived at the final document. He then called upon the stake holders for a meeting to present his findings.

28. After the final review with the stake holders, Vishu felt very happy. His document got passed by the authorities.

29. INTERACTION

30. Joy comes when a child feels a sense of Achievement Help a child joyfully win joyfully

31. THANKYOU