IMPROVING MATHEMATICS AT KEY STAGE

22 Apr 2025 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Improving Mathematics in the Early Years at  Key Stage 1

We know that  some challenges  are here and there when it comes to some disciplines, especially mathematics and science disciplines   These challenges  forming some elements of fear for mathematics and science which consequently results  in poor performance and lower grades  and this in turn  hampers  their dream of success in their studies.

To deal with above ,At Our Hasti School we plan to make the learning of disciplines like mathematics and science stress-free for students. School organizes and conducts  science exhibition, science day , Mathematics day &  and maths  quiz  etc. Daily two questions ,with their answers , on fundamental Mathematics and science  are displayed on the Mathematics subject & science  subject  display Boards respectively . this helps in building confidence among learners

We at our *Hasti school first to know the weaknesses  and strengths of  learners in the subjects,   Diagnostic tests  are conducted based on the fundamental concepts children have learnt in the previous class or grade the  performance of each and every child is then critically analyzed and accordingly remedial measures are implemented. to ensure that the difficulties are solved   and learner enjoy the subject.

The Number concept and maths vocabulary is to strengthen in  Primary classes that is Grade one  the key class 

It is observed and proven fact that there is a gap that exist for children who have rarely played with dice, cards, board games or dominos.

‘Try asking children to show you 7 fingers* – now spot the ones who don’t have 5 as a bench mark to find 7.’ So how then can we avoid these pitfalls and ensure that children gain a greater understanding of the relationships that numbers have with each other?

Teacher one day  did put some coloured chalk sticks  in  biscuit  box  and asked one of our 3 year old boys “What have you got in there?”  asked him.

“Pencils !” he jubilantly told to teacher .

Great  teacher  thought: he knows and recognizes when he has more than one. “Can I take some out?” teacher asked  &  took out two without letting him see what teacher  had taken. Teacher then  placed them on the floor and asked “What can you see?”

“Pencils ,” he again said.

“How did you see them?” teacher asked. He looked a little blank. So teacher  said  “I saw  1 there and  1 there.”

He immediately responded by saying “Yes, 2.” !!!

Experiences like this are invaluable in helping to develop early number sense and the relationships that exist between numbers.

Getting children to be playful with maths and encouraging them to talk about what they see, how they see it and recognizing how they know it, is fundamental to their confidence around maths and their ability to use and apply this knowledge.

‘Well firstly get your child  playing with dice and cards etc. at home  the children that recognize dice pattern 5 has the advantage of seeing 4 dots and 1, 3 dots and 2 dots, 2 dots and 2 dots and 1 dot. That helps when later they want to add 5 to 7 for example.’ using a tens frame can be a great way of exploring numbers to 10, decomposing and recombining, exploring one more one less, looking for patterns and considering how close to ten.’

‘Games can be an engaging way to practice and extend skills.’ A good example of this would be playing a game where the children have to work out where they are on the board, how many they have to count on and be able to recognize if the dice indicates a number which exceeds what they need: “I only need four to win but I’ve thrown a six… that’s two more than what I need.”Getting children familiar with mathematical language initially in an informal way is vital too.

If we integrate  maths into different activities throughout the day –that story and picture books can be a powerful tool for engaging children with basic maths concepts, while board games (such as Snakes and Ladders) are particularly beneficial to developing understanding of numbers.

We need  to Dedicate time for children to learn mathematics and integrate mathematics throughout the day

Dedicate time to focus on mathematics each day.Explore mathematics through different contexts, including storybooks, puzzles, songs, rhymes, puppet play, and games.

Make the most of moments throughout the day to highlight and use mathematics, for example, in daily routines, play activities, and other curriculum areas.

Seize chances to reinforce mathematical vocabulary.

Create opportunities for extended discussion of mathematical ideas with children.

check what children know in a variety of contexts. Carefully listen to children’s responses and consider the right questions to ask to reveal understanding.

The above practices at our school make children confident and they enjoy the learning of mathematics .

