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.
My experience as an old student at a Vipassana Meditation Center was truly life-changing. The retreat reminded me of the inner peace that exists within me. Through Vipassana meditation, I can cultivate awareness of my sensation related to problems which I face, free myself from the limitations of the mind, and discover my true self. Given enough clarity to be true to me.
Another thing that I found was why an old student sits in front of the row. Because it gives motivation to new students to stay still by looking at the old students. I was an example for other students by obeying the rules and maintaining noble silence.
Durai
As we do Vipassana in our office every Monday morning for an hour, initially I thought it was easy to stay for 10 days in meditation, but later I realized that it needs immense patience to do Vipassana. When the sensations arise, I learned that nothing is permanent and it’s a state of mind to get trapped in or to let go. Overall Vipassana helped me to discover my inner peace and it increased the accuracy of my project delivery without losing control of my emotions.
Poonguzhali K
I didn’t
think I would participate in Vipassana because I was never on my own for 10
days, but I participated with self-belief. Vipassana was very helpful in
balancing me. I learned to be happy and equanimous in all situations. I learned
that self-inquiry is a gradual process of purifying the mind. I learnt not to
react to my sensations. I was able to gain the mastery of my mind. I also
learnt that I should fill my mind with positive thoughts and get rid of
aversion and hatred.
Soundhariya
Participating
in a Vipassana course was a transformative and eye-opening experience. During
the ten-day course, silence became a powerful tool to enhance inner reflection
and understanding.
The daily
practice of Vipassana meditation brought a sense of tranquility and clarity,
helping me observe the impermanence of sensations and thoughts without
attachment. The Vipassana experience remains a cherished memory, serving as a
guiding light on my journey toward self-discovery and inner peace.
Jayabharathi The 10 days vipassana course was a different experience for me. I learnt to observe and accept reality as it is. I learnt to control my mind which was earlier addicted to habitual patterns. I was able to accept the fact that the law of nature treats everyone equally and nothing lasts forever. I learnt that I should generate love, peace and harmony within myself and I should also share the same with everyone. It gave me exposure to learning the pathway of leading a moral life.
Mathegramming Academy continued to engage with the teachers of Vaasavi International School to support them learn and design a program that will work for their school. This week’s teacher training session left participants inspired and equipped with innovative teaching methodologies. The program delved into reflections on system principles, Mathegramming project demos, algebraic tiles, and designing classes with Conscious full System Response (CFSR).
Reflections
on System Principles:
The teacher training session kickstarted with an enlightening reflection by teachers on system principles. Educators reflected on their understanding of how components within a system interact and influence each other. Teachers learned how to apply the principles of systems and culture in their classrooms, considering the dynamics between students, curriculum, and teaching methods. By incorporating system thinking into their teaching approach, instructors can develop more holistic and effective educational strategies.
Mathegramming
Project Demos:
One of the highlights of this session was the demonstration of Mathegramming projects by the team based on concepts that the teachers had brought up in the past. Mathegramming, an innovative teaching method that combines visual mathematics with programming and creating projects, captivated the teachers’ attention. The team showcased interactive projects that demonstrate complex mathematical concepts and science topics through fun and engaging scratch programs. It sparked excitement among the educators as they realized the potential of integrating technology into their lessons to enhance students’ learning experiences.
Introduction
to Algebraic Tiles:
Algebra can be a challenging subject for students, but the training session introduced a powerful tool for teaching algebraic concepts: algebraic tiles. Educators were given hands-on experience in using algebraic tiles to demonstrate factorization, forming equations, and exploring algebraic identities. The teachers felt that the tactile nature of algebraic tiles helps students visualize abstract algebraic expressions, making the learning process more accessible and enjoyable. Teachers left the session equipped with a new approach to demystifying algebra for their students.
Designing Classes using Conscious Full System Response (CFSR): CFSR, an emerging teaching methodology, emphasizes creating a conscious and responsive learning environment. Teachers were guided on how to design their classes by considering the needs, interests, and learning styles of their students. The CFSR approach encourages teachers to be adaptable, intuitive, and empathetic in their interactions with students. This fosters a positive and inclusive learning atmosphere that encourages active participation and academic growth.
