Ecological Wisdom and Its Application in the Classroom

Learning Forward Saturday and the Wisdom Mandli with Project FUEL

To explore ecological wisdom and its application in the classroom.

Key Takeaways

• Wisdom is "passed around," not "passed down." Insights come from all ages and experiences, not just seniors or experts.

• Project FUEL collects ecological wisdom from everyday life (e.g., cooking, gardening) to create lesson plans that strengthen children's connection to nature.

• A breakout room activity failed due to technical issues and participant confusion, prompting a shift to a main-room discussion.

• Teachers are assigned homework: collect 2–3 ecological life lessons from their students and post their own lesson on a shared platform.

Topics

Project Fuel's Philosophy: Wisdom is "Passed Around"

• Project Fuel (PF) collects life lessons from people of all ages and backgrounds.

• Core Belief: Wisdom is "passed around," meaning valuable insights come from anyone, not just seniors or experts.

• Goal: Use these real-world lessons to create classroom materials that make the world a "classroom."

Initiative: Collecting Ecological Wisdom

• PF's current focus is collecting "Paryawranian Wisdom"—ecological insights from daily life.

• Rationale: To counter children's growing disconnection from nature, which is caused by urban living and convenient services like food delivery apps.

• Goal: Collect one million ecological lessons from women to build a resource that strengthens children's relationship with nature.

Activity: Ecological Wisdom Flashcards

• Objective: Share personal ecological experiences using prompt cards.

• Execution: A breakout room activity failed due to technical issues and participant confusion.

• Pivot: The session shifted to a main-room discussion of the prompts.

• Key Insights Shared:

  • Kitchen: A space for creativity, family connection, and stress relief.

  • Stars: A source of wonder and a reminder of childhood memories.

  • Flowers: A metaphor for the life cycle (growth, bloom, fade).

Application: Bringing Wisdom to the Classroom

• Challenge: How to teach ecological wisdom beyond textbooks.

• Ideas Generated:

  • Storytelling: Create narratives from nature's perspective (e.g., a flower's autobiography, a mountain's history).

  • Hands-on Experience: Involve children directly with nature to build empathy.

  • Rituals: Connect daily life to nature (e.g., enjoying the first rain after summer).

Next Steps

• Teachers:

  • Collect 2–3 ecological life lessons from students.

  • Post one personal ecological lesson on the shared platform (link to be sent via WhatsApp).

• Project Fuel:

  • Share the link and instructions for the ecological lesson platform on the WhatsApp group.

• All:

  • Reconvene on January 24th to review the lessons learned and brainstorm classroom activities.
    
    Notes: Courtesy FATHOM AI

Educational Activities and Learning Experiences

Learning Forward Saturday

Reviewing educational findings and planning new teaching strategies.

Key Takeaways

• Shift from feedback to "feedforward" to guide students on how to improve their work, not just mark it wrong.
• Systematically teach reading using two methods: phonics (sound-symbol association) and sight reading (recognising whole words like "the").
• Move beyond copying to foster creativity by having students compose original stories, even from pictures, to demonstrate proper application of learning.
• Launch "Wisdom Mandali" next year, a teacher-led initiative to share stories and lead sessions, with Neelashi M in a supporting role.

Topics

The Problem: Ineffective Feedback & Reading Instruction

The session began with a review of prior findings on effective teaching.

Ineffective Feedback:

Current practice (e.g., Saroj's) is real-time correction during class.

Drawback: This creates idle time for students while they wait for the teacher, reducing productive learning.

Ineffective Reading Instruction:

The group identified a need to move beyond simple decoding.

Rationale: Reading comprehension requires more than just sounding out words; it involves understanding context and meaning.

The Solution: "Feedforward" & Systematic Reading Instruction

"Feedforward" for Improvement:

Brinda introduced "feedforward" as a more effective alternative to simple feedback.

Principle: Guides students on how to correct mistakes and improve work, rather than just identifying errors.

Implementation: Use rubrics to set clear expectations and empower students to self-correct.

Systematic Reading Instruction:

Brinda outlined a two-pronged approach for compelling reading:

Phonics: Reinforce sound-symbol association (e.g., the letter 'A' makes the 'ah' sound).

