Designing Productive Failure - Rajni Dhondiyal

 

The Solution of Productive Failure – Dr. Manu Kapur

Dr Manu Kapur’s concept of Productive Failure highlights that failure, when intentionally designed, can deepen understanding and promote meaningful learning transfer. Rather than viewing mistakes as setbacks, Kapur proposes structured opportunities where students first struggle with complex problems before receiving instruction. This process helps learners build stronger conceptual foundations and develop the ability to apply knowledge flexibly. As Kapur explains, Productive Failure is not about failing to understand, but about learning through failure — transforming initial confusion into lasting comprehension and innovative problem-solving.

Rajni Dhondiyal

Sunbeam Suncity (School & Hostel)

Productive Failure as a Tool for Student Leadership Development: Experiences from Sunbeam English Bhagwanpur - Aysha Bhoomi

Assignment -4

Abstract

This paper explores how Manu Kapur’s concept of Productive Failure (PF) can be used to cultivate leadership qualities among school students. Drawing from real experiences at Sunbeam English Bhagwanpur, the study examines how giving student leaders freedom to plan, make mistakes, and learn from them results in stronger decision-making, communication, and empathy. Through examples from the Student Council and class leadership activities, this research highlights how structured failure can transform passive students into confident leaders. The paper concludes by proposing a framework for integrating PF into leadership training programs in schools.

1. Introduction

At Sunbeam English Bhagwanpur, student leadership plays a vital role in maintaining discipline, organising events, and building a sense of responsibility. However, many young leaders initially struggle with delegation, time management, and communication. Traditionally, teachers closely guide them to prevent errors. But after reading Manu Kapur’s Productive Failure: The Hidden Role of Failure in Learning and Innovation, I realised that by preventing mistakes, we may also be preventing growth. This paper documents my experience of applying PF principles in leadership contexts — letting students experiment, fail, reflect, and then improve. The aim was to see how well-structured struggle could strengthen leadership skills.

2. Literature Review

Manu Kapur (2008) introduced the idea of Productive Failure as a structured learning process where learners first engage with complex challenges without direct instruction. When applied to leadership, PF can:

• Encourage Decision-Making: Leaders learn to take initiative and accept responsibility for their actions.

• Foster Emotional Intelligence: Reflection after failure improves empathy and self-awareness.

• Enhance Collaboration: Teams develop stronger bonds when overcoming mistakes together.

Research in educational psychology also supports “learning by doing” as an effective model for leadership growth, aligning PF with experiential learning theories by Kolb (1984) and Vygotsky’s (1978) social constructivism.

3. Methodology

This qualitative study draws on classroom and co-curricular observations at Sunbeam English Bhagwanpur. PF-inspired leadership training was introduced in:

1. The Student Council (Senior Wing): Members planned Independence Day celebrations independently.

2. Class Monitor Program (Middle Wing): Monitors managed classroom discipline and weekly reports without teacher micromanagement.
   Students were encouraged to make independent decisions, face the results, and reflect before receiving structured feedback.

4. Findings and Discussion

4.1 Exploration Phase

During Independence Day planning, student council members misjudged timing for performances, leading to short delays. Instead of intervening, teachers allowed them to handle it. In the Class Monitor Program, some monitors faced peer resistance when enforcing rules.

4.2 Consolidation Phase

After the events, reflection sessions were conducted. Students discussed what went wrong and why. The council realised they needed time charts and checklists, while class monitors learned to communicate more assertively yet respectfully.

4.3 Leadership Transformation

Within weeks, both groups showed improved confidence and accountability. One student who initially hesitated to take charge later volunteered to lead the School Assembly — a clear sign of growing leadership maturity.

