LATHISH SHANKAR

While some educationists choose to incorporate more recent studies, many modern teachers use the learning pyramid to comprehend how the learning process works. You can use the learning pyramid to identify specific techniques for the class as educational psychologists continue to study how people learn today. We define a learning pyramid, identify its elements, and offer advice for teachers on how to use it in the classroom in this article. Edgar Dale, an expert in education, developed the Learning Pyramid for the first time in the 1940s. Dale refers to it as the "Cone of Experience" in his book "Audio-Visual Methods in Teaching". Later, it was improved upon and given the new name "The Learning Pyramid" by National Training Laboratories Institute. A learning pyramid is a visual representation of the seven learning strategies and their relative efficacy in terms of memory retention. The National Training Laboratories Institute conducted substantial study tha

A dichotomy is a contrast between two things. When there are two ideas, especially two opposed ideas — like war and peace, or love and hate — you have a dichotomy. Student centric and teacher centric classroom is not a dichotomy. Why? Let me tell you. Even if their tastes differ significantly from those of their friends, students can choose the learning strategies that best suit them when they are aligned with a student-centered approach to learning. Kevin M. Wong notes in a recent paper in Educational Technology Research and Development that regardless of the strategies employed to promote student-centered education, the end effect frequently involves a greater sense of student agency in the classroom. In light of this, student- and teacher-centered learning are not necessarily mutually exclusive. Both of these educational strategies can help teachers create compelling learning experiences that are catered to the specific needs of their students by providing them with a wide variety o

Think-pair-share: what is it? You should implement it as a teaching approach in the classroom! Here, I'll go over all you need to know about think-pair-share, including its purpose, advantages, potential drawbacks, and how to use it in your classroom. The think-pair-share method gives students time for personal reflection, thinking, and information processing before they might be swayed by other students' responses. Through this procedure, students learn how to articulate their ideas first to a peer and later to a wider group of people (the entire class). How Should We Apply Think-Pair-Share? Before starting the exercise, go over the technique with the students. Describe the goal, establish the parameters and time constraints for the discussion, and demonstrate the technique to make sure the students understand it. Step 1: Think Start by asking a specific question. Then, give each student time to consider their own response and record it independently, either in writing or with

Now that we have discussed creativity, and critical thinking, what happens if we mix up a bit of creativity, add a dash of innovation and sprinkle some critical thinking to it? Sounds good, right? A student who follows this recipe will be well-rounded, engaged, and prepared to take on life outside of the classroom. It is known as problem-based learning (PBL), and obviously, it encourages continuous learning. This kind of instruction pushes students to develop a well-reasoned response to a real-world problem. They can use internet resources, knowledge they've already learned, and probing questions to generate ideas and deliver sound solutions. Although there may not be a single correct response, unlike traditional learning, the process encourages young minds to remain active and think for themselves. Imagine a teacher-centred classroom scenario. A Math class is going on. "Okay, class, so this is what we refer to as a quadratic equation," the teacher says. "We now need

I first learned about mind mapping and how it might help with learning when I was in my second PU (12 th grade) in 1994. The mental mapping technique was somewhat helpful to me, especially when I had to focus more on Physics. It was also extremely fascinating. A mind map is a diagram in which the associated thoughts are organised around the key idea and a visual depiction of it is placed in the centre. It expresses the viewpoint of the author on a certain problem or subject. The realisation that the full set of physics notes might be displayed on a single large sheet at that time was really interesting. I read about the concept of ‘Concept Mapping’ as a result of my further investigation on this subject. While mind maps concentrate on one thought, concept maps connect numerous ideas or concepts. Let's expand on our discussion of idea maps. Concept maps are diagrams that represent information visually. Charts, graphic organisers, tables, flowcharts, Venn Diagrams, timelines, etc.,

Let me begin this session with a quote. "If you can't explain it to a six-year-old, you don't understand it yourselves." - Albert Einstein. More than simply invoking a student's curiosity by asking what he or she wants to know constitutes inquiry-based learning. In spite of its complexity, inquiry-based learning can be easier on teachers, in part because it gives students more authority and in large part because it motivates students. Learning something new is the goal of inspiring inquiry, yet inspiring curiosity is no easy task. Imagine you're scrolling through your Facebook or Twitter feed when you accidentally click a link in your content area. You realise it's a novel fact or a fresh take on an old subject. Perhaps it's a recent TED presentation or statistical graph that helps to put an idea into perspective. Perhaps it's a picture that makes you gasp and wrinkle your brow, "Whaaa?!" That "whaaa?!" has to be brought into th