Sight Reading: Teach students to recognise high-frequency words as whole units (e.g., 'the') to build fluency.

Action: HP will lead a dedicated teacher training session on these methods.

Application: Fostering Creativity & Engagement

Writing Beyond Copying:

A key recommendation is to move beyond copying exercises to give students opportunities to compose their own texts and express ideas.

Rationale: Original composition is the ultimate test of applied learning.

Creative Storytelling:

Gulabee's "market" activity showed how open-ended questions can spark student stories.

Brinda's Suggestion: Provide broad prompts (e.g., "Write a story about this picture") instead of leading questions to encourage greater imagination.

Thematic Learning:

Sunita Tripathi requested new, time-efficient ideas for small classes.

Brinda's Suggestion: Use a single theme (e.g., "Winter Season") for 10–15 days to integrate activities across subjects (English, Science, Math) and maximise learning time.

Future Initiative: "Wisdom Mandali"

Neelashi M announced a new initiative for the upcoming year: "Wisdom Mandali."

• Purpose: A teacher-led forum for sharing stories and leading sessions.
• Role: Neelashi M will provide background support, empowering teachers to take the lead.

Next Steps

Minakshi: Send adolescent mapping printing work to Neelashi M.

Brinda: Plan and lead a dedicated teacher training session on phonics and sight reading.

Neelashi M: Plan a future session with HP to provide teachers with concrete, implementable pedagogical methods and samples.

Memory and Learning Styles

Brewing Knowledge Friday, 22nd August 2025

Introducing Neelashi Mangal, who joins us at the Learning Forward India Foundation as our Training and Programs Lead. Neelashi is currently working as a curriculum developer and a teacher-trainer at a Buddhist school in Bodhgaya. Earlier, she worked in Nepal. Trained as a Waldorf teacher after finishing her M.A. in Education at Azim Premji University. Some of the NCERT and New Education Policy makers have been her professors, which was a breakthrough for her and an opportunity to see education in a completely different light.

Quick recap

The meeting began with introductions and discussions about constructivist learning principles, with a focus on the importance of hands-on activities and open classroom discussions. The group explored memory retention and learning methods, with participants sharing insights on the value of memorisation and connecting education to real-life experiences. The session concluded with a discussion of a Rumi story about artistic competition and inner purity, followed by announcements about upcoming events and programs.

Next steps

• All participants are to write their thoughts and reflections in the WhatsApp group after each session.
• All participants are to register for the upcoming Saturday session on the website.
• All participants are to attend the Sunday session and explore the new topic with the guest speaker.

Summary

Constructivist Learning and Team Integration

The meeting began with Sandeep introducing the session and welcoming participants, including Manisha, Kunal, and Neelashi. Sandeep emphasised the importance of small group discussions for effective learning and introduced Neelashi as a potential new team member. The group discussed the previous session's focus on constructivist learning principles and procedural knowledge, with Sandeep emphasising the importance of hands-on activities and open discussions in the classroom. The session concluded with plans to start a new chapter in the book and a brief discussion on the topic for the students.

Constructivist Learning and Memory Retention

Sandeep discussed the importance of constructivist learning principles and procedural knowledge, emphasising the need for hands-on activities and open discussions in classrooms. He read from a handbook on child learning, focusing on memory and the role of memorisation in education. Sandeep questioned the long-term value of memorised knowledge and highlighted the importance of understanding concepts rather than just memorising facts. He also mentioned a study by psychologist Harry Berwick on the long-term retention of knowledge gained in high school, suggesting that learning over a more extended period is more effective for memory retention.

Enhancing Memory and Learning Strategies

The group discussed the importance of memory and learning, with Sandeep emphasising the value of understanding concepts and applying experiential learning. Neelashi read a conclusion about using memory more imaginatively, and the class discussed how teachers can utilise students' natural memory abilities to their best advantage. Meenakshi shared her thoughts on the value of memorisation and connecting learning to real-life experiences, emphasising the need to tailor education to local contexts. Sandeep encouraged the group to reflect on their knowledge and record their takeaways from the session.