5. Framework for Applying PF in Leadership Development

Exploration — Assign leadership roles without over-guidance | Example: Student Council manages event preparation

Reflection — Discuss mistakes openly | Example: Post-event reflection meeting with council

Consolidation — Provide targeted mentoring | Example: Teachers suggest leadership tools (time logs, delegation tips)

Reinforcement — Apply learning in next leadership task | Example: Monitors handle the next event independently

6. Challenges and Limitations

Some students felt anxious about public mistakes, fearing judgment. Teachers also struggled to maintain a balance between freedom and oversight. To make PF effective in leadership, a culture of psychological safety and encouragement is essential.

7. Conclusion

Productive Failure has proven to be a valuable framework for student leadership training at Sunbeam English Bhagwanpur. Allowing young leaders to fail, reflect, and recover nurtures resilience, confidence, and adaptability. When guided correctly, failure becomes not a setback but a stepping stone to authentic leadership.

References

Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424.

Kapur, M. (2023). Productive Failure: The Hidden Role of Failure in Learning and Innovation.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs: Prentice Hall.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Assignment -5

The Role of Productive Failure in Fostering Creativity Among Senior Secondary Students: A Study from Sunbeam English Bhagwanpur

Abstract

This paper examines how Manu Kapur’s Productive Failure (PF) framework can enhance creativity among senior secondary students. Based on classroom experiences at Sunbeam English Bhagwanpur, the research explores how allowing students to experiment, fail, and reflect before receiving direct guidance cultivates divergent thinking and problem-solving skills. Examples from creative writing sessions and project-based learning activities are presented to demonstrate how initial failure serves as a foundation for original and innovative outcomes. The study concludes that embracing structured struggle helps students build creative confidence, resilience, and a deeper understanding of their learning process.

1. Introduction

Creativity is often seen as an innate talent — something a few students “have.” However, reading Manu Kapur’s Productive Failure: The Hidden Role of Failure in Learning and Innovation helped me realise that creativity can be taught and strengthened through the right learning design. At Sunbeam English Bhagwanpur, I introduced PF strategies in English and Art-integrated projects to encourage students to explore ideas freely before any teacher evaluation. Instead of aiming for immediate success, students were encouraged to make mistakes, discuss what didn’t work, and then refine their ideas. This paper documents how that approach led to unexpected and impressive creative growth.

2. Literature Review

According to Kapur (2008), Productive Failure is a process where learners engage with complex tasks without initial guidance, leading to temporary failure but eventual deep understanding. When applied to creativity, PF promotes:

• Divergent Thinking: Encourages exploring multiple possibilities before settling on one idea.

• Intrinsic Motivation: Students become emotionally invested in solving their own challenges.

• Innovation through Reflection: Failures lead to re-evaluation, producing unique outcomes.

Educational theorists such as Piaget and Vygotsky have similarly noted that cognitive conflict and exploration are essential for higher-order thinking — the foundation of creativity.

3. Methodology

This study was conducted with senior secondary students at Sunbeam English Bhagwanpur. Two classroom contexts were selected:

1. Creative Writing (Class 11) – Students were asked to write short stories based on random prompts without prior examples or teacher suggestions.

2. Interdisciplinary Project (Class 12) – Groups designed eco-friendly school models using recyclable materials, with minimal instruction in the initial phase.
   Data were collected through student reflections, teacher observations, and creative output comparison before and after PF implementation.

4. Findings and Discussion

4.1 Exploration Phase

In the Creative Writing class, many students initially struggled to organise their thoughts. Some stories lacked structure, while others were too simple. Similarly, in the eco-project, groups faced design flaws such as unstable models and poor material choices.

4.2 Consolidation Phase

Once reflection sessions were introduced, students identified what went wrong — weak plots, unclear characters, poor balance in models. Guided discussions followed, focusing on narrative technique, design principles, and peer suggestions.

4.3 Reinvention and Growth

The second round of attempts showed remarkable improvement. Storylines became richer and more original, while project models displayed thoughtful creativity. One group even incorporated solar energy concepts after initially failing to make their windmill rotate — a perfect example of innovation through failure.

