C3STREAM Land Designs

• Sanjay, Sunderasan, Jayabharathi, Rajesh

The new academic year for the BVoc program (Bachelor Courses | AIAT)  has just started at AIAT. STEM Land supports the practical for the Computer Science and Machine Learning program as well as the Integral Yoga components of the curriculum at our Udavi campus 3 times a week.  This year 13 Bvoc students joined the program which is a 650% increase over the two we had last year. We were curious about what motivated students to enroll in this program and therefore decided to interact with the students to find out.

The main questions we were interested in were,

1. How did the students hear about this particular Bvoc program?
2. Why did they choose the Bvoc program at AIAT? 
3. Why did they not pursue alternate options for their studies?

The answers were interesting to us and some of what we heard genuinely surprised us. What follow are my (Sanjay) reflections from the interactions.

A surprising number of students decided on AIAT purely due to the reputation Auroville (Welcome to Auroville | Auroville) enjoys in the local community. It appears that Auroville truly does have a very positive image among people here. If it is associated with Auroville, it must be good and it must be high quality was their confident assertion. This was a sentiment echoed by their friends and close relatives as well. It was humbling to hear thisas it means we have a responsibility towards this trust in us.  

Quite a few students are locals and they were already familiar either with C3SLD (C3STREAM Land Designs – (formerly Aura Auro Design) – LEARN, GROW, WORK, TEACH ) and the work done here or they were working with another Auroville unit who we support and interact with such as

1. AIAT, Auroville Institute of Applied Technology – College (AIAT)
2. Isai Ambalam School, Isai Ambalam School (wordpress.com)
3. Thamarai, Thamarai Educational Projects
4. Udavi school, Udavi School – for children up from 1st to 10th standard | Auroville
5. NESS, New Era Secondary School – A CBSE affiliated school

 They felt very positive about their past experience with Auroville outreach education and wanted this interaction to continue. They felt they had learnt and grown a lot in their interactions with AV entities and wished to continue their learning and growth here. They further believed this Bvoc program afforded them their best opportunity for their continued development as compared to any other offerings from the world outside.

Another big draw of the program was the relative flexibility of the program as compared to the rigidity they found in programs outside. The standard college insists on external forms such as students having standard 12^th standard (rather than NIOS), or having completed 12^th standard only in the PCM (Physics/chemistry/Math/CS) streams. 

One student in particular came to this program at the end of considerable research. His grandfather visited STEM land, took time to understand what it is we do and how long we have been doing it, interacted with the youth, asked them a lot of questions, listened to their answers, synthesized their answers and then concluded that this was an excellent place for his grandson.

There were a total of 12 students of whom 5 were female and 7 were male. The fact that the program had some Gender balance was also gratifying as this has been something that STEM Land has actively worked towards.

More data on individual students is given below with the student name removed

Our reflections after interacting with the B.Voc students:

Sanjay: I reflected that we make an earnest wish that our actions enhances Auroville’s reputation and we do so joyfully. That the program is designed for personal growth and gives people a chance to learn what they are interested in transcendingrigid rules and regulations that only close doors.. It was heartening to see children who had studied with Sanjeev when they were in school have a chance to continue college with us 😊.

I was also much impressed with this grandfather and his approach and his willingness to go the extra mile and to not be led by marketing and size of campus. May his tribe increase. Hearing this brough to my mind the words of the Buddha from the Kalama Sutta Kalama Sutta: The Buddha’s Charter of Free Inquiry (accesstoinsight.org)

Sundaresan: I was impressed with the homework done by some of the students in choosing a college. When I went to college, all I did was look at CENTAC. I can relate to some of the students whose parents wanted their children to attend this program partly so they could be closer together. I felt more connected to them. 

