academic world .wordpress.com

*HASTI PUBLIC SCHOOL & JR.COLLEGE ,DONDiCHA

BLOG NO.208

Google defines “trend” as ‘a *general direction in which something is *developing and changing’. We can all agree that the education space is continuously upgrading itself to evolve to present day necessities. The educational methods handed over to us years ago have a distinct and a stark difference to the pedagogical tools used today. With the advancement in technology, every industry is adapting to the new trends and the education sector is no exception. Educational trends adopted by institutions vary from each other depending on the trend that is most suitable for implementation and that which resonates with their objective.

How a particular trend translates into and augments a student’s life is of paramount importance whilst choosing to adopt a particular trend.

Some of the trends that are particularly noticeable in educational institutions throughout the world include the use of technology in the classroom which includes but is not limited to gamification and use of educational apps, *inquiry-based education, focus on performing arts as a supplement to a regular academic structure, inclusive education, educational and project tours and excursions, industry-based interface for older students via internships and so on.

Let us look at some of the Modern Trends in education that HASTI PUBLIC SCHOOL ,DONDAICHA AHAS ADOPTED

Educational  EXCURSION & And Project BASED LEARNING AND PRIOECT TOURS

Project Based Learning is a hands-on experience to understand, explore and acquire deeper knowledge about a subject. It involves looking at an issue or a subject from different perspectives, answering a complex question and challenging ones-self to solve the problems of the real world.

It is one of the ideal ways to build 21st-century skills among students. On the other hand, Educational tours or Edutours (as they are most commonly known as) provide valuable educational opportunities away from the classroom, without using textbooks and classroom tools used in a school setting.

Students on Educational tours can often learn while having fun in a more informal environment. At OUR HASTI SCHOOL , Project tours for the older students and Edu-tours for the younger students are organized at regularly (BARRING CORONA PERIOD)  . Apart from imparting educational elements, these tours help students learn important life skills and build their relationship and bond with their peers. These type of tours prepare the students for life ahead.

MINDFULNESS

James Baraz says “Mindfulness is simply being aware of what is happening right now without wishing it were different; enjoying the pleasant without holding on when it changes (which it will); being with the unpleasant without fearing it will always be this way (which it won’t).” Mindfulness is a movement which is being adopted in various organizations, irrespective of the industry. Mental health is as important as physical health and at OUR HASTI SCHOOL , various facets of mindfulness are practiced at different levels. We have an in-house Learner support Centre, which comprises of Counselors, four Special Educators, and a Career Counselor. In addition, students also have assemblies which emphasize on the importance of practicing mindfulness every day in one’s life.

UNO’S SUSTUN’s  SUSTAINABLE DEVELOPMENT GOALS

The Sustainable Development Goals (SDGs), is a collection of 17 goals which are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity.

Over the  past years, we, at , HASTI SCHOOL have adopted the UN sustainability goals as an effort to create consciousness about the environment, people and culture among the students.

We believe and foster these goals through our  Heals, Cares, and Aware initiatives to make the world a safer and better place for all the inhabitants.

The Sustainable Goals is one of the modern trends in education which form a part of every activity that the students undertake thereby making the students aware of their role and responsibilities as national and global citizens through discussions, videos, role plays, morning assemblies, various environmental oriented activities, community service, etc. Students are made aware of the present scenario and take responsibility for their actions. They strive towards making conscious decisions to save our planet and make it a better place for the coming generations.REFER TO BLOG NO.204

USE OF TECHNOLOGY IN THE CLASSROOM & STEM IPLEMENTATION

Other modern trends in educations used by HASTI SCHOOL  are the usage of technology in the classroom is an undisputed advantage in a student’s holistic growth. Our school’s technology goals are aligned in order to meet the school’s mission and vision of providing an EduCreative experience for our students.

We believe each child is a life-long learner and in this day and age, we understand the need to align and integrate technology not only with the curriculum but in the school’s way of life.

This year we have made a long term goal pertaining to Technology Integration in the whole school right from the Pre-primary section to the Higher Secondary (A-levels). We use a lot of Web tools for teaching and learning.

The younger students in the pre-primary and lower primary grades have sessions which make use of Senses TVs. As we progress to the primary grades, students have a curriculum integrated STEM programme which encourages collaborative learning in spite of the roles being defined for each learner.

These trends listed above and much more are practiced at HASTI SCHOOL  as we believe in exposing students to a trans-disciplinary programme that will develop their mind, body, and soul.

In today’s global environment it is important to give students the opportunity to develop their personality and not just concentrate on one aspect. Hence these trends go a long way in a student’s overall growth and enhancing his/her approach to life. YOUR FEEDBACK IS AWAITED

HASTI PUBLIC SCHOOL & JR. COLLEGE, DONDAICHA

BLOG.NO.206

I am sure we all will agree that   paying attention is the most difficult task that one needs to perform. Who wouldn’t like to be lost in  OWN THOUGHTS  AND own PLALCES

We when hear  “Attention please! “ that  disturbs our comfort zone. It is a phrase that we have heard all our lives ..as children, as adults

Attention is the key to any learning process. It’s a cognitive skill that can help children to adults to succeed in school, at work, and in their relationships. It is easy to pay attention to tasks that we enjoy and are exciting to us, whereas it is difficult to pay sustained attention to tasks that are not interesting to us.

There are some attention strategies in the classroom that helps teachers to get attention of every student*.

Paying attention depends on various factors ; physiological, emotional, social needs, age, interest, internal /external stimuli, environment, aspirations*, etc.

It is important for us as teachers to focus on a few aspects of ‘Theory of Attention’* or attention strategies which can give us an insight into our learner’s way of learning: –

•           Limited and selective – A learner has a specific capacity of information that he can attend to at any given time*. His interest, as well as the appeal of the presented content, will be the deciding factors for anything to be in the focus of attention.

•           Can be captured or directed – In classrooms, whenever the teachers feel that learners are unable to focus they can always employ different strategies to bring back their attention, the older learners can monitor their own attention span.

So how do we grab and sustain attention as teachers in a classroom to maximize learning?

CLAP- RESPONSE

Teacher claps in a rhythmic manner, students repeat the same. Teacher makes variations in her number of claps, students pay attention to the change in the number & rhythm of claps. It is followed by the children giving the same response.

CLASS ,YES PLUS VOICE MODULATION

Teacher says, “ Class  class”. Students reply, “Yes yes”. Teacher modulates “ Class class” in different ways and students to match “Yes yes” accordingly.

I LIKE TO MOVE IT MOVE IT !!!!!

Teacher plays the audio of ‘I like to move it move it’  AVAILALE OF YOU TUBE https://youtu.be/hdcTmpvDO0I Students are trained prior, to drop everything and perform a set of simple physical movements whenever they hear the above music.

BALL THROW

This strategy encourages learners to listen, be alert, answer and avoid chorus responses. Once a teacher has asked a question, the student who is ready with the answer gives eye contact with the teacher, she then throws the ball to him. The student then throws the ball to his peer who wants to answer next and has given him eye contact.

CONTROL THOUGHTS

We can teach older learners to control their thoughts by being aware of what they are doing and refocus on the present. This is the main strategy to grab attention in the classroom.

1-2-3 EYES ON

Teacher Calls out: 1-2-3 Eyes on me. Student’s response: 1-2 Eyes on you  A teacher can add on claps/ jumps/ hand movement to the previous instruction, each time she gives the next instruction. Students to respond, ‘ 1-2 Eyes on you’ with the added instruction.

You may find some more attention grabbers in the link below- https://drive.google.com/open?id=1fr0LMFQoRDSHTce1ey05kcyPxp-gmIjB

Hope  these tips will be  useful too. Let me  know if you have any other strategies that work for you and your child in the  feedback

HASTI PUBLIC SCHOOL & JR.COLLEGE, DONDAICHA.

BLOG NO. 205

BE A BETTER VERSION OF YOURSELF

*Social emotional learnings are essential for school, work and life.

With the COMPLETE RANGE OR SCOPE OF SOMETHING   and multitude of choices available to the citizens of the future, every individual immediately faces conflict when posed with options, choices or selection of tasks*. This Conflict induces stress in varying degrees for different individuals.

Human mind is known to be at ease and perform at its optimum best only when choices are limited.

The seamless world expects new skills, expects more open-mindedness, more tolerance, and many new skills to be learnt and acquired further on the go, as learners interact with larger and diverse environments.

The aim is of  preparing to navigate the change successfully in the “New Age”. The new age which is in constant flux, evolving, and strangely sometimes rotating, revolving or simply turning upside down completely.