5. Framework for Applying PF to Creative Learning

Exploration — Let students attempt creative tasks without strict guidance | Example: Class 11 students write a short story without prompts

Reflection — Discuss why early attempts didn’t work | Example: Identify weak plots or confusing endings

Consolidation — Provide conceptual feedback | Example: Teach narrative structure, symbolism, and imagery

Reinforcement — Apply feedback to a new creative project | Example: Create a revised story or restructured art model

6. Challenges and Limitations

Some students initially feared embarrassment when their work “failed.” Teachers had to reinforce that creativity thrives in risk-taking. Time management was also a challenge since PF activities required reflection sessions that extended beyond the usual lesson period.

7. Conclusion

Productive Failure nurtures creative confidence by turning uncertainty into opportunity. Students at Sunbeam English Bhagwanpur learned that mistakes are not the opposite of success but part of the journey toward it. PF helped them take intellectual risks, think independently, and produce work that reflected originality and depth. By embracing failure as a stage in the creative process, educators can inspire innovation not only in the arts but across all subjects.

References

Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424.

Kapur, M. (2023). Productive Failure: The Hidden Role of Failure in Learning and Innovation.

Piaget, J. (1977). The Development of Thought: Equilibration of Cognitive Structures.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Aysha Bhoomi, Sunbeam English Bhagwanpur

Adducation: Power of “U” in Nation Building- Manisha Khanna

Sandeep Sir called me to share some changes happening at the office. What began as a simple update soon turned into a deeper discussion about education, growth, and reflection. In that conversation, he shared a word that instantly struck me—Adducation. It was so powerful and thought-provoking that it inspired me to pen down this blog.

Adducation beautifully captures the essence of growth: when “U” is added to the nation, education becomes complete. Education, after all, is not just about systems or policies—it is about the individual who reflects, contributes, and grows with the nation.

Every -tion word tells this story. Education lays the foundation. Vocation gives us direction. Reflection sharpens our learning. Innovation fuels creativity. Transformation drives progress. But each of these finds true meaning only when the individual—the “U”—steps forward with effort and purpose.

Experience, too, does not come from working alone. It grows when we pause to reflect on our actions, identify strengths and limitations, and learn from every outcome. Failures, when seen positively, are not setbacks but productive lessons—stepping stones that shape resilient individuals and, ultimately, a stronger nation.

This is the essence of Adducation: that the true power of progress lies in “U”—your courage, your reflection, and your resilience. When individuals grow with positivity and persistence, the nation flourishes with them.

“When U add yourself to the nation, education becomes transformation.”

This thought, and this word, came from Sandeep Sir, whose insight continues to inspire.

Dedicated to Sandeep Sir, whose vision of Adducation is shared here.

- Manisha Khanna

Productive Failure - Rajni Dhondiyal

The primary objective of education is empowerment and not following up, innovation and not replication.

Being teachers, we have done brainstorming over hundreds of learning methodologies, for example, Collaborative Learning, Reverse Learning, Experiential Learning, Learning through Activities, Brainstorming, Questioning, Talking in depth, Integrated Learning, incorporating Multiple Intelligences, Traditional Learning etc. And yes, they had been very effective as the planning was always done with the objective of students grasping through these. Still, gaps (learning/understanding) have been spotted. Moreover, the maximum outcome in students was never witnessed. The teacher could transmit only the knowledge that he/she has or could gather from different resources.

In a class of 30/40, every planning is generally centred around the average so that the balance can be made. Teachers always felt it unfair to push a below-average average or restrain an extraordinary to come to a common conceptual point. On the other hand, Productive Failure talks about students starting with their own failure towards their specific capabilities. This made me genuinely attracted towards the basic idea of students’ natural learning.