Rajesh: Volunteering to teach is a day-to-day activity for me and I don’t think too much about it or the impact that it makes, either on myself or on others. However, some parents were actually inspired by our spirit of volunteering and they decided that they wanted their children to continue their education in just such an environment surrounded by those who cared. Hence, I too am inspired to continue to volunteer and also to take up more responsibility with more or increased enthusiasm. I now feel very positive about mentoring one of the Bvoc students and also about handling the support-a-child program for Isai Ambalam. During my Shifu program, I had a mentor which gave me a feeling of confidence that I could handle any task that I take up. Now I get the chance to do the same for my mentee and I am excited about the opportunity.

Jayabharathi: I came to know that many of the students had never used a computer before and did not know any basics at all and they enjoyed working in scratch these last two days. The students expect this college to be different from all the others in the sense that practice will accompany theory. I was also impressed by the research they did in choosing a college. I felt they were also very responsible students in the sense that they had all done whatever was assigned to them by their respective mentor. I have great expectations from this batch and feel they can do great things. I wish them the best and look forward to further interactions with them.

Every Saturday, our group from Stemland, consisting of Sundaresan, Preethi, Sri Bhavani, Ajay, and Sivaguru Prasath, goes to the Matrimandir amphitheater for yoga with around 150 children. Last Saturday (August 26, 2023), we had a special sound healing yoga session conducted by Mr. Balu, an executive from Mohanam, with guidance from Muthukumari and her team.

Ajay’s Insight:

I could feel my inner peace and a completely relaxed mind in that environment. The fresh air, the sounds of birds, and the early morning pleasantness made me feel refreshed all day long. It was my first time, and I thoroughly enjoyed it. After the session, there was a smile on everyone’s face.

Sivaguru Prasath’s Insight:

While practicing sound healing, I felt relaxed, calm, and experienced enhanced focus. I also noticed physical sensations and relieved from pain and dullness. Time flies quickly when I concentrate and stay focused.

Sundaresan’s Insight:

In Sound Healing Yoga, the teacher said it might make you feel sleepy. I decided to pay attention to myself. I ended up falling asleep without realizing it. During the session, I discovered I could listen very closely. That day, this therapy made my listening even deeper. That’s when I understood how powerful sound healing therapy can be. I could hear background noises more clearly than before. I even noticed the sounds of small birds while listening to the music. After the session, I felt very calm. My mind was clear, and I didn’t feel stressed. It was really effective. The vibrations caused some changes in my body. I had energy the whole day, finished tasks quickly, focused better, and got clear ideas. It also helped me talk to others in a positive way. It made me imagine things in my mind. Many people use it to help with sickness. I want to keep doing this to become wiser.

Preethi’s Insight:                                                 When I attended the sound therapy, I found it quite interesting. Each instrument allowed me to focus on the melody and harmony without any lyrics. This session helped me relax, and the soothing sounds and vibrations made me feel calm. It enabled me to connect with my inner self and emotions. The sound therapy session helped me achieve a sense of relaxation, inner peace, and improved my overall well-being. I felt calm after the session and thoroughly enjoyed it.

Sri Bhavani’s Insight:

During this week’s yoga session, we had the opportunity to experience sound therapy treatment offered by one of the organizations in Auroville called ‘Swaram.’ The therapy involved various instruments that produce sounds, including bamboo and sound bowls. I had a new and refreshing experience throughout the entire session at the Matrimandir Amphitheatre. This session helped me relax both my body and mind, relieving stress. Children from different schools also had the chance to experience this wonderful therapy at an early age, thanks to this session. In addition to the yoga session, we support children from Udhavi School in visiting MatriMandir, which encourages us to take greater responsibility for their care.

On the 18th of August a group of students visited Stem land from Babaji Vvidyashram International School from Chennai visited STEM land. from Chennai The visit has organized a collaboration with the Mathegramming team along with seniors with the help of some volunteers from C3STREAM Land. The students had filled out a short questionnaire and had watched a video of C3STREAM Land before they came.

Sanjeev and the Mathegramming team have prepared various projects relevant to the 9th-grade level using study resources on Scratch and GeoGebra and also Radical Transformational Leadership tools to facilitate their the learning of the children learning in not only to give some idea about visual mathematics along with using programming but also to for students to discover who they were and to think challenge them and make their critical critically thinking, observe the pattern and work on their grow even better also develop their Leadership skills and knowing themselves well. The students were inspired by the session on the Universal values and socialized fears and they responded very well and also committed themselves fully in the session. The insights were processed by Sanjeev and it helped the students to know their inner capacity and what they care about while noticing what their socialized fears are. Who they are really and what are the fears they have.