Enhancing Learning Through Storytelling

Sandeep discussed the importance of sharing thoughts and reflections from sessions via WhatsApp, emphasising that writing detailed blog posts is not necessary due to time constraints. He encouraged participants to engage in discussions and learning activities, mentioning a "learning langar" initiative. Sandeep also introduced a weekly storytelling session featuring Rumi's stories, which he believes brings joy and helps participants reflect on life's wonders.

Chinese vs Greek Artistry Contest

Sandeep narrated a story about a competition between Chinese and Greek painters in Asia Minor, organised by the Sultan to settle their long-standing rivalry. The Sultan assigned two empty cottages to the competing groups, giving them one month to present their projects. While the Chinese painters focused on applying layers of paint to beautify their designs, the Greek painters spent countless hours removing old paint, mildew, and decay from their cottage's walls. After a month, both groups presented their masterpieces to the Sultan, who was astounded by the beauty of the Chinese paintings and the simplicity and transparency of the Greek artists' work, which perfectly reflected the Chinese paintings. The Sultan concluded that the Greek painters had superior artistry.

Rumi's Values in Art Discussion

The meeting focused on discussing the Rumi story and the values of transparency and purity in art. Sandeep led the discussion, emphasising the importance of inner purity and consistency in learning. Mamta shared a moral reflection on the difference between outer decoration and inner cleansing in art. The session concluded with Manisha inviting participants to attend upcoming events, including a Sunday session on "The Life of Animals" with a guest speaker. Sandeep announced details about future programs and encouraged online registration for upcoming sessions.

AI can make mistakes. Review for accuracy.

Right VS Wrong - Sunbeam Varuna

In this video, we dive deeper into the age-old question of “Right vs. Wrong.” Let us explore what it truly means to make choices that align with our values and morals. Is there a universal standard for right and wrong, or is it all based on individual perspectives? 

Looking at examples from everyday life, we examine the influence of culture and society and discuss how our personal experiences shape our sense of ethics. By the end of this video, you will have a better understanding of the complexities behind what we consider right or wrong, along with some insights for making decisions in your day-to-day life. 

Don’t forget to like, subscribe, and share your thoughts in the comments!

Sunbeam School Varuna

Ranjana Singh

Ankit Verma

Aakash Aggrawal

Alok Jha

Nurturing Foundations - Sneha Chakravorty

The Vital Role of Relationships in Education

In the bustling corridors of academia, relationships often take a backseat to academic pursuits. However, beyond textbooks and lesson plans, they are the backbone of the school environment, shaping experiences, nurturing growth, and fostering a sense of belonging. 

Let's delve into why relationships are paramount in education, highlighting their profound impact on holistic development and academic success.

🠶Cultivating a Supportive Community

Schools are vibrant communities where students, teachers, and staff converge on a journey of discovery and growth. Relationships within this ecosystem create a supportive environment where individuals feel valued, understood, and empowered.

For students, connecting with peers and mentors provides crucial emotional sustenance for navigating the challenges of adolescence. Whether it's a smile in the hallway or guidance from a teacher, these connections serve as anchors in their academic and personal development.

 🠶Fostering Emotional Intelligence

Emotional intelligence is often overlooked, yet it's crucial for academic success. Meaningful relationships within the school setting nurture this essential skill set.

Through interactions with classmates and educators, students learn empathy, effective communication, and conflict resolution. These skills are invaluable not only in the classroom but also in personal and professional life.

🠶 Enhancing Academic Achievement

Positive relationships between students and teachers significantly influence academic performance. When students feel supported and respected, they engage more actively in class, seek assistance when needed, and take ownership of their learning journey. Likewise, educators who cultivate strong rapport with students can tailor instruction and foster a conducive learning environment.

🠶Cultivating a Culture of Respect and Inclusivity

Schools serve as melting pots where individuals from diverse backgrounds converge. Nurturing relationships within this diversity fosters respect, empathy, and inclusivity.

By promoting open dialogue and celebrating differences, schools create a welcoming environment where every voice is valued. This enriches the educational experience and equips students with the skills to thrive in a globalized world.

🠶  Conclusion

Relationships are the threads that weave together experiences, perspectives, and aspirations in education. From the bustling corridors to the quiet classrooms, their significance cannot be overstated.

