C3STREAM Land Designs

~ Poovizhi, Poonguzhali, Arunkumar, Soundhariya, Ilakya arasi, Preethi

On the 12th of October 2024, a group of teachers from Odisha came to visit STEMland. It was an exciting day filled with learning and fun activities.

STEMland is a place where children and adults can explore and learn science, technology, engineering, and math in creative ways. Here, we use different materials and activities to make learning interesting and hands-on.

 First, we start with Stand and Fear in Radical Transformational Leadership. Through the STAND, teachers reflected on their identities, who they are, what they deeply care about, and the fears that keep them from reaching their full potential.

These sessions helped them break down challenges and work better as a team. Each teacher introduced themselves and shared their qualities in a special way. These are the qualities the teacher shared in this session.

After completing the RTL session, they explored some STEMland activities like Finch Robot using Snap, Games,3D printer, Maths materials and Craft work.

Finch Robots in Snap:

The teachers got to play with Finch robots, which can be programmed using Snap. Snap is a simple coding platform where we can move robots on the floor, but the code was used here to control the robots. They learned how to make the robots move, dance, and even follow a path using simple commands. Using the Pencil, we can draw the diagram using Finch Robots on the chart paper.

Games: Games are a fun way to learn different skills. The teachers saw how we use educational games at STEMland to teach math and problem-solving. These games make learning feel like play, which helps teachers understand concepts in different manner. While playing the games, we can notice how we are thinking in a logical way and its very fun activities.

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Math Materials: In STEMland, we have special math tools that help children learn math through hands-on activities. Our guests explored these materials and saw how they make math more visual and understandable, instead of just solving sums on paper. We explained how multiplication is visualized using the Dienes blocks, and they also understood place value concepts like Ones, Tens, Hundreds, and Thousands through area models. Then, they explored algebraic tiles to understand expressions like (a+b)², (a+b+c)², and the Pythagorean theorem, which shows how c² = a² + b². 

Craft Work: Besides learning science and math, STEMland also encourages creativity. Our visitors enjoyed seeing craft work like Kirigami. This Craft activities help improve hand skills, attention to detail, concentration, and allow to express their creativity, such as in the precise folding techniques used to make craft balls.

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3D Printer:

It is a special machine that can take a digital design and turn it into a real object by building it layer by layer. Our guests had the chance to explore our 3D printer. This was an exciting part of their visit, where they learned about how 3D printing works and even created a small object themselves.

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So, we showed them how it works. We selected a simple design—a small pyramid—and demonstrated the printing process. The printer carefully built the pyramid layer by layer, using a special plastic material. It was a slow and detailed process, but our guests were excited to watch as the small pyramid visually.

Watching the 3D printer was fun and a great learning experience. By creating a small object like a pyramid, they understood how 3D printing can be used in various fields like design, engineering, and art. The little pyramid they printed became a memorable part of their experience!

Conclusion

The visitors from Odisha left STEMland with a lot of new ideas and experiences. They were excited to take some of these ideas back home to share with others. It was a wonderful day of learning, exploring, and exchanging knowledge.

Visiting Teacher’s Reflection

The group observed the PCs and others in STEM Land have developed certain life skills which are integrated into each and every activity there. The STEM Land people are aware of their STAND or their universal values which connect them to the purpose of their lives. Each of them is aware of their socialized FEARs which makes them aware of what changes in themselves they would bring in and make necessary progress.

Thus, the whole STEM Land is a space for inner progress while dealing with the tools, machinery, games, activities and projects whether within Auroville or for external companies.

One discovers the purpose of life to pursue and the slough to clear in one’s life and makes necessary progress to realise the aim of life in STEM Land consciously. Activities and projects are media to realise these objectives. This was clearly felt by the group members while they were there whatever short time they had.

Their openness to learning and helping others to learn about themselves is something unique among STEM Land members. Some group members perceived as some STEM Land members are really sadhaks

Poovizhi

My name is Poovizhi and I stand for Equality and Equity for myself and others. When the teachers from Orrisa came to our campus Ramanarayana introduced me to the team and I welcomed them and introduced STEM land. I gave them a broad view of the B.Voc, Shifu program, C3STREAM land and went into STEM land and shared our core values and how we put them in action and shift system and cultural norms. I explained the ground rules and how we work with children. They were interested to hear that we also have provided trainings for teachers as STEM educators. I did the setup of sourcing our own inner capacity but they were more comfortable in doing the session in Hindi so Sanjeev anna came and supported the session. Later they explored STEM activities I had a good experience and it would have been a bit challenging if anna was not available. I got inspired that I need to learn more than two languages.

Poonguzhali

My name is Poonguzhali, and I stand for courage for myself and others. In this session, I realized my full potential while working with Odisa teachers. I explained one of the STEAM activities, Kirigami (Papercraft). Before we started making kirigami balls, the teachers were excited about how we would make a ball from pieces of paper. We began by coloring the paper, and some of them drew different patterns they liked, before finally cutting the paper with scissors. They were very focused and patient in their work, and when we finished, I could see the satisfaction and joy on their faces. I enjoyed the session and got to engage with new teachers.

Arun Kumar

My name is Arun Kumar i stand for Peace and Equity for myself and others, I learned that everyone love to learn and play. The Teachers showed great enthusiasm and a competitive spirit in games like Abalone, Tangram, Dobble, and Genius Square. Their eagerness to participate and win proves how important it is to keep learning and staying active, no matter how old we get. It also showed me that doing things together makes everyone happy and connected.