Students working with Practioner coaches in groups

While processing insights from the students

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Reflection: When I look at the values that have come up in the stand I notice I want to embody all of them and it is a space of my full potential.

Reflection: I noticed that I often make decisions based on socialized fears and should focus more on my stand/values to transcend them.

The leadership session also dealt with what we learned — skills, competencies, and inner capacities. A competency is the ability of taking a skill to shift culture or systems in society. We looked at the programming skills they had an explored how this could be used to change the culture of how we learn Mathematics.

Programming skills of the students

We then worked on competencies and skills After the Leadership session the students started to work on the session on Mathegramming session along with the Mathegramming team and some seniors from C3streamland also. This looked at themes that students are expected to know from 9^th grade and had a programming challenge to make it visual. We had on assimilating projects and create new ones with the help of Sanjeev and C3STREAM Land volunteers supported the students to make their learning more comfortable with some of the projects which are made by the Mathegramming team and seniors with the help of Sanjeev’s guidance and valuable feedbacks. Students were engaged very well and showed eagerness to learn something new they explored some materials that we use in stem land for teaching mathematics and they coordinated very well with the team and asked so many questions which made the session even more interesting and the students also shared about their learning about themselves after the session.

Reflection 1: I have memorized the Trigonometric ratios tables before after attending this Mathegramming session I felt very easy to do it with the visual project on GeoGebra.

Reflection 2: I have learned to do decimal multiplication in graph sheet which helped a lot to understand the concept clearly before I dont expose to this kind of visual mathematics now its giving me a strong confidence.

Students exploring the Trigonometry project on GeoGebra

Students exploring Set theory games along with scratch project

A sincere thanks from the Mathegramming team to Sanjeev, Ajay, Sri Bhavani, Rajesh, Sandhiya, and Durai and the seniors who helped organize this session. for this session to go well and also, they have sincerely put their time into this. The Mathegramming team feels grateful for the help which was given by the seniors who Not only with their time but also engaged themselves in this eagerness of learning something new. In this session, we felt we embodied our values of responsibility, equality, and the courage to create. Teaching experience for the school children really shows the responsibility and the eagerness to work with the children to make them more comfortable.

Mathegramming Academy, a unique blend of visual mathematics and programming is looking to ground its learning locally. Students in Isai ambalam School and Udavi School are looking to create projects that help them deepen their understanding of the topics taken up in their classes. A couple of children in each grade took up the challenge each time to create projects for a topic by putting in a little more time practicing at home and using the time in the school to do projects.

This approach not only makes mathematics more engaging but also helps students internalize abstract concepts by visualizing them through code. It also allows children to share something concrete with their peers adding a sense of responsibility to their learning. These presentations also act as a way to revisit a concept or get an introduction to a new concept (across grades).

The students who took up projects found that it challenged them and made them think creatively, needing to experiment with different approaches and come up with their solutions. This approach not only enhances problem-solving skills but also gives a sense of confidence and accomplishment

This is creating projects and children who are championing new approaches to education.

At Isai Ambalam School the children were learning palm leaf craft and some of them had become quite good at it. We had a trainer/facilitator Partha who travels and teaches this art while also making products to support himself. Some of the youth from STEM Land also interacted with him and learned making these products along with the children and also had some sessions with him without the children.

Ajay’s Insight

Through palm craft, I not only learned about the craft itself but also gained insight into Partha’s life experiences and how he journeyed through this art. He shared the various creations that can be made from palm trees, along with the distinct perspective he brings compared to others who pursue it for business. His interest in learning this craft from an elderly mentor who taught him initially amazes me. He also fondly recollected his early days while conversing with us. I feel thankful for the chance to engage with him and acquire knowledge from his expertise.

