Shyamsunder Panchavati

Shyamsunder Panchavati
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Sunday, May 11, 2014

How to lead the student from the wrong answer to the correct one? 05-11

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If a student gives a wrong answer?

How to lead the student from the wrong answer to the correct one?

Let us first analyze how a wrong answer comes from the student?

The reasons could be:

1. The student knows a part of the answer which may not be the first part. So the student in his over enthusiasm to show case his knowledge, concocts the first part.

As the first part of the answer is wrong, he is discouraged from continuing further and coming out with the part of the answer that he knows. The solution to this problem would be to allow the student to continue and complete the answer, compliment him for the correct part of the answer and give an opportunity to some other student to correct the wrong part of the answer. As the student has to only correct the incorrect part of the answer, learning process becomes that much easy and interesting.

2. The student knows the answer but not able to recollect it.

It usually happens with some students. They know the answer but are not able to recollect. The teacher should lead such students by providing helpful clues rather than passing the opportunity to the next student. Sometimes a small clue can get a complete correct answer from the student. The ability to give a correct answer often times is morale booster and increases the student interest and thus improves the learning process.

3. The student knows the answer, but he is inhibited and diffident to come out with the answer.

The reasons could be lack of self-confidence or low self-esteem. The reasons could be traced to child’s psyche or mind set due to conditions and environment at home on account of financial social or could be even traced to parenting problems. While the teacher cannot certainly resolve this problem, the teacher can certainly help make the classroom environment inspiring for the student to be more forthcoming.

4. The student writes the answer correctly, but fumbles when asked to orally answer the question.

If the student is able to write the answer correctly it means that he knows the answer. The problem of expressiveness can be solved by asking the student to write the answer and read out the written answer. This will prevent the fumble and the loss of self-esteem caused due to  the possible ridicule by the fellow students and the teacher on account of it.

Sticking with the student helps.......

One way of sticking with a student, is restating the question and giving additional think time before asking the student to try again.

When you observe and start paying attention to the body language of students,when you don't stick with them, you begin to realize the damaging effects of moving along. Conversely, when a teacher sticks with a student, the student receives a positive message: "I believe in you. I will not give up on you. I have high expectations for you."

Changing the Classroom Energy
There were also steps that a teacher  could take preemptively to help  students avoid these wrong-answer moments entirely. Providing wait time before calling on anyone is one effective strategy, particularly for the students who were English-language learners. To ensure enough wait time was provided, teachers can count  up to ten in their head, and  observe how many hands go up.

It sometimes helps to allow students to take a moment to do a "turn and talk" with a partner before calling anyone. It gives them time to process the question and practice their responses. A turn-and-talk session also gives  an opportunity to listen in on the responses of multiple children, as opposed to just the one child.  Giving students individual whiteboards to hold up also takes the pressure off of them to produce verbal responses.

If you still think the student answers all about knowledge and ignorance aspect????

Please read further to understand my take on it and then please contribute your perspective too through comments.

Let us now delve deeper into the knowledge & Ignorance domains.

For this it is essential to have a clear understanding about the Knowledge & Ignorance
Knowledge is not absolute Ignorance can be absolute for all in some domain or other.
Ignorance is all pervading…..

Knowledge is the degree of reduction in ‘Ignorance absoluteness’

The difference between a knowledgeable individual and an exalted ignorant is the degree of Ignorance. They are inversely proportionate. An individual having high level of knowledge in one domain will have equal degree of ignorance in other domains. By this analogy every individual is both knowledgeable and ignorant.

Can an ignorant person accuse someone else of ignorance?

The journey, a student has to be led, is not a journey from Ignorance to Knowledge, but the one that is from knowledge to the expression of knowledge

The lack of expression of knowledge is sometimes termed as ignorance by the teacher resulting in lackadaisical evaluation on the part teacher.

The same student may express himself better, in a more palpable & palatable condition. A student cannot be blamed for the teacher’s inability to create such conditions.


Here the problem may be more with the interactivity of the student than inactivity. It is certainly not inaction; the student actually is ‘in action’. The action is of listening, comprehending, and if the student can reproduce the same in the written form, the student needs to be evaluated on par with the students with better oral interaction skills and the other way round. Hence this certainly is not the reason for the student to be looked down upon. This has more to do with behavior skills than the metacognitive skills.  Lack of expressiveness has its roots to the family environment, economic condition, social positioning in the community. The student needs to be coaxed encouraged and motivated to converse in the language of Instruction. The transition from conservatism to conversation is slow and the teacher needs to be patient and forbearing.
Imparting can never be one size fits all and one method suits all philosophy doesn't work.  