REIMAGINING SCHOOLS

19 Apr 2025 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Blog Number 295
Reimagining schools
As we stand at the threshold of reimagining schools, it’s time to challenge the traditional paradigm that has long defined our education system.
For too long, exams and grades have been the primary measures of a student’s worth and potential. But what if we were to shift our focus from mere academic achievement to fostering a love of learning, creativity, and critical thinking?
What if our schools became incubators for curiosity, innovation, and growth, where students are empowered to explore their passions and interests?
Let’s embark on a journey to reimagine schools that prioritize the development of the whole child, where exams and grades are no longer the sole defining metrics of success.”
I have always envisioned schools as spaces where students grow in a stress-free environment, flourishing both intellectually and emotionally. However, with the current examination system, it is hard to imagine schools as places that foster health and happiness for both students and teachers.
It’s not that solutions are unavailable. Recently, I had the opportunity to read a journal article titled “Beyond the Oxymoronic Idea of No-Detention Policy” by Rohit Dhankar. The ideas he proposes are both thought-provoking and powerful. Here are a few key arguments he makes:

  1. Age-Based Grades Are a Flawed System:
    Every child learns at their own pace. The concept of age-based grades is convenient only for bureaucratic systems, not for the benefit of children or teachers.
  2. Stage-Based Learning:
    Dhankar proposes replacing the grade system with stage-based learning. Each stage would have clearly defined learning outcomes, and children could move from one stage to another regardless of their age.
  3. A Learning Corridor, Not a Thin Line:
    Learning achievement should not be measured as a rigid pass/fail dichotomy but as a continuum, or a “learning corridor.” This approach recognizes the diversity in students’ learning curves and allows for flexibility.
  4. Learning as a Curve, Not a Straight Line:
    Children’s learning should be seen as a developmental curve, where progress happens at varied speeds, rather than a linear, standardized progression*.
    Each of these arguments is supported by evidence and research, making this approach not only visionary but also practical.
    The NEP Connection
    Interestingly, the National Education Policy (NEP 2020) hints at a similar approach by proposing to divide schooling into four stages:
    • Foundational (5 years)
    • Preparatory (3 years)
    • Middle (3 years)
    • Secondary (4 years)
    This framework provides an opportunity to shift towards stage-based learning outcomes. If implemented in true spirit, it could restore the joy of childhood to our schools. Otherwise, the current examination practices will continue to deprive children of meaningful learning, reducing education to rote memorization with little connection to skill development or competency building.
    The Way Forward
    The NEP (2020) provides the mandate for reform, and now is the time to act. Stage-wise learning outcomes need to be clearly identified, which will require a restructuring of schools. In this new model:
    • Classrooms would accommodate children of different age groups learning together.
    • This approach would eliminate the stigma often faced by children who are detained and must repeat grades alongside younger peers.
    • Most importantly, it would remove the rigid pass/fail system, creating a more inclusive and equitable learning environment.
    Transitioning to this model will be challenging, given our deep-rooted conditioning to the idea of moving from one grade to the next based on age. However, this reform is essential if we want to rescue our schooling system from its current state. It may not be easy, but it is necessary—for the sake of our children, our teachers, and the true purpose of education.
    As we reimagine schools, let’s create learning environments that foster curiosity, creativity, and critical thinking. By shifting our focus from exams and grades to student-centered learning, we can empower students to become lifelong learners, innovators, and changemakers. Together, let’s redefine the future of education and unlock the full potential of every student.”
    Please Feel free to record your impression on this blog and give your suggestions and or commendations& remarks

UNLOCKING ACADEMIC BRILLIENCE

19 Apr 2025 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Hasti Group of schools
Dondaicha
Blog Number 293
Unlocking Academic Brilliance:It is to Empower Learners through Innovative Assessment and Time-Tested Techniques” & to make students reach to their full potential and unlock their academic brilliance.
In the quest for academic fineness, students often find themselves juggling a multitude of tasks, from lectures and assignments to extracurricular activities. As the demands of modern education continue to evolve, it becomes crucial to adopt strategies that not only enhance productivity but also pave the way for long-term success.
At Hasti School, our educators and administration are committed to fostering academic excellence in our students.
To achieve this, we provide constructive feedback through a diverse range of assessments, including:

  • Homework assessments
  • Tests and quizzes
  • Practice tests after every subtopic
  • Improvement tests
  • Formative and summative evaluations
    Moreover, we encourage active learning by inviting students to explain topics or concepts to their peers, embodying the principle that “when a child teaches, children learn.” This approach is facilitated through:
  • Frequent doubt-clearing sessions
  • Group discussions under teacher supervision
  • Counselling and guidance
    In our pursuit of academic brilliance, our techniques synchronise with *Japanese techniques that have been refined over centuries. we draw inspiration from it .
    Our approach is rooted in the following principles:
    *By combining innovative assessments with time-tested techniques, we empower our
    Drawing inspiration from Japanese educational philosophies, here are seven powerful techniques that can revolutionise your approach to learning and set you on a trajectory towards academic brilliance.
  1. Kaizen: The Skill of Continuous Improvement
    Derived from the Japanese term for ‘continuous improvement,’ Kaizen encourages small, consistent steps towards progress. Students can adopt this philosophy by setting aside dedicated time each day for focused study and self-reflection. Begin by identifying one area of improvement in your academic routine, be it time management or note-taking skills. Regularly reviewing and refining these habits can lead to remarkable long-term gains.
    How to implement it
    · Allocate 15 minutes daily for self-assessment and goal-setting.
    · Keep a journal to track progress and note areas for improvement.
    · Seek feedback from teachers and peers to identify areas of growth.
  2. Pomodoro Technique: *Mastering Time Management
    Originally developed by Francesco Cirillo, the Pomodoro Technique is a time management method that employs short, focused bursts of work followed by brief breaks. By adopting this strategy, students can enhance concentration and productivity, ultimately leading to more efficient study sessions.
    How to implement it
    · Set a timer for 25 minutes of uninterrupted study.
    · Followed by a five-minute break for relaxation or light exercise.
    · After completing four cycles, take a longer break (15-30 minutes) for rejuvenation.
  3. Kansei Engineering: Cultivating Emotional Engagement
    A Japanese design philosophy, it emphasises the importance of emotional engagement in the learning process. Applying this concept to education involves finding personal connections to the subject matter, which enhances comprehension and retention.
    How to implement it:
    · Relate academic concepts to real-life experiences or interests.
    · Create a visual or emotional anchor for complex ideas.
    · Participate in discussions and debates to foster deeper engagement.
  4. Ikigai: Discovering Purpose and Passion
    A Japanese concept meaning ‘a reason for being,’ this involves identifying one’s passions, talents, and purpose. Students can apply this philosophy to their academic pursuits by aligning their coursework with their interests and long-term goals.
    How to implement it:
    · Reflect on personal strengths, interests, and career aspirations.
    · Choose elective courses or projects that align with your passions.
    · Seek out extracurricular activities that allow you to explore your interests.
  5. Johari Window: Enhancing Self-awareness
    It is a psychological tool designed to increase self-awareness by exploring one’s known and unknown qualities. Students can utilise this technique to identify their strengths, areas for improvement, and areas that may require additional support.
    How to implement it:
    · Seek feedback from teachers, peers, and self-assessment tools.
    · Keep a personal development journal to track insights and progress.
    · Set aside regular time for reflection and self-assessment.
  6. Muda: Eliminating Waste and Inefficiency
    Derived from Lean Manufacturing, the concept of Muda encourages the elimination of wasteful activities. In an academic context, this involves identifying and eliminating non-productive habits that hinder learning.
    How to implement it:
    · Identify time-consuming or redundant study habits.
    · Streamline note-taking methods for efficiency and clarity.
    · Prioritize tasks based on urgency and importance.
  7. Monozukuri: Cultivating a Sense of Craftsmanship
    Monozukuri, or ‘the art of making things,’ emphasises the importance of dedication and craftsmanship. Students can apply this philosophy to their academic pursuits by approaching assignments and projects with a meticulous and detail-oriented mindset.
    How to implement it:
    · Allocate sufficient time for thorough research and preparation.
    · Edit and revise assignments for clarity, coherence, and accuracy.
    · Take pride in producing high-quality work that reflects your best effort.
    Teacher’s Toolkit: Ways to support students in mastering these techniques
    • Provide constructive feedback on assignments and assessments.
    • Foster a growth mindset by emphasising the value of continuous improvement.
    • Encourage students to experiment with different work-to-break ratios to find what suits them best.
    • Offer relatable examples to illustrate abstract concepts.
    • Facilitate discussions about career goals and aspirations.
    • Make available resources and guidance for exploring different academic paths.
    By incorporating these Japanese-inspired strategies into the academic routine, you can unlock your full potential and pave the way for a future of academic excellence. Remember, the key to success lies not only in the pursuit of knowledge but in the deliberate and consistent application of these principles. Embrace the journey towards productivity and watch as your educational endeavours reach new heights*.
    “In conclusion, academic brilliance is a vital aspect of a student’s educational journey . At our Hasti school By incorporating innovative assessments and Japanese techniques{ such as Kaizen, Pomodoro, and Kansei Engineering} we think , educators and parents can empower students to reach their full potential
    Feel free to put your quarries regarding the enhancement of academic brilliance and the role of eductors and parents. Your suggestions , commendation and remarks always help us.