The world is going to be steered and led by the new age learners. Given the extent and enormity of navigating the new age, it is imperative that young minds are equipped with the skill set necessary for the predicted future. It also entails updating the older skill set which is progressively becoming inadequate, though not obsolete!

First and foremost, we need to redefine success as an accomplishment.

Many skills are discussed and talked about which are foundation concepts for any and every accomplishment in the new age!

Appreciation of individuality and differentiation has taken priority over the older mass definitions of winning in a rat race!

It is now about doing better than your earlier milestones. Being a better version of you! This, however, is plausible, as the new generation is blessed with the innate capacity to focus on self-growth rather than focus on competition. This change has been gradual however more permanent in nature.

The pursuit of being a better version of you has been possible because of the new age focus on KSA’s *(knowledge, skills, and abilities).

The definition of accomplishment/success is based on the knowledge, skills, and abilities of an individual.

Alvin Toffler rightly said, “ *The illiterates of the 21st Century will not be those who cannot read or write… but rather those who cannot learn, unlearn … and relearn.”

The successful, accomplished individual of the future has been empirically projected as a person, who can navigate the seamless world, with emotional and social context.

An individual who can identify his own emotions, thoughts and values while understanding how they influence his behaviour as well as how they influence his or her environment.

The wise, learned and educated know the future holds worth of individuals who will adapt, who will evolve and the individuals who will be able to find solutions and innovate.

For the rest of mundane needs humans have already invented gadgets and apps!

This calls the need for SOCIAL EMOTIONAL LEARNING.

There has been extensive research and a large body of foundation work already devoted to know more about SOCIAL EMOTIONAL LEARNING.

But what exactly is Social Emotional Learning?

It is to learn to manage  own emotions! Be more aware why they are feeling a certain way and more importantly what is making them feel that way?

•           Students learn to have empathy and show care and concern for others around them. Because once they identify their own emotions and behaviours they can identify the same in others and recognize the need of the other person.

•           Students learn to solve problems effectively. They are much less swayed by emotional obstacles in problem solving and enjoy greater success in harnessing their energy to finding solutions, rather than fretting about the problem.

•           Students learn to make responsible decisions. These decisions not only translate to their own self but also transfer to others around them as a helping hand, good friendly advice or just by being aware and sensitive and understanding.

•           Students learn to maintain healthy relationships. They value people more than observable traits and behaviour and appreciate rational and productive outcomes, rather than loss of time, energy or emotion.

Being adjusted emotionally helps students to become more aware of what they are experiencing inside them and then control their impulsive social responses

.Social emotional awareness reduces emotional distress, fewer disciplinary issues, motivates the student to attend school as he adapts and accepts the environment and also results in improved class engagement, test scores and better grades

.Students learn to be more assertive and clear about what they want and are able to communicate effectively to parents, teachers or other adults about their feelings, wants or needs.

Students learn to manage their own emotions! Be more aware why they are feeling a certain way

Social Emotional Learning is the process of learning social and emotional skills. This learning process is on par with learning reading or numbers.

The inculcation of social emotional awareness at an early age and continuing through high school is the most important foundation that parents and school can gift a child.

In the coming future, the development of SOCIAL EMOTIONAL SKILLS will take precedence over many other areas of knowledge. These skills will be grounds to adapt to the incredible progress achieved in every area of knowledge that is explored by us.

The 5 Core Competencies stress upon the following learning:

•           Self-Awareness: Recognizing feelings as they occur; having a realistic assessment of one’s It is about being conscious of our strengths and especially gaps.

•           Social Awareness: Sensing what others are feeling; being able to take their perspective; appreciating and interacting positively with diverse groups. In essence tolerance. Tolerance entails respect if not necessarily acceptance.

•           Self-Management: Handling emotions so they facilitate rather than interfere with the task at hand; persevering in the face of setbacks.

•           Relationship Skills: Handling emotions in relationships effectively; maintaining healthy and rewarding relationships based on cooperation; negotiating solutions to conflict.

•           Responsible Decision Making: Accurately assessing risks; making decisions based on a consideration of all relevant factors and the likely consequences of alternative courses of actions; respecting others; taking personal responsibility.

In much simplified terms, these five core competencies can be translated as STOP, CALM DOWN, & THINK before you act.

It is absolutely important to work on the Social Emotional Learning foundations of children at home and in school.

Social Emotional Learning is a core competency in the coming future as mankind has created and invented a gadget, device or an app for almost most of technical and knowledge based needs*.

The important process then remains to create individuals with sensitivity to navigate in such endowed systems, without feeling too powerful or at the polar end without feeling disconnected and lonely. That is why awareness of one’s own social and emotional needs and responses and managing them will become very important in dynamic environments.

*Social emotional learnings are essential for school, work and life.

It is very easy to enlist the positives that emotionally and socially adjusted children can achieve. What the real pursuit is teaching them these skills and imbibing in them the skills as a way of life, as a part of their KSA’s.(KNOWLEDGE ,SKILL & ABILITIES)

 PARENTS AND TEACHERS NEED TO MERGE SOCIAL EMOTIONAL SKILLS IN THE KNOWLEDGE, SKILLS AND ABILITIES THAT STUDENTS DEVELOP AND ACCOMPLISH.

SEL in the home means that families can use moments that happen naturally to grow students’ SEL skills. To extend social-emotional learning into the home, families can:

Create avenues for learning in everyday simple interactions and chores and activities. Allowing children to choose their fruits at a vendor, or asking them to pay or reminding them of the effort house help or shopkeepers take and be mindful to thank them.

Anticipate and preview experiences. For example, prepare them to visit hospitals or office spaces or banks. And remind them of do’s and don’ts in anticipation, instead of having to deal with untoward behaviour later.

Talk to them and don’t just ask children a list of questions about routine and day. Share your day first then wait for them to volunteer talking about their day at school

Help them to reflect loudly about their experiences or interactions or actions. Talking often equips them with efficacy to share their feelings rather than bottle them up and face outbursts or crying or tantrums later!

Build up your child. Social-emotional learning is about facilitating your child learn and relate the skills and thoughtfulness needed to be more aware of their feelings and emotions. When your child is struggling with something new, remind them to not worry first.

They need to think first, rather than be fearful of worry The more one to one conversations you have with your children about social-emotional learning, the more relatable that learning becomes

.

There is no right or wrong way to journey with your child as they adapt and learn social and emotional skills.

Add to your parenting toolkit with resources such as: Parachute, Confident Parents, Confident Kids, Parent Toolkit etc. These sites are not Indian based sites however do offer lot of suggestions and solutions and support.

Social-emotional learning can happen within schools and classrooms without obvious attempts, rather making it a way of life and school norms. Social-emotional learning can be integrated with the existing academic curricula in literacy, math, and social studies*. Importantly, schools should work to creating a conducive climate and culture.

Begin awareness about social and emotional learning skills.

*Invite guests and speakers from all walks of life to bring learning of life experiences to the classroom and school.

Celebrate respect and empathy in school, corridors, classrooms and sports arenas*.

Teachers should role model emotional and social balance in their interactions.Curriculum should be less rote and imposing, and more engaging and provoking critical thinking skills and lateral thinking skills .There should be conscious awareness of being socially and emotionally aware of problems students face to actively reduce bullying and disciplinary incidents.Teach respect for diversity.

Teachers should role model differentiation in teaching and classroom behaviour. The teaching of social emotional skills differs according to the age of the learners. Here are a few examples of activities for teaching social emotional skills to learners of different age groups:

Social-emotional learning activities for preschool: In pre-school, it is the first step to learning to share. First experience to learn to wait for their turn. First step out of their cosy world at home and interact with adults or children of their age.

Schools should have activities centred around pairing, waiting in line-up, smiling more, connecting with other learners. More activities addressing the visual and tactile senses, establishing comfort and trust.

Social-emotional learning activities for grade school: Activities in Grade school can now merge with studies and curriculum. They can imbibe a sense of achieving tasks given, appreciating accomplishment of tasks and accepting if tasks are not successful. This is the phase where students can learn to be aware of the sense of winning or accepting loss with motivation and confidence.

Social-emotional learning activities for middle school: At this age, teachers might focus more on esteem and acceptance. SWOT analysis tools can be of help. The class should have more open dialogue guided by teachers. There should be respect for differences and celebration of every task done, irrespective of grade, score or rank. A sense of management of tasks and work has to be encouraged, rather than just pushing marks, scores or grades. Also, empathy and awareness of classmate’s difficulties have to be focused upon, to ensure less bullying and lesser issues of indiscipline. Circle time, think pair share or peer assessments are some useful techniques.