The teacher training session at Vaasavi International School was an enriching and empowering experience for all participants. As educators, they discovered new and innovative ways to inspire and educate their students effectively. The insights gained from the sessions on system principles, Mathegramming, algebraic tiles, and CFSR will undoubtedly impact their teaching practices positively.
Vaasavi International School’s commitment to providing quality education extends not only to its students but also to its educators, ensuring they are equipped with the best tools and knowledge to make a lasting impact on the lives of their students.
Through such
transformative teacher training initiatives, Vaasavi International School fosters
an environment of growth, creativity, and excellence in education.
Mathegramming Academy is happy with its baby step
in collaborating with Vaasavi International School to train teachers in Mathegramming
– visual mathematics using programming with responsibility.
Mathegramming Academy and Vaasavi International
School have partnered to enhance math learning for students. The partnership
will focus on using technology to create more engaging and interactive math
lessons. Our learning modules synthesize the technical development of a teacher
along with developing competence and supporting inner capacity with RTL
(Radical Transformational Leadership) tools. This is because skill in itself is
insufficient to create meaningful and sustainable change in society.
Vaasavi International School is a private CBSE school in Puducherry that offers a holistic education. The school is committed to using technology to enhance learning. The school has been selected to be a model school in Pondicherry for implementing NEP and this is where we are supporting them.
The partnership is expected to benefit both Mathegramming Academy and Vaasavi International School. For Mathegramming Academy this offers an opportunity to reach out to 320 children (initial target from 6th-8th grade) and in time the remaining teachers who are currently getting trained as well. Vaasavi International School will be able to offer its students more engaging and interactive math lessons. The partnership is a significant step forward for both Mathegramming Academy and Vaasavi International School and a sign of their commitment to using technology to enhance math and science learning.
Mathegramming Academy recently conducted the first teaching training session for teachers at Vaasavi International School on 13th June 2023. The Mathegramming Academy team with support from C3STREAM Land Designs (C3SLD) seniors who visited the school and presented a session on the RTL tool Stand and Fear and a brief explanation about the upcoming sessions. The session focused on how to use technology to enhance math learning.
A short video on what C3SLD has been doing in the
last 10 yrs which is being codified in Mathegramming Academy was shared as an
introduction.
The training then was led by Mathegramming Academy’s founder, Dr. Sanjeev. During the training session, Sanjeev delivered on sourcing one’s universal values to lead a transformation. Each teacher shared what they deeply care about. Sandhiya from C3SLD presented our socialized fear and how to transcend this fear to do something new followed by insights (what I learned about myself). Sanjeev and Sandhiya processed insights.
Sanjeev also explained how Mathegramming Academy can help students visualize math concepts, solve problems more effectively, and develop critical thinking skills by training teachers.
The teachers at Vaasavi International School were deeply
influenced by the training and shared their insights on discovering the
qualities they stand for and want to see in children. They also appreciated the
opportunity to learn about new ways to use technology in math learning. They
are excited to use the skills they learned in the training session to create
more engaging and effective math lessons for their students. Mathegramming
Academy is looking forward to being in action.
A design session in radical transformational leadership is a process of creating a vision for the future and then developing a plan to achieve that vision. It is a leadership program that supports learning what I deeply care about and aligning it with systems shifts and strategic action.
The Mathegramming Academy attended
the session which was held on the 24th and 26th of May.
The design session began with a group of people
coming together to share their projects. This was hosted by Dr.Sudharshan from
RTL Works. This is followed by a discussion of the challenges that must be
overcome to achieve these projects. Once the challenges are identified, the
group works together to develop a plan of action.
The action plan should be specific, measurable,
achievable, relevant, and time-bound. It should also be based on the group’s
values and beliefs. Once the plan is in place, the group can begin to implement
it.
The design session allows the group to come
together, share their ideas, and develop a plan for change. The action plan can
then be used to guide the group’s efforts and help them achieve their goals.
In the session, the Mathegramming team discussed
the following with the RTL works by presenting the three templates of
architecture for equitable and sustainable change. Dharani from the
Mathegramming team presented the templates with the inputs from the rest of the
team. The templates are the Conscious full spectrum response model, Respond and
realize, and Synergistic operational strategies.