~ Saranya, Santhosh, Arunkumar

Saranya’s Experience:

We have recently visited Pichandikulam, and it was a wonderful experience! This place is not just beautiful; it tells an amazing story. A long time ago, this area was mostly empty, but the local and Auroville community worked hard to plant trees and create a forest.

As we walked through the forest, we were amazed by all the plants and animals. The trees, which the villagers and Auroville community planted with love, provide homes for many birds and small animals. It felt peaceful to listen to the birds singing and the leaves rustling in the wind.

They shared stories about how they built the forest together and why taking care of nature is so important. Their passion for protecting the environment really inspired us.

Pichandikulam showed us how small actions can make a big difference. We left with happy memories and a strong desire to care for our planet.

Santhosh’s Reflection:

My name is Santhosh, I stand for kindness and wisdom for myself and others. I have learned many facts and pieces of information about forests. In the museum, I learned many things about our Tamil people’s traditions and history and enjoyed the presence of nature in the Pitchandikulam forest trip.

Figure 1: Snacks around the forest and its types

Arun’s Reflection:

My name is Arun Kumar, and I believe in peace and equity for myself and others. Last week, while exploring the man-made Pichandikulam forest, I discovered a wealth of medicinal plants. The trees here don’t grow beyond 50 feet due to the Tropical Dry Evergreen Forest climate. This forest was created by bringing seeds from other similar forests, with a strong focus on medicinal plants.

Figure 2:Things people have used earlier and Fossils

Additionally, I explored ancient fossils and equipment used by ancient people. I also came across a strong variety of lemon plant. The experience was enriching and deepening my understanding of nature and history.  The overall experience makes me realize that when I act for a noble cause, even if it appears crazy at first, it ultimately demonstrates my unwavering commitment to care and compassion over time. The initial suspicion fades, revealing the strength of my beliefs.

~ Jayabharathy, Poonguzhali, Tamilarasan, Sandhiya Bala, Kugan, Duraisamy, Poovizhi

RTL session was conducted for the B.Voc students on 14^th and 21^st of September. 1^st, 2^nd and 3^rd year students took part in it. It was conducted in Tamil. It was the first time the first years were attending the session. The session on 14^th started with few minutes of meditation followed by ground rules. The Tamil PCs came up with tools like stand and feart, four profiles, deep listening and commitment for action behind complaints on the same day. Though it was something new for the first years, they participated actively by sharing their insights in the plenary.

One of the students said that he noticed that the values and fear that he recognized during the activity was not something new to him. He said, it was already present within him and RTL helped him to bring it out which he has not been giving much importance to before. Again, one of the first-year student shared in the plenary that he doesn’t like when someone does distracted listening when he speaks. So, he made a commitment that he will also not do distracted listening thereafter.

The session continued again on 21^st as well during which tools like Systems principles (story of stuff film), Architecture for Equitable Change: Partial & Conscious-Full Spectrum Response Model, Emotional reaction Vs Courageous heart response and Realise & Respond were handled by the PCs. The designing of project using the CFSR sheet helped the participants to notice the shifts they can bring out by finding solutions to the issues that lie around them. Students eagerly discussed their own examples of when they acted from their emotional reaction and how they could have transformed it to be better if they had used courageous heart response. The session as a whole provided a gateway for the first-year students to get exposed to RTL and to mingle with people around them. The session helped the other participants to learn the tools again with a fresher’s mindset and to reframe their projects with their new learnings.

Jayabharathy:

My name is Jayabharathy. I stand for care and courage for myself and for others. As usual I participated in the RTL session with a beginner’s mind. I was taking part as a table anchor (English PC). The first session was a little challenging for me. I found it interesting to bring out the values and stand of students. It wasn’t that easy as it was the first time the first years were attending RTL. Few members of the team initially seemed to be not interested. When I talked to them, I noticed that they had a pre assumption that it will be like one of their subject classes where they will be simply asked to not down concepts and study. As the session proceeded, they understood that it was something related to their self-realization. I could notice increased keenness sometime later as they shared their examples within the group and insights in the plenary. As a PC, motivating the participants to share their insights in the plenary was enthusiastic too. I managed to provide enough suggestions and motivation to ask them to share their thoughts in front of others. When thy were hesitant to go in front of others and speak, I was able to relate their actions to the fear that they said. I asked them to overcome by using the tool that they just learnt and it worked out well. Since they were a new batch, they did not know each other much. By participating in the session, the students who already took turn and shared insights started motivating others who were neglecting to share. I was able to notice the team work and interdependence among the students. It was a great opportunity for me to mingle with the students and to learn along with them.

Poonguzhali:

My name is Poonguzhali. I stand for courage for myself and others. These RTL sessions helped me to look at myself deeply and reflect on it. I saw the RTL program as both a personal transformation and a team-building program. I coordinated the RTL session this time. It was a very unique experience for me and it helped me to overcome my fear of presenting in front of others. I felt that it was a fulfilling activity. The B.Voc students actively participated and shared their reflections on stage. I noticed courage as not the absence of fear but the ability to act despite it.

Tamilarasan:

My name is Tamil. I stand for courage and compassion, for myself and others. My reflection on the B-Voc RTL session is that I feel glad the students are learning RTL. During these sessions, students faced many challenges with their stand. It’s very helpful for them, as it allows them to make better decisions. Additionally, they have learned to listen deeply to others’ conversations, which is an important skill. While practicing tools, students are collaborating with each other, which helps build healthy relationships.

SandhiyaBala:

My name is SandhiyaBala and I deeply care about courage, care and happiness for myself and others. I noticed that stepping up to work in the comfortable zone is an uncomfortable zone. I learnt to step up to support others. I learnt to process insight from others

Kugan:

The sessions were engaging and provided valuable insights. The students displayed a keen interest and actively participated in discussions, which enriched the learning experience for everyone involved.