Social-emotional learning activities for high school: This is the crucial year of the test of already learned social emotional coping strategies. Teenage is a challenging phase, and the school environment has to consolidate social emotional skills to ensure that accomplished and self-confident learners cross over to vocational pursuits and career pathways.

High schools should segregate social skills and emotional skills.

Social skills can be built upon with interactive activities, teaching listening skills, exposure to simulations or real-life experiences outside school or classrooms and learning the various parts of the community through community service programs. Also social responsibility can be built with assigning more independent research work and tasks.

Emotional skills can be consolidated by having guidance sessions with school counsellors, introducing peer-buddy programs or simply by having more cultural programs or fetes or fests with themes and bonding.

It is the aim of Our Hasti  schools to focus on social and emotional competencies as they are aware that these are going to be the principal core competencies of the new age!

HASTI PUBLIC SCHOOL & JR.COLLEGE ,DONDAICHA                                                                                                                                                                   

BLOG NO.205                                                                                                                                                                                                                                                                                                                                                                                                                                     

 Have you ever wondered if the numbers you teach your child could have another name  Indeed, you must have done subtraction many times in your life. Have you ever thought about how subtraction is possible? Yes, it is because of two values that perform the operation. So, what are those two values called? Tell me. Are you not getting the exact word? No worries; there is no age for learning. In this blog, you will learn about the minuend meaning and the values that play an essential role in the subtraction operation.

Minuend and Subtrahend

What is Minuend?

The term minuend is used to denote a number from which another number is subtracted. The minuend is the greater number from which the lesser number is subtracted.

Minuend Example

Let’s consider the subtraction equation,

167 – 92 = 75; here, 167 is the minuend.

7920 – 420 = 7500; here, 7920 is the minuend.

a – b = c; here, a is the minuend.

As we know about the first value in subtraction, let’s explore what the second value is.

How is Minuend used in everyday life?

If you understand the concept of the minuend, you can perform subtraction operations quickly and easily. Knowing this concept, for example, will make it easier for you to figure out how much money you still have after buying a book at a bookstore.

Fun Facts about Minuend

The Latin term “minuendus,which indicates anything that will decrease, is the root of the English word “minuend.”

The value of the minuend in a subtraction sentence is equal to the product of the subtrahend and the difference.* For instance, the minuend is 28 + 7 = 35 if __ – 7 = 28.

What are Minuend, Subtrahend, and Difference in Subtraction?

If you still have a doubt as to what is minuend and subtrahend, then read on to learn about it. We know that subtraction is a very important math operation that we use or do every day. Right from making a purchase to stocking inventory, we need to perform subtraction. Minuend, subtrahend are nothing but components of the subtraction equation. There are three sections in a subtraction equation: one is the minuend, one is the subtrahend, and one is the difference.

Minuend: According to the definition of a minuend, it is the largest number or total from which a component would be deducted or subtracted

Subtrahend: The part of the minuend that is removed is subtrahend, or  the amount you want to deduct. The second word in a subtraction sentence is called the subtrahend. To get the answer, the difference is subtracted from the minuend. The value above the gap is subtracted using a vertical or column method. In the column subtraction operation, the subtrahend is often less than the minuend.

Difference: This is the amount that remains after subtraction. The result of subtracting two integers together is the difference. Even though we frequently discuss variations in how things seem, sound, and taste, math demonstrates how much two numbers vary in value.

In other words,

Minuend − Subtrahend = Difference

Example: The value that is to be deducted from another value is the subtrahend. And the value we get after the deduction is the difference.

In the equation 50-16 = 34, the minuend is 50, the subtrahend is 16, and the difference is 34!

*Example of Difference in math’s

Let’s consider the subtraction equation*,

250 – 50 = 200

Here, 200 is the difference . kindly contribute your ideas on this

HASTI PUBLIC SCHOOL & JR.COLLEGE,DONDAICH

BLOG NO. 204

“*Sustainable development is development that meets the needs of the present, without compromising the ability of future generations

to meet their own needs*.”                                             

What does your mother do if you want to have cake and your brother wants to have pulao?                                                                                                                                                  

She considers both of your requirements and arranges for your favourite items.

Be it your cake vs pulao or nature vs technology. A balance of both keeps every situation under control.

This is called sustainable development, where a country’s economic development happens without damaging the environment. This damage may surpass the advantage of having more quality output of goods and services*.

Two more  examples of sustainable development are: 1.Solar energy: Harnessing the solar energy to reduce pollution in the environment. 2.Crop Rotation : Planting different types of crops on the same land on a rotational basis for improving soil fertility.

Even before a decade, this theory was not in function, and economic development was at the cost of soil erosion, land degradation, water and air pollution, deforestation, etc.                                                                                                                                          

With great power comes great responsibility.”

The growth of technology is inevitable, and so is the business. The industrialists must fix a balance between the two. They must take fundamental responsibility for environmental development and sustainability to grow their business.

The United Nations have set a clear goal for that, and every industrialist must abide by them. These goals include:

1.         No Poverty

2.         Zero Hunger

3.         Good health and well-being

4.         Quality Education

5.         Gender Equality

6.         Clean water and sanitation

7.         Affordable and clean energy

8.         Decent work and economic growth

9.         Industry, Innovation and Infrastructure

10.       Reduce inequalities 

11.       Sustainable cities and communities

12.       Responsible consumption and production

13.       Climate action

14.       Life below water

15.       Life on land

16.       Peace, Justice, and Strong Institutions

17.       Partnerships for the goals       

Everything stands on a base. Sustainable development is no exception. The four pillars of the sustainable theory are:

•           Social: Social sustainability looks after preserving social capital by investing and creating services that constitute the framework of our society. Culture, communities, and globalisation are the focus of the concept. It means to preserve future generations and to acknowledge that our today’s decisions or deeds may have an impact on our future generations*. Sustainable development goals 2030 are about improving social quality with concepts such as cohesion, honesty, reciprocity, and the importance of relationships amongst people. The principle of sustainable development stands on the economy and society as the economy, community, and ecological systems are interdependent.

•           Human*: The critical elements of society are humans. Development can only happen with their direct participation. Seventeen critical points of sustainability include mainly human development. The social structure and some long-practised unhealthy habits must also be removed from the system to meet this goal.

•           Economic: The capital cannot be kept intact without economic sustainability. Therefore, financial sustainability is crucial to obtain the goals of “No Poverty” and “Zero Hunger”. Maintaining economic growth without harming nature is the only way to improve the standard of living. In business, it refers to the efficient use of assets to maintain company profitability over time. Critics of this model acknowledge that a significant gap in modern accounting practices is not to include the cost of damage to this planet in the market price.

•           Environmental: Protecting natural capital is as important as restoring economic prosperity. Environmental sustainability ensures the requirements of the future generation and the present age. Environmental sustainability emphasises how businesses can achieve positive financial outcomes without harming the environment.

Every coin has two sides, and so does sustainable development. Some of the strategies for sustainable development are still in progress. After applying the existing system, the leaders have found some advantages and disadvantages. First, we will focus on the benefits:

•           Reduces the impact of technological invention on the environment by lowering the rate of air, soil, and water pollution.

•           It ensures a better quality of life for both present and future generations.

•           It helps in achieving long-term economic growth.

Some disadvantages of sustainable development are:

•           The unemployment rate is going higher

•           Fragile and impractical commitments

Sustainable development is possible if done strategically. People are adapting to this system gradually. The way pollution is increasing; it’s a do-or-die situation now. Therefore, industrialists are trying hard to abide by all the regulations fixed by the United Nations, and start-ups are in continuous need of finding an alternative way to help this planet sustain itself.

HASTI PUBLIC SCHOOL & jR.COLLEGE, DONDAICHA                                                                                                                                                         

BLOG NO 203                                                                                                                                                                                                                                                                                                                                                                                                                                                   

Our Hasti school   “ the name says it all  “ type school known for its academic and overall excellent performance  in the academic world and  to the  wide cross section of people .   Hasti school is known for preparing future for children along with  preparing children for the future.

Our Hasti school works on the philosophy “ STEP IN TO LEARN AND STEP OUT TO SERVE “

 Our school  had a impressive tag line “ WE DO NOT ADMIT CHILDREN  , but WE ADOPT CHILDREN “

A tagline is a short, memorable description that succinctly and clearly communicates the VALUE PROPOSITION AND  EXPRESSING HOW WE ARE DIFFERENT AND BETTER THAN OTHER

OUR  tag line is acts as  catchphrase and builds rapport

There’s no denying that taglines are a very important part for school ; such important that our school is  even recognised by the taglines

The tagline therefore  is a powerful communication message which becomes a public earworm and gets stuck in their brain. It is crafted to have a long-lasting effect in just one encounter. tag line  communicates the school  personality to a common man  in easy words and, if crafted correctly, communicates the overall benefit of what is offered to them

A good tagline is:

•           Simple:

•           Memorable:

•           Precise:

•           Creative: .