Defining the problem or opportunity. What is the issue that the group is trying to address? What are the opportunities that the group is seeking to exploit?
Identifying the stakeholders. Who are the people who will be affected by the change? What are their needs and interests?
Generated ideas. Made a list of possible solutions to the problem or opportunity.
Evaluated the ideas. Assessed the feasibility and potential impact of each idea.
Chose a course of action. Selected the best idea and develop an implementation plan.
Implementing the plan. Putting the plan into action and monitoring its progress.
Evaluating the results. To assess the impact of the change and make necessary adjustments.
The session was an eye-opener and paved the way to look at different and multiple perspectives of the project. It narrowed the gaps in the project. It was interesting. We thank the RTL workers for their time and feedback. We look forward to being in action.
Insights from the team:
My name is Premkumar I deeply care about courage and equality for myself and others. I was able to notice the gap in the Conscious Full Spectrum Response (CFSR) and all other templates and I am able to relate the Synergistic Operational Strategies with the Mathegramming academy. I could see that my plan and strategies were aligned well after the design session.
My name is Sivasankar. I stand for courage for myself and others. I noticed from the design session that I need to have the relevant information needed for the project, Information like students’ progress, social media, etc.
My name is Soundhariya and I stand for courage for myself and others I learned how to reframe my CFSR sheet. I got more clarity and I got some points to insert in my project specifically about policies, schemes, and laws.
My name is Ilakya Arasi, I stand for patience and courage for myself and others. While filling the CFSR with my team I am able to see how vast our project is. When I had filled it alone without my group my approach was only about how to teach and learn maths rather than the societal and cultural changes we wanted to achieve from the project. In SOS, I realized there are many things I need to learn and explore and there is so much to practice.
My name is Dharani. I
deeply care about perseverance and equity for myself and others.
I noticed the alignment between the three circles and was able to add more
operating principles to the project. I gained more specificity in the action
plans.
My name is Preethi and I stand for courage and kindness for myself and others. Through the design session, I have acquired the knowledge of optimizing CFSR, which will prove valuable for my upcoming projects.
Mathegramming Academy aims to build Responsibility and Rigor in children and generate Results through Online mentoring of Mathematics through projects
in programming, electronics, and through leadership in action..
Teachers at STEM Land have already been
using Geogebra for some demonstrations in classrooms and the Mathegramming
Academy presented a session on GeoGebra that would step up their ability to
interact and engage with children 12th May 2023.
GeoGebra is a free and
open-source interactive mathematics software that allows users to create and
manipulate mathematical models, graphs, and figures. GeoGebra can be used for a
variety of mathematical tasks, including graphing functions, creating geometric
constructions, solving equations, and performing statistical analysis.
Dharani, Soundhariya, Premkumar, Sivashankar, and Ilakyarasi
from Mathegramming Academy presented the following using Geogebra.
1) Dharani presented how to create a GeoGebra activity and then a classroom for students to be able to do tasks and for the instructor to be able to observe the progress real time. Dharani created a classroom with many activities and then one that let someone work with a GeoGebra sheet. The rest of the session was done with this classroom that allowed everyone to see the progress of individuals signed in.
2) Sivashankar presented how to create a circumcentre, circumcircle, incentre, and incircle for a triangle. To move the triangle points and see how the construction refreshes and holds. Also, to add color and character to the projects. on how to create a circumcentre, circumcircle, incentre, and incircle for a triangle.
3) Premkumar presented how to create 113 as (10+1)3 as a 3D construction with polygon and prism extension.
4) Soundariya presented how to create interactive (and randomized) questions and answers and provide input boxes and buttons and respond to the users inputs using the if condition.
The session was intense for 1-1/2 hrs
and was enjoyable and enlightening. Here are some reflections from the attendee
teachers:
My name is Poonguzhali. I stand for care
and love for myself and others. My insight is to Set aside time to work with
the software regularly and challenge myself to create new and more complex
models and visualizations. With time and practice, I’ll become more skilled and
confident in using Geogebra to solve mathematical problems and visualize
mathematical concepts.