Imparting is and should be a constant ‘Paradigm Shift’ process and customization is more of a necessity than an option.

Yes, I agree that it is not possible to evolve a method that reaches all in a class of students with different metacognition level. However you can spread a spectrum that gives a comfort zone to the lowest level and spread to the average level. This would bring an attitude shift in the students at the lowest level, which results in better application and better application results in better metacognition levels. This tremendously increases the cognition levels of the so called weak students and brings them on par with the average students. This is when the wavelength beam can be shifted to start from the average and cover above average students. This may take time, but with effort you can achieve this.

 The resultant reduction in disparity in understanding and comprehension levels can considerably increase the average achievement level of the class. An age of 8 years is the right stage to start the process, and by the age of 12, A student will achieve increased metacognition levels. The student will be able to comprehend reproduce the tough Course Curriculum (CC). 

However before starting the process it is important and imperative to understand the difference between the Intelligence and metacognition. Low metacognition levels do not mean low intelligence levels. No, both are as distinct and different as day and night. They are not related but can influence each other.  Basically it is a question of investment of intelligence and not existence of intelligence.

What is Intelligence?

Intelligence is an asset that every individual has. The individual involuntarily invests it like an intelligent businessperson in the areas where he can get maximum returns (I e soul satisfaction). If the class curriculum & imparting is not a soul satisfying commodity, the investment is relatively less. There are different domains competing in a student with better metacognition levels for the investment and they manage to get more investment.

For example a student is able to analyse a sports match (Cricket, Baseball, Basketball, Football, Soccer, others) and player performance like an expert. Because this domain has managed to attract an investment proportionate to its evolved metacognition levels. It is not a distraction, as we would like to believe, it is an attraction. It is knowledge, it is also an education. Mind continuously educates & upgrades itself. Education is multi-dimensional and all-pervading and Class Curriculum (CC) is just a small but important part. While other domains create a natural environment for maximum absorption and reproduction, CC is force fed to students. Just as no human being can be forced or bullied in to make an investment against his/her will, similarly mind also cannot be bullied into investing into CC against its will.

How can the imparters create a situation where the mind would feel happy to invest its intelligence for CC ?

Iteration by heart Vs Iteration by mind.        
Iteration is good method no doubt. It is the iterating mind that can help improve comprehension, not the verbal or physical one.

Reading by heart should be replaced by reading by mind.

There are very clear and definite methods of doing it. However it is more about a very committed intent than the content. The vastness and intensity of the subject requires a separate article. I am working on it and the article will come out as soon as it is ready.

Before concluding, I would like to have a word of appreciation for the efforts being put in by the governments and the academic experts in various countries in creating meaningful Curriculum frameworks. Special mention should be made of Salman Khan who has created a revolution in imparting technology with his unique methods thorough his YouTube videos. Bill Gates and Google are also investing heavily for creating processes leading to evolved teaching and learning methodology.

"School in the cloud" concept is also slowly evolving and spreading. More and more entrepreneurs and social entrepreneurs are coming forward to invest heavily to evolve new strategies and paradigms.

Future holds a great promise for the coming generations.  

It is perfectly in order to dream and envisage a great future for education.

You can never have a last word on such a sensitive topic. I would like my friends in education research and imparting to contribute their thoughts. In the interest of students, we need discussions, deliberations, and concrete action.

I hope you agree,

Best wishes,


Please also read Shyam's most read article on teaching and learning.... 

How to Put Metacognition in Process for Teachers 

Thursday, December 5, 2013

Proposal for collaboration with Academic Institutions 12-06

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 We are a research organization based in Hyderabad presently extending our services to an organization running a group of schools located at various places in Andhra Pradesh. In March 2014, we will complete our contract with them.

We are looking forward to associate ourselves from April 2014 with any organization already running schools in Andhra Pradesh or with organizations intending to open schools in Andhra Pradesh.

Our expertise lies in the following areas of Academics.

Planning and designing of curriculum as per the requirements of State Government including the implementation of CCE norms.

Training, orientation and continuous updation of knowledge of the teachers of preprimary, primary, secondary, and high school.

Continuous research on the new methods and methodology in imparting and development of knowledge based teaching methods.

Designing of tools and aids to facilitate the elevation of comprehension levels of students to make learning a enjoyable experience.