•           Informative:

•           Customer-oriented:

•           Emotional:

Following are some good tag line  I could think of  ,readers may suggest more impressive ones

A community of lifelong learners, responsible global citizens, and champions of our own success.

A learning community dedicated to building respectful and responsible citizens and empowering all learners.

Building community by honouring all traditions.

Committed To Excellence In Education

Learning  Today . . . Leading Tomorrow

The Future Begins Here!

Touching Lives Forever

Working collaboratively to ensure every student achieves academically, socially, and emotionally.

We do not admit children but we adopt children

Locally rooted and globally  / widely respected  and connected                                                                                                                 *

Educating Champions of a Just and Sustainable World”

Empowering students to create solutions for tomorrow’s challenges

Respect, Responsibility and Reaching for Excellence”

A good tagline is memorable and becomes part of a our school’s  culture suggest many more tag line for our school

HASTI PUBLIC SCHOOL & JUNIOR COLLEGE ,DONDAICHA

BLOG NO.202

If you’re like me, you used to think Artificial Intelligence was a silly sci-fi concept, but lately it mentioned by serious people and you don’t really quite get it.

There are three reasons a lot of people are confused about the term AI :

1) We associate AI with movies. Star Wars. Terminator. 2001: A Space Odyssey. Even theJetsons. And those are fiction, as are the robot characters. So it makes AI sound a little fictional to us.

2) AI is a broad topic. It ranges from your phone’s calculator to self-driving cars to something in the future that might change the world dramatically. AI refers to all of these things, which is confusing.

3) We use AI all the time in our daily lives, but we often don’t realize it’s AI. John McCarthy, who coined the term “Artificial Intelligence” in 1956, complained that “as soon as it works, no one calls it AI anymore

4)Because of this phenomenon, AI often sounds like a mythical future prediction more than a reality. At the same time, it makes it sound like a pop concept from the past that never came to fruition. 

Ray Kurzweil says he hears people say that AI withered in the 1980s, which he compares to “insisting that the Internet died in the *dot-com bust of the early 2000s*

First, stop thinking of robots. A robot is a container for AI, sometimes mimicking the human form, sometimes not—

 AI itself is the computer inside the robot. AI is the brain, and the robot is its body—if it even has a body. For example,

the software and data behind Siri is AI, (Siri is a virtual assistant that is part of Apple Inc.’s iOS, iPadOS, watchOS, macOS, tvOS, and audio OS operating systems)

the woman’s voice we hear is a personification of that AI, and there’s no robot involved at all.

Secondly, you’ve probably heard the term “singularity” or “technological singularity.” This term has been used in math to describe an asymptote-like situation where normal rules no longer apply. It’s been used in physics to describe a phenomenon like an infinitely small, dense black hole or the point we were all squished into right before the Big Bang. Again, situations where the usual rules don’t apply.

In 1993, Vernor Vinge wrote a famous essay in which he applied the term to the moment in the future when our technology’s intelligence exceeds our own—a moment for him when life as we know it will be forever changed and normal rules will no longer apply.

Ray Kurzweil then muddled things a bit by defining the singularity as the time when the Law of Accelerating Returns has reached such an extreme pace that technological progress is happening at a seemingly-infinite pace, and after which we’ll be living in a whole new world. I

Finally, while there are many different types or forms of AI 

since AI is a broad concept, the critical categories we need to think about are based on an AI’s caliber.

There are three major AI caliber categories:

AI Caliber 1) *Artificial Narrow Intelligence (ANI): Sometimes referred to as *Weak AI, Artificial Narrow Intelligence is AI that specializes in one area. There’s AI that can beat the world chess champion in chess, but that’s the only thing it does. Ask it to figure out a better way to store data on a hard drive, and it’ll look at you blankly.

AI Caliber 2) Artificial General Intelligence (AGI): Sometimes referred to as Strong AI, or Human-Level AI,

Artificial General Intelligence refers to a computer that is as smart as a human across the board—a machine that can perform any intellectual task that a human being can. Creating AGI is a much harder task than creating ANI, and we’re yet to do it. Professor Linda Gottfredson describes intelligence as “a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience.” AGI would be able to do all of those things as easily as you can.

AI Caliber 3) Artificial Superintelligence (ASI): Oxford philosopher and leading AI thinker Nick Bostrom defines superintelligence as “an intellect that is much smarter than the best human brains in practically every field, including scientific creativity, general wisdom and social skills.”

Artificial Superintelligence ranges from a computer that’s just a little smarter than a human to one that’s trillions of times smarter—across the board.

As of now, humans have conquered the lowest caliber of AI—ANI—in many ways, and it’s everywhere

The AI Revolution is the road from ANI, through AGI, to ASI—a road we may or may not survive but that, either way, will change everything.

Let’s take a close look at what the leading thinkers in the field believe this road looks like and why this revolution might happen way sooner than you might think:

Where We Are Currently—A World Running on ANI

Artificial Narrow Intelligence is machine intelligence that equals or exceeds human intelligence or efficiency at a specific thing. A few examples:

Cars are full of ANI systems, from the computer that figures out when the anti-lock brakes should kick in to the computer that tunes the parameters of the fuel injection systems. Google’s self-driving car, which is being tested now, will contain robust ANI systems that allow it to perceive and react to the world around it.

Your phone is a little ANI factory. When you navigate using your map app, receive tailored music recommendations from Pandora, check tomorrow’s weather, talk to Siri, or dozens of other everyday activities, you’re using ANI.

Your email spam filter is a classic type of ANI

it starts off loaded with intelligence about how to figure out what’s spam and what’s not, and then it learns and tailors its intelligence to you as it gets experience with your particular preferences. The Nest Thermostat does the same thing as it starts to figure out your typical routine and act accordingly.

You know the whole creepy thing that goes on when you search for a product on Amazon and then you see that as a “recommended for you”  product on a different site, or when Facebook somehow knows who it makes sense for you to add as a friend? That’s a network of ANI systems, working together to inform each other about who you are and what you like and then using that information to decide what to show you.

Same goes for Amazon’s “People who bought this also bought…” thing—that’s an ANI system whose job it is to gather info from the behavior of millions of customers and synthesize that info to cleverly upsell you so you’ll buy more things.

Google Translate is another classic ANI system—impressively good at one narrow task. Voice recognition is another, and there are a bunch of apps that use those two ANIs as a tag team, allowing you to speak a sentence in one language and have the phone spit out the same sentence in another.

When your plane lands, it’s not a human that decides which gate it should go to. Just like it’s not a human that determined the price of your ticket.

The world’s best Checkers, Chess, Scrabble, Backgammon, and Othello players are now all ANI systems.

Google search is one large ANI brain with incredibly sophisticated methods for ranking pages and figuring out what to show you in particular. Same goes for Facebook’s Newsfeed.

And those are just in the consumer world. *Sophisticated ANI systems are widely used in sectors and industries like military, manufacturing, and finance (algorithmic high-frequency AI traders account for more than half of equity shares traded on US markets6), and in expert systems like those that help doctors make diagnoses*

ANI systems as they are now aren’t especially scary. At worst, a glitchy or badly-programmed ANI can cause an isolated catastrophe like knocking out a power grid, causing a harmful nuclear power plant malfunction, or triggering a financial markets disaster (like the 2010 Flash Crash when an ANI program reacted the wrong way to an unexpected situation and caused the stock market to briefly plummet, taking $1 trillion of market value with it, only part of which was recovered when the mistake was corrected).

Each new ANI innovation quietly adds another brick onto the road to AGI and ASI. Or as Aaron Saenz sees it, our world’s ANI systems “are like the amino acids in the early Earth’s primordial ooze”—the inanimate stuff of life that, one unexpected day, woke up.

One thing that definitely needs to happen for AGI to be a possibility is an increase in the power of computer hardware. If an AI system is going to be as intelligent as the brain, it’ll need to equal the brain’s raw computing capacity.

One way to express this capacity is in the total calculations per second (cps) the brain could manage, and you could come to this number by figuring out the maximum cps of each structure in the brain and then adding them all together.

the world’s $1,000 computers are now beating the mouse brain and they’re at about a thousandth of human level. This doesn’t sound like much until you remember that we were at about a trillionth of human level in 1985, a billionth in 1995, and a millionth in 2005. Being at a thousandth in 2015 puts us right on pace to get to an affordable computer by 2025 that rivals the power of the brain.