As we navigate the complexities of the modern world, let's recognize and celebrate the profound impact of meaningful connections. Ultimately, it is through these bonds that we unlock the transformative power of education.                                                                                   

Sneha Chakravorty 

Sunbeam Suncity

Masterclass 2024 Reflections

Responsibility and Co-operation - FLYERS DGS

Responsibility means to accept that I am the reason and result of what I have done and what I am doing. The moment we take the responsibility of our own deeds in our lives, we can change the things in our lives. Because no one can live our lives and how much we try to blame others for our mistakes or deeds, it’s we who have made such choices or making such choices.

Cooperation means knowing or understanding one another. It means joining together to help others believe in something they might have just thought but could never have done. Cooperation is a joint effort that nobody can get in until unless everybody gets in. It is always observed that a group is much stronger than an individual.

जिम्मेदारी और सहयोग, एकता की मजबूत यह डोर

असफलता की राह को रोक, संभव का यह पुरजोर,

चारों ओर होता यह शोर, जिम्मेदारी और सहयोग,

अभ्यास करें इसका रोज,सफलता का यह संयोग,

सही मंत्र का सही उपयोग।

Responsibility and cooperation go hand in hand, and it's evident from birth to death. With the responsibility of Parents comes cooperation of child instinctively. The same in a class when a teacher is teaching and similarly in any relationship or work life.  A person learns to be responsible when he or she completes a task and gets a sense of achievement.  Our environment plays a vital role in shaping our values. I believe a child gets a sense of responsibility when there are mutual effort and cooperation between the parents, the teachers and the child himself. A parent asking his child to take care of the younger sibling or organising his own cupboard. Likewise, a teacher assigning a small duty of distributing notebooks in the class or making the child a monitor for a day starts filling a child with responsibility. A responsible and cooperative person is admired by everyone. No individual has sufficient experience or education to achieve his aim without the co-operation of others.

A child is not born being a responsible one. Yes, exceptions are there, as some people are very responsible by nature, so definitely their children will also have some of their qualities. So, some children may show responsible behaviour in their childhood, but that will come in practice over a period and with some events & observations. The children and even we experience and observe many situations or events that help everyone become responsible individuals. Many times we observe others and our observations help us to become a responsible person. We experience many situations every minute, and it is we, who take decisions to be responsible for the consequences. Sometimes others experience help us to be more responsible in future.  

Responsible people know that they have to take their duties seriously and cater to the world's demands, environment, society, country, children, family, and self. We can see an example of this right in front of us- the moment we were assigned the task of creating blogs, each month, we knew that it was our responsibility as a group to give our best and co-operate with each other. The JOL program is inculcating both responsibility, cooperation and a sense of team-spirit amongst us. Therefore, it is rightly said "Alone we are smart, together we are brilliant" - Steven Anderson.

Written with co-operation by FLYERS DGS - Vijaya Jugran, Nandini Arora, Urvashi Uniyal, Vandana Goel, Bhumika Vyas & Ritika Tyagi - at The Doon Girls' School in Dehradun.

William N Bissell: Sandeep is a lifelong student of My Good School!

Foreword for the book

My Good School
Where Passion Meets Education 

Sandeep is a passionate educator. He is one of those individuals who have dedicated his life to making the greatest impact on the greatest number of people. The way he has chosen to do that is by helping schools and teachers implement programs that will help students to become lifelong learners.  

He believes in the idea that if you can change a child’s life, you can change the life of their family, their community and indeed their nation. He has live up to his motto for the last 35 years of his life in helping teachers improve their skills, helping school administrators understand how to deliver the best learning outcomes, helping school heads foster communities of curiosity, openness, learning and creativity in their schools. 

Sandeep has taken his lifelong experiences and summarized them in this thoughtful, provocative and very readable book.

I have had the pleasure of watching Sandeep’s work in the school I founded 30 years ago and the proof of his work lies in watching the graduates of the school who came from a small rural community do extraordinary things with their life. 

He has shown that regardless of where one is born, ones social or economic status, a good school can transform a child’s life by helping them learn and develop into ethical responsible global citizens. 

This book explains how schools can achieve significantly better teaching standards, foster a sense of community and help each student reach their fullest potential.