Duraisamy:

My name is Duraisamy Pandurangan I deeply care about dignity, wisdom, and the freedom of myself and others. While session with children and youth, I see that they bring valuable insights about the world around them. These insights can lead to positive changes in society and help build a sustainable environment that fosters a better world for all.

Poovizhi:

I got an opportunity to deliver couple of tools and supported my team mates in delivering the tools. The session went really well. Some times I found the insights and question for clarities to be processed as challenging but I learnt it. One of my colleague who has done this workshop earlier has come and told me that only this time she got clarity between partial and full spectrum response. The session was both in Tamil and English so there was no language barrier and students shared their insights without hesitation.

Praveen Kumar – 3^rd year student:

I leant to notice my values and fear. I learnt a new way of introducing myself. Each time, when I introduce myself in the manner I learnt, it reminds me of who I am. I learnt how to take complaints in a way that it helps me to grow. I also learnt to act from my universal values to know my full potential.

Vishal K – 2^nd year student:

Though I have attended more than two sessions of RTL, this session seemed to be new to me. The session was in Tamil, which was very different from the previous sessions that I attended. It helped me to understand better and take part in it actively.

Ayushjena – 2^nd year student:

I noticed that my learnings are the steps for bringing in improvements in my life. I noticed that acting from my emotional reaction leads to mental disturbance and I can transcend the situation through courageous heart response.

-SandhiyaBala , Soundhariya, Saranya, Ilkaiya, Dinesh, Arun, Rajesh and Nithya Santhosh

STEM Land was invited to Salem to conduct a three-day capacity-building and Electronics workshop with the Students of 7^th and 9^th grade along with all the teachers at Vidhya Peetham School. The workshop aimed to engage with the Students and Teachers and help them understand basic Electronics and on building leadership skills in the teachers and students using Radical Transformational Leadership Tools (RTL) (Monica Sharma, 2017).

Day-1(On 23rd August 2024)

Morning Session:

We introduced ourselves using our universal values which made the students and teachers curious about the same. The introduction was followed by a session Stand & Fear Tool where the students and teachers identified and enquired about their universal values and how they can harness them to face their fears. After this we gave a brief introduction on Mathegramming and our core values, we proceeded the workshop with the foundational concepts of electricity, creating a truly dynamic learning experience!

Purpose: Empowering Minds and Energizing Learning

The primary goal of this workshop was twofold:

•  To help participants tap into their inner strengths and develop leadership skills.
• To provide a solid understanding of Electric current and its principles. This included learning about charge, voltage, current, power, and energy.

Later, Dinesh introduced the exciting world of electric currents, explaining fundamental concepts and giving exercises to solidify understanding. Participants learned about household electricity, types of batteries, and even calculated energy consumption!

Afternoon Session:

Post-lunch, the mood was lightened with a fun video and a dance session (Thought break), and we introduced Deep Listening and Background Conversations with both Students and Teachers. The session incorporated time for reflection they can reflect on the past and apply what they learned to think about what they could have done differently.

Using materials like LEDs, multimeters, and connecting wires, students explored real-life applications of electrical concepts. They tested conductivity, and body resistance, and learned the differences between poor and good conductors. The hands-on activities not only deepened their understanding but also made learning incredibly fun!

Outcomes:

Day 1 of the basics of electronics workshop was a remarkable success. Participants discovered their inner values, learned to face their fears, and Deep Listening and Background Conversations, and gained a thorough understanding of electric currents. They didn’t just learn the theory—they lived it!

Electronics and Circuits Workshop – Day 2(On 24rd August 2024)

The second day started with a two-minute stillness and focused attention on breathing, then we introduced to the four profiles i.e., an RTL Tool to understand different parts of our identities.

The purpose of Day 2 was threefold:

• To guide participants in connecting with 4 profiles and types of Complaints tools.
• To deepen their understanding of electric circuits, resistors, and the practical application of these concepts.
• To start to give the exposure of kirigami to children.

Morning Session:

Saranya kicked off the session with exercises that encouraged students to connect with their inner values and introduced 4 profiles. This was followed by a discussion where each group shared their insights on stage. Dinesh kickstarted the electronics and circuits workshop taking the stage to explain the essential concepts of electric circuits and the function of resistors. Students learned to calculate voltage and current using resistors and LEDs, exploring these concepts hands-on with multimeters, and breadboards. The activity was not just about theory; it was about seeing, touching, and feeling the flow of electricity!

Afternoon Session:

The afternoon kicked off with an energizing video and dance(thought break), recharging everyone for more learning. we reconnected with RTL tools and explained the three types of complaints. This made them see complaints from a different perspective rather than usual.

Participants learned to work with seven-segment displays, understanding how to use switches to control the flow of electricity. The fun didn’t stop there! A creative craft session led by Sowndharya introduced the art of kirigami. Students crafted intricate paper balls, enhancing their concentration and creativity. This unique blend of electronics and art not only made the learning experience holistic but also incredibly enjoyable!

Outcomes:

By the end of Day 2 of the electronics and circuit workshop, students gained invaluable insights into their inner strengths and the practical application of electronic concepts like resistors and seven-segment displays. The creativity and teamwork on display were truly electrifying! 

Day-3

On the last day(Sunday), At First, we planned to take the advanced electronics session only for teachers but the effectiveness of the last two days’ workshop triggered students to participate even on Sunday to take part in the session along with teachers.

We hadn’t expected students to show so much interest and join the optional session on Sunday.

