Productive Failure: Discovering Strength Through Struggle and Learning - Sunbeam Gramin School

Productive Failure, a book written by Manu Kapur, is the foundation of the Masterclass we attend every Saturday in Sandeep Dutt Sir’s session. In these classes, we learn how to focus on the physical and mental development of children.

Every child possesses a unique kind of intelligence and hidden skill. When we choose our field of work based on our abilities and interests, we not only find happiness but also experience deep soul satisfaction. That’s why it is essential to identify our strengths and interests before deciding the direction of our career.

Productive Failure is an instructional approach where learners tackle complex problems without immediate guidance. This method encourages exploration, experimentation, and learning from failure. By accepting failure as a natural part of the learning journey, individuals develop critical thinking, problem-solving abilities, and creativity.

Through repeated attempts and feedback, learners gradually improve their understanding, leading to deeper knowledge and better performance. This approach fosters resilience, adaptability, and innovation—essential traits for facing real-world challenges.

Swati Tripathi

Sunbeam Gramin School

Productive Failure is a book written by Manu Kapur, which we study in the Masterclass with Sandeep Dutt Sir every Saturday. In these sessions, we learn how to focus on the mental and physical development of children along with their academic studies.

Productive Failure is a situation where failure becomes an opportunity to learn and grow. This concept teaches us that failure should not be seen as something negative, but rather as a valuable learning experience. Through repeated efforts and constructive feedback, we can continue to improve and move forward.

Some important aspects of Productive Failure include:

• Providing learning opportunities

• Experimenting with innovation

• Flexibility and patience

• Self-reflection

This concept helps us see failure as a stepping stone to success rather than an obstacle. By embracing failure and learning from it, we can develop critical thinking, problem-solving skills, and resilience.

Ravi Prakash
Sunbeam Gramin School

Understanding Memory: Exploring Storage Strength and Retrieval Strength through the New Theory of Disuse - Faizan Ahmad

Introduction

In 1992, cognitive psychologists Robert and Elizabeth Bjork introduced the New Theory of Disuse, reshaping how we understand memory and learning. According to this model, two key factors influence our ability to remember: storage strength and retrieval strength. Exploring these concepts allows educators to enhance long-term learning outcomes effectively.

Review of Concepts

• Storage Strength: Refers to the extent to which information is retained in long-term memory. Stronger storage means more durable memories.

• Retrieval Strength: Indicates how easily a piece of information can be accessed. Even well-stored memories may be difficult to retrieve without practice.

Effective learning requires the development of both strengths.

Core Assumptions

• Depth of Processing: Deeper engagement with material (e.g., analysis, discussion) fosters stronger memory storage.

• Spaced Learning: Reviewing content at spaced intervals strengthens storage over time.

• Active Recall: Frequent self-testing enhances retrieval strength.

• Desirable Difficulties: Mild challenges (e.g., changing environments or using flashcards) promote deeper, more adaptable learning.

• Contextual Influence: Recall is more effective when the learning and retrieval environments are similar.

Research Method

• Approach: Experimental methods were used to analyse the effects of different study techniques on memory retention.

• Participants: Students from classes VII to IX, with prior subject knowledge.

• Tools: Tests, quizzes, and surveys measured learning and memory performance.

Key Insights

• Deep Processing Builds Storage: Peer discussions and structured note-taking significantly enhance memory consolidation.

• Spaced Practice Improves Retention: Gradual increases in review intervals lead to stronger long-term recall.

• Testing Reinforces Retrieval: Regular quizzes strengthen students’ ability to access information quickly.

• Desirable Difficulties Aid Learning: Challenges such as changing study contexts improve both storage and adaptability.

• Learning Context Matters: Memory retrieval is more successful when the environment matches the original learning context.

Impact Table

Factor	Impact on Storage / Retrieval Strength
Deep Processing	9%
Spaced Learning	8.5%
Active Recall	7%
Desirable Difficulties	8%
Contextual Matching	7.5%

Educational Implications

• For Teachers: Incorporating spaced repetition, practice testing, and minor learning challenges can greatly improve both memory retention and retrieval.

• Instructional Design: Lessons designed around these principles can lead to significantly better learning outcomes.

• Personalised Learning: Recognising individual differences in learning styles can help tailor effective strategies for each student.