Working and leveraging methods to relate learning to guidelines suggested in NCF.
Planning & setting up of new schools, development of infrastructure, and recruitment of administrative and teaching staff. Planning and budgeting the revenue, expenditure and other financial and administrative aspects.

The members of the R&D are senior professionals having experience of between 2 to 4 decades as teachers, principals, coordinators, Kendriya Vidhyalayas, CBSE, and State Government affiliated schools.

Most of them hold post graduate qualifications in both education and their subjects.

We invite response from likeminded people and organization. We will welcome proposals from organizations that have dared to come out of the exam oriented system and transited successfully to knowledge enhancement system.

Please send your responses with details of the background of the organization, people associated with it, the important stake holders, size of organization and its geographic location. Please send your responses addressed to The Director, to the following email id. 

Saturday, September 7, 2013

If God were to propose and the Human beings were to dispose, would human beings dispose of all the gods at the first instant??? 09-07

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If God were to propose and the Human beings were to dispose, would human beings dispose of all the gods at the first instant???

Not a very human thought, I know

But, would that mean a peaceful world for all of us???

It could perhaps, if we look at recent history, we will find that most of the wars have been fought in the name gods faiths, religion, and beliefs. Inter and Intra religious differences have resulted in both civil & military wars, in turn resulting in huge loss of innocent human lives.

Every neighborhood in Afghanistan, Iran, Iraq, Pakistan, Palestine, Israel, United States, Japan, and many other countries has a saga to narrate of dear ones killed in the battle. Battles have been fought in the name of god, in the name of peace. Syria is on the brink. President Obama wants to annihilate the lucky ones who escaped the chemical attack. The American Presidents (without exception) are competing with Al Qaeda and other terrorist organization in wiping out the human race from this planet,at least from the Asian continent.

We know that there is serene peace & tranquility in death, but given a choice, we would like to have peace based on principles of mutual understanding and coexistence.

I could have easily quoted country wise figures of the precious lives lost since the world wars, but that is not the focus of this article.

Well, there is a very valid argument that, fear of god, and tenets of the religion often keep people disciplined and help promote harmony within the sects and among the sects. I am also prepared to buy the argument that it is a very small minority that is indulging in misinterpretation of the religion to promote terror activities.

Very small minority, yes correct, but the impact, intensity, and the geographic spread of their activities are totally disproportionate to their numbers. Add to this, the over reaction of the various governments, and their extraordinary generosity in spending funds, military hardware, and the deployment of the troops. These are the important factors for destruction all around.

Innocent lives are being lost daily due to both terrorist activities and the action by Government troops. A missile or a bomb fired from an aircraft or ground artillery doesn’t distinguish between an innocent, or a guilty individual, doesn’t know as yet to avoid innocent children & women.

The severe impact of excessive allocation of funds for defence, on the global economy is too well known for enunciation. Fledgling economies of West Asia have been driven to pauper status by these needless wars.

The wars are not between the believers and the non believers. They are between the different groups of believers who call the god by different names and have different ways of worshipping the almighty.

There is nothing wrong with the holy books or the scriptures. They all preach love and brotherhood. Intolerance is in the heart and the minds of the individuals or groups and not in the faiths or religions.

Now coming back to the basic question……

If there were no gods or religions, would there still be wars and destruction???

Well, it may not bring end to all wars and loss of human life, but, yes it would remove a very big reason for it. And even one reason less for war is a less war and more peace.

And that would mean less investment for defence and more for building economies. It would mean more investments for education, agriculture, technology, and infrastructure. That would mean more jobs, more affluence. When everyone is busy building economy and affluence, thought of a war would be the last thing on their mind.

With all these glorious possibilities, the question is …

If the human being has the power to dispose, will he…

Well it may seem an insane thought, but a thought that could lead to a saner world.

People may think I am dreaming,sleep writing, in deep slumber.

May be yes… 

In that case, don’t wake me up; the other side is too harsh to bear.


Wednesday, July 10, 2013

Daughters are special 07-10

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I STOLE THIS STORY, BECAUSE i FELT IT WAS WORTH IT, IF I HADN'T STOLEN IT,I WOULD HAVE ROBBED YOU (of an opportunity to read some really great content)

!!! Daughters Are Special !!!

On the first day of their marriage, wife and husband decided and agreed not to open the door for anyone..!!!

On that day first, husband’s parents came to see them, they were behind the door. Husband and the wife looked at each other, husband wanted to open the door, but since they had an agreement he did not open the door, so his parents left.