Sundaresan’s Insight

Engaging in palm craft has been a transformative experience for me. This creative endeavor has not only provided me with a safe way to handle materials but has also unexpectedly brought a sense of calm while doing so. Through palm craft, I’ve found a remarkable ability to channel my anger and emotions into a state of tranquility. One of the most remarkable outcomes has been the improvement in my concentration. I’ve noticed that when I immerse myself in palm craft activities, my ability to focus and stay present becomes noticeably enhanced. What’s equally important is the eco-friendly nature of palm craft. Working with non-polluting materials aligns perfectly with my values, allowing me to engage in a creative process that leaves minimal environmental impact. Moreover, the satisfaction I feel when sharing knowledge about palm products with others is truly fulfilling. Raising awareness about the benefits of palm-based items has become a personal mission, further connecting me to the craft and its positive implications. Furthermore, engaging in palm craft has had a positive impact on my daily routine by helping me reduce my screen time on my mobile phone. In an era dominated by social media, where valuable time often gets consumed, palm craft has provided a transformative shift. This hands-on activity has redirected my attention toward creating practical and creative products.

Sivaguruprasath’s Insight

Engaging in palm craft has taught me that it goes beyond creating display items – it embodies the livelihood of our ancestors, integrated into their daily routines. Partha, our craft teacher, conveyed that this craft utilized time to fulfill our needs. Crafting numerous items from palm products not only decreases reliance on plastics and synthetic materials but also aids in revitalizing the environment. Moreover, the utilization of palm crafts offers substantial benefits to human health. Attending this session was truly remarkable, leaving me content and gratified.

Sri Bhavani’s Insight

Through this palm craft session, I’ve come to realize that I can learn new things when I approach tasks with diligence and a keen interest. This learning experience is assisting me in cultivating more passion and diligence, aligning my actions with my thoughts. It’s encouraging me to consider various possibilities and think in different ways.

Mathegramming Academy embarked on a remarkable journey by organizing enlightening sessions in government schools located in Edayanchavadi and Bommayarpalayam. These training sessions aimed to equip students with the tools and techniques needed to create engaging and impactful learning experiences.

The training sessions for Government School Edayanchavadi are slated for every Friday, while sessions for Government School Bommayarpalayam are scheduled every Monday. Each training session spans a duration of 2 hours. Among the highlights were explorations into STEM education, ground rules, and innovative teaching using GeoGebra, all of which set the stage for a dynamic and promising future for both teachers and students.

The training sessions commenced with an insightful introduction to STEMland –where creativity and critical thinking converge to pave the way for meaningful learning experiences. Through this introduction, teachers got the importance of STEM education in fostering holistic development, preparing students for real-world challenges, and nurturing a love for learning beyond the classroom.

We shared the ground rules of STEMland – respect yourself, respect others, and respect the materials. These guidelines foster a collaborative and supportive environment, emphasizing the value of respect, active participation, and open dialogue. This initial step set the tone for a productive and engaging training experience and learning from one another.

One of the highlights of the training sessions was the introduction to GeoGebra – a versatile mathematical software that empowers educators to create interactive visualizations and simulations. Through hands-on activities, teachers discovered how GeoGebra could be integrated into their teaching practices, transforming abstract concepts into tangible, interactive experiences. This innovative approach breathed new life into mathematics lessons, making them more relatable and engaging for students.

Exploring the Sum of Interior Angles of a Triangle: A particular highlight of the training was the exploration of the sum of interior angles in a triangle. Teachers delved into this fundamental geometrical concept using GeoGebra, unraveling the mysteries of why the angles of a triangle always add up to 180 degrees.

 The utilization of GeoGebra not only demystified mathematical concepts but also kindled a passion for exploration and discovery among young minds.

Mathegramming Academy’s teacher and children training sessions in Edayanchavadi and Bommayarpalayam illuminated a path toward a brighter future for education. As we celebrate this remarkable endeavor, we continue to champion innovative approaches in education especially for those who do not have access to it.