Summary of Results

• Improved Storage: Achieved through deep processing and spaced review techniques.

• Enhanced Retrieval: Strengthened by consistent practice and active recall methods.

Conclusion

By applying the principles of storage strength and retrieval strength, educators can help students build lasting, retrievable knowledge. The New Theory of Disuse provides practical, research-backed strategies for designing more effective and meaningful learning experiences.

Reference

Bjork, R. A., & Bjork, E. L. (1992). A New Theory of Disuse and an Old Theory of Stimulus Fluctuation.

Prepared by:

Faizan Ahmad

Sunbeam School Varuna

The Role of Storage Strength and Retrieval Strength in Learning: An Exploration of the New Theory of Disuse - Mohd. Imran

 

Introduction

The New Theory of Disuse, proposed by Robert and Elizabeth Bjork in 1992, presents a modern framework for understanding memory. According to this theory, memory has two crucial components: storage strength and retrieval strength. This model provides powerful insights for enhancing learning and long-term retention.

Literature Review

1. Storage Strength: The degree to which information is embedded in long-term memory.

2. Retrieval Strength: The ease with which stored information can be recalled.

Effective learning involves the development of both strengths.

Hypotheses

1. Deeper Processing Hypothesis: Information processed deeply will have higher storage strength.

2. Spaced Repetition Hypothesis: Reviewing material at longer intervals improves storage.

3. Retrieval Practice Hypothesis: Active recall strengthens retrieval strength.

4. Desirable Difficulty Hypothesis: Small challenges during learning improve long-term retention.

5. Context-Dependent Memory Hypothesis: Learning and recall are more effective when the context is consistent.

Research Methodology

• Design: Experimental/quasi-experimental

• Sample: Students of Classes VII–IX

• Tools: Tests, quizzes, and surveys to measure retention and recall

Findings

Factor	Impact on Learning (%)
Deeper Processing	9%
Spaced Repetition	8.5%
Retrieval Practice	7%
Desirable Difficulty	8%
Context-Dependent Memory	7.5%

Implications

1. Use of spaced learning, retrieval practice, and manageable challenges can improve memory.

2. Instructional materials should be designed with memory science in mind.

3. Personalised learning can support different memory profiles.

4. Deep processing improves retention.

5. Frequent practice enhances recall.

Results Summary

• Storage Strength: Increased through deeper processing and spaced repetition.

• Retrieval Strength: Enhanced via testing and recall-based learning.

Conclusion

By understanding and applying the principles of storage and retrieval strength, educators can develop more effective, lasting learning strategies. The New Theory of Disuse serves as a practical guide to optimise student learning outcomes.

Reference

Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation.

Prepared by:

Mohd. Imran

Sunbeam School Varuna, Varanasi

Brewing Knowledge Friday: A Journey of Thoughtful Teaching and Learning

Meeting Summary: Professional and Personal Development Session for Teachers

Purpose:

To engage educators in a meaningful discussion on child learning through the exploration of a significant educational book and a thought-provoking Rumi story, with the aim of fostering both professional growth and inner reflection.

Key Takeaways

• Exploring Child Learning:
  The book What Did You Ask at School Today? by Kamala V. Mukund provides deep insights into child psychology and educational practices. It challenges educators to critically reflect on traditional methods and align teaching with how the brain naturally learns. Endorsed by Dr. Yashpal, the book calls for imaginative and explicit instruction that nurtures higher-order thinking skills.

• Need for Indigenous Educational Research:
  There exists a noticeable gap in culturally relevant psychological research within the Indian educational context. The session emphasized the urgency of:

  • Developing culturally grounded theories,

  • Conducting studies based on Indian realities,

  • Reinterpreting Western psychological concepts within the Indian classroom context.
    Investment in quality journals, academic associations, and dedicated researchers is essential.

• The Rumi Story – The Angel of Death:
  This story served as a metaphor for the inevitability of fate and the transformative power of perspective. It invites teachers to consider how their interpretations shape their responses, both in life and in the classroom.

• Reflective Practice for Educators:
  Teachers were encouraged to become reflective practitioners. The session introduced the happyteacher.in blog as a platform for sharing insights, thoughts, and classroom reflections. Teachers were invited to contribute by writing about either the book or the Rumi story.