IMPROVING BEHAVIOUR AT SCHOOL

26 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Improving Behaviour in Schools

Six recommendations for improving behaviour in schools

Misbehaviour in lessons is something that has been documented by teachers for centuries. And while most pupils in most lessons are well-behaved, it’s a major cause of stress for teachers and can have a lasting impact on the outcomes of the pupils in the class. There’s a clear need for school to have consistent and clear behaviour policies that promote positive behaviour in lessons. 

This EEF( Education empowerment foundation ) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally good as where there are problems.

To develop this report’s six recommendations for improving behaviour we not only reviewed the best available international research, but also consulted with teachers and other experts. As with all EEF guidance reports, its publication is just the start of how we aim to support schools in implementing these recommendations. We will now be working with the sector, including through our colleagues in the Research Schools Network, to build on them with further training, resources and tools. This report is well-timed for school leaders to consider alongside the recent Timpson report on exclusions, and to be part of professional conversations around behaviour that will be central to the Department for Education’s Behaviour Support Networks.

1.Know and understand your pupils and their influences Pupil behaviour has multiple influences, some of which teachers can manage directly.Understanding a pupil’s context will inform effective responses to misbehaviour.Every pupil should have a supportive relationship with a member of school staff.

2.Teach learning behaviours alongside managing misbehaviourTeaching learning behaviours will reduce the need to manage misbehaviour.Teachers can provide the conditions for learning behaviours to develop by ensuring pupils can access the curriculum, engage with lesson content and participate in their learning.Teachers should encourage pupils to be self-reflective of their own behaviours.

3.Use classroom management strategies to support good classroom behaviourEffective classroom management can reduce challenging behaviour, pupil disengagement, bullying and aggression.Improving classroom management usually involves intensive training with teachers reflecting on their classroom management, trying a new approach and reviewing their progress over time.

Reinforcement programmes based on pupils gaining rewards can be effective when part of a broader classroom management strategy.

4.Use simple approaches as part of your regular routineSome strategies that don’t require complex pedagogical changes have been shown to be promising.Breakfast clubs, greeting children at the door and working with parents can all support good behaviour.School leaders should ensure the school behaviour policy is clear and consistently applied.

5.Tailor targeted approaches to meet the needs of individuals in your schoolUniversal behaviour systems are unlikely to meet the needs of all your students.For pupils with more challenging behaviour, the approach should be tailored to individual needs.Teachers should be trained in specific strategies if supporting pupils with high behaviour needs.

IMPLEMENTATION AT Whole-school LEVEL Consistency and coherence at a whole-school level are paramount. Whole-school changes usually take longer to embed than individually tailored or single-classroom approaches.However, behaviour programmes are more likely to have an impact on attainment outcomes if implemented at whole-school level.

IMPORTANCE  OF QUESTIONING SKILL IN TEACHING AND LEARNING

19 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


Sir Albert Eistein once said I quote
” *if I had an hour to solve a problem and my life is dependent on the solution ,I would spend the first 55 minutes determining the proper question to ask for . Once I know the proper question ,I could solve the problem in less than five minutes” I unquote.
Such is the power of questions .
Had Arjuna not asked  wise questions ,It would  not have prompted Lord Krishna to answer  to quench the thrist  of  knowledge of Arjuna..Thus credit for the world class mythological text  GITA  goes to questions asked by ARJUNA Such is the power and importance of questions .