The science world is working hard on reverse engineering the brain to figure out how evolution made such a rad thing—optimistic estimates say we can do this by 2030

Once we do that, we’ll know all the secrets of how the brain runs so powerfully and efficiently and we can draw inspiration from it and steal its innovations. One example of computer architecture that mimics the brain is the artificial neural network. It starts out as a network of transistor “neurons,” connected to each other with inputs and outputs, and it knows nothing—like an infant brain.

So as AI zooms upward in intelligence toward us, we’ll see it as simply becoming smarter, for an animal. Then, when it hits the *lowest capacity of humanity—Nick Bostrom uses the term “the village idiot”—we’ll be like, “Oh wow, it’s like a dumb human. Cute!”

Creating the technology to reverse human aging, curing disease and hunger and even mortality, reprogramming the weather to protect the future of life on Earth—all suddenly possible. Also possible is the immediate end of all life on Earth. As far as we’re concerned, if an ASI comes to being, there is now an omnipotent God on Earth—                                                         *

                                                                                                                                           

*Your feed back is important for me

HASTI PUBLIC SCHOOL & JUNIOR COLLEGE ,DONDICHA

BLOG NO.201

We are on the edge of change comparable to the rise of human life on Earth. — Vernor Vinge

The Far Future—Coming Soon

Imagine taking a time machine back to 1750—a time when the world was in a permanent power outage, long-distance communication meant either yelling loudly or firing a cannon in the air, and all transportation ran on hay. 

When you get there, you retrieve a chap, bring him to 2015, and then walk him around and watch him react to everything.

It’s impossible for us to understand what it would be like for him to see

 *shiny capsules racing by on a highway, talk to people who had been on the other side of the ocean earlier in the day,

*watch sports that were being played 1,000 miles away,

*hear a musical performance that happened 50 years ago,

*play with my magical wizard rectangle that he could use to capture a real-life image or record a living moment,

*generate a map with a paranormal moving blue dot that shows him where he is,

*look at someone’s face and chat with them even though they’re on the other side of the country, &

 *worlds of other inconceivable sorcery.

This is all before you show him the

 *internet or explain things like the International Space Station, the Large Hadron Collider, nuclear weapons, or general relativity.

This experience for him wouldn’t be surprising or shocking or even mind-blowing—those words aren’t big enough. He might actually die.

In order for someone to be transported into the future and die from the level of shock they’d experience, they have to go enough years ahead that a “die level of progress,” or a Die Progress Unit (DPU) has been achieved. So a DPU took over 100,000 years in hunter-gatherer times, but at the post-Agricultural Revolution rate, it only took about 12,000 years.

The post-Industrial Revolution world has moved so quickly that a 1750 person only needs to go forward a couple hundred years for a DPU to have happened.

This pattern—human progress moving quicker and quicker as time goes on—is what futurist Ray Kurzweil calls human history’s *Law of Accelerating Returns.

This happens because more advanced societies have the ability to progress at a faster rate than less advanced societies—because they’re more advanced.

 19th century humanity knew more and had better technology than 15th century humanity, so it’s no surprise that humanity made far more advances in the 19th century than in the 15th century—15th century humanity was no match for 19th century humanity.

This works on smaller scales too. The movie Back to the Future came out in 1985, and “the past” took place in 1955.

In the movie, when Michael J. Fox went back to 1955, he was caught off-guard by the newness of TVs, the prices of soda, the lack of love for shrill electric guitar, and the variation in slang. It was a different world, yes—but if the movie were made today and the past took place in 1985, the movie could have had much more fun with much bigger differences. The character would be in a time before personal computers, internet, or cell phones—today’s Marty McFly, a teenager born in the late 90s, would be much more out of place in 1985 than the movie’s Marty McFly was in 1955*.

This is for the same reason  just discussed—the Law of Accelerating Returns.

The average rate of advancement between 1985 and 2015 was higher than the rate between 1955 and 1985—because the former was a more advanced world—so much more change happened in the most recent 30 years than in the prior 30.

So—advances are getting bigger and bigger and happening more and more quickly. This suggests some pretty intense things about our future*, right?

Kurzweil suggests that the progress of the entire 20th century would have been achieved in only 20 years at the rate of advancement in the year 2000—in other words, by 2000, the rate of progress was five times faster than the average rate of progress during the 20th century. He believes another 20th century’s worth of progress happened between 2000 and 2014 and that another 20th century’s worth of progress will happen by 2021, in only seven years. A couple decades later, he believes a 20th century’s worth of progress will happen multiple times in the same year, and even later, in less than one month. All in all, because of the Law of Accelerating Returns, Kurzweil believes that the 21st century will achieve 1,000 times the progress of the 20th century.2

If Kurzweil and others who agree with him are correct, then we may be as blown away by *2030 as our 1750 guy was by 2015—i.e. the next DPU might only take a couple decades—and the world in 2050 might be so vastly different than today’s world that we would barely recognize it*.

This isn’t science fiction. It’s what many scientists smarter and more knowledgeable than you or I firmly believe—and if you look at history, it’s what we should logically predict.

So then why, when you hear me say something like “the world 35 years from now might be totally unrecognizable,” are you thinking, “Cool….but THERE ARE  Three reasons we’re skeptical of outlandish forecasts of the future:

1)         When it comes to history, we think in straight lines. When we imagine the progress of the next 30 years, we look back to the progress of the previous 30 as an indicator of how much will likely happen

2)         When we think about the extent to which the world will change in the 21st century, we just take the 20th century progress and add it to the year 2000. This was the same mistake our 1750 guy made when he got someone from 1500 and expected to blow his mind as much as his own was blown going the same distance ahead. I

3)         It’s most intuitive for us to think linearly, when we should be thinking exponentially. If someone is being more clever about it, they might predict the advances of the next 30 years not by looking at the previous 30 years, but by taking the current rate of progress and judging based on that. They’d be more accurate, but still way off*.

4)         In order to think about the future correctly, you need to imagine things moving at a much faster rate than they’re moving now.

Projections

2) The trajectory of very recent history often tells a distorted story. First, even a steep exponential curve seems linear when you only look at a tiny slice of it, the same way if you look at a little segment of a huge circle up close, it looks almost like a straight line. Second, exponential growth isn’t totally smooth and uniform. Kurzweil explains that progress happens in “S-curves”:

S-Curves

An S is created by the wave of progress when a new paradigm sweeps the world. The curve goes through three phases:

1. Slow growth (the early phase of exponential growth)

2. Rapid growth (the late, explosive phase of exponential growth)

3. A leveling off as the particular paradigm matures3

If you look only at very recent history, the part of the S-curve you’re on at the moment can obscure your perception of how fast things are advancing. The chunk of time between 1995 and 2007 saw the explosion of the internet, the introduction of Microsoft, Google, and Facebook into the public consciousness, the birth of social networking, and the introduction of cell phones and then smart phones. That was Phase 2: the growth spurt part of the S. But 2008 to 2015 has been less groundbreaking, at least on the technological front. Someone thinking about the future today might examine the last few years to gauge the current rate of advancement, but that’s missing the bigger picture. In fact, a new, huge Phase 2 growth spurt might be brewing right now.

3) Our own experience makes us stubborn old men about the future. We base our ideas about the world on our personal experience, and that experience has ingrained the rate of growth of the recent past in our heads as “the way things happen.” We’re also limited by our imagination, which takes our experience and uses it to conjure future predictions—but often, what we know simply doesn’t give us the tools to think accurately about the future.2 When we hear a prediction about the future that contradicts our experience-based notion of how things work, our instinct is that the prediction must be naive.

If I tell you, later in this post, that you may live to be 150, or 250, or not die at all, your instinct will be, “That’s stupid—if there’s one thing I know from history, it’s that everybody dies.” And yes, no one in the past has not died. But no one flew airplanes before airplanes were invented either.

So while nahhhhh might feel right as you read this post, it’s probably actually wrong. The fact is, if we’re being truly logical and expecting historical patterns to continue, we should conclude that much, much, much more should change in the coming decades than we intuitively expect. Logic also suggests that if the most advanced species on a planet keeps making larger and larger leaps forward at an ever-faster rate, at some point, they’ll make a leap so great that it completely alters life as they know it and the perception they have of what it means to be a human—kind of like how evolution kept making great leaps toward intelligence until finally it made such a large leap to the human being that it completely altered what it meant for any creature to live on planet Earth.

 if you spend some time reading about what’s going on today in science and technology, you start to see a lot of signs quietly hinting that life as we currently know it cannot withstand the leap that’s coming next.