They learned types of switches, connecting 2 letters/ numbers (7-segment display) in the breadboard, and potentiometer to vary the resistance.

In the afternoon we introduced scratch and polypod to explore mathematics visually. In Polypod children were also to project on their own with the guidance of the mentors.

~ Jayabharathy, Poovizhi, Rajesh, Arunkumar, Saranya

Jayabharathy:

My name is Jayabharathy. I stand for care and courage for myself and others. When I was a kid, I always looked at teachers’ day as a wonderful occasion to honour and appreciate the hard work and dedication of educators. The celebration at Udavi typically involved a range of activities like singing, dancing and skits as a token of expression of gratitude. It reminded me of my school days.

I could see myself as one of those kids sitting at the same place (under the banyan tree) for the teacher’s day celebration that took place when I was a kid in the same school. Nothing much has changed in the love and bonding between the teachers and the students. Children came up with songs and poems, drama and dance which were heartwarming. I could see the quality of joy and happiness as they did their performance in front of everyone. The activities which they had for the teachers were interesting too.

The most interesting part of the entire event for me was the gift that were given. We were given plants which were arranged by the 10^th std students. The idea with which they planned to give us plants was that, they wanted us to raise the plants at our homes like we raise them with care in classrooms. I got inspired with their thoughts and I have planted it at my home and will nourish it with good qualities as I do with kids. Overall, the event was enthusiastic and it gave me an opportunity to feel the love expressed by kids. It made me feel proud to be a teacher and do even better in my future endeavours. 

Poovizhi:

We were invited to a Teacher’s Day celebration at Udavi, where we support children in learning Mathematics at STEM Land. The children themselves organized the event, and it was interesting to see them take responsibility and host it. They planned the event thoughtfully and joyfully.

The celebration began with a moment of silence, followed by a welcome speech in which they acknowledged teachers for their work and expressed gratitude. After that, there were activities for teachers, such as tongue twisters, guessing proverbs through actions, and speaking Tamil for a minute without using any English words.

The students then sang songs, danced, and performed a skit. They also prepared gifts for the teachers, which were meant to remind them of the students and be cared for, just like the students themselves. The gift was a flower plant, symbolizing different qualities.

I felt deeply connected and grateful for the opportunity to teach children.

Rajesh:

My name is Rajesh and I deeply care about Integrity and care for myself and others.

As a student, I always looked forward to Teachers’ Day with excitement and admiration. It was a day to celebrate those who guided us and inspired us to dream. Now, as a teacher myself, I find myself on the other side, receiving that same gratitude from my students. It’s a humbling and rewarding experience, knowing that I can shape young minds just as my teachers did for me. The celebration has taken on a deeper meaning, reminding me of the responsibility and privilege of being more than just a teacher—a guide. It’s a role where the fruitfulness of learning is passed on, creating a continuous cycle of growth, inspiration, and gratitude.

Saranya:

The Teachers’ Day celebration at Udavi School (This is my overall observation): It was a special and joyful event. The students demonstrated how the school helps them practice English—both understanding and speaking without fear—through a skit. They also showed how much they value their teachers. A touching song about teachers added to the heartfelt atmosphere.

A fun part of the day was when the students challenged the teachers with tongue twisters. It was a delightful and entertaining activity that everyone enjoyed.

The students explained that, just as teachers have taken care of them and helped them grow, the teachers should care for the plants in the same way they care for their students. They said the plants are a token of remembrance, meant to remind the teachers of their students and the care they provide.

Arunkumar:

The tongue twister practice in both Tamil and English was a delightful experience that celebrated linguistic diversity and enhanced pronunciation and fluency. The activities revealed the hidden fears of many teachers, who eventually overcame their hesitation to participate. The teachers acting to bringout the proverb from other teachers were truly entertaining, and I was impressed by the children’s enthusiasm and effort in expressing gratitude through fun activities. Interestingly, I observed that English was used more frequently than Tamil during casual conversations after the exercise of speaking exclusively in Tamil for a minute, which made me realise that excessive consumption of anything will ruin the originality.

Most adults look back at school days with fondness and a feeling of being carefree. However, was school life only all that after all? The stress of appearing for exams, and being able to understand and do well in mathematics, would qualify as two most common fears in most students and even the adults who now look back at school with fondness. A research published in The Print in 2021 revealed that 82% of the students between grades 7th to 10th fear Math, the core reason cited is redundancy of teaching methods.

Despite numerous years of studying mathematics in school, students conventionally are not always encouraged to critically enquire why something exists the way it does. Math is also considered difficult because of the abstract nature of the concepts. What might “square roots” mean to a school student who is listening to this term for the first time.

However, what if we reimagined the teaching and understanding of mathematics and made it visual and interactive, what if teachers are empowered and trained to approach Math differently in the sense that students are able to see the concepts and not just imagine them in their minds in isolation.

Mathegramming Academy started as an experimental start-up in January 2023 for a team of youth who were coming for their learning to reimagine teaching and learning of Mathematics and build responsibility and rigor in children. The goal was to mentoring and mastery of Mathematics through projects in programming/electronics, and through leadership in action programs. Since its inception Mathegramming worked with individual children, partnered with 4 schools, curated and conducted workshops on electronics, Mathematics and programming for teachers and children. They reached over 200 teachers and 600 children directly.

The impact of Mathegramming’s work can be seen through the gradual increase in the number of partnerships, Mathegramming has partnered with Vaasavi international school, Auroville Schools, Government schools like Bommayapalayam Government School and Edayanchavadi government school, private schools like Vidhya Peetham I-school in Salem and Infant Jesus School, Kanyakumari.

