Intern ship at STEM land

Pratap.G

Three students from college came to STEM land for intern-ship for two weeks  to learn programming in Scratch. We have asked them to create some project in scratch. They have created some videos projects on addition ,fraction, number line, multiplication, representing and arranging  ascending order and descending order with squares. People from STEM land took Steward ship for new emergence for them . They took few tools from that session for them like stand , fear,  deep listening and back ground conversation , four profile , CFSR  sheet.

Reflection of the interns

Here are the list of  projects that they made in scratch.

 

Integral learning-Whatup’s Integers

~Sandhiya

We have started to learn and discover the different ways of how Integers can be looked at.
Following are some ideas children can work on, It is totally up to the students on what they would like to build.

  1. To be able to tell stories of +, -, *, /
  2. To know different stories with Othello ++,+-,-+,– and link it with multiplication
  3. To be able to determine angles 180-theta and 360 – theta
  4. To be able to know special integers (Pythagorean triples)
  5. To be able to show a number on the number line
  6. Be able to write a scratch program to show the target game
  7. Using Ganit mala be able to explain how to get to the target.
  8. To be able to divide integers to get a fraction
  9. To know repeated addition is multiplication
  10. To know repeated multiplication is powers
  11. Squares and cubes of integers

Children can come up with projects, stories, modules explaining the same with a short 3 to 4mins videos.

This event starts on the 20/08/2019 and comes to a close 31/08/2019.

In Isai Ambalam, 7th -grade students taught the Integers addition, subtraction using a Number line, Othello, Gaint mala and also explained the addition and subtraction using the staircase to 5th-grade.

 

Vasanth and Sandhiya supported the children to share their learning.

    

In 7th-grade, each person took 2 children and explained the integers addition and subtraction. 5th- grade was keep asking the question and learned the integers using the math materials.

5th-grade students wrote the English scripts about what they learned in Integers and get corrected with Nirmala, and shared the integers with our classmates.

 

Cast Metal Brain Teasers Puzzles

~Sandhiya, Arun

In STEMland as one of the activity, children were asked to solve metal puzzles. The activity was fun. 3rd-grade children were interested and curious to solve these puzzles. There were divided into 8 groups, 2 children in each. The task was to solve the puzzles within the given time.

 

Children were engaged and curious about the task was given to them. After finishing their task, they supported each other. They also shared the puzzles they were able to solve to others.

STEMland inauguration

-Arun, Saranya

STEMland was offered a new space in Udavi. All of us  were busyin setting up Stemland for a couple of weeks.Especially, Saranya who took the lead for setting up the place . Now we have a bigger space and  have a separate room for electronics.

A lot of thought was put into how the space should be organized and some construction and repair was needed. This was handled by professionals and organizing the space was up to us. Saranya made a 3D model of the space and were materials should come. Everything was planned before the move, we needed no after thoughts.

2D view of STEMland
3D view of STEMland

It was exciting for all of us including the children as they were going to use the space. Children were busy making projects to present  for the inauguration. They were making projects in scratch, electronics, geogebra, mindstorms, etc.

Participation of the children of Isaiambalam :

Children of Isaiamabalam were asked to participate in the event. They were given separate stalls to demonstrate their projects. Most of their projects were based on science and physics.

Preparation for the event:
Children and STEMland teachers decorated the place. Balloons were tied up and colourful Kolams were drawn by the elder children.  A symbol of The Mother that was decorated with flowers added beauty to the event.

Mother symbol decorated with flowers
Making kolam

During the event:

Teachers of Stemland each shared an aspect of stemland which was followed by lighting up of candles (Kuthu vilaku).

Pratap giving opening speech
Sundar giving his speech
Anitha lighting up the candle. Aruljothi (Tamil teacher of Udavi), Shankar (Principal of Aikiyam) and Davaselvy (Principal of Udavi) in the background
Anupama adding more light
Shalini sharing her experience in STEMland
Pavithra sharing her experience in STEMland

Two children from 10th grade Udavi also shared their experiences in STEMland.

Projects demo:

Children had different stalls set up with theirbprojects. Teachers from Auroville and outreach schools, youths, children of Aikiyam school and many more guests were invited to interact with children.