The very thought took me to the age of Aryans’ way of learning. How could they reach the utmost knowledge and skill? What made them attain high thinking? It was obvious to compare. What are we missing in our teaching-learning process? The biggest difference that could be noticed was the spoon-feeding. Students are following our limited footsteps, whereas they may have better ideas and much more potential than us. The notion of their freedom of utilizing all their high calibre, in itself, is a point of relief for any teaching professional – A BREAK EVEN POINT.

Teachers are too simple to be pinned, however. However, they are too difficult to be convinced. I was convinced and assured to have the ample enthusiasm with which I could move forward towards the experiments of productive failure.

It had already taken much time to be convinced, yet it's never too late. Still, I had some doubts and hesitations, primarily whether students would get interested or not. So to be on the safer side, I planned for a QCT session (Quality Circle Time) for my experiment in spite of my major subject English.

Prior to the session, I took my students to the garden area, wherein they planted trees in a group of five. While returning, they were taken to the infirmary with a purpose of productive failure (as it had nothing to do with their upcoming task) and showed them the chart of different diseases. We came back to the QCT room and sat in a circle. Starting with Meeting up and Opening up activities, a plant was kept in the centre. Students were given a situation:

If you have to invent a plant with unique quality, what will be the uniqueness of that plant?

The prompt was pre-headedly given to them, but was unannounced (different diseases). The responses were not surprising; their trees had the quality of healing different diseases. Only two of them had introduced something new – one was Cell control and another for Virus resistance. The best 2 ideas were announced. They were told to rethink and come with new ideas.

No of Students	Old ideas	New ideas
20	18	02

In the next session, the same instructions were given. But this time, the result was amazing. Nearly half of the students had connected the quality of the tree to challenging issues like Absorption of harmful gases, High production of oxygen, Fruits containing balanced nutrients, Water production, Fruits as full day meal, etc.

This time, their trees’ qualities were related to the solutions of environmental issues – Water scarcity, poverty control, controlling weather conditions and of such levels. 11 out of 20 was a bigger number than 2 out of 20. An improvement of 45%.

No of Students	Old ideas	New ideas
20	09	11

Students were more engaged after the failure in the first session. Their brains had become active, especially when their initial ideas did not work. They were driven by either intrinsic motivation (to find better ideas) or Performance approach Goals (to find the best idea).

Since it was also my productive failure, I felt a genuine thirst for better planning. I could have given a better situation.

This failure has paved the way for further research and a few more experiments.

Rajni Dhondiyal
Sunbeam Suncity

Harnessing Productive Failure: A Catalyst for Deep Learning and Innovation in Modern Workspaces - Nishika Pathak

Abstract:

This research paper explores the concept of Productive Failure (PF) as theorized by Manu Kapur in his book Productive Failure: The Hidden Role of Failure in Learning and Innovation.

The study investigates how intentionally designed failure experiences can enhance cognitive engagement, improve conceptual understanding, and promote innovation in both educational and corporate contexts. Drawing upon empirical studies and theoretical insights, this paper highlights key mechanisms that make failure productive, proposes a practical implementation framework, and presents case applications from real-world learning environments. The findings suggest that structured failure—followed by targeted instruction—can lead to superior learning outcomes and serve as a catalyst for innovation in organizations.

1. Introduction

Traditional pedagogical and managerial approaches tend to avoid failure, viewing it as a negative outcome. However, recent advances in cognitive science and educational psychology, particularly Manu Kapur's work on Productive Failure (PF), challenge this notion. PF refers to the phenomenon where initial failure—when encountered in a well-structured environment—facilitates deeper learning and more robust knowledge transfer. This paper aims to critically analyze the principles of PF, its applications in various domains, and the implications for contemporary learning and development strategies.

2. Literature Review

Productive Failure was introduced as a learning design by Kapur (2008) and is based on the premise that allowing learners to struggle with complex, novel problems before receiving direct instruction can result in better learning outcomes. Key findings include:

• Struggle Enhances Learning: Learners develop multiple solution pathways, which enriches conceptual understanding.