Children gherefore need to be allowed to ask questions fearlessly and There is need to develop the art of asking the questions for the success
Insights of successful people from different walks of life show the importance of right question which help us to increase our curiosity and creativity
Therefore
Questioning is one of the most important skill for successful people

At our Hasti Public school more stress is given on framing questions we believe that “ *One who  answers  the question may be intelligent * but *One who ask question is wise*    In our Hasti Public school we have revolutionized the home work system , our teachers , instead of giving home work to bring answers , (to the questions (which they are likely to ask or copy from digest or from friends notebook) , give home work to  frame or make questions (as many as possible)  from the portion taught to them 

Our Hasti School is now creating  a wonder  wall or QUESTION WALL  in everty class room where children are allowed to write the question before and after the lesson /topic/chapter/unit discussed

i think , Had Arjuna not asked  wise questions It would  not have prompted Lord Krishna to answer  to quench the thrist  of  knowledge of Arjuna.. Thus credit for the world class mythological text  GITA  goes to questions asked by the ARJUNA . Such is the power and importance of questions .

We all know that the moment a child takes birth, it makes announcement of    his/her arrival with the first cry. As children grow, parents start modeling conversation skills thereby aiding the development and nurturing the communication skills of children by making them capable of expressing themselves. While growing up, children tend to ask a lot of questions and this innate desire or curiosity to know the world by asking questions acts as a **catalyst in communication.

Just like plants need the right amount of sunlight, water, clean soil, and some nutrients in the soil for food . Our learners should be taught the art of *listening,* speaking*, receiving and giving feedback* and most importantly of asking questions.

Why Is Questioning Skill Important In The Teaching And Learning Process ? child’s world is full of excitement and wonder. To strengthen the natural instinct of wondering, questioning is an important skill to be developed in learners., A good question can open minds. It is a question that often leads us to wonder, reflect, discover and challenge new ideas, uncover new meaning by taking us from the known to unknown.

Those with good questioning skills are often also very good listeners as they spend more time absorbing information Questioning is at the heart of communication, it is an expansion of critical communication skills in children.* A great question is equal to great communication* hence questioning is the key mantra to successful communication.

Promoting learner questions in class is a significant role of an Inquiry teacher.

How Can Teachers Develop A Culture Of Questioning In Their Classrooms ?

Nearly a century ago, John Dewey made a prescient observation about classroom culture and questioning that still holds true today:

No one has ever explained why children are so full of questions outside of the school ,? and the conspicuous absence of display of curiosity about the subject matter of school lessons.The real issue is in the classroom culture, here would point out that teachers have enormous power, their behaviour will determine an impact on the climate of questioning in the classroom.

A teacher’s curiosity infects the entire classroom in a positive way,Thomas Kuhn said “ The answers you get depend on the questions you ask

*What Can we Teachers Do to Improve Questioning Skills in Learners?

Question Cube –The question cube creates tension on the learners in framing critical thinking questions from a book you have read, as well as pictures of important things or main ideas. This strategy can be used in any subject focus.

See- Think- Wonder- Visible thinking Routine is simple yet a powerful tool to help learners generate questions. Beginning with a visual prompt, learners share their thinking at each step along the way before moving on to the next one. This facilitates the learners to build on the group’s thinking and often results in deeper and meaningful discussions.

Question Quadrant-                        

Teachers often struggle with getting their learners to understand and ask good open ended questions. To get them to understand the different types of questions, the Question Quadrant is a tool first devised by Philip Cam (2006) while working with students and teachers in order to *hone, sort and categorise learner questions. It is a tool which assists teachers to explicitly teach question types with the intention of using students’ questions to guide learning.                                                                                             *

Question Wall – Question wall is popularly known as a wonder wall or learning wall. A question wall is a space in the classroom where learners post their questions. In remote teaching we can design a virtual wall Teachers can incorporate this questioning strategy in their classes before, during and after a lesson. *With question walls, learners can write their burning questions enabling them to safely express their wonderings. This strategy is particularly useful as it stimulates learners to think critically, boosts active learning and participation.

The importance of communication skills in children is key to being a successful communicator, an empathic leader and a contributive global citizen.The art of questioning is at the heart of the development of communication skills. Questions can be asked in a formal or an informal setting. Asking questions in the classroom or at home is a driving force of learning. It will always be an indispensable slice of every child’s learning. Powerful questions can create an explosion in learning. Parents and teachers must encourage young learners to ask questions and provide them with an opportunity to investigate their own learning.

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MENTAL MATHEMATICS

14 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


How to Teach Your Children to Do Mental Math*

It is important that everybody learn to do some calculations mentally when paper and pencil or a calculator is not handy.

*Let us see  few beginning mental math strategies that a parent might help a child learn at home*.