After a while the same day , wife’s parents came , wife and the husband looked at each other and even though they had an agreement , wife with tears on her eyes whispered , I can’t do this to my parents , and she opened the door.

Husband did not say anything, years passed and they had 4 boys and the fifth child was a girl. The father, planned a very big party for the new born baby girl, and he invited everyone over.

Later that night his wife asked him what was the reason for such a big celebration for this baby while we did not do it for the others!

The Husband simply replied, because she is the one who will open the door for me..!!!

::: Moral :::

Always Love and Respect the Girl Child, They Are Also Special..!!

Saturday, May 4, 2013

In India, Cow is treated as holy, and worshiped as mother. And mother & women are considered highly dispensable. 05-05

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In India, Cow is treated as holy, and worshiped as mother. And mother & women are considered highly dispensable.

News and reports of atrocities on women are considered as the only high value news worthy inputs by  both electronic & print media (& social media too). They even beat high value inputs like IPL & cinema. And of course they are contributing heavily in making the otherwise worthless politicians eloquent & speech worthy.

And thanks to the wrong mongers, (or these the animals in mangers), there is surfeit of these high value inputs.

It is a common sight to see the sinners in the garb of sages (politicians) indulge in endless discussions. The pointing of fingers at other political parties,the holier than thou attitudes are nauseating, but there is no escape.

I am not happy calling these programs high value inputs. But I am speaking the truth.  The prime time,non prime time & other slots are occupied by these high value inputs.

Is there a news channel, that can come forward & boldly state that, yes we will not exploit some one's pain & misfortune of our financial bottom lines.

None I think at least in India.

Do these seemingly endless debates & discussions yield any outcome ???

Does this activity take the country near any solution???

Does it contribute to a more secure environment for the omen???

What happens after these interactions???



The cycle repeats.


Now the article,

The article is written by a woman, The language may be shocking by Indian Standards, just matter of fact by american standards, but very realistic by every standard.

Please read the article HERE

Sunday, March 17, 2013

Understanding the Vocabulary of Silence 03-17

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Contrary to what the age old idiom that says “The squeaky wheel gets the grease”,

It is “The Silence” That creates the maximum understanding and impact.

One who doesn't understand any language (that you speak) perfectly understands the vocabulary of silence. 

The syllables of Silence  reverberate more effectively than the Decibel of noise.

Those who have a gift of words preserve & sparingly use them as a prized possession. Silence in itself is a complete vocabulary, & communication medium that conveys everything that needs to conveyed in an impact creating manner.

The most important message your silence conveys is your special identity and status. People recognise that “You are somebody, not anybody or nobody”. Thereafter every spoken word assumes extra importance. Every word you speak delivers extra value. The yearning always is more for what is less available & this applies to every spoken word coming from you. A silent man when he speaks, every word carries extra weight. People stop their activity listen very attentively, savour every word and implement seriously the advice or instructions.

The compelling unwelcome habit of giving advice mostly generic, mostly unsolicited often causes more harm than any benefit to the person in problems. The most important help you can render to anyone is to listen patiently to his problem. Once you listen to him, the other person feels light and relieved. The fog of self-doubt slowly disappears. The person starts working for a solution with a renewed energy & vigor  & more often than not, finds a solution for his problems. The solution to the problem often is lurking very near, but the disturbed mind set often comes in the way of recognizing it.

In this condition, an ounce of help is more beneficial than a pound of advice. An audience in silence is more comforting than the spoken word.

Your telling him, “Come on, you can do it”, looks farcical & artificial & may even irritate the person. Whereas your act of silent audience gives him a feeling that you have understood the gravity of the problem, & also makes him understand that he is in the best position to solve it. You have thus not only increased his self-confidence, you have re- ignited his thinking process. No wonder you will find him/her coming back to you again & again for solution.

Silence as a tool for business!!!

Silence can also be used to close the Business deals positively. After scientifically & rationally pitching for the product and stating the price, a calculated pause, a few moments of silence often adds value to your business call.

Your silence allows the customer to evaluate your pitch peacefully & rationally without distraction, A rational evaluation often helps in increasing the customer’s interest in your pitch and the product. 

Try it, if you haven’t & if you have & succeeded, please share your experience in the comments section.

But Why, Why, Why this discussion on silence?    
 Silence is the most valuable asset the almighty has created for us. Modern humans have lost touch with their inner "true self". Silence and stillness are a means to recovering happiness and contentment. 