• Delayed Instruction Consolidates Knowledge: Instruction after failure helps learners reconcile misconceptions and consolidate accurate understanding.

• Transfer of Learning: PF leads to improved application of knowledge to new contexts compared to traditional direct instruction.

Research also supports PF in domains such as mathematics, engineering, and business innovation, demonstrating its versatility.

3. Methodology

This research is based on qualitative meta-analysis and synthesis of existing PF literature and case studies. Data was collected from peer-reviewed academic journals, books, and case reports. Key themes were identified, categorized, and analyzed to develop a structured framework for applying PF in organizational and educational contexts.

4. Theoretical Framework

The core of PF lies in its two-phase model:

• Exploration Phase: Learners are exposed to complex problems without guidance.

• Consolidation Phase: Learners receive targeted instruction that addresses their misconceptions and reinforces accurate knowledge.

PF aligns with constructivist learning theories and is influenced by Vygotsky's Zone of Proximal Development (ZPD) and Piaget's theory of cognitive disequilibrium.

5. Application in Modern Workspaces

5.1 Training and Development

Corporate training programs can adopt PF by incorporating problem-based learning modules that simulate real-world challenges.

5.2 Innovation and Product Design

PF supports iterative design thinking. Teams that engage in trial-and-error phases before guidance often produce more innovative solutions.

5.3 Leadership and Team Building

Promoting a culture that tolerates structured failure can increase psychological safety and collaborative problem-solving.

6. Case Studies

• Google X (Moonshot Factory): Uses PF by encouraging teams to pursue ambitious ideas knowing many will fail, but with high learning value.

• Singapore Classrooms: Kapur's own experiments showed improved mathematics understanding when students struggled before instruction.

• IDEO Design Thinking: Embraces failure as a necessary part of innovation cycles.

7. Proposed Framework for Implementation

Phase	Action Items
Exploration	Pose open-ended problems; limit guidance; encourage brainstorming
Reflection	Prompt learners to analyze why their solutions failed
Consolidation	Provide targeted instruction based on observed misconceptions
Reinforcement	Allow reapplication of concepts in new but related challenges

8. Discussion

While PF can be highly effective, it requires careful implementation. Unstructured failure can be demotivating. Thus, the role of the facilitator or instructor is crucial in guiding reflection and delivering timely instruction. Also, cultural factors (e.g., aversion to failure) can influence the adoption of PF strategies in corporate and educational settings.

9. Conclusion

Productive Failure is a powerful tool for fostering deep learning and innovation. By rethinking the role of failure—not as an endpoint, but as a formative stage in learning—organisations and educators can unlock significant growth potential. Future research should explore the longitudinal impacts of PF and its integration with digital learning tools and AI-driven personalisation.

References

Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424.

Kapur, M. (2023). Productive Failure: The Hidden Role of Failure in Learning and Innovation.

Schwartz, D. L., Bransford, J. D., & Sears, D. (2005). Efficiency and innovation in transfer. In Transfer of learning from a modern multidisciplinary perspective.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Piaget, J. (1977). The Development of Thought: Equilibration of Cognitive Structures.

Nishika Pathak

Sunbeam Bhagwanpur

The Trust Quotient: Masterclass Saturday 4th January 2025

Chapter 8: The Trust Quotient from Shomie Das: A Man Who Saw Tomorrow by Naga Tummala:

Understanding Trust in Leadership

1. How does the chapter define the concept of "The Trust Quotient"? How do you interpret its significance in Shomie Das's leadership style?
2. What specific actions or traits demonstrated by Shomie Das in this chapter helped him build Trust among his peers, students, and staff?

Impact of Trust on Education

3. Why is Trust considered a foundational element in education, as emphasized in this chapter? How do you see this playing out in modern educational institutions?
4. Reflect on an instance from the chapter where Trust was pivotal in resolving a challenge. How might the outcome have differed without Trust?