Introduction

In a commitment to fostering holistic and effective teaching practices, Mathegramming Academy delivered a session on the four Profiles from Radical Transformational Leadership (RTL). This session also introduced the innovative Dienes Blocks, a versatile teaching tool with multiple educational applications.  Additionally, we’ll delve into the benefits of integrating Dienes Blocks into the curriculum for enhanced learning experiences.

Radical Transformational Leadership (RTL) tools are designed to empower individuals to create transformative and sustainable changes in society. The session at Vaasavi School introduced an individual’s four essential Profiles:

1. Wisdom Profile:

The Wisdom Profile emphasizes the cultivation of self-awareness and mindfulness in teachers. By tapping into their inner wisdom and intuition, teachers can better understand their purpose, values, and vision for the classroom. This heightened awareness helps make sound decisions that positively impact students and the learning environment.

2. Personality Profile:

The Personality Profile delves into the individual styles and traits of teachers. Emphasizing authenticity and empathy, this profile encourages teachers to embrace their unique strengths and foster genuine connections with students. As with any style, no style is better or worse, but adds richness and diversity.

3. Professional Profile:

The Professional Profile is about the specific skills and our gift to the world. Continuous professional development is crucial in this profile, as it enables teachers to refine their teaching techniques, stay updated with innovative practices, and effectively manage the challenges of modern education.

4. Social Profile:

The Social Profile emphasizes the importance of teachers as change agents in society. By engaging with the community, collaborating with colleagues, and addressing social issues both in and outside the classroom, teachers can create a positive impact beyond the boundaries of their school.

Four different personalities

Processing Insight from Teachers

Introducing Dienes Blocks

 The Dienes blocks consist of units, rods, flats, and cubes, each representing different place values. Dienes Blocks facilitate hands-on learning experiences and offer a visual representation of mathematical concepts, making abstract ideas more concrete and accessible to students.

Uses and Benefits of Dienes Blocks in the Classroom

1. Concrete Understanding: Dienes Blocks help students grasp mathematical concepts, such as place value, addition, subtraction, multiplication, and division, in a concrete and tangible manner. This deep understanding fosters a strong foundation for further mathematical exploration.

2. Active Engagement: The hands-on nature of Dienes Blocks encourages active engagement in the learning process, promoting student involvement and participation during math lessons.

3. Problem-Solving Skills: Through manipulation of the blocks, students develop critical thinking and problem-solving skills as they explore different strategies to solve mathematical problems.

4. Visual Representation: The visual representation of mathematical operations using Dienes Blocks benefits visual learners, allowing them to comprehend complex concepts more effectively.

5. Collaborative Learning: Dienes Blocks foster collaborative learning as students work together, share ideas, and discuss mathematical concepts, promoting teamwork and communication skills.

Conclusion

The transformative session on Radical Transformational Leadership Profiles and the incorporation of Dienes Blocks at Vaasavi School is a significant step towards empowering teachers and enhancing their teaching practices. By embracing the Wisdom, Personality, Professional, and Social Profiles from Radical Transformational Leadership, educators can cultivate a transformative leadership approach that positively influences both students and the community. Additionally, the integration of Dienes Blocks into the curriculum enables teachers to create engaging and effective math lessons, promoting a deeper understanding of mathematical concepts among students. With these empowering tools and strategies, Mathegramming Academy continues to shape a brighter future for teachers and students.

The 2nd session at Vasavi International School started with reflections on the previous session, deep listening managing background conversation, and the application of the Phonics Method of Multiplication Tables.

Facilitated by the Mathegramming team, teachers were guided on how to still themselves and open-heartedly listen especially to their students. The teachers learned to handle their background conversations such as right /wrong, agree/disagree, finding a flaw, thought of not taking responsibility, polarization with Us/them, exclusive options of either this or that rather than both, and scarcity mindset of not enough. Their reflections were that such background conversations may lead me to biases and prejudices and making decisions from these rather than the situation at hand. I have a choice to ignore all these and have a deep listening to the situation and make a decision.  If I am preoccupied with background conversations it limits me

With practical techniques such as deep listening and teachers gained a deeper understanding of how to listen open-heartedly.