Children were excited to show their projects. A child demonstrated how different frequencies can be heard by us. Games and puzzles were also displayed by the younger children. Naveen had a project on spray painting and children explained the physics behind it.

Aikiyam children trying out cast puzzle
Exploring..
An Aikiyam teacher playing Abacon with 7th grade children
Printing using 3D printer
Spray painting demo
Making art using spray paint
Art of two hands
Asia map presented by 7th grade children Isaiamabalam

 

Model of a plant cell
Magic jug: pressure model
Mindstorm
Dinosor mindstorm
Voting questions
Electronic voting machine
Children of Udavi and Aikiyam playing games
Shankar (White shirt) principal of Aikiyam viewing projects
Tamil game set up by Isaiambalam children
Hearing different frequencies
Children enjoying snack (Samosa)

 

Number line scratch project.

Pratap

Children in 8th were doing rational numbers and they wanted to build a project to demonstrate their learning . They have build a project in number line. This scratch program shows how to find the fraction in a number line. The  numerator is ( a  random number is asked from the user. The program chooses a number 0 to  3 x the user  number ) and the numerator is also generated  randomly (2 – 10).  The user needs to find the answer for the question. The user needs to give to a value for numerator and a value for the denominator.

Research on how Alumni use or retain what they learn in STEM land

Poovizhi, Murali and Saranya

As explained in the previous blog http://www.auraauro.com/uncategorized/2017-2018-batch-childrens-reflection-on-stem-land/

We did a research on how children use or retain what they learn in STEM land. We conducted a survey in the following methodology
a) a group sharing of the alumni of how each of them are doing and what they have retained and use from their experience at STEM land.
b) This was followed by a review of the intention of each of the 20 questions of the
survey that explored each of these aspects
c) The children then filled out the survey individually
d) Four children who were not able to attend the group sharing filled out just the survey.
The conversation and the responses were analysed to understand what the children have found
special, useful and what continues to be useful and impacts them about STEM land.

This paper records reflections of alumni of STEM land two years after they
graduated from STEM land and pursuing their further studies in other schools. We review if
and how they found their time in STEM land useful and what role their experience in STEM
land continues to play in their lives:
1) If they found their time in STEM land useful and in what way.
2) What they retained and its application in higher education.
3) How interventions at STEM land that made the learning environment different from
what they experienced otherwise at school has shaped their attitude in further studies.
Specifically, we examine:
 the freedom to plan their work
 peer learning
 access to puzzles and strategy and logic games that give a broader perspective of
Mathematics and are joyful
 access and use of materials in Mathematics to make abstract ideas concrete
 creating projects that provide opportunity to own one’s work

Following is the graph which shows how useful was STEM land for them.

The survey and conversations indicate that children not only learned Mathematical concepts
but also learned skills like programming and logical thinking. The children were left with a
comfort with these areas and all of them took up these subjects in higher education took up
computer science as an elective even those who took up Arts as a stream. They also continued
supporting their peers even in environments that are not entire conducive to peer learning.
The children not only understood what they had learned, but also had clarity in the
development of logical thinking, strategies and multiple methodologies of solving questions.

They also shared that they find a learning environment joyful and they appreciate is one that
gives them responsibility to plan their learning and work and gives them access to resources
and peer learning.
We believe these interventions if introduced as part of Mathematics could support children
taking responsibility of their learning and develop a deeper sense of learning beyond what is
expected in their Mathematics curriculum across India.

We have submitted our paper in epiSTEME8 it is available in the following link.

http://www.auraauro.com/research/STEMland_Alumni_Research.pdf

 

TLC visited STEMland

~Saranya

From TLC around 14 children and one teacher her name is Maya came to visit STEMland.  They wanted to have an idea of how STEMland works and they want to have similar set up to their school. Children were curious about the way we work and the rules we follow.

Fig:1 Playing Games
Fig 2: Solving Cast Puzzle

 

 

 

 

 

 

Children were happy and they were curios to solve puzzles also they followed our STEMland rules. I felt that what they expected that was fullfilled for them on that day (Thursday 11/07/2019)