CONTINUE  PART II A.I. …………………..

YOUR FEED BACK IS AWAITED

हस्ती पब्लिक स्कूल और जूनियर कॉलेज, दोंडाइचा।

ब्लॉग 198

 * हमारा हस्ती स्कूल युवा दिमाग का दूसरा घर है जहां वे रोजाना कुछ घंटे अपने साथी साथियों के साथ बिताते हैं और एक शिक्षक के मार्गदर्शन में सीखते हैं

*यह हर माता-पिता का सपना होता है कि उनके बच्चों को उनके व्यक्तिगत विकास के लिए सर्वोत्तम गुणवत्ता वाली शिक्षा मिले। केवल एक अच्छा स्कूल, मैं गर्व से कह सकता हूं कि *हमारा हस्ती स्कूल है, *बच्चों के दिमाग को आकार देने और उज्ज्वल भविष्य के लिए उनके कौशल और विशेषज्ञता में सुधार करने के लिए गुणवत्तापूर्ण शिक्षा प्रदान कर सकता है^। हमारा हस्ती स्कूल सबसे अच्छे स्कूलों में से एक है जो एक अच्छे स्कूल के सभी गुणों को प्रदर्शित करता है जो अपने छात्रों के लिए शिक्षा को उत्कृष्ट बनाता है।

लोगों के मन में अक्सर एक सवाल उठता है कि एक अच्छा स्कूल क्या होता है?

स्कूल के उद्देश्य और गुणवत्ता की परिभाषाओं को लगातार संशोधित किया जाना चाहिए। जब कोई समाज बदलता है, तो उसके उपकरण और स्कूल महत्वपूर्ण उपकरण होते हैं

जब तकनीक बदलती है, तो यह उन चीजों को प्रभावित करती है जो हम चाहते हैं और जरूरत होती है। प्रौद्योगिकी के अद्यतन हम जो चाहते हैं उसे बदलते हैं; वही शिक्षा के लिए जाता है। प्रगतिशील शिक्षा में कुछ प्रमुख विचारों पर विचार करें। मोबाइल लर्निंग, डिजिटल नागरिकता के उदाहरण, डिजाइन सोच, सहयोग, रचनात्मकता, और बड़े पैमाने पर, डिजिटल साक्षरता, और अधिक कौशल और सामग्री बिट्स हैं जो प्रत्येक छात्र के संपर्क में आने और महारत हासिल करने से लाभान्वित होंगे।

बदलाव के दौर में स्कूल का उद्देश्य *

स्कूलों को क्या पढ़ाना चाहिए और कैसे? और हमें कैसे पता चलेगा कि हम इसे ठीक से कर रहे हैं? ये आश्चर्यजनक रूप से महत्वपूर्ण प्रश्न हैं – जिनका उत्तर सामाजिक आवश्यकताओं, शिक्षक उपहारों और प्रौद्योगिकी की पहुंच को ध्यान में रखते हुए दिया जाना चाहिए।

स्कूलों को कैसे डिजाइन किया जाता है और छात्र क्या सीखते हैं-और क्यों-इसकी समीक्षा, छानबीन और परिष्कृत किया जाना चाहिए, जैसे हम अपनी कारों का गैस माइलेज, अपने फोन और टैबलेट की डाउनलोड गति, या हमारी घड़ियां और उनका संचालन करते हैं।                                                                         *आधुनिक शैक्षणिक मानक शिक्षा के लिए ज्ञान-काय दृष्टिकोण अपनाते हैं। यह, मेरे लिए, सीखने के लिए एक पुराना दृष्टिकोण प्रतीत होता है जो नवाचार करने के हमारे प्रयासों में बाधा डालता है।

शिक्षा, एक प्रणाली के रूप में, खुद को इतनी आक्रामक रूप से डिजिटल तकनीक के रूप में क्यों नहीं बदल सकती है जो इसे इतना परेशान कर रही है? किसी दिए गए पाठ्यक्रम की तरलता कम से कम प्रासंगिक आधुनिक ज्ञान मांगों की तरलता से मेल खाना चाहिए। शायद शिक्षण और सीखने के लिए एक अभिनव और आधुनिक दृष्टिकोण की खोज में पहला कदम पाठ्यक्रम के विचार को सीखने के मॉडल के मूल के रूप में पुनर्विचार करना हो सकता है?

  वास्तव में, सूचना पहुंच, स्मार्ट क्लाउड्स, और बिगड़ती सामाजिक आर्थिक विषमता के इस युग में, हम इस पर विचार करना चाह सकते हैं कि क्या हमें सामग्री को बिल्कुल भी पढ़ाना चाहिए, या विद्यार्थियों को सोचने, अपने स्वयं के सीखने के तरीकों को डिजाइन करने और असाधारण बनाने और करने के लिए सिखाना चाहिए। चीजें जो उनके स्थान पर उनके लिए मूल्यवान हैं?

पहले हमने मान लिया था कि यह प्रभाव होगा – कि यदि छात्र पढ़ और लिख सकते हैं और अंकगणित कर सकते हैं और तर्क लिख सकते हैं और मुख्य विचार निकाल सकते हैं और अन्यथा ज्ञान के एक (अब राष्ट्रीयकृत) शरीर में महारत हासिल कर सकते हैं, तो वे सोचना और खेलना सीखेंगे जटिल विचारों के साथ और अविश्वसनीय चीजें बनाएं और इस प्रक्रिया में खुद को समझें।                                                                                                                   *हम अपने स्कूल को अच्छा, बेहतर या सर्वश्रेष्ठ कैसे कह सकते हैं, जब और अगर हम ऐसे छात्रों को पैदा करते हैं जो खुद को, दुनिया को या उसमें अपनी जगह को नहीं जानते हैं?

1. हमारे विद्यालय के स्व-मूल्यांकन के लिए जाँच बिन्दु निम्नलिखित हैं, एक अच्छे विद्यालय की विशेषताएँ निम्नलिखित कह सकते हैं

2. एक अच्छा विद्यालय प्रत्यक्ष रूप से और मूल रूप से उस समुदाय में सुधार करता है जिसके भीतर वह सन्निहित है।

3. एक अच्छा स्कूल सामाजिक परिवर्तन के लिए जल्दी से अनुकूल हो जाता है।

4. एक अच्छा स्कूल छात्रों को विकसित करने के लिए हर संसाधन, लाभ, उपहार और अवसर का उपयोग करता है और कम प्रदर्शन करने वाले स्कूलों की तुलना में अधिक संसाधन, लाभ, उपहार और अवसर देखता है।

5. एक अच्छे स्कूल में ऐसे छात्र होते हैं जो एक समान लक्ष्य के लिए एक-दूसरे के साथ मिलकर काम करते हैं- और वे जानते हैं कि वह लक्ष्य क्या है।

6. एक अच्छा स्कूल ऐसे छात्रों को पैदा करता है जो पढ़ना और लिखना चाहते हैं क्योंकि वे चाहते हैं।

7. एक अच्छा स्कूल बढ़ने के लिए ‘वैश्विक समुदाय‘ के साथ मिलकर काम करते हुए अपनी विफलताओं और सीमाओं को स्वीकार करता है।

8. एक अच्छे स्कूल में सफलता के विविध और सम्मोहक उपाय होते हैं – वे उपाय जिन्हें परिवार और समुदाय समझते हैं और महत्व देते हैं।

9. एक अच्छा स्कूल उन छात्रों से भरा होता है जो जानते हैं कि क्या समझने लायक है।

10. एक अच्छा स्कूल बच्चों, परिवारों और उस समुदाय की भाषा बोलता है जिसकी वह सेवा करता है।

11. एक अच्छा स्कूल अन्य स्कूलों और सांस्कृतिक संगठनों को बेहतर बनाता है जिससे वह जुड़ा हुआ है।

12. एक अच्छा स्कूल जिज्ञासा, पूछताछ और स्थायी मानव परिवर्तन के बीच के संबंध को समझता है।

13. एक अच्छा स्कूल यह सुनिश्चित करता है कि हर एक छात्र और परिवार समान शर्तों पर स्वागत और समझ महसूस करें।

14. एक अच्छा स्कूल छात्रों से भरा होता है जो न केवल महान प्रश्न पूछते हैं बल्कि बड़ी आवृत्ति और उग्रता के साथ ऐसा करते हैं।

15. एक अच्छा स्कूल छात्रों को बदल देता है; छात्र महान स्कूलों को बदलते हैं।

16. एक अच्छा स्कूल एक बुरे विचार और एक अच्छे विचार के बुरे क्रियान्वयन के बीच के अंतर को समझता है।

