Liked this review...

 

Am wondering what is the difference between a stimulation activity and the reflection activity....

Mina

experience based on a concept and concept based on experience ?

Huh, It left me thinking.  Looks like I am going to design activites verbs again.

 

what is 5, what is water......

everything can be experienced and learned thru experience.

Well this was quiet a good exp for me to learn the importance experience based learning.

 

First comes the experience, then comes the reflection followed by experiments and exploration.

I really feel the need to redesign my activites all over again. Does it have everything? I had an experience, but am I experimenting with it enough.

 

I designed reflection games and realised that we can incorporate any game for that matter after few changes.

 

And while designing the activity, I designed it considering that if I have to design something on verbs, it has to be linguistic activity.

 

But then came the exp, the relfection games was blend of verbal and kinesthetic.

 

Lot of scope to experiment with activirty designing itself now.

Has my activity passed the 3Generation test, does it have all the components in it?

 

Lot of basic key guiding questions for any activity design.

This is what I learned from this session. Stimulate, get into exp, reflect on the same and experiment it with further.

 

kirti

Observations….

 

Overall schedule…

 

I was an observer to Shivani's class on  21^st Sept. Did not attend the "morning assembly", but went straight to the class.

First was sandplay, followed by giving animals for a bath.. Materials – sand, water, blocks and animals

 

Childrens interaction with material and activity…

Some children were attarcetd to the blocks and started palying with it, some did not want to touch sand and some did not want to touch water. Some of them were very interested in the animals and  others in the blocks. Lot of display material, but children seemed to be familiar.

 

Childrens interaction with peers…

Some of the children were looking for feedback from peers – taking their "creation" around and showing, but not ready to give it up. One  of the children picked up some sand from the boy near him to see/check if it was OK.. Facilitator was almost a peer. Some children were visibly aggressive and again, some had their own "friends"…

Don't touch the sand, lets clean up etc… Again one chld wanted to quickly move to animcal play..

 

Interaction with faculty…

Facilitator was almost a peer, yet there was this threshold. Number of them were looking for positive vibes from the facilirtator and when she said xyz is looking fresh ( at the end of clas, child had changed since dress was wet), everyone wanted to change!!

 

Interact with themselves

Not sure, will need to observe more

 

Reaction to communication..

A lot of the communication was by way of encouraging the one whose behaviour the facilitator wanted to encourage and that helped the rest slowly get into the same framework. Also statements – non-judgemental like "we don't do this" and "we talk of ourselves" were part of refrain. Children reacted positively. The only bit was when there was a fight. Facilitator did not say one word, but the child responded to the non verballl

 

Building rapport

A lot of specific communication – like this is the plan for the day,, we will be doing this after this, can you wait etc. And commenting on their food, specific comment on the work done and process questions…

 

Behaviour exhibited, intentions visible and intentions addressed

Words of appreciation on +ve behaviour, specifc comments like – I don't like that etc.. helped. Thanks for helping etc helped..

 

What I learnt about children…

It looked quite simple, there must have been so much for thought into it. Also each child comes with a different frame of mind to school…

 

Mina

Consciously titled this note as a session review than a session learnings...

 

Looked at Programme design from different angles ( including right angles!!)

 

Experiential learning - where you want the child to experience something

Experimtental learning - concept to experiments - understanding

Integrated learning - where we cut across subjects - maths, logical, science, history everything is weaved together into one whole..

 

I am still playing with how to design a plan for Xth std students which is integrated... Hmmm lets seee

 

Cheers

Mina

 

football coach

First of all thanks for so many responses tot he football coach assignment.

What is coming out clearly is that all of you have understood the importance of acceptance and empathy.

 

Now take the next step to see how you can actually facilitate his hitting the penalty.

 

Tips:

1. See if you would like to write down some questions on this situation.

2. See if you would like to use the concept of modeling.

 

ratnesh

 

Session review

Taking effective sessions

 

Before coming to the session, I expected everything about taking the session is told but after attending the session I realized that it is worth more than that.

The concept of leader, follower was made to understand very nicely through activities. To transfer the qualities of a leader to a follower by questioning is a very effective method. It sets the child's mind to think more (goal achieved).

The basic question "how do you get a set of children to meditate?".

            Instead of asking what is meditation, make them think why is meditation required. Kids come from different frame of mind – to settle that, meditation is required.

            I realized that giving knowledge and providing data are two different entities.

            Setting the codes for any activity was nice. There were so many different kinds of setting codes :

1)      We set the codes

2)      The object themselves set the codes

3)      Let the children set their codes

I'm still thinking and need to explore more of :

      P : Plan

      R : Rapport

      E : Encourage

      P : Positive

     A : Acceptable (to me and to the group)

     R : Relax

     E : Excited

suma

session review on Questioning

Session review on Questioning

 

            Asking questions is more powerful than just making the statements because it kindles the other persons thoughts.

            To make the questions powerful, it should be OPEN,PLURAL,TIME FRAME, embedding FEELINGS & THINKING  Questions, INVITATION, include HOM in questioning.

            Writing mind map(one picture worth 1000 words) is easy but still in the process of getting used to it.

            Questions should not be –LOADED,CHECKING,CLOSED.

The activity was an eye opener for me. I got an idea from where to start the questioning.

Focusing on the process the child is going through is important rather than the out come.

            To trigger the Key Processing Questions(KPQ s) the steps required are

1.Observing, 2.analyzing, 3.comparing, 4.composing.

sometimes its better to throw the KPQ s into the air.

            Above all SPACE is very essential in conducting an effective session.

      S- silence

      P- provide data

A-    Acceptance

C-    Clarify

E- empathy

 

Suma