In the modern world silence has practically ceased to exist. The human race has stamped its authority over the planet Earth not just by covering its surface with concrete and destroying its plant and animal life, but also by burying the natural sounds of the Earth beneath a cacophony of man-made noise. We live our lives against the background of this cacophony, with the jagged mechanical sounds of urban-industrial society continually assaulting our ears.

Is Silence then our greatest friend??

Yes indeed In reality silence is one of our greatest friends, and can—if it's allowed to reveal itself to us—have a powerfully beneficial effect on us. Inner silence & peace often allow us to converse with our true inner self. The inner self the metaphysical self often guides the physical self into a rational & meaningful thought process creating mindfulness. This leads to actions that contagiously create a sense of wellbeing everywhere.

However this simple but high-end conversation is a rare occurrence these days, given the compulsions of time, stress, professional commitments. These are the internal noises that constantly disturb the mind & the thinking process. Add to this the external man made noises emanating from the vehicles, the electronic gadgets & other accessories that human being has become addicted to. 

With all this noise & disturbances, is it possible to have the ambiance that is required for this conversation?

But yes whenever this happens it creates a massive therapeutic effect for the human being. It brings a sense of being firmly rooted in ourselves, of being truly who we are. We also have a sense of being truly where we are, realising that before we were only half-present, and everything we see around us seems intensely real and alive, as if our perceptions have become much more acute.

But above all, we experience a profound sense of inner peace and natural happiness. The nature of consciousness-in-itself (which means the consciousness inside us and the consciousness which pervades the whole universe) is bliss. Getting into contact with the pure consciousness inside us enables us, therefore, to experience this bliss. Indeed, it could be said that it's only when we do this that we can experience true happiness.
The importance of silence in our lives can never be explained enough or satisfactorily. While words communicate & convey, silence communicates & impacts.

In the Symphony of silence, is the extravagance of austerity.

And Finally,

Is it possible to remain silent, when the discussion is on Silence?

Please come out with your valuable inputs insights.

I am eagerly waiting for them.

Best Wishes,


Thursday, February 7, 2013


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In conversation with self…

The inner self, in dialogue with the mortal self 

Good and noble thoughts normally and naturally come from pious people and they spread it too. A normal human being finds this interesting, likes & 
appreciates it.

However, when it comes to implementing it in real life, people often think that, those who preach these are at a higher pedestal of enlightenment hence can implement it. They feel that it is not possible for normal individual to lead such a life.

Hence we have the classic example of preachers preaching for generations together & still not being able to bring transformation in the lives of normal people.

We continue to have two classes of people, and a process of degeneration of values in both the classes is prominently visible.

Life is a churning process (Atma Manthan), which produces both Amrit (Nectar) & Halahalam (Poison).

Those who  consume only Amrit can talk about good deeds and how it gets you satisfaction & salvation. But to think that only these people can spread noble thoughts and influence people to better & enlightened life is not correct.
Those who have consumed Halahalam (evil side of life),overcome it successfully, and transformed themselves from evil to good, are in a better position to convince people to give up the evil & take to noble ways of life. They give the confidence that, it is possible for a very normal individual to lift his life a few notches up with some serious efforts.

The conviction to give up bad for good (forever), thread the noble path comes from the experience and inspiration from this people.

So do we need more people who have lead a sinful life & then transformed themselves to nobler ways????

Yes we do…

This is in no way promotion or encouragement for evil or sinners, but a suggestion that those give up evil deeds can help bring transformation in others, or even prevent others from taking a path of sin.

People who have been through this transformation carry more conviction in their words when they speak than the ones who haven’t seen the other side of life.

What is Happiness???

Happiness is not something that can be sought & got. Happiness or unhappiness are by-products of your deeds. There cannot be any specific tasks or deeds that you can do, to get happiness.

More often than not, it is the pursuit of happiness that is the cause of unhappiness.
Happiness is a feeling you get when the inner self speaks or exults. And there is no mechanism to make this happen.

Often a physical debit in terms of time, energy, or money for an individual results in a substantial credit for the soul. As with human beings, soul is also looking at the credit side & exults when it happens. AND THAT IS HAPPINESS.

When someone looks only at the credit side, he is termed selfish. In the same context,

Can soul also be termed selfish???

The credit that the inner-self gets is at the expense of huge debit to the mortal self.

Is it reasonable, & justifiable??

Is the inner self selling the product “Happiness” for a price???

