What makes classroom learning effective? Pratyush Das06:52 0 comments

We’d all like to think our classrooms as “intellectually active” places - progressive learning environments consistent with the 21st century model that are highly effective and conducive to student-centered learning. The present picture of our classrooms sure is far from this fantasy. But what does it really mean and more importantly, how can we make it attainable? If we give it a little thought, we’d all come up with a variety of different ideas. Inquiry-based learning, project-based learning, peer-to-peer learning, e-Learning, and on and on—the possibilities are endless. But there is hard evidence on one unique  aspect which most definitely improves the efficiency of transmission of knowledge from teacher to student - classroom talk. Talk is ephemeral - here one instant, gone the next, but it is at the heart of education. The amount and quality of talk that children experience in the early years is a good predictor of how well they will do. Yet teachers’ effective use of talk isn't a high profile topic - and schools aren't doing enough to develop children’s skills in using it. We know that most classroom talks look like it always has done: teachers asking ‘closed’ questions to try to prompt specific ‘right answers’ from children. This way, accurate response might be generated from the students’ side from the examination point of view but it goes in vain in improving learning. What is needed is for the teacher to explore students’ ideas through using ‘open’ questions and pressing the students to elaborate and justify their views by asking the 'hows' and 'whys'. To make the discussion both-sided, questions from students’ side should be equally valued and encouraged. The discussion should not be restricted to the textbook content. In fact, in a highly-effective learning environment, learning doesn't need to be radically repackaged to make sense in the “real world”, but starts and ends there. The creative minds of students should be allowed to wander. 

Knowledge becomes meaningful only when a learner can apply it. Hence the tendency to "teach for the test" is most definitely futile.  Instead, innovative ideas should be used to put forward the concept in a more easy-to-grab fashion like experimental illustrations, striking analogies, model-based teaching, etc. Collaborative group work can be a powerful aid to learning in all subjects, and for the development of reasoning and communication skills and other soft skills which improve their overall personalities. Hence, activity-based teaching should be adopted every now and then to help students see where their study of a topic is coming from and where it is going. Students should be encouraged to exhibit better not just in the test but also in co-curricular areas, social, personal and ethical qualities, ethical values. Grading should not be on the basis of how close the answer is to the textbook theory, or the number of answer sheets filled in the test, but on how clear the student is about the concept and how actively he/she participates in class activities and discussions.

School students nurtured by srJna 

This is indeed the whole idea behind SrJna - making classroom learning more effective. It aims at shifting from mugging up to learning with innovation and concept clarity. SrJna provides physical models and methodologies for experimental illustration which are innovative, feasible and portable as well as subject and curriculum oriented to promote a practical approach towards school education which in itself is a giant leap from the ongoing obsolete textbook oriented teaching. It may not be the ultimate terminus in improving the classroom teaching but it sure does mark a good start!

Author: Akanksha Puwar