The Mathegramming team introduced the Phonics Method of Multiplication Tables, a three-dimensional mental map to help children who have difficulty in multiplication tables.

Introduce all the images in the Phonics Method of Multiplication Tables and ask children what they are along with the sounds. Make children practice the names of the objects and see if they can identify the sounds while saying the names of the objects.

Eg:  foot

Deciphering the sounds and numbers:

Map the numbers from 0-9 with the sounds.

Practice making children map the numbers with the sounds for all the objects.

See if children can say the numbers instead of the object name between the two numbers/on top of the number in the room.

 The Pictures of scratch projects is shown below.

To provide a hands-on experience, the Mathegramming team helped teachers create a unique Scratch project based on the Vaughn Cube.

The teacher training session at Vasavi School proved to be an empowering and transformative experience for educators. Armed with the insights gained on self-reflection, deep listening, managing background conversation, and the phonics method, teachers are better equipped to create a positive and nurturing educational environment for their students.

On July 29th, 2023, the vibrant campus of STEMland welcomed esteemed faculty members from diverse disciplines and various states across India. The purpose of their visit was to attend a faculty training program aimed at equipping them with the necessary knowledge and skills to implement the UGC structure of the Gurudakshita program. Dr.Sanjeev, the founder of STEMland, warmly received the group and initiated the day with an engaging presentation on the B.Voc program and the Mathegramming Academy.

Sanjeev has been at the forefront of transforming the landscape of education at STEMland. His passion for bridging the gap between theoretical learning and practical application led to the inception of the B.Voc program. This program blends vocational education with traditional academic courses, providing students with industry-relevant skills and knowledge. The success of this initiative has been recognized not only in India but also globally.

The Mathegramming Academy is one of the cornerstones of STEMland’s innovative scaling program. This pioneering initiative aims to combine mathematics and computer programming, enabling students to leverage computational thinking in solving real-world challenges. The Academy’s approach has garnered praise for its effectiveness in nurturing critical thinking skills and enhancing problem-solving abilities among students.

The visiting faculty members were from diverse academic backgrounds, representing disciplines such as Management, French, Botany, Philosophy, History, and Chemistry. Each of them hails from different states in India, including Madhya Pradesh, Assam, Tamil Nadu, Andhra Pradesh, Gujarat, and Kerala. With a range of experiences and expertise, they brought a unique perspective to the table.

The age range of the faculty members was between 35 to 45, a group known for its dynamic energy, professional experience, and open-mindedness to embrace new educational approaches.

Sanjeev’s presentation on the B.Voc program and Mathegramming Academy set the stage for the faculty training program. The focus was on enriching the visiting faculty members’ understanding of the UGC structure of the Gurudakshita program and providing them with the tools needed to implement it effectively in their respective disciplines.

The UGC structure of the Gurudakshita program emphasizes interdisciplinary learning, promoting collaboration across different academic domains. It encourages students to take up challenging projects that address real-world issues, enabling them to become critical thinkers and responsible global citizens.

During the training program, the faculty members participated in hands-on sessions and discussions. They actively shared their experiences, challenges, and aspirations, fostering a vibrant exchange of ideas. This collaborative atmosphere laid the foundation for building a strong network of educators committed to transformative education.

After the training sessions, the faculty members were given a tour of the STEMland campus. They witnessed the implementation of the innovative curriculum, where classrooms were transformed into hubs of creativity and inquiry. The spirit of exploration and curiosity was evident as students worked on various projects and engaged in cross-disciplinary activities.  

They were inspired by the institution’s commitment to providing students with a holistic and cutting-edge education. The experience motivated them to explore new pedagogical approaches and integrate real-world applications into their teaching methods.

The day concluded with a sense of optimism and excitement. insights gained at STEMland, they are bound to catalyze a positive change in the lives of their students and the broader community.

In conclusion, the faculty visit to STEMland served as the power of collaboration, innovation, and passion in shaping the future of education.