Well one argument could be

 When the soul is working or making you to work for its own self-gratification it may not be correct, however since the end result is good deeds or good attitude, it can be excused for being selfish.

I know the purists will dismiss me & my argument, rationalist will debate & dissent affirmative nodding of heads in between. I welcome all shades of views and opinions, because I know, everything will result in great knowledge dissemination & that what I am looking to.


Wednesday, February 6, 2013

How to Put Metacognition in Process for Teachers 02-07

wikiHow gets a mention in the latest movie Identity Theft released on 8th Feb, 2013 View details

How to Put Metacognition in Process for Teachers

from wikiHow - The How to Manual That You Can Edit

Image:Teacher Leader Conference 2 August 2012 4.jpg

Teaching someone a skill is not the same as helping motivate them to understand and use it.

Metacognition is a process of varying approaches thinking about and using different learning styles to enable the teacher to teach better. It is for the teachers who are already in the profession and teaching.

The process involves honing the teaching skills to go far beyond lecture. This process is to increase the depth in your imparting, so that absorption, assimilation, analysis, recall, and creative applications, production, synthesis, are improved at the students level.

The programme is conceived, designed, monitored, delivered and evaluated with different depth, and intensity; so, it should have specific customization, categorization and focus. The stress should be on applying the five senses to expand into about ten unique intelligences not just three traditional categories (written language, mathematics and non-verbal/visual IQ) but more...


Recognize the key points of Metacognition: 

Image:Geordie's ready to teach the class..jpg

Think "multiple representations" for critical thinking -- not just words, but learning experiences through a set of activities that help students think about their learning:[1] Metacognitive experiences are student's experiences that involve one's current, on-going cognitive endeavor -- using the process of thinking in learning situations. Metacognitive skills include planning the approach to a learning task, checking on comprehension, evaluating progress on a task and maintaining motivation to see a task to completion to become aware of distracting stimuli -- both internal and external -- and so to sustain effort over time.

Metacognition -- student will use prior knowledge to plan a strategy for successful learning, in steps to problem solve, using necessary tools, reflecting on, monitoring and evaluating your results, and modifying your approach as needed.

Seek "linguistic intelligence" (word smart): 

Deal with improving the language for imparting knowledge, accurate word use, selection of phrases, and pauses (such as wait time for student reaction and to answer questions) in oral and written forms, where strategies like thinking aloud while performing a task include self-questioning, such as:

Planning - 

What do I already know about this topic?

 How have I solved problems like this before?

What should I do first?

Monitoring - 

What should I look for in this reading?

 How should I proceed?

What information is important to remember? Evaluating -

 What did I learn? Did I get the results I expected?

What could I have done differently?

Can I apply this way of thinking to other problems or situations?

Is there anything I don’t understand—any gaps in my knowledge?

Do I need to go back through the task to fill in any gaps in understanding?

Evaluate "logical intelligence" (reasoning smart):

Answer a question using a plan and steps -- show comprehension by explaining the concept, applying it, example:

Plan an essay: brainstorm, listing related bits pro and con; 

Make concept maps, flow charts, semantic webs, use bubbles containing your words and connect bubbles with "kite-strings" to other relevant words in their bubbles. Make connections of your thoughts and knowledge, possibly by using a simple frame of thinking, such as:

1.Read the essay question; 

2.Identify the theme or topic of the essay;

 (3)brainstorm and choose your best ideas; 

(4) use five paragraphs;

 (5) the first paragraph states your theme and introduction;

(6) develop the body using three paragraphs of evidence and discussion: examples, comparison, contrast, etc. and 

(7) state a conclusion in a final paragraph. 

(8) Also, if this involves research, state your sources in the format used by your teacher, school or a standard writing manual/handbook.

Apply "mathematical intelligence" (number/geometric/abstract smart): use analytical logic, using many and varied graphical and verbal representations to:

Describe, draw, use graphs, setup Cartesian coordinates, apply geometry, use color, measure, diagram, use mapping;

Collect data, organize, find patterns and report using: logic, arithmetic, number systems, mathematical operations, algebraic relations, creating a function, sets, statistics, central tendencies (mean, median, mode), chance and probability;

Evaluate mathematical information: solve the word/story problem using a plan, steps -- explain, apply the plan to solve the problem.