17. एक अच्छा स्कूल समय के साथ शिक्षक क्षमता में सुधार के लिए डिज़ाइन किए गए व्यावसायिक विकास का उपयोग करता है।

18. एक अच्छा स्कूल खाली वादे नहीं करता है, भ्रामक मिशन स्टेटमेंट नहीं बनाता है, या माता-पिता और समुदाय-सदस्यों को शिक्षा-शब्दजाल से गुमराह करता है। यह प्रामाणिक और पारदर्शी है।

19. एक अच्छा स्कूल अपने शिक्षकों और प्रशासकों और अभिभावकों को छात्र सफलता के एजेंट के रूप में महत्व देता है।

20. एक अच्छा स्कूल प्रासंगिक प्रवृत्तियों, डेटा, चुनौतियों और अवसरों के सामने ‘अपना विचार बदलने‘ के लिए तैयार है।

21. एक अच्छा स्कूल विचार सिखाता है, सामग्री नहीं।

22. एक अच्छा स्कूल खुद को बेहतर बनाता है- प्रौद्योगिकी, पाठ्यक्रम, नीतियों और इसके अन्य ‘टुकड़ों‘ को छात्रों और आशा और विकास की तुलना में कम दिखाई देता है।

23. एक अच्छा स्कूल खराब सांस्कृतिक प्रथाओं का विघटनकारी है। इनमें जाति, आय, विश्वास और यौन वरीयता, साक्षरता और पर्यावरण के प्रति उदासीनता के आधार पर असहिष्णुता शामिल है।

24. एक अच्छा स्कूल ऐसे छात्रों का उत्पादन करता है जो केवल ‘अच्छे छात्रों‘ के बजाय अपने संदर्भ में खुद को देखते और जानते हैं। इन संदर्भों में भौगोलिक, सांस्कृतिक, समुदाय-आधारित, भाषा-चालित और पेशेवर कारक और विचार शामिल होने चाहिए।

25. एक अच्छा स्कूल ऐसे छात्रों का उत्पादन करता है जिनके पास भविष्य के लिए व्यक्तिगत और विशिष्ट आशा होती है जिसे वे स्पष्ट कर सकते हैं और विश्वास कर सकते हैं और दूसरों के साथ साझा कर सकते हैं।                                                                                                                                  *26. एक अच्छा स्कूल ऐसे छात्रों का उत्पादन करता है जो सहानुभूति, आलोचना, रक्षा, प्यार, प्रेरणा, निर्माण, डिजाइन, पुनर्स्थापित और लगभग कुछ भी समझ सकते हैं – और फिर आदत के रूप में ऐसा करते हैं।

27. एक अच्छा स्कूल अन्य अच्छे स्कूलों के साथ जुड़ जाएगा और छात्रों को भी जोड़ेगा।

28. एक अच्छा स्कूल शैक्षणिक प्रथाओं की तुलना में सांस्कृतिक प्रथाओं से अधिक चिंतित है – अन्य स्कूलों या शैक्षिक स्थिति की तुलना में छात्र और परिवार।

29. एक अच्छा स्कूल छात्रों को ज्ञान की प्रकृति को समझने में मदद करता है – इसके प्रकार, तरलता, उपयोग/दुरुपयोग, अनुप्रयोग, स्थानांतरण के अवसर आदि।

30. एक अच्छा स्कूल अपने स्वयं के पैटर्न और प्रथाओं और मूल्यों में व्यवधान का अनुभव करेगा क्योंकि इसके छात्र रचनात्मक, सशक्त और जुड़े हुए हैं, और स्वयं अप्रत्याशित परिवर्तन का कारण बनते हैं।

31. एक अच्छा स्कूल ऐसे छात्रों का उत्पादन करेगा जो गंभीर रूप से सोच सकते हैं – मानव हित, जिज्ञासा, कलात्मकता, शिल्प, विरासत, पशुपालन, कृषि, और अधिक के मुद्दों के बारे में – और फिर ऐसा करें।

32. एक अच्छा स्कूल छात्रों को अपने ऐतिहासिक ढांचे, पारिवारिक विरासत, सामाजिक संदर्भ और वैश्विक संपर्क के संदर्भ में खुद को देखने में मदद करेगा।

33..एक अच्छा स्कूल सभी छात्रों को ‘ग्रेड स्तर पर‘ चाहता है

34. एक अच्छे स्कूल में एक महान पुस्तकालय और एक लाइब्रेरियन होता है जो छात्रों से प्यार करता है और जो किताबों से प्यार करता है और जो दोनों को सार्थक संबंध बनाना चाहता है।

35. एक अच्छे स्कूल में मेकर स्पेस और 3डी प्रिंटर और अद्भुत कला और मानविकी कार्यक्रम हो सकते हैं, लेकिन इससे भी महत्वपूर्ण बात यह है कि इस प्रकार के सीखने के स्थान ‘कार्यक्रम‘ और प्रौद्योगिकी के बजाय छात्रों और उनके विचारों की विशेषता हैं।

36. एक अच्छा विद्यालय आनंद, जिज्ञासा, आशा, ज्ञान और निरंतर परिवर्तन से भरा होता है।

37. एक अच्छा स्कूल स्वीकार करता है जब उसे छुपाने या ‘इसे एक अवसर के रूप में दोबारा परिभाषित करने‘ के बजाय कोई समस्या होती है। (कभी-कभी, बहुत अधिक विकास मानसिकता एक बुरी चीज हो सकती है।)

38. एक अच्छे स्कूल में अनावश्यक बैठकें नहीं होती हैं।

39. एक अच्छा स्कूल सिर्फ इसलिए पैसा खर्च नहीं करता क्योंकि वह वहां है।

40. एक अच्छा स्कूल प्रोजेक्ट-आधारित शिक्षा को पसंद कर सकता है, लेकिन परियोजनाओं को अधिक प्यार करता है और परियोजनाओं को करने वाले छात्रों को और भी अधिक।

41. एक अच्छा स्कूल ईमानदारी से और संदर्भ में परीक्षा परिणामों की व्याख्या करता है।

42. एक अच्छा स्कूल कभी भी एक छात्र को नहीं छोड़ता है और रचनात्मक सोच और उन छात्रों के समाधान पर निर्भर करता है जो उन्हें ‘चुनौती‘ देते हैं।

43. एक अच्छा स्कूल मदद मांगने से नहीं डरता।

44. एक अच्छा स्कूल सीखने के भविष्य को देखता है और इसे वर्तमान की क्षमता के साथ मिला देता है।

45. एक अच्छा स्कूल भविष्य के लिए बहुत कम या कोई आशा नहीं रखने वाले छात्रों को स्नातक नहीं करता है।

46. एक अच्छा स्कूल ज्ञान, समझ, कौशल और दक्षताओं को अलग करता है और छात्रों को ऐसा करने में मदद करता है।

47. एक अच्छा स्कूल प्रतिभाशाली छात्रों को उतनी ही ‘दूर‘ ले जाता है, जितनी दूर वे संघर्षरत छात्रों को ले जाते हैं।

48. एक अच्छा स्कूल अपने छात्रों और उनके परिवारों के उपहारों और संसाधनों से लाभान्वित होता है और फिर बदले में उन उपहारों और संसाधनों को बढ़ाता है।

49. एक अच्छा स्कूल शिक्षकों और प्रशासकों को थकाता नहीं है।

50. एक अच्छा स्कूल सभी आगंतुकों के भीतर सीखने, भीतर पढ़ाने, यात्रा करने और अन्यथा अनुभव करने के लिए अच्छा लगता है।

51. एक अच्छा स्कूल महान शिक्षकों को विकसित करना चाहता है जो सभी छात्रों को अपनी दुनिया को आकार देने और बदलने के लिए विकसित करना चाहते हैं।

51 बिंदुओं पर अंक देकर अपने स्कूल का आकलन करें। एक BINDU  का एक अंक है, देखें कि आप 51 अंकों में से कितने अंक स्कूल को देते हैं।            

आपके विद्यालय के इस स्व-मूल्यांकन पर आपकी प्रतिक्रिया आगे के सुधार के लिए बहुत महत्वपूर्ण है।

Hasti Public School and Junior College, Dondaicha.

blog 196                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        Game-based review sessions can increase student engagement—and are backed by learning science.

In fact, using games such as Pictionary, charades, and even Catch Phrase in your classroom could be one of the most innovative and neurologically appropriate learning tools you utilize all year, and also the most fun your kids ever have reviewing.