*Mental math should not be confused with the memorization* of basic mathematics facts*— such as knowing the times-tables by heart. While memorizing basic facts makes mental math easier, *doing mathematics mentally requires both memorized facts and the manipulation* (strategies) of numbers and operations*  

 The following mental math strategies are arranged in general order *from the easiest* strategies children can learn to perform in their head , *to more difficult and challenging mental math gymnastics*.

*Strategies for Addition*

Doing addition problems in your head is probably the best way to start doing mental math. Even young children—5, 6, and 7 year olds—can do the easiest strategies below. While the first few may seem *trivial to adults* , But they are a *good way for children to begin learning to do mental math*.

When the words “hearing” and “saying” are used in these strategies, they mean “hearing in your head” and “saying in your head.”

Adding One

*Adding one means hearing a number, then saying one number up—or counting up one number*. The best way to introduce this to your children is to *say a number out loud and then, after allowing they time to think, have them tell you the next higher number*. Make it fun by having your children tell you a number and then you tell them the next number. Start with low numbers and, when your children are able to count higher, move to larger numbers.

Adding Two

Adding two means hearing a number, and then saying the number that is two more. To do this, children can either mentally add two or count up by two. *If you first teach your children to count by twos: 2, 4, 6, 8, 10, etc., it will be easier for them to add two mentally. However, remember that they will also have to learn how to count by the* *odd numbers: 1, 3, 5, 7, 9, Also, if children understand that any odd number, plus 2, will always be another odd number, and that any even number, plus two, will always be another even number, these mathematics concepts can help them check their answers mentally*.

Counting-On

*Counting-on is one of the simple but powerful mental math strategies children can learn and is the easiest for most students* —many children figure out this strategy naturally. *Counting-on means a child mentally says the biggest number to add, and then counts-up the second number*, one (or two) at a time. For example, *in the equation 5 + 3, you start with the 5 in your head, and then count up: . . . 6, 7, 8. You might suggest to your children that if they want to add 2 + 6 in their head, they should start with the bigger number, in this case 6, and count up (. . . 7, 8) since, with addition, you can add numbers in any order and get the same answer—order does not matter. *This is called the commutative property of addition*

.

When mentally counting-on, children and adults often resort to using their fingers to count up (or down), simultaneously counting on their fingers while they count in their heads. If your children use this handy device, let them. It is not harmful if it helps to make counting-on a useful mental math strategy.

*Making-Ten*(s)

Since ten is the basis of our number system, students who know all the single-digit combinations that equal 10 can make good use of them in doing mental math. The *making ten strategy involves memorizing the number combinations that add to ten*: 7 + 3, 8 + 2, 5 + 5, etc.—they are not as useful if children need to think hard to remember these combinations. *Once students memorize these, counting-on or other strategies become easier. For example, 6 + 4 = 10 may be a trivial problem, but *if you know your combinations of ten, this strategy can then be extended to harder problems, such as 76 + 4, since 76 + 4 = 70 + 6 + 4 = 70 + 10 = 80—easy*!

Rearrange Numbers and Operations

*On paper, we tend to calculate with numbers in the order they are given. Doing mathematics mentally frees us to do calculations in the order we choose and can do more easily*. For example, if we do 6 – 3 + 2 + 4 + 8 in our heads, we can rearrange it as (6 + 4) + (2 + 8) – 3—*two combinations of 10*, then subtract 3 last. However, to do this, a child must be able to remember the numbers and rearrange them mentally. This is hard for some people.

*Visualizing a Mental Number Line*

Number lines, such as those found on the wall in many classrooms, are a visual model of our number system and can be very helpful for children who need to see how numbers are logically arranged. *If children can close their eyes and  visualize a mental number line, this too can be helpful in doing mental math. *The best way to help students picture a number line is to PASTE*  *A PAPER NUMBER LINE IN YOUR HOME WHERE YOUR CHILDREN CAN SEE IT AND USE IT REGULARLY*  ON TV,MIRROR , INFRONT OF DINING TABLE , KITCHEN TABLE ETC. *

*Do you remember in our HASTI PUBLIC SCHOOL*  *we ask children to paste* their aim or objective of future career for ex.*I WANT TO BECOME DOCTOR/ENGINEER/CA/ ARMY OFFICER ETC. or of scoring total % at public exam.for ex.I WILL SCORE 95% MARKS IN MY SSC/HSC EXAM* ..on *mirror, TV*  etc.and *TO WRITE LETTERS TO THEIR 10 RELATIVES AND FRIENDS ABOUT THEIR DETERMINATION TO ACCOMPLISH THE AIM*

Adding Ten

*The number line can teach students that adding ten is easy because ten is an easy “jump” up the number line. No matter what number you start with, the one’s digit stays the same but the ten’s digit increases by one. For example: 5 + 10 = 15, 12 + 10 = 22, 23 + 10 = 33, etc*.

