ASSIGNMENT NO. 3- Case Study: Using Productive Failure to Help Class 2 Students Understand Multiplication
Introduction
While teaching multiplication in Class 2, I noticed that many students were confused. They mixed multiplication with repeated addition and simple counting. Instead of correcting them immediately, I used productive failure, an approach suggested by Dr. Manu Kapur, where students are encouraged to try, make mistakes, and explore first. This initial struggle helped them develop curiosity and a deeper understanding.
Initial Confusion: Productive Failure Stage
When I wrote examples like 3 × 4 on the board, students:
counted all number one by one
confused multiplication with addition
did not understand the idea of “equal groups”
I allowed them to attempt solutions without giving them a ready-made method. Their mistakes became productive learning opportunities, not barriers.
Hands-On Learning: Turning Confusion into Understanding
To make multiplication concrete, I used rajma seeds.
Activity: Making Equal Groups
They also connected it to repeated addition:
3 × 4 = 4 + 4 + 4
Hands-on exploration changed abstract numbers into something they could see and touch.
Storytelling: Making Multiplication Meaningful
They said excitedly:
“Ma’am, it is 3 packets of 4!”
“This is multiplication!”
The story reduced fear and increased excitement.
Discovering Properties of Multiplication
Through activities and stories, students experienced multiplication properties instead of memorizing them.
Commutative Property
3 × 4 and 4 × 3 were modeled with seeds; students saw that the totals were the same.
Multiplication as Repeated Addition
4 + 4 + 4 = 12 → 3 × 4 = 12
Multiplying by 0 and 1
No chocolates in packets → 3 × 0 = 0
One packet keeps the same total → 5 × 1 = 5
They discovered these properties naturally through play and manipulation.
Learning Outcomes
By the end of the lesson, students were able to:
explain multiplication in their own words
make equal groups using objects
connect multiplication with repeated addition
understand and use multiplication properties
show enthusiasm instead of confusion
Distracted learners became active participants, eager to try.
Conclusion
This experience showed me that productive failure, combined with hands-on learning and storytelling, greatly supports Class 2 students’ understanding of multiplication. Allowing children to struggle first, talk, try, and correct themselves led to deeper and more joyful learning. They learned that mistakes are not failures — they are steps toward mastery.
ASSIGNMENT NO. 4- Case Study: Enhancing Understanding of Plants Through Multimedia and Hands-On Activities
I taught the topic “Plants and Their Parts” using PPT, videos, real plants, and a simple experiment. Initially, students could name parts of a plant but were confused about their functions and minute features such as veins in leaves and transpiration.
Teaching Approach
I first used a PPT to show labelled diagrams of roots, stems, leaves, and flowers.
Then I showed a short video explaining how water moves through plants and how transpiration occurs.
Students then observed real plants and leaves, touching and examining veins and stems closely.
Finally, I demonstrated transpiration by tying a plastic bag around a leafy branch. After some time, water droplets appeared inside the bag.
Student Learning
Students were able to:
identify plant parts and state their functions
observe minute details like veins in leaves
explain transpiration in simple words
stay engaged through hands-on experience
Conclusion
Using PPTs, videos, real plants, and experiments turned confusion into clarity. Students learned by seeing, touching, and doing, which increased curiosity and understanding of plant structure and transpiration.
ASSIGNMENT NO. 5- Teaching Non-standard and Standard Units of Measurement in Class 2
While teaching measurement in Class 2, I introduced the concepts of non-standard units (handspan, footstep, paper clips, blocks) and standard units (centimetre, metre). At first, the children were confused. They measured the same object with different results and did not understand why the answers were changing.
Instead of directly correcting them, I used learning by doing with real-life examples.
Classroom Activities
Students measured the length of the table using their handspans.
They measured the classroom floor using footsteps.
They compared answers and noticed they were not the same.
This led them to realise that hand sizes and footsteps are different. From this discovery, I introduced the idea of standard units such as the ruler, scale, and metre tape.
Next, students measured the same objects again using:
ruler
measuring tape
They observed that the answers were now the same for everyone.
Real-Life Connections
I discussed examples such as:
a tailor using a measuring tape
a doctor measuring height
a shopkeeper measuring cloth
These situations helped children understand why standard units are important in daily life.
Learning Outcomes
By the end of the lesson, students were able to:
differentiate between non-standard and standard units
explain why non-standard units give different answers
measure objects correctly using a ruler or tape
connect measurement with real-life situations
Conclusion
Through learning by doing and real-life examples, students’ confusion turned into clarity. Hands-on measurement experiences helped them understand why standard units are needed, making the concept meaningful and enjoyable.
KRITIKA SRIVASTAVA, Sunbeam Annapurna |