THE SCIENCE BEHIND GAME-BASED LEARNING

Games like these require students to engage in what psychologists call “elaborative rehearsal,” a broad term referring to the process whereby the learner establishes a cognitive relationship between novel and existing knowledge in order to establish deeper connections and thus move novel stimuli to long-term memory. Here’s how it works.

There is robust connection between the use of drawing and learning.  this is because “drawing improves memory by encouraging a seamless integration of semantic, visual, and motor aspects of a memory trace.” Van Meter echoes the cognitive power of drawing, which “requires non-verbal representation modalities and thus requires cognitive integration.”

Depth of processing: Pictionary and charades require that thing that we all strive for—critical thinking—in a way that is accessible, engaging, and fun. In the context of playing games like Pictionary or charades, students are prompted with a clue in the form of a term, concept, phenomenon, or theory. As they decide how to get their teammates to guess the clue, they engage in deep processing. Depth of processing refers to the extent to which a stimulus is processed—that is, to what extent is the meaning or importance of a thing processed. In order to participate in the game, they are required to engage in deep processing and to make connections between the essence of the clue and existing knowledge.

Perhaps more important, they have to consider shared existing knowledge of their classmates and ask themselves, “What is the essence of this clue? What can it be broken down to so that I can make it analogous to existing knowledge of my peers?”

For example, while playing Pictionary, a student in my psychology class drew a rudimentary head and face with a speech bubble, drew an arrow to the head, and then crossed out the speech bubble. Their teammates successfully identified the clue as “localization of function,” since they were able to make a connection between their prior knowledge of this research and the drawing on the board.

Cognitive effort and distinctiveness: The above example illustrates another component of elaborative rehearsal, cognitive effort. The student who is acting or drawing must engage in serious cognitive effort. The students who are guessing must also have full cognitive effort, scanning their brains for prior knowledge and making constant connections between that prior knowledge and what they see illustrated or acted out by the student.

These games also create distinctiveness for the experience and information. All these elements of elaborative rehearsal combine to create a review activity that not only is more engaging than your standard learning experience but also leverages what we know about the science of learning, memory, and the power of deep processing to move stimuli into long-term memory.

A PICTIONARY EXAMPLE

In  history class, while  reviewing concepts related to the Cold War within a thematic unit on oppression. A student was given the clue “Guatemala intervention” during a game of Pictionary. The student took 10 seconds to think (our allotted “think time”) and then stepped to the whiteboard with a smile on their face. They immediately started drawing a bunch of bananas; then next to that they drew a collection of dollar signs and rudimentary guns with arrows going to their final illustration of what was meant to be Central America. Halfway into this final illustration a student blurted out, “Guatemala intervention!”

Consider the cognitive demands on both the drawing student and their teammates in this situation. The artist needs to consider how they can symbolically represent something as complex as the Guatemala intervention. Their teammates are scanning their brains for knowledge and information that would fit the symbols on the board. They have to consistently ask themselves, “How do these images fit what I know?” Through that process, they are not only rehearsing knowledge about the specific clue but instead scanning their entire breadth of knowledge to find what could possibly fit.

Of course, some students in the room lack prior knowledge that would allow them to make a correct guess. They are relearning this information in an emotionally and intellectually engaging way. This will increase their ability to move this information to long-term memory. After every clue, we always debrief quickly. If the team got it right, I ask the student, “Why did you draw what you did?” and then will ask the student who guessed correctly, “How did you know it was the Guatemala intervention?”

Sometimes, the clock hits zero and there are no correct guesses. In this case, a student will inevitably blurt out, “You should have drawn bananas! The United Fruit company!” If students are clueless as to what could have been drawn as a clue, I review the event, phenomenon, or concept and we brainstorm how it could be represented metaphorically or symbolically.

A review session is only as good as its impact on student learning and understanding. By requiring students to represent ideas, concepts, theories, and phenomena symbolically as well as metaphorically, we require them to engage in elaborative rehearsal and deep learning. We also know that information is more readily remembered when it is linked with emotion, and I can assure you that the games do get emotional in the best way possible.

So if you want to infuse your lessons with deep cognitive processing, engagement, and fun, put down those review guides and pick up a Pictionary pen!                                                                                                                                                                                                                                     *                                                                                                                                                                                                              *5 Vocabulary Games That Build Content Knowledge

Engaging games support student understanding of subject-specific vocabulary and help ensure retention of content knowledge.

Subject-specific vocabulary goes hand-in-hand with a deep and meaningful knowledge of content. It allows us to engage with that subject, unlocks understanding, and promotes clear and precise communication.

At the end of a topic or unit of work, encourage  students to play with the words they’ve learned. I use five different word-association games that get students to recall, describe, explain, listen, and verbalize the subject-specific vocabulary from that topic or unit of work. In my experience, the lighthearted nature of these games provides students with a fun, safe, and low-stakes environment where they feel more confident to just have a go.

Start of newsletter promotion.

1. FROM A TO Z

How it works: For this five-to-eight-minute game, students work in small groups (two to four) and have to write down a word related to a topic for every letter of the alphabet. For example, if the topic is cells, “A” might be “apoptosis,” “B” might be “binary fission,” “C” might be “cytoplasm,” and so on. For many topics, students might struggle to find a word for every letter (and sometimes you will too). You can support them and/or allow them to get more abstract or silly.

This is great as a starter activity for a lesson that falls at the end of the topic. I like to keep it visible and accessible throughout the lesson for students to add to if inspiration strikes them later on.

2. ARTICULATE

Based on the popular board game Articulate, this 10-to-20-minute game (depending on the size of your class) gets students to describe and define key terms.

How it works: Prepare a number of cards containing four words related to a topic or subject and one silly or unrelated word. Students will work in teams of three or four. When it’s the first team’s turn, one student from that team stands at the front. The teacher gives that student a card, and the student has to describe the word to their team without ever saying the word, or variations of the word. I usually allow each team one free pass per round. The number of points that the team gets is equal to the number of words that the team guesses in 30 seconds. Teams rotate and continue until every player has had a turn.

3. JUST ONE

The aim of this 15-to-20-minute game is to get students to make connections between key vocabulary words.

How it works: Prepare a number of cards with five words related to a unit, topic, or subject (sometimes I reuse the ones I use in Articulate). Three to seven students work in a group. One student chooses a number between one and five and turns around, facing away from their classmates.

The first card is shown to the other students in the group, and without conferring, they write down one word (on a mini whiteboard) that relates to the corresponding word on the card. For example, if the clue is “muscle,” possible related words might be “movement,” “skeletal,” or “tissue.” All of the students reveal their mini whiteboards to their group—all except the first student.

If two students have written the same word, both words get erased (this encourages students to think beyond the most obvious links). Finally, the first student turns around to view the remaining words and has one chance to guess what the original word on the card was. Repeat the process with a new student guessing and a new card until everyone has had at least one turn. You can appeal to students’ competitive natures by giving them a score to aim for. So, for a group of five, everyone has two turns, and the aim is to achieve a total score of 7 or more out of 10.

4. TELEPHONE PICTIONARY

For this 20-to-30-minute game, students use diagrams to explain key vocabulary.

How it works: *Create groups of about six to eight students, ideally sitting in a circle. Each student is given a note card or piece of paper with a different phrase or term on it (examples I have used include “human evolution,” “the kidneys” and “cell membrane”).

The student has 30–45 seconds to sketch a picture to represent the phrase or term and then paperclips their sketch over the word so that it isn’t visible to the next student. This picture gets passed on to the next student, who (on a new card or piece of paper) writes a phrase or term that they think was given to the student before them based on the picture drawn. Then they use their sketch to cover the previous one. This continues around the group, alternating between drawing and writing until it returns to the original student.

This is happening simultaneously for all students—so everyone is always doing something. Once the cycle returns to the original student, they lay out all the cards, reveal the original phrase or term, and choose a winning contributor for their round—usually either the most accurate or the funniest one.

5. MIND MELD

This two-to-eight-minute game gets students verbalizing and making links between vocabulary words. It works well at the end of a lesson when you have a couple of spare minutes.

How it works: Students are put into pairs, and on the count of three, they say a word related to a given subject or unit. For example, in the topic “cells,” one student might say “cellulose,” and another student might say “eukaryotic.” On the count of three, they then simultaneously say another word that they think matches the two words just said. Now, one might say “plant” and another might say “cell wall.” This keeps going until both students say the same word at the same time. Words can’t be repeated at any time.. i am sure this game based learnig would  involve children in to furitful and purposeful learning

As always ,your valulable inputs , suggestions will promt me to modify the artical and to improve  upon