Sandeep does a great job of framing the issues that educators / school owners and administrators faced, also where they must focus their energy. As he said at the beginning of Chapter 2 - “A country is as developed as its Education sector. We in India should make ‘affordable quality education’ our development mantra and this alone will help us thrive as a great nation. No matter what path we take on the road to economic development, the quality of education will always be a speed breaker”. 

Sandeep’s book is an invaluable read for policy makers, school owners / administrators and teachers as it takes a 360 degree view of all aspects of what it takes to build great schools. The emphasis he places on the development of a strong culture of teacher’s training is reminiscent of Henry Adam, who said – “ A teacher affects eternity and one can never tell where their influence stops”. 

Applying the ideas in this book will transform how schools can deliver outstanding learning outcomes. I can say this as I have watched Sandeep apply this idea at The Fabindia School over the last 10 years as Chairman of the board.

Sandeep is able to do this successfully as he is a lifelong student. I hope you enjoy this book as much as I did.”

William Nanda Bissell

Chairman of the Board, Fabindia

Published by Rupa Publications  

www.GoodSchools.IN

Photo of Mr William N Bissell courtesy Neha Parmar 

Happiness And Tolerance - Tarang JMMS

A mind is like a parachute it doesn’t work if it is not open. The parachute may have to go through some intolerant weather but it knows that a little push of the air of happiness will help it reach its defined destination. 

What is happiness?

“It is not about how much we have, but how much we enjoy, that makes happiness “- Charles Spurgeon. 

Happiness is the emotion we feel when we are content. When we start to appreciate and acknowledge what we have, we are bound to be happy. Every person feels happy in a different situation. A person who enjoys life start to appreciate it and eventually lives a happy life. Happiness does have an important role in our lives and it can have a huge impact on the way we live our lives.

Tolerance is permitting others to practise their beliefs and make their own choices. You don’t have to agree with them it’s a matter of respect for individuals as fellow humans. When we practise tolerance, we accept others ideas and beliefs. If you respect someone’s opinions – even if you disagree you display tolerance.

Here is a story by one of our group member where she tells the importance of happiness and tolerance.

The boy studying in her class was a little shy and had some speech problem because of which he finds it difficult to express himself and usually remained quiet in the class. The boy used to get angry and frustrated when he felt that other students are ignoring him or not understanding his thoughts. He used to scribble on others notebooks and even tore the notebooks out of frustration. Other students also distanced themselves from him because of his behaviour. The teacher also noticed this and was worried about his behaviour.

The teacher discussed the issue with other teachers and decided to have a meeting with the child’s parents. The parents informed that the child was advised by the doctor to have regular speech activities in order to better the speech. But the boy didn’t interact much in the class so the teacher then decided to conduct an interaction programme every day in the class where the boy was given more chances to interact with other students so that he could overcome his inhibitions and also his speech can get better.  It also helped other students to get to know one another and also get closer to the boy and thus understanding him in a better way. The programme really helped the child though he didn’t get fluent in his speech his behaviour changed towards others, he became more polite and tolerant as now he felt heard and accepted.

Tolerance and happiness are necessary for every species. As humans, we are very diversified and different so we need to tolerate one another in order to move forward in our journey of evolution. Happiness is not only in achieving the goal one can be happy during the process of achieving it. Your happiness is in your hand try to grab every moment that makes you happy.  

The story is based on the experience of the group members. The photos are taken as reference from Google images and are drawn by the members.

 - Tarang JMMS @ John Martyn Memorial School, Salan Gaon, Dehradun - Neelam Bhardwaj, Shalini Gurung, Dolly Pharasi, Laavanyaa Joshi

Frustration Barrier & ways to overcome it - Richa Solanki

The Frustration Barrier; it is a barrier which does not allow you to get immediately to the point of your goal. When we try new things out of our comfort zone, it becomes a barrier for a specific time. The frustration barrier is usually for a short span of time. Once you overcome this barrier, you can actually start enjoying the learning process and have some fun. It is the only thing which is stuck in our mind. Until we do not stick to anything, obviously the things will not stick to us. Most likely things to get to know through this barrier is that it helps in our personal growth that occurs whenever we do things that are out of our standard set of mind.