Topics Covered

1. Book Introduction: What Did You Ask at School Today?

   • Written by Kamala V. Mukund

   • Addresses cognitive dissonance between schooling practices and brain development

   • Advocates for reimagining instruction to foster creativity and reflection

2. Indigenizing Psychological Research in Education

   • Emphasized the need for context-specific studies

   • Discussed three critical approaches to indigenization

   • Urged institutions to strengthen India’s educational psychology discourse

3. Personal Insight: Rumi’s The Angel of Death

   • Shared as a lens to explore acceptance, perception, and internal growth

   • Parallels drawn between life lessons and classroom realities

Next Steps

• Teachers are encouraged to:

  • View the session recording on the My Good School YouTube Channel

  • Write and share their reflections via the provided email

  • Continue participating in the weekly development sessions

• Upcoming Session Highlight:

  • Vidyotma will present insights on auto-suggestion inspired by Napoleon Hill’s writings, linking subconscious influence with classroom confidence and intention.

As this session marks another step in nurturing thoughtful, self-aware, and impactful educators equipped to lead learning in the 21st century, I invite you to share your reflections and key takeaways with me at mk@learningforward.org.in.

Your personal insights and experiences on this topic will not only deepen your own understanding but also contribute meaningfully to the collective growth of our teaching community.

Living In Harmony With Compassion: RP Devgan

What is Education?

Mr. Arthur E Foot, the first Head Master of The Doon School in 1935, explained education as follows:

If, at the time of graduating from school, the student cannot differentiate between what is right and what is wrong, they have had no education.

In today's world, where children chase success and marks, they tend to forget the very basics of education, which are human values and being good human beings.

Success comes to those who are kind and compassionate. We need to be considerate and respectful of our peers and the people around us. We often tend to be very selfish and only care for ourselves. Our first service should be to the community. We need to be grateful for what we have. Very often, gratitude is missing, and we end up complaining about everyone and everything.

I feel there is no excuse for rudeness or obnoxious behaviour; there is no need to insult or shout at others.

One must learn to be tolerant and respect the opinions of others. We live in a secular society, and we must have the patience and understanding to respect the culture and beliefs of everyone. Just because others' opinions and beliefs don't match ours, there is no need to be aggressive or intolerant. For example, a person who is a vegetarian is no better or worse than a non-vegetarian. Diversity is our country's strength, and we are proud of it—something we have always been proud of.

Achievements in academics, games and extra curricular activities are very important but just as important is being kind and generous to others. To live in harmony inspite of all our differences we may have in our cultures, religious beliefs and eating habits.

Our present situation can be summed up by taking the metaphor from the Piano:

You can make music with the white keys, and you can make music with the black keys, but to make music in complete harmony you need the black and the white keys.

RP Devgan is the Chairman of Learning Forward India, a long-serving teacher, and the head of schools worldwide.

Learn Like Sherlock: Priming Your Brain for Smarter Learning

In the world of detective fiction, Sherlock Holmes never walks into a room aimlessly. He enters with a clear goal, scans for clues, and deduces what matters. In doing so, Holmes is priming the case—just as learners should prime their brains before diving into a complex problem.

Solve the Case: Accounting Problem

Step 1: Prime Your Brain – Set the Case

Before diving into the passage, read the question at the end first.

“Prepare Profit and Loss Appropriation Account and Partners' Capital and Current Accounts.”   

That’s your case summary.

Just like Holmes asking, “What am I solving?”, you are now telling your brain:

➢ Recall the formats.

➢ Focus on data relevant to P&L Appropriation, Capital, and Current Accounts

Your brain is now primed—alert, focused, and ready to pick out what matters.

Step 2: Scan the Clues

Skim the passage like a detective scans a crime scene.
What are your clues?

• Capital & Current Balances
• Salary to Varun: ₹5,000 × 12 = ₹60,000
• Commission to Vivek: ₹30,000
• Interest on Capital @ 8%
• Interest on Drawings @ 6%
• Drawings pattern for each partner
• Net Profit: ₹1,20,000

Your primed brain now starts highlighting , categorizing, and organizing information—automatically.

Step 3: Piece Together the Timeline

• Start with the Profit and Loss Appropriation Account
 - Debit side: Varun’s Salary, Vivek’s Commission, Interest on Capital
 - Credit side: Net Profit
• Use this to calculate their final profit share
• Adjust Current A/cs for all income and drawings
• Update Capital A/cs with opening balances and final figures

Outcome: What Changes?