Adding Nine

*Once adding ten is easy to do, adding nine is the next strategy to learn. To add nine, a student just adds ten, and then counts down by one. A child would mentally say 5 + 9 = 5 + 10 – 1 = 15 – 1. Once understood, this mental math strategy is almost as simple as adding ten*.

Double Numbers

*Making use of doubles—5 + 5, 7 + 7, etc.—is a bit harder, but can be very useful for mental math*. Doubles come up often in calculations, so if all the single-digit doubles are memorized, students can combine these known facts with the mental math strategies already mentioned. *For example, when faced with the problem 76 + 6, students can think of it as 70 + 6 + 6. If they remember that 6 + 6 = 12, then they can rearrange the problem as 70 + 12, and then again rearrange the problem as 70 + 10 + 2 = 82*—making it an easy mental math problem.

Near-Doubles

*Once students have memorized their doubles; the use of near-doubles in mental math*  follows easily. *For example, in the expression 5 + 6, if students first remember the double, 5 + 5 = 10, then it is easy to add one more, getting an answer of 11*. Children actually do not have to memorize the near-doubles if they know their doubles. For example, in the equation 37 + 8, when children use the near doubles strategy, it follows that 30 + 7 + 7 + 1 = 30 + 14 + 1 = 44 + 1 = 45.

Front-end Addition

*We frequently do mathematics differently in our heads than we do with paper and pencil. The typical way to add a pair of two-digit numbers is to add the digits in the ones place first, carry ten if necessary, add the digits in the tens place next, and finish by combining the tens and ones results*. *For example*, in the problem 65 + 26, if students first mentally calculate 60 + 20 = 80, the number 80 is pretty easy to remember—to store away mentally for a few moments. If they then add the ones, 5 + 6 = 11, they can recall the easily remembered number, and compute 80 + 11 = 91. Not everyone prefers front-end addition, but those who do often use this strategy without thinking about it.

“Friendly Numbers” Strategy

*certain number pairs go together nicely and are easy to work within our heads; we call these friendly numbers*. For example, 75 + 25 totals 100—we know this well from using money. Although we do not often get many problems as simple as 75 + 25, we can combine this friendly number strategy with other mental math strategies. *For example, to add 78 + 25 students would instead think 75 + 25 + 3, changing it into two friendly numbers* and one easily added number instead.

A Bit of Mental Math Advice

For some students these mental math strategies will be interesting and fun—and may even make them feel mathematically powerful. However, what appeals to one child may be uninteresting and hard to another. If there is one important bit of advice before you share any of these strategies with your children, it is: go slow and proceed only IF your children enjoy learning how to do mathematics in their head. *A few minutes of playing with mental math are plenty—do not make it tedious. If learning mental math tricks is not fun for your children, it is best if you stop and look for other areas of mathematics, such as geometry or puzzles that will appeal to your children more than mental math*

In our Hasti school this is planned and *This is what we do and expect teachers and learners to do and more importantly the parents to play with their wards a  mental mathematics.

CRIATIVE THIKING* AND  CREATIVITY*  

12 Jun 2024 Leave a comment

by Dr.Vijay . in Uncategorized Tags: , , , ,


*Creativity is the ability to make something new* . This might be a picture, or a piece of music—but it might also be a new idea. *Creative thinking, therefore, is the ability to think differently*: to see a problem or issue from a new angle or perspective.Critical thinking is the ability to clearly and logically consider information that is presented to us. Creative thinking is about generating new, novel, or useful ideas.

*High scores do not necessarily equate to effective learning and the onus of education is being defeated in the competitive mad race for marks* writes AK Bakhshi

*Creativity is the most difficult thinking skill to acquire, and also the most sought-after*. We value it in our music, entertainment, technology, and other aspects of our existence. We appreciate and yearn for it because it enriches our understanding and can make life easier.