From my point of view, it is not difficult to overcome this barrier, we just want to change our state of mind. A successful person always has an ability to face this barrier because we can't ignore it always, the one thing is to get to know clearly how we can face and fight with this barrier. If a person can handle this barrier, he/ she can enjoy the process of learning new things and gaining the benefits that come with being skilled in that area. Just keep some patience, not to burst out immediately or anger, just think out of things very peacefully. Obviously, who handles this situation is known as a successful person. Also, these people are generally much more developed as human beings as they have had more experiences from which they can use in their life. 

Unsuccessful people give up soon. They just don't think of themselves because of their low ability. I want to say that if there is any kind of barrier we must have that power of the ability to face it out and it is possible only when we divert our mind from the things that don't matter. Sometimes a person literally thinks about things very deeply that they are stuck on or stick on one thing. Like this, we can't get out of these types of barriers.

I have just learned or read from somewhere to deal with frustration and what works well for me and for you all also,  here are a few things you can do: 

• Take some deep breath - Deep breathing can help slow heartbeat and lower blood pressure, diminishing the negative thoughts of the stressful emotion. 
• Work on something else - like your frustrating day, do something enjoyable. Listen to music, play games and read books. 
• Watch a comedy, talk with friends. Hobbies are also useful. Do what you like. My best way to divert my mind is to paint or to draw because when we do some work that we like, our concentration is full-on that thing only and we just forget to deal with our destructive emotions that we are facing.

Richa Solanki

The Fabindia School

rsi4fab@gmail.com

Content source - https://www.scotthyoung.com/blog/2006/02/23

My Teachers' Role In Preparing Me For The Future - Laavanyaa Joshi

When I first started out in Welham in the year 2015, I was a naive 12-year-old girl. To suddenly leave my parents, my house and to shift and acclimatize to a totally different environment seemed almost impossible. I was by nature, a shy and timid girl. To be surrounded by strangers, 24/7 was not an easy task. The only sense of comfort was to realise I was not alone. Seventy other little girls, who had absolutely no idea as to what they were doing, were right beside me. 

Slowly I started to break out of my shell. I attempted things which I never had done before. I started climbing up the ladder of my personal growth. My teachers acknowledged my strong points and also my weak points. They opened up opportunities to boost up my social and personal development. Staying next to my friends and teachers thorough out my teenage years made them feel like family. The people who felt like strangers, I now recognise as family. The faculty at Welham made me realise my worth. They inspired me every day. They taught me how to be confident but did not ignore my wrongdoings. 

My teachers have helped me mould my character and have always emphasized on the morals of honesty. Every time I cribbed or whined about doing my own work in school, I became responsible and independent. Every time I got scolded in school, I learnt to accept criticism. Every time I was punished for turning up late for a class or an event, I learnt to respect and value time. My teachers made me realise that excellent academic scores were not everything. They taught me integrity. They helped me evolve into an empathetic and humane person. They taught me the value of commitment. Over the years, I have come to realise that I am no more than a shy girl. 

Welham and my teachers have helped me evolve into a young confident girl. I have come to realise my privileges and learnt to make the most out of every opportunity. I think after the help and encouragement I have received over the years, I am ready to face the world by myself. Though there is no age when a person stops learning from mistakes and experiences, I think I am ready to see for myself as to where I stand in society. I have learnt to acknowledge my personal power. I see myself trying to contribute and give back to society more than I have received from it. I have not only learnt to trust myself and my intuition but also learnt to accept criticism, whether it be positive or negative. 

Staying away from home for the last 5 years, I have realised that sometimes to achieve something, we have to walk out of our comfort zone and tread on an unknown path. Not always would every path guarantee me success but will surely contribute to my experiences which will prepare me to face the world.

- Laavanyaa Joshi, Intern for Learning Forward India at the John Martyn Memorial School, she is currently studying at Welham Girls' School Dehradun, India <laavanyaa.614@gmail.com>

Unity and Caring - Innovators BHIS

Even the weak become strong when they are united. - Friedrich Von Schiller

In a class of 30, there used to be two kids, named Joshua and his twin brother, Gerald. They were both a bit dark-skinned and so had formed a conclusion that they did not fit in, with their class at all. The other children were better looking than them, which made the others laugh at the two brothers. But what they did not know was, even though they were dark-skinned, they had a heart of gold and the most polite behaviour. Day after day, they were insulted by the other students of the class.