Mathegramming has not only enriched and added value to the participants of the workshops or sessions undertaken by Mathegramming. Those who were a part of the Mathegramming team also demonstrated growth and learning through their engagement with Mathegramming Academy.

“Mathegramming Academy is very close to my heart.” Says Dharani who was one of the first members of the Mathegramming Academy. Being a part of Mathegramming Academy helped Dharani revisit the mathematical concepts and understand them visually. She also learnt programming on Scratch which is something she never knew before she became a part of Mathegramming Academy, she could share her learning with others by creating Scratch modules for the students. Similarly Soundhariya and Illakaya also mention that learning mathematics visually helped them understand the concepts they never did before. Ilakkaya, despite an Msc in Mathematics said “I never understood trigonometry even in college but here I understood the core, it all started with a triangle and a circle is something I never knew.” Apart from acquiring knowledge and skills directly related to STEM Education, the team shared about gaining soft skills such as communication skills, being able to collaborate with others, increased confidence through conducting workshops and sharing knowledge, analytical thinking, creative thinking, and the courage to create. The team members also grew self aware and learnt about their universal values through participating in Radical Transformational Leadership workshop and learned to self reflect on being in and out of integrity. Dharani also shared that understanding the difference between responsibility and accountability helps her in her personal life and that even when she is not a part of Mathegramming anymore she acknowledges whoever she feels inspired by after noticing them being in action.

The team attributes their learning in various areas to several learning opportunities that they took like participating in Radical Transformational Leadership (RTL)  workshops, RTL Practitioner Coach training, Drama workshop, Integral Education Practitioner Gathering, using the videos uploaded by Sanjeev anna on mathematical concepts on Just In Time and meetings with him. The team found feedback sessions with Sanjeev anna most useful for their learning, “Constructive feedback helps me see the areas where I can grow and do things better.” is what Preethi shared.

One of the cultural shifts that the members of the Mathegramming team enabled is in the area of gender equality. Dharani shared that technical skills, math and science are considered subjects that only men can do but she herself learnt and acquired the skills and empowered women and girls to be able to do the same, she shared that sparking curiosity in young girls through the sessions in schools and various workshops, encouraged them to learn programming and math, and develop an interest for the same. Similar to the gendered belief held about STEM, sports are also considered appropriate for men, especially in adolescents girls are discouraged to play outdoor sports, all schools don’t give equal opportunities to girls and boys to indulge in sports. One of the initiatives to change this practice was undertaken by Manogar, through Ultimate Frisbee, ensured that both girls and boys get equal time and equal access to resources to play. Some other cultural shifts that Mathgramming achieved are in the area of access to resources, Soundhariya shared that children of government schools don’t have access to computer labs and computers, when Mathegramming team carried laptops and taught children to not only operate but also programmed in scratch and bridged the problem of access and empowered them. While creating access removes the barrier, helping children use the materials and resources responsibly and respecting them is also something that Mathegramming worked on, as pointed out by Dinesh. Illakaya and Preethi shared how they were able to change the way students learn, moving from passive learning to understanding the underlying concepts and learning through hands-on activities using materials and scratch.

As Mathgramming Academy is closing now, the team reflected on what they would have liked to do but couldn’t. Manogar shared that he would have liked to spend more time on programming than teaching children. Dharani and Soundhariya shared how both of them would have liked to partner with more schools and successfully reach above 1000 students as initially planned, Dinesh also shared that he would have liked to do a series of workshops on electronics instead of just one day workshop. Ilakkaya feels unsatisfied with the engagement of children with Scratch, as per her the children struggled with Scratch, she would have liked them to be able to use it with ease and feels unfulfilled about it. Preethi on the other hand feels grateful that she is given the opportunity to do many different things and doesn’t feel that she is unable to do something that she wants to do.

As the team members move on and undertake new roles some at STEM Land/C3STREAM Land Designs and beyond the team said that they would all continue to share their learning with youth and children.

The team shared that they are grateful for the opportunity of being able to work in the Mathegramming team. Through the opportunity they also got to learn about their leadership skills. Soundhariya shared that she realized that when she speaks powerfully she is able to deliver the sessions better, Dharani shared that she felt like a leader because of being able to source her inner values, Dinesh felt like a leader when he could confidently stand in front of others and deliver a session.

The idea Mathegramming i.e. codifying our work at STEM Land over the years is a legacy. So are curated workshops in electronics, Mathematics, and programming (that everyone at C3SLD was trained in). STEM Land continues to receive invitations from various schools from Karnataka, Tamil Nadu and more recently Andhra Pradesh to conduct these programs and others in C3SLD are having an opportunity to contribute to these.

Lastly below is how the members rated their own learnings before and after being a part of Mathgramming Academy:

Dharani: She went from a 0 to 9 in RTL, Scratch and Geogebra.

Dinesh: His knowledge of electronics was at 1 when he joined Mathgramming, now he rates that his knowledge is at 5.

Soundhariya: Went from 1 to 6 in logical thinking, 2 to 5 in understanding Math concepts using materials and 3 to 6 in strategic thinking.

Ilakkaya:  Illakaya was at 2 with her knowledge of Math and now she rates herself at a 7.

Preethi: She was at 1 when it came to teaching children creatively and making them understand the concepts, she is now at an 8.

~ Sundaresan

Introduction

Monitoring water levels can be a fun, hands-on learning and an educational project, especially for students learning about electronics and programming. In this project, we used an ultrasonic sensor and an Arduino UNO board to measure water levels in a bucket, indicating the levels with different colored LEDs.

Classroom Experience

During the class, students filled the bucket with water and observed the LED indicators. When the water level was low, the Red LED glowed. When the bucket was half-full, the Blue LED lit up. If the water level was high, the Green LED illuminated.