Project "spatial intelligence" (visually smart): instruct students to use their abilities to create two- and three-dimensional pictures (in the mind) for the concrete or abstract subject to apply and transfer it using:

Multiple views/viewpoints to assemble 2-dimensional views: front, back, top, footprint, sides/faces;

Graphical variations, visualizing (realizing), simultaneous information (visual plane and space);

Perspective in 3-dimensional space: visualize depth, think of a focal point, realize there is convergence (a disappearing point), rather than mechanical parallel representations, in the distance/background toward the horizon;
Order, flow, steps, sequencing, presenting sequential information.

Use Bodily-Kinesthetic intelligence ("body smart"): physical action and interaction, physical stimulus and robust body activities are the best pathways to help them learn. Acting out learning as much as possible, activities to walk around when they are learning.

Role play as planets, moon, sun, etc., as atoms: electrons, nucleus, neutrons, protons and more by drawing and taping an atom, the nucleus and its orbits on the floor. Let your child move around on it to learn the role of all of the particles. Place objects within their sight and reach.

Use hand gestures, body action, miming of information, etc.,

Display and use the world globe, math shapes such as cube, pyramid, cone, etc. Use manipulative objects: construction sets, Legos, modeling clay, science experiments, props to use in dramatizations, outdoors gear (work shoes, bags to collect rocks, leaves, feathers, plants, flowers, etc.), storage for keeping the specimens they collect, sports equipment, puzzles, dance music,...
Model mathematic skills, addition and subtraction -- give young learners boxes and a set of plastic cubes, have them move them around in the boxes, to illustrate it.

Dimensions (length, width, area, volumes), teach them hand gestures that signify what they are. For example an area of a triangle (1/2 breadth x height) has 3 hand gestures - for 1/2 use one hand sideways to cut the other hand's palm in half, for breadth put your palms together and move them apart horizontally, for height put your hands together one on top of the other and move them apart vertically.

Science -- role play a butterfly's lifecycle from caterpillar to cocoon to butterfly

Experiments, use materials and projects to learn science, mathematics, manipulatives (using objects), etc. -- Conduct science experiments - home chemistry, simple physics etc.

Geography -- Teach your child some dance moves from other countries. Have your child make up hand gestures for various geological formations that they have to learn about

History -- Help your child make a drama about the Indian independence movement and play all the characters

Play silent charades to learn about various historical occurrences
Practice musical intelligence ("music smart"). Use songs, percussion, clapping, singing geometry, rapping math facts, play music during art and other quiet activities.

Communicate using "interpersonal intelligence" (people smart): deal with the skills of classroom management, just a few rules, with many procedures and establishing a rapport and mutual trust with the students for hassle free interaction.

Know your "intra-personal intelligence" (be self smart): get on useful terms with oneself (self-motivate, plan, start/take initiative, be industrious/follow-through, finish, report out).

Help "naturalist intelligence" (nature smart): motivate through the ability to work and apply geo-science, the natural environment, to teach using nature, nature trails, field trips, plants in the windows, a school garden, planting trees, etc.

Do a formative assessment: decide and plan lessons with the needed complexes of understanding and transmission skills to reach the trainees before structuring the quality and quantity of the training. This will position the trainer and the trainee on the same wave length.
Understanding can be facilitated, when participants are engaged and applying the learning in real world problems, relevant situations, and labs, experiments, and involved with "Eureka!" experiences. The impact is necessarily different from the intellectual experience created when originally delivering the concept.


Training can be through videos, role plays, case study experiments, training exercises, which is processed with ‘understanding’ in mind, which is not a simple analysis of what happened in the experiment or video or exercise, which is what participants tend to explain, but it also deals with how this learning can be applied in their own classroom and teaching processes.
This training should enable you to have a clear focus and facilitate your handling of multiple portfolios with equal efficiency. It should help students to overcome inhibition, indecision, procrastination. This training should improve the students overall productivity and delivery levels.

The faculty members after learning and applying such training should be confident to face two challenges and manage the student and whole class behavior: 

(1) The challenge of initiative and 

(2) The challenge of restraint.


There cannot be a uniform training for all grades and cadres of teachers.
The depth and intensity of the training should vary based on the five intelligences levels of the teachers.
The training will not bear fruit if it is not backed by sustenance programme, robust monitoring and evaluation systems for the progress achieved.
Don't settle for doing a job, but motivate yourself far beyond work and pay calculations.

Things You'll Need

Plan: actualize your inclination to improve, working toward using methods of the best teachers.
Mission: clarity in purpose and confidence in yourself, your abilities & patience to transform your methods in a natural way.
Optimal standards: goals for quality of education to understand comprehensively, reproduce learners, achieve results/transfer knowledge and concepts without dilution.