They never expressed how they felt, in front of anyone, but in their heart of hearts, they really felt insulted and sad by the others’ behaviour. They started blaming themselves for being dark-skinned.  They lost all their self-confidence. But, there were some boys from the class, who were very angry at the insensitivity of the others towards the two brothers. They understood their plight and took up the initiative to interact with and befriend them. They started by sharing their tiffins and they used to share their own experiences with each other. Joshua and Gerald did not remain the same timid brothers who were bullied, anymore! They started to open up and also stood up to the bullies. They no longer remained the dark-skinned ones, instead, they became the most intelligent and the most kindhearted boys in the whole school. The boys who had helped them achieve what they were, did it with patience, care and love. They taught them the value of unity, by being the most caring friends for them.  And they remained the best friends of the two brothers forever

Innovators @ Billabong High International School, Thane

-Vaishali Phatak, Krishnakshi RaviShankor, Bhumi Punjabi, Smita Bobhate

David Geurin: Don't Just Plan Lessons, Create Experiences

"How did you become a Chicago Cubs fan?"

I asked the question to a Cubs fan I was visiting with recently. And I wasn't being sarcastic, since I'm a St. Louis Cardinals fan, and that would be on point for fan behavior between the two teams.

No, I was just curious because he wasn't from a part of the country that isn't typically considered Cubs fan territory. He explained that some members of his family were Cubs fans but what really hooked him on the Cubs was when he attended a game at Wrigley Field (Chicago) as a young boy.

That experience, he said, was something he never forgot and resulted in his lifelong love of the Cubs. It was as simple as that.

Experiences are powerful. They can change our entire perspective for good or bad. In this case, a positive experience resulted in a deep attachment to a baseball team.

I'm wondering about how students experience school. Are we creating experiences that result in a lifelong attachment to learning? Are we creating powerful learning experiences that develop curiosity and cultivate interests?

While much of my own school experience was somewhat routine and mostly forgettable, there were some amazing experiences that really led me to want to learn more.

Most of those memorable experiences were projects or trips to visit interesting places. I remember visiting a cave, a Civil War battlefield, and even a museum with a real mummy, all part of opportunities through school.

I also remember creating a news broadcast and interviewing people from our community, as part of a project for class. I also remember competing in a stock market game, and I remember performing a classroom play.

I don't remember a single lecture from school. I take that back. I remember one very gifted social studies teacher who could tell stories from the Civil War that were so interesting I wanted to learn more on my own. He had us on the edge of our seats.

I don't remember any worksheet tasks standing out. I don't remember any tests in particular. 

Here's the thing. I'm not saying tests, or assignments, or routine work are all bad in school. I'm not saying they don't have value. But if we want our students to be inspired learners, we better look for ways to connect learning to positive emotions. We better give students experiences that really capture their attention in ways that go far beyond the routine.

In a time where standards mastery seems to be at the top of all priorities, I wonder what types of experiences kids are having? 

What type of experience are they having when remediation has been routine for them year after year in school?

What type of experience are they having when they don't have the opportunity to pursue things they're interested in?

What type of experience are they having when they don't get to learn outside the classroom by taking field trips?

A couple of high school principals were discussing how they are making sure any field trips in their school tie directly to meeting standards. I guess that's one way to look at it.

But for me, I want our students to have as many opportunities as possible to learn and interact with interesting people and places away from our school campus. I especially want that for our under-resourced students who might not ever have those opportunities otherwise.

There is a time for rolling up our sleeves and doing the routine work of learning and life. But if we're not also creating peak moments along the way, we are missing the joy in the journey. 

And we're probably missing out on potential passions, and maybe even missing out on developing a passion for learning.

The routine work should flow from a deep sense of purpose. We need to know our why. That's where lasting learning is nurtured.

As I wrote in my book, Future Driven,

Don’t just create lessons for your students. Create experiences. Students will forget a lesson, but an experience will have lasting value. We want to do more than cover content. We want to inspire learning.

http://www.davidgeurin.com/2019/06/dont-just-plan-lessons-create.html