Students engaged deeply with the project, experimenting with the Scratch code to make all LEDs glow simultaneously and turning off all LEDs under certain conditions. This interactive experience allowed students to explore and learn about water level sensing and coding.

Adding a Buzzer for Alarm

Inspired by the practical application shared by 8th class teacher Thenmozhi, we plan to add a buzzer to the circuit. Once the water tank is full, the buzzer will sound an alarm to indicate it’s time to turn off the motor. This addition will help students understand the real-world application of their project.

Exploring Sound Types

This project involved the use of an ultrasonic sensor, which is a type of sound wave. Here’s the different types of sounds which children learnt from this project.

Infrasonic sounds: Below 20 Hz, felt as vibrations, Elephants use infrasonic sounds to communicate over long distances.

Sonic sounds: 20 Hz to 20 kHz, audible to humans, used in everyday communication and entertainment.

Ultrasonic sounds: Above 20 kHz, inaudible to humans. Bats use ultrasonic sounds for echolocation to navigate and hunt for insects in the dark.

Supersonic sounds: Related to objects traveling faster than the speed of sound, resulting in sonic booms and used in high-speed aerodynamics. Supersonic jets travel faster than the speed of sound.

Components Required

• Ultrasonic sensor (HC-SR04)
• Arduino UNO board
• Breadboard
• Connecting wires
• LEDs (Red, Blue, Green, and another for full level indication)
• Resistors
• Buzzer (for future extension)

Setup

1. Assemble the Hardware:
   • Fit the ultrasonic sensor at the top of the bucket.
   • Connect the sensor to the Arduino UNO board.
   • Attach the LEDs to the board through appropriate resistors.
   • Connect the components on the breadboard using connecting wires.

1. Connections:
   • Ultrasonic Sensor:
     • VCC to 5V
     • GND to GND
     • Trig to Digital Pin 2
     • Echo to Digital Pin 3
   • LEDs:
     • Red LED to Digital Pin 13
     • Blue LED to Digital Pin 12
     • Green LED to Digital Pin 11
     • Full-level indication LED to Digital Pin 10

Coding

Here’s the code used in this project, generated by PictoBlox:

https://docs.google.com/document/d/e/2PACX-1vQngXheL30uq0bLfaOVoyfF43k4X6cmclT7DHXWzsYerl0qV7XOglNCzlBRBUAh91Quf8X2F1o4stZx/pub

We had a good experience in cultivating Palm sprout in Isai Ambalam last year along with school children. Understanding the benefits of Palm sprouts for health, this year we decided to cultivate them on our office campus. On Aug 3, 2024, we collected more than 150 seeds from different areas in Auroville and around the office. We created a bed for planting the seeds which was around 8×3 feet in area and then we sowed seeds on the bed. It may take more than 3 months for these to sprout and then we will harvest it to have a feast.

Here are the few reflections from our team members on their experience in planting Palm seeds:

Ajay:

My name is Ajay. I stand for happiness and self-awareness for myself and others. Last year, we planted palm sprouts at Isaiambalam School with the children, and we cultivated them in large numbers. This time, we planned to plant them in our office garden area. So, we went along with the children from Isaiambalam School and collected palm fruit/seeds for our garden. We planted those seeds in our garden with the help of our colleagues. While doing this activity, I noticed the interest and involvement towards our traditional practices. We will see the results of those seeds in a span of three months.

Sivaguru prasath:

My name is Sivaguruprasath and I stand for courage, full potential, and equanimity for myself and for others. Last year I felt that I hadn’t contributed to collecting and planting seeds for Palm sprout harvesting, but I delighted in and enjoyed eating the sprouts. This year I decided I should participate fully and along with my team collected and planted Palm seeds. Without team effort and planning, it wouldn’t happen at all. From this, I noticed that we are connecting with healthy things in our tradition, and I feel complete and whole being a part of this activity.

The team was really interested and involved planting the seeds; it felt more like a physical activity for us.

Saranya:

Teamwork and Bonding – Working together on planting helped us bond and improve teamwork. It was fun to share tasks and support each other in a different setting from our usual office work.

Environmental Awareness – The activity reminded us of the importance of taking care of the environment. It felt good to do something positive for nature, and it made us more aware of sustainability.

Stress Relief and Well-being – Being outside and doing physical work was a refreshing break from our daily routine. It reduced stress and made us feel more relaxed and happy.

Reflecting Organization Values – This activity showed that our company cares about teamwork, the environment, and employee well-being. It demonstrated our commitment to creating a supportive and engaged workplace.

Arunkumar:

My name is Arunkumar, and I stand for peace and equity for myself and others. I supported the Isai Ambalam children in collecting and sowing palm seeds for the second consecutive year. As part of C3SLD, where we have been growing some vegetables and flowers around the campus, we decided to plant the palm seeds. We started with only four members, and as we continued, it inspired others to commit to action, which led to the entire process of bed making and placing the palm seeds above it within a time span of 2 hours. The learning from this is that any complex issue can be solved if there is group commitment.

Rajesh:

My name is Rajesh, and I stand for care and integrity for myself and others. While seeding palm seeds for palm sprouts, I noticed that what we have been doing at school with children has become normative for us. That is why we took the initiative to do it at our office. I could see the bigger picture: of taking the importance of palm trees our homes, and community.

What we think are small actions may seem small, but each new initiative we undertake at Isai Ambalam School is something big and good for society.