Teaching matters Metacognition

Please also read Shyam's latest article

How to lead the student from the wrong answer to the correct one?

Article provided by wikiHow, a wiki how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Put Metacognition in Process for Teachers. All content on wikiHow can be shared under a Creative Commons license.
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Sunday, January 6, 2013

Do Street smarts outsmart the Book smarts??? 0-07

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Do Street smarts outsmart the Book smarts???

This is more an attempt to ignite & incite a discussion than an article.

To present an age old argument, by street smarts of course

“Street smarts are paid to gain practical experience, while book smarts pay to gain bookish experience.”

Book smarts retort,

All the strategies that the street smarts implement and gain valuable experience and money are formulated by the book smarts from the knowledge attained from the books, classrooms, & guest lectures delivered by the peers. A better formulated strategy gets better outputs and optimization with the same degree of implementation compared to a poorly formulated strategy. And all this adds to better bottom lines which again results in better earnings for everyone.

So who is anchoring whom??

The perfect answer to this question has eluded the mankind since eternity and will continue to do so for eternity.

If you ask for my opinion on this, I would say, Yes, No, May be, Perhaps. If you have as definitive an opinion as I have (or even otherwise) please share your opinion on this.

Back to the Topic, let us a take detailed look.

Steve Jobs, Steve Wozniak, Bill Gates, are great examples of people who didn’t have colleges degrees, but the enterprises they created are counted among the top organizations in the corporate world in terms of turnover, technology and Innovation.

The irony is the technology developed by these people is part of the curriculum, the book smarts study to earn their degrees.

Bill Gates didn’t need a degree to create Microsoft. He doesn’t need one to eradicate malaria from India & many African countries.

On the other side, there are many entrepreneurs who have built great business empires on the basis of their education. Warren Buffet immediately comes to mind. In the software field Vinod Khosla,  Guy Kawasaki,  Vivek Wadhwa & many more have leveraged their education to build their brands.

Picture changed dramatically after the 90s. Google, Facebook and many other less known organizations started as university projects and were successfully transitioned into great & successful organizations. There are large numbers of start-ups in USA doing extraordinarily well which will soon transition into great organizations. These are some of the great contributions from the booksmarts.

In India too, many of the early organization were started as family businesses by people with very basic or no education. For the Birlas, I think Aditya Birla Grandson of G D Birla was the first among the family to have specialised education. Same is the case with Shri.Rams, Bajaj, Kirloskars, & many others. Dhiru Bhai Ambani is an excellent example of street smart who has worked his way up with his business acumen. However all these organization are now managed by people who have specialised education. Specially the junior Ambanis   Anil & Mukesh are Wharton & Stanford Alumna

Today’s scenario is totally different. You need to be a book smart to start a business or even get a job at the entry level. Having said that,

It has to be acknowledged that, it is not easy for the parents, to bear the cost of education for their children. Recession ridden economies in USA & Europe have left the parents with not enough to spare for the education. Student loans are still available, but the depressing job market doesn’t give much confidence. This has resulted in the huge increase in school & college dropout rates. These students are taking up any available job for meagre remuneration. And these huge dropouts are  inadvertently add to the number of street smarts. This seriously affects the resource available for research and innovation.

For close to two centuries United States has been leading the world in Technology & Innovation. Its more than 300 Nobel Prizes are a testimony to it. However the present situation doesn’t bode a bright future for the country. You can also view the video interaction of Bill Gates with Thomas Freidman who co-authored the book “That used to be us” for more information on American School dropouts. View Video

However not all blame can be put on the educational institutions. With the grants from the Government drying up, the institutions are putting the costs on the parents. One of the Universities had to close their computer  science department to meet the situation arising out of the sudden cut in grants from the Governor.

Parents and students are not savvy enough to calculate these before admitting their children in B/Grad schools. We have done humble, (though inadequate) efforts to present data about the colleges, their ranks, their job potential and ROI on our Knowledge-Korridor  blog. Parents and students can visit the website and view the necessary information, & analyse the institutions before admitting their wards.
Please also read
For Newly Minted M.B.A.s, a Smaller Paycheck Awaits

The Shakespearean situation of “To be or Not to be” in education needs an immediate action from the Government. Though President Obama is concerned about this and promised funds for education, not much is expected to flow in the immediate future.

As someone wisely said,

The education crossword puzzle has a missing piece.

Who will provide it is a Billion Dollar Question.

Best wishes,