My name is Pratap, and I stand for
happiness for myself and others. During the Geo Gerba session, I learned the
importance of curiosity in acquiring knowledge from others. Supporting others
not only aids in visualizing mathematical concepts but also enables the efficient
completion of projects within a short timeframe. When creating classrooms, it
is beneficial to identify where children are facing challenges and understand
their difficulties. This allows for intervention and assistance, enabling
children to progress from being dependent to interdependent to independent in
their work
For completion here are instructions on how to:
Create a question for the addition of
two random numbers which is refreshed by a button, has an input box to enter
the result, and shows the result as a text.
The ‘If’ Condition in Geogebra:
The ‘If’ condition is a conditional
statement that allows users to perform different actions based on a particular
condition. In Geogebra, the ‘If’ condition can be used to control different
aspects of the construction, such as the visibility of objects or the value of
variables.
Syntax:
If [condition, Then (action1), Else
(action2)]
In this syntax, the ‘condition’ is the
logical expression that evaluates to either true or false. If the condition is
true, ‘action1’ will be performed, otherwise ‘action2’ will be performed.
For example, let’s say we want to create
a construction that shows the sum of two numbers, but only if the sum is
A=random between (-10, 10) and B=random between (-10, 10). We can use the ‘If’
condition to achieve this as follows:
Create two input boxes to enter the two numbers.
Create a button to calculate the sum.
Create a text box to display the sum.
Now, let’s define the actions for the button using the ‘If’
condition:
If [(c== A +B,” correct”, “no. try
again)]
In this syntax, ‘A’ and ‘B’ are the
names of the input boxes. If the sum of the two numbers is equal to C, then it
displays the sum is correct, otherwise, it displays “no. try again” will be
displayed in the text box.
Creating Buttons in Geogebra:
Geogebra allows users to create buttons
that can be used to trigger different actions or functions. Buttons can be
created using the ‘Button’ tool, which can be found in the ‘Input’ category of
the toolbar.
Unending education is an important principle for Auroville and C3SLD, as part of my learning and engagement I participated in a talk on “Reimagining our future: communities confronting the realities of climate change” organized by forest researchers.
In this panel, experts and practitioners discussed the
various ways in which climate change is affecting their respective regions and
what measures they are taking to address it through community action. They
shared insights on how communities can work together to develop innovative
solutions to climate-related challenges, such as building sustainable
infrastructure, promoting renewable energy, protecting biodiversity, and
reducing waste.
One inspiring example is Auroville, an international city in
southern India that aims to be a sustainable and self-sufficient community.
Deepti, a volunteer from Auroville, shared examples of sustainable practices
and innovations that the city has implemented. She also discussed the
challenges and opportunities involved in building a sustainable community,
highlighting the importance of collaboration and knowledge sharing.
The phrase “Reimagining our future: communities
confronting the realities of climate change” emphasizes the need for us to
rethink our relationship with nature and prioritize the health of the planet
over short-term economic gains.
Communities play a crucial role in confronting the realities
of climate change, as they often have unique knowledge and resources to address
the impacts. By working together and sharing knowledge, we can create a more
sustainable, just, and resilient world that can withstand the challenges of
climate change and ensure a liveable future for generations to come.
Attending the talk on “Reimagining our Future: communities confronting the Realities of climate change” was truly inspiring and an eye-opening experience for me. This exposure provided a platform for me to share my experiences and perspectives on how communities can confront the realities of climate change and work towards a more sustainable future. I was able to connect myself with Auroville as an international city approaching issues related to ecology and climate change, and the sustainable practices and innovations that they have implemented.
I also got inspired by working together and sharing knowledge, communities can develop innovative solutions to climate-related challenges and promote sustainable practices in all aspects of life. Attending talks like these motivates me to learn more and see the connections between our work and the issues faced by the world at large and work towards more sustainability.
My name is
Dharani. I deeply care about perseverance and equity for myself and others. It
has been a year of learning in STEM this has been a shift from the management
training that I was going through before I came here. Learning in STEM can be
challenging, but it is also incredibly rewarding in this blog I share my
journey.
I joined
STEMland as a volunteer and later joined the working team. I learned scratch
programming, GeoGebra, puzzles, and games. Then I started working on codifying
STEMland. Now I m part of an exciting online mentorship program Mathegramming
Academy.