Pratap:

The palm seed planting activity with the team member was successful done in the last week. I saw the team work while making the bed and collecting palm seeds. It served as a reminder of the importance of taking time for nature and each other, even in a busy office environment. I look forward to watch the palms grow and engaging in more such meaningful activities in the future.

Vasanth:

I am able to connect with what we learned in school by working with children to collect palm fruit and make palm sprouts. I helped with digging, which provided some physical exercise for me. I also noticed the group coordination and teamwork involved. We split into two groups to collect the palm fruits, dug the soil, and sowed the seeds. From this, I learned how to strive for a self-sustainable life by understanding the interdependence within a system and the value of working together to achieve sustainability.

Poonguzhali:

My name is Poonguzhali. I stand for courage for myself and others. When I contributed to planting palm seeds at STEM Land, I could see my value. This was a new experience for me where I could push myself to do more. By participating in the planting of palm seeds, I came to know more about the benefits of our tradition. By setting this up, I noticed the collaboration of our team and their full potential towards it. I also noticed full involvement, courage, perseverance, and teamwork.

NithyaSandhosh:

My name is Nithyasandhosh. I stand for kindness and equality for myself and others. When I was palm seeding, I noticed I was excited and happy to be working with my team mates again after a long time doing this type of hard physical activity. As I waited for the first green sprout to emerge, it was satisfying. It was a powerful reminder that with consistent care, kindness and patience, even the slowest progress can bring great reward.

-Mathegramming Team

A five day Science Technology Engineering Arts and Maths (STEAM) Camp was organised by all the Auroville schools from 27th May to 31st May to inspire and engage young children in STEAM activities. Children participated in STEM activities over a course of five days at different venues. STEM Land introduced children to electronics, Makey Makey, games, puzzles, programming, and craft work. Each day 25 children between the ages of 6 to 13+ from different schools in Auroville came to STEM Land.

We began the sessions by talking about the link between universal values (Monica Sharma, 2017) and technology, as the two are often assumed to be on opposite ends. We used examples of instances when technology was used constructively versus destructively to enable children to imagine the numerous ways in which technology can be imbibed with values. Sessions began with “Stand and Fear” a tool used in Radical Transformational Leadership to recognise our universal values and harness them to manage our fears.

The students were divided in five groups, and they were asked to think about a person they admire most, someone they look up to but not from their immediate circles, – maybe a character from a film, a celebrity etc. children were then asked to think about the qualities in that person that inspire them. The children began to think about their values and what they stand for. Then they shared their thoughts with their partners. The session closed with children affirming their universal values and sharing their insights about what they got to learn about themselves, children shared that this exercise made them feel proud and confident.

Hands-on Activities with Makey-Makey

After the leadership session, we divided the team into five groups. The children were introduced to Makey-Makey, before the session began children were asked to collect leaves or other conducting materials from the school campus. Children were not only excited but also curious to know why they were doing so. After the children got back to the classroom, the Mathegramming team explained how Makey-Makey works – the kit allows users to connect conducting materials like leaves, vegetables, water, etc. to the computer functions of arrow keys, mouse and space-bar using crocodile clips. When those objects are touched, they send signals to the computer, producing different sounds or elicit other responses (such as increase in the size of the sprite on Scratch) depending on the programs we put in Scratch.

Understanding Makey Makey

Basic Components: We showed the children the main components of the Makey Makey kit, including the circuit board, crocodile clips, and USB cables.

How It Works: We explained the concept of conductivity and how Makey Makey uses this principle to turn objects into touchpads. Children learned how to connect Makey Makey to a computer and set it up to work with different software programs.

Hands-On Activities with Makey Makey: Each group worked on a different Makey Makey project. Below are the highlights:

1. Banana Piano

 We connected alligator (crocodile) clips to bananas, each representing a different piano key. Using a Scratch program, we mapped each banana to a musical note.The children played their banana pianos, creating tunes by tapping the fruit. This activity was not only fun but also a great introduction to basic programming.

2. Dancing Console

We created a dance mat using foil and paper, connected to Makey Makey. The children programmed a dancing game where stepping on different parts of the mat would show different dance moves on the screen. The children took turns showing off their dance skills.

Additionally children also participated in the following activities:

• Games and Puzzles: children played many games and puzzles that helped them enhance their critical thinking and collaboration skills.

• Scratch Programming: Kids learned the basics of coding using Scratch, creating their own animations and simple games. This activity helped them think logically and apply their thinking.

• Math Materials: Children also explored math materials like Dienes blocks and fraction kits, they were briefly introduced to how these materials can enhance their understanding of mathematical concepts.

• Kirigami: Similar to Origami, kirigami is also a Japanese art that creates three dimensional designs. It helps them to understand how different folds and cuts can turn into 3D creations.

Conclusion

While children enjoyed the STEAM Camp, they were struck by wonder looking at how Makey-Makey works, everytime children were introduced to Makey-Makey at least one child in the group expressed their wonder using “How cool is that!”. As adults who want to instill values of collaboration in children, we at STEM Land were moved by how compassionate, responsible and fair children were when exploring materials including Makey-Makey, they all ensured that each child in the group is getting a chance to explore the materials.

The children were excited and inspired to adopt a new perspective about technology. We are looking forward to having more such sessions to continue sparking curiosity and creativity in young minds. 

• IlakyaArasi, soundhariya, Premkumar, Dinesh, Preethi and SandhiyaBala

The Mathegramming team visited Kanyakumari to conduct a three-day capacity building workshop with the teachers at Infant Jesus Girls High School in Mulagumoodu. The aim of the workshop was to engage with the teachers and help them understand how they can change the pedagogy of mathematical concepts by using materials and visualizing the metacognitive process adopted in solving math problems, and engaging in interactive storytelling. Additionally, the workshop also focused on building leadership skills in the teachers using Radical Transformational Leadership Tools (RTL) (Monica Sharma, 2017).