• Reduced mind-wandering
• Focused search
• Improved attention
• Higher accuracy
• Structured thinking

Sherlock Holmes: “Elementary, my dear Watson — the case is solved!”
“It is a capital mistake to theorize before one has data.”

That’s exactly why priming works.

It tells your brain what data matters- before it begins. 

Learning strategy draws inspiration from the book Productive Failure by Manu Kapur.

Merging Forward and Backwards Thinking in Education

Institutions are created with a bigger purpose. And it must serve a transformative purpose. But how. It should follow a comprehensive approach - Merging Forward and Backwards Thinking in Education.

Backwards Thinking: Start with the Nation, End with the Child

• Start with Nation: What Citizens Do We Want?

The first step is to envision the kind of citizens the nation needs to be. What skills, values, and character traits should they possess to contribute to the nation's goals, whether it be economic growth, technological advancement, social harmony, or sustainability? 

• Move to Society: What Role Will Citizens Play?

Once we have a clear vision of the ideal citizen, we then consider how these individuals will serve society. Education must equip students not only with academic knowledge but also with social responsibility, community service, and civic engagement. 

• Design the School: How Will Education Foster These Goals?

The next step is to design an educational system that supports these larger societal and national visions. Schools must foster an environment that nurtures intellectual, emotional, and social development. 

• End with the Child: Tailoring Education to the Individual

Finally, backwards thinking brings the focus to the child. The educational system should be designed to cater to the diverse needs of students, ensuring that each child receives the tools, skills, and knowledge needed to thrive in the world. 

Forward Thinking: Start with the Child, End with the Nation 

• Start with the Child: Equip for Real-World Challenges

Schools must prepare students not just academically but also for the challenges they will face in society.  This includes developing critical skills like adaptability, communication, and collaboration. 

• Move to the School: Implementing the Framework

Once students are equipped with the right mindset and skills, the school must adapt its curriculum to meet future needs, embracing innovative teaching practices, and ensure that schools provide an inclusive environment where students can thrive. 

• Focus on Society: Preparing Students to Contribute

Schools must engage students in community service, global citizenship, and projects that address local and international challenges, ensuring that they are not only ready to succeed but also to make meaningful contributions to the world.

• End with the Nation: Building a Workforce for the Future

The final goal of forward-thinking is to ensure that students are prepared to contribute to the nation's future success. 

To conclude, an institution must adopt an integrated approach that combines backward thinking (planning) and forward thinking (implementation), placing the child at the centre. As Shomie Das, the man who saw tomorrow, said, the meaning of education can be summed up in five words: the child at the centre, whether you look backwards or forward.

Transforming Schools: Smart Teachers vs. Technology

 

Meeting Summary

Purpose:

To explore the significance of smart teachers over smart classrooms in enhancing learning outcomes, and to introduce new reading materials for upcoming sessions.

Key Highlights

• Smart teachers play a more pivotal role than smart classrooms in practical education.

• The group will begin reading "What Did You Ask at School Today?" by Kamala Mukunda.

• Future sessions will open with reflective stories from Rumi, setting a thoughtful tone.

• Participants are encouraged to invite fellow educators, students, and community members to join the initiative.

Discussion Points

Smart Teachers vs. Smart Classrooms

• Technology enhances learning, but it cannot replace the impact of skilled, passionate educators.

• Effective teaching thrives on creativity, even in modest environments with minimal tech.

• Investment in human resources—allocating over 60% of school operational budgets to teacher salaries—is essential.

• Empowering teachers leads to better student engagement and deeper learning.

Traits of Exceptional Teachers

• Deep humility and a lifelong learning mindset.

• Strong desire to inspire and support student growth.

• Continual effort to innovate and improve classroom experiences.

My Good School Curriculum

• Prioritises personal and social development alongside academics.

• Emphasises 10 core attributes, including:

  • Identity formation

  • Decision-making

  • Communication and employability skills

  • Citizenship and environmental responsibility

• Encourages balanced focus on service, skill, sport, and study.

Upcoming Reading Plan

• Main Book: "What Did You Ask at School Today?" by Kamala Mukunda

  • Topics include brain function, learning, memory, motivation, child and moral development, and more.