*Creativity always starts with imagination*, and history shows that *many things we imagine are later actually created*.

*Gene Roddenberry imagined the Star Trek flip communicators in 1966, and Motorola produced them in 1996*

*In the mid-1800s, Augusta Ada King envisioned a language for computing machines that didn’t even exist; today she is honored as the founder of modern programing languages*.

*creating is the highest order of thinking*, it should be in the *forefront of all learning environments* and an end goal. When students create what they imagine, they’re in the driver’s seat.

*Creative thinking involves students learning to generate and apply new ideas in specific contexts*, *seeing existing situations in a new way* , *identifying alternative explanations*, and seeing or *making new links that generate a positive outcome*.

The recently announced National Education Policy *(NEP) 2020* emphasises on the need to *shift focus from examination and rote learning to conceptual clarity*, *critical-thinking*,*problem-solving*,*innovation* and  *creativity* 

*Creativity is one of the most important human resources which* enable us to look past what exists and discover new ways of thinking*.

Nurturing creativity in our students is, therefore, the need of the hour and hence *our Hasti school* is trying to  introduce major reforms* in our teaching learning pedagogy* .

According to a reliable study, *98% of the kids at the time of entering schools think different* but when they go through the education system, at the age of 25 *only 2% think different*. This happens so because from childhood *we  provide ready-made answers to the questions* and hence strips the learners of their ability to think on their own* therefore

 *at our Hasti school  *we do not ask children to* *bring answers from home*  as *home work* but instead *to bring questions*  which we intend to discuss in  class  room and make children give answers differently this gives  exposure to their-creativity* .

*The passive one sided teaching discourages questioning, discovery, experimentation and application in the classroom and thus draws them to rote learning*  .

 This situation is further aggravated by the misunderstanding that *good marks equate to effective learning* and the *onus of education is being defeated in this competitive mad race for high marks*.

*Creativity is not an injection which you can give to someone* . *For creativity, you need to create an environment for curiosity and a way to encourage students and get the best out of them* . Teachers can play the most important role in nurturing creativity among students. However, as the teachers themselves are mainly the product of the same old system which focused on rote learning, therefore they need to be massively trained in various ways to nurture creative thinking in students

*Some of the ways to nurture creativity amongst students include*:

1. *New teaching technology*  *Students need to be encouraged to ask innumerable whys and why nots* . *Curiosity is the seed of creativity*

*Therefore students ,at our Public school & Jr.colllege are encourage to ask & to   make more and more questions  & thereby advocates  & encourages  curiosity and hence creativity*

2. ICT-empowered pedagogies: In this information age the teachers need to be empowered with the new ICT-empowered pedagogies such as blended learning and flipped classroom which can help meet the learning needs of the 21st Century.

3. *Experimental learning and exploration*  There is an urgent need to shift focus from passive learning to experiential learning i.e learning by doing. As we have at our school regular students seminars .This approach is extremely effective in helping the students to grasp, explain and retain otherwise difficult concepts.

4. Focus on keen observation: Keen observation of the world around has caused many important breakthroughs in science and medicine and in the social and business worlds. Strong observation skills are found to be greatly linked to greater creativity,

5. Avoid excessive use of the internet: *One of the main reasons behind the lack of creativity in our students is the excessive usage of the Internet*. This has impacted adversely the generation of original ideas and plans.

6. Reforms in Assessment Pattern: Assessment drives learning. Special training needs to be given to the teachers through workshops in setting examination questions which test out of box thinking and hence creativity. Assessment process needs to be made more scientific to encourage multiple skills of the students.

7. Teaching beyond curriculum: *At least one lecture per week should be devoted to “teaching beyond curriculum”. In this lecture, students may be asked to decide what they will like to do* in one year or in one semester. This project may involve anything like *writing poetry, news report, general articles, scientific fantasies etc*.

*Imagination and creativity are the traits that fuel the future*. Both serve to inspire students and should be integrated into every part of learning. In planning and designing learning for students, this we know: Teaching students how to think is more important than teaching students what to think.

*There are various activities and work sheets* that if given to students individually or in groups/  bubble,  will encourage them to think independently and creatively .

*Some  such activities are given in our next blog*. please do read and record your impression and do share this to your colleagues and teaching community   if you like.