Day one opened with an introduction to help the teachers understand the context of Mathegramming, what we do, and who we are. We introduced ourselves using our universal values which made the teachers curious about the same. The introduction was followed by a session on using the Stand & Fear Tool where the teachers identified and enquired about their own universal values and how they can harness them to face their fears. After this brief induction on Mathegramming and our core values we proceeded to mathematical concepts.

The first session revolved around identifying patterns in numbers and how they change when added, subtracted, multiplied and divided, the same was done by visually showing these concepts using materials like the Cuisenaire Rods, Dienes Blocks and Ganith Rack. Multiplication of numbers was shown by the concept of area method using Dienes Blocks. We started with primary concepts to help the teachers get comfortable with the concept of visualization, this was done because basic clarity of the concept will help them deal with higher level concepts in higher grades.

In the afternoon the teachers were introduced to the four profiles i.e., an RTL Tool to understand different parts of our identities. While closing on day one the teachers came to share their insight about all the tools and activities they learned.

The second day started with two minute stillness and focused attention on breathing, then we introduced Deep Listening and Background Conversations to the teachers. The session incorporated time for reflection so that teachers can reflect on the past and apply what they learnt to think about what they could have done differently. This was followed by a session introducing square numbers using Dienes Blocks and square roots of perfect square numbers by understanding the pattern behind the square numbers.

We introduced addition and subtraction of integers using the Othello tokens. In the afternoon they learnt about System Principles (RTL) by watching a short film titled the Story of Stuff. After closing System Principles, we moved to visually explaining the concept of fractions using the fraction kit. Afterwards teachers were given time to explore the scratch projects related to the concepts they learnt about in the past two days, developed by the Mathegramming team. They were interested in showing theseprojects to their students. The day closed with four reflections.

 by the teachers highlighting the usefulness of background conversation and deep listening. Teachers also shared that they liked the concept of opening a session with two minute stillness and adding thought breaks. They are motivated to adopt the same in their practice with the students.

The last day began with the two minute stillness followed by introducing the Conscious Full Spectrum Response Model (CFSR). The teachers struggled to fill the sheet as it demanded them to think about different areas. We encouraged them to come up with an idea to fill the CFSR model using the examples from our own CFSR sheets.

After we closed the session on CFSR sheets we moved on to explore how to visualize decimal numbers and how to multiply decimal numbers visually. At first, they were hesitant and thought that multiplying following the usual method would be better, but afterwards they realized how their students could benefit from this technique. Then we introduced algebraic equations using weighing balance and algebraic tiles to differentiate the confusing terms. They all worked on the algebraic tiles on how to show different terms in their class. They liked the visual idea of the algebraic tiles and how to make them.

In the afternoon, we reconnected with RTL tools and explained about the three types of complaints. Then, we explored concepts of electronics such as resistance and how it works. We started with measuring our body resistance using the multimeter, then measured the body resistance with ultrasound gel. Then we explained how our body resistance plays a role in lighting up the LED light with a 9V battery.

Since the sessions were delivered in Tamil, the concepts were easily understood by the teachers and did not daunt them. The teachers had never thought of teaching Mathematics visually, they were inspired to do it with their students now. However, the teachers much like the students were hesitant in coming up and sharing their learnings but after doing this a few times they got comfortable with the process we adopted, and voluntarily came and shared their insights.

Mathegramming team is grateful for the opportunity to hold this session with the teachers and create a change in how mathematics is taught. It directly impacts our growth and pushes us outside of our comfort zones. We look forward to more such opportunities in the future.

Reflections:

My name is Premkumar I deeply care about courage and equality for myself and others. I have learnt that I can do more and I can change many things if I want to change. It was a nice journey with the teachers and I am looking forward for many events like this to develop my learning and give something valuable to others to make their life better.

My name is Soundhariya. I deeply care about courage for myself and for others. It was a great opportunity for me to work with the teachers. They were excited and curious to learn about mathematics and electronics and how these subjects are used in our daily lives. They shared their thoughts with the group while working on the RTL session and mathematical concepts. The session created values of equality, responsibility, and reaching our full potential.

My name is Dinesh. I stand for care and perseverance for myself and others. It was a new experience for me to train the teachers, and I had a great chance to share my learnings with them. On the first day of the session, I was the PC for my table and initially acted from my fear(judgment). I answered their questions and guided them on how to do the exercise, which brought confidence in me. I noticed that I acted from my stand, not from my fears. I realized that courage is not the absence of fear, but the ability to act in spite of fear.

My name is Preethi. I stand for courage and kindness for myself and others.  It was a wonderful experience to work with teachers and get to share my learnings with them. When I work with teachers, I get to recognize areas where I can grow and develop my skills. I learnt how to be creative so that I can make them engage and understand the concept. It built confident in me to teach them effectively.

My name is IlakyaArasi. I stand for patience and courage for myself and others. I learned that training the teachers-to encourage them to do things differently, to make them act out from their comfortable space is a challenging work. This journey made me reflect to prepare myself differently for the further opportunities.

My name is Sandhiya Bala. I stand for courage, care, and happiness for myself and others. It was a new experience for me to teach the RTL (Stewardship tools) to teachers, and I had a great opportunity to share my learnings with them. It removed my fear while conducting the session with them. Personally, it gave me a chance to reflect on many aspects of my life, such as my career. I noticed that I acted from my values (universal values) while teaching the tools, and I learned how to manage work-life balance. It has built my confidence to teach them effectively