• Reflection Pieces: Stories from "The Book of Rumi" to be shared at the beginning of each session.

Next Steps

• Begin reading "What Did You Ask at School Today?" in preparation for the next session.

• Begin each meeting with a story from The Book Of Rumi 105 Stories And Fables, for reflection and discussion.

• Encourage broader participation by inviting teachers, students, parents, and community members to join.

• Join the upcoming Sunday session on communication skills featuring guest speaker Mr. Kartik.

We'd love to hear your reflections and key takeaways from today's session! Please share them with us at mk@learningforward.org.in.

Leadership, Governance and Decision Making at School

🎯 Meeting Purpose

To explore school leadership and governance through key concepts from My Good School, with a focus on decision-making and stakeholder engagement.

🔑 Key Takeaways

• Decision-making is a vital life skill and a core educational outcome, promoting growth and thoughtful risk-taking.

• Effective school leadership requires active participation from all stakeholders, including board members, staff, students, parents, and the broader community.

• High-performing schools emphasise student-centric learning, strong academic and emotional foundations, community engagement, and inclusive practices.

🧠 Topics Covered

🧭 Decision-Making in Education

• Essential for students' personal and academic development.

• Encourages self-awareness, focus, and reflection amid distractions.

• Strengthened through practical experiences and embracing risk.

• Involves thoughtful evaluation of consequences, influencing future choices.

🏫 School Governance and Leadership

• Good governance sets exceptional schools apart from average ones.

• Inclusive boards with alumni, community members, and professionals add valuable perspectives.

• Transparency, trust, and strong stakeholder relationships are key.

• School Management Committees (SMCs) enhance decentralised, participative governance.

• Teachers play a leadership role beyond the classroom.

🤝 Stakeholder Engagement in Schools

• PTAs foster collaborative relationships for student development.

• Student participation in clubs and creative outlets builds leadership and responsibility.

• Alumni associations sustain institutional ties and offer mentorship or support.

• Community partnerships enhance a school's social footprint and reputation.

🌟 Characteristics of Good Schools

• Student-first approach

• Strong academic and life-skill foundation

• Supportive, engaging learning environments

• Passionate and skilled teachers

• Active parent and community involvement

• Emphasis on diversity, inclusion, and belonging

• Strong leadership at every level

📚 Next Steps

• Read the chapter "Smart Teachers Make Smart Classes" before the next session.

• Reflect on the conclusion: "My Good School: Where Passion Meets Education."

• Review shared articles and video resources.

• Consider the distinction between instruction-based vs. direction-based leadership in your school context.

✨ We'd love to hear your reflections! Please share your key takeaways from the session by commenting below our post or emailing them to mk@learningforward.org.in. Your insights help enrich our collective learning experience.

Exploring Journeys Through Art, Poetry, and Music

 Meeting Purpose

To explore the theme of "Journeys" through creative lenses, including poetry, art, and music.

Key Takeaways

• Creative works can reflect literal and metaphorical journeys.

• Technical skill enhances, but shouldn't suppress, artistic creativity.

• Primitivism values raw, simple forms in both visual and musical expressions.

Discussion Highlights

Poetry on Journeys
Brinda Ghosh shared three impactful poems:

• "Roads go ever on" by J.R.R. Tolkien – Blends physical and metaphorical travel.

• "The Journey" by Mary Oliver explores themes of self-discovery and personal transformation.

• "Night Drive" by Seamus Heaney – A physical journey that evokes emotional reflection.

Art Composition Techniques
Mr. Ghosh emphasised:

• The importance of fitting the subject harmoniously within the frame.

• Avoiding awkward edge cuts and balancing negative space.

• Creating unified, intentional compositions.

Primitivism in Art and Music
Jatin Soni introduced primitivism:

• Celebrates unsophisticated, elemental styles.

• Influences: Picasso, Rousseau (visual); Stravinsky's The Rite of Spring (musical).

• Characteristics include rhythmic emphasis and inspiration from tribal motifs.

Next Steps

• Continue exploring "Journeys" in upcoming sessions.

• Invite broader participation.

• Potential summer break next week due to vacations.

Please share your takeaway, such as a composed poem, artwork, or musical reflection, at mk@learningforward.org.in. Creativity has the power to bring people together, spark meaningful conversations, and energise us with fresh perspectives.