I was
introduced to the Radical Transformational program by STEMland for the first
time. I had positive experiences
with learning Radical Transformational Leadership (RTL) and filling out a CFSR.
I have become more time-conscious, which is an essential skill in STEM and in
life in general. It underwent significant personal growth and transformation
through learning and practicing RTL. The principles of RTL, such as believing
in the dignity and worth of all people, embodying a mindset of abundance and
sufficiency, and practicing a commitment to integrity and authenticity, had a
profound impact on me and the organization. By learning to fill out a CFSR and
becoming more time conscious, I have developed valuable skills that help me succeed
in STEM. I continue to embrace the principles of RTL in my personal and
professional life.
STEM
developed many skills like Critical thinking, Creativity, Perseverance, and Collaboration
in me.
One of the
most important qualities that I have incorporated into my life during my journey
in STEMland is perseverance. STEM is a challenging field, and there are
inevitably times when I encounter obstacles or setbacks. However, by
persevering through these challenges, I developed resilience and grit that serves
well in all aspects of my life.
Another
quality that I have developed during your STEM journey is critical thinking and
asking questions. In STEM, it is essential to be able to analyze complex
problems and come up with innovative solutions. By developing critical thinking
skills, I’m equipped to tackle challenges and find creative ways to solve them.
Finally, my
journey in STEMland has likely taught me the value of collaboration and
teamwork. STEM is a highly collaborative field, and many of the most
significant breakthroughs in science and technology are the result of teams of
people working together. By learning to work effectively with others, I learned
to achieve my goals and make a positive impact in the world.
I learned
time management and I notice my integrity being held throughout my endeavors. I
got opportunities to learn more about Auroville and take part in meditations. I
learned many things through peer learning and helped myself with the insights
from fellow mates to groom better. I learned to take feedback for growth.
Overall, my
one-year journey in STEMland was full of exciting opportunities and valuable
experiences. I learned that staying committed to learning is the way to achieve
the goals in STEM and I continue exploring.
My name is Dharani. I care for
perseverance and equity for myself and others. This blog is a reflection on
attending a session on Data privacy.
On 8th April 2023,
C3streamland organized a session on Data privacy for the teachers of Udavi
School and STEMland. Dr. Sanjeev Ranganathan briefed us on data privacy and
some of the ways by which our personal data can be protected. As we teachers
handle children, we must be aware of ourselves and educate children.
The session started with the movie The
Social Dilemma. It is a documentary that explores the unintended and at times
designed aspects of social media and its impact on society. It highlights the
ways in which social media platforms like Facebook, Instagram, Twitter, and
YouTube use algorithms and data mining to keep users engaged and addicted,
while also nudging their behaviour and opinions.
The film features interviews with
several former executives and engineers from major social media companies who
discuss the ethical concerns they have about the industry. They explain how the
business models of these platforms rely on collecting vast amounts of personal
data from users and using it to create highly targeted advertising, which can
reinforce user’s existing beliefs and create echo chambers.
The film also addresses the
psychological effects of social media, such as increased rates of anxiety,
depression, and social isolation, as well as its impact on political
polarization and the spread of misinformation.
Overall, this raises important
questions about the role of social media in our lives and the need for greater
regulation and accountability in the tech industry.
Sanjeev discussed the applications of
Artificial intelligence and the intended and unintended consequences of
technology. He also briefed us on how to transcend it by self-awareness.
He also enlightened us on the policies
on data protection and the strong need to have data protection policies. Data protection safeguards
sensitive data against loss, manipulation, and misuse. The Hon’ble Supreme
Court of India established the right to privacy as a fundamental right
under Article 21 of the Constitution of India as part of the right to
life and personal liberty.
As a part of self-awareness, a few
smart ways to have personal data protected by ourselves were discussed. Some of
them are noticing our engagement with phones by turning on the digital
well-being in the smartphones, turning off unwanted notifications, not just
randomly accepting without even going through the privacy policies, cookies
management, and software to protect passwords.
Overall, the session was enlightening
and an eye-opener for us. Many of us shared insights and wanted to have a few
more sessions on data privacy protection.