Personal Connections to Trust

5. Have you experienced or observed a situation where Trust between a leader and their team led to success? How does it compare to the examples provided in this chapter?
6. How do you personally build Trust in your relationships or work environment? Are there any lessons from Shomie Das's approach that you can apply?

Balancing Trust with Authority

7. The chapter discusses the balance between authority and Trust. How did Shomie Das navigate this balance effectively?
8. In your view, how can a leader avoid being perceived as either too authoritative or too lenient while building Trust?

Lessons from Shomie Das's Legacy

9. What does this chapter teach us about the long-term impact of cultivating Trust within a community?
10. How can Shomie Das's approach to trust inspire educational leaders or individuals striving to make a difference in their fields today?

Critical Thinking and Personal Growth

11. Are there any moments in the chapter that challenged your existing beliefs about Trust and leadership? If so, how?
12. Reflecting on your "trust quotient," what steps can you take to enhance it personally or professionally?

These questions encourage the teachers to delve deeper into the chapter's themes of Trust, leadership, and community building while connecting them to their own experiences and insights.

Summary of Chapter 8: The Trust Quotient from Shomie Das: A Man Who Saw Tomorrow by Naga Tummala

This chapter delves into Shomie Das's exceptional ability to build and sustain Trust as the cornerstone of his leadership and influence in the educational landscape. It explores how he fostered a culture of mutual respect, transparency, and accountability within the institutions he served.

Takeaways from Chapter 8: The Trust Quotient

1. Trust is the Foundation of Leadership

   • A leader's ability to build Trust is critical to creating a positive, collaborative environment. Trust fosters respect, loyalty, and a sense of shared purpose.

2. Leading by Example

   • Shomie Das demonstrated that integrity, empathy, and consistent actions are essential to earning Trust. Leadership is not about demanding Trust but about inspiring it through behaviour.

3. Trust is Reciprocal

   • Building trust requires a two-way commitment. Leaders must trust their team as they expect to be trusted in return. This mutual respect enhances relationships and fosters a sense of community.

4. Empowerment Through Trust

   • By trusting others with responsibilities and valuing their input, Shomie Das empowered his colleagues, students, and staff, leading to innovation and a culture of collaboration.

5. Trust in Conflict Resolution

   • Handling conflicts with sensitivity, fairness, and transparency is vital for maintaining Trust. Shomie Das showed that even tricky decisions could be accepted with honesty and empathy.

6. Long-Term Impact of Trust

   • The trust quotient has a ripple effect, enabling institutions and communities to thrive over time. Trust builds strong, enduring foundations for growth and success.

7. Relevance Beyond Education

   • The principles of Trust discussed in this chapter are universally applicable, making them valuable for leaders in all fields, not just education.

8. Trust Enables Risk-Taking and Innovation

   • When people trust their leader and the systems in place, they feel more confident taking risks and exploring new ideas, which fosters growth and creativity.

9. Authenticity Matters

   • Genuine care, honesty, and humility are key to cultivating Trust. Pretentious or insincere actions undermine relationships and organizational culture.

10. Leadership is a Relationship

    • The chapter reinforces that outstanding leadership is not transactional but relational, rooted in Trust, mutual respect, and shared values.

These takeaways provide actionable insights into the significance of Trust in creating strong, effective, and sustainable leadership.

Next week - Chapter 9: Ten on Ten

I am looking forward to seeing your thoughtful reflections!      

Email your reflections to Manisha at mk@learningforward.org.in or post them as comments below!

If you wish to share any thoughts or other material via WhatsApp, DM 8378978971.

School! A New Vision - Ankit Khare

A School serves as a multifaceted institution that contributes to the holistic development of individuals and prepares them for active participation in society.

Here are several vital aspects that define a school's purpose:

1. Education and Learning: The primary purpose of a school is to provide education and facilitate learning. Students attend school to acquire knowledge, skills, and competencies in various subjects.

2. Socialisation: School is where students interact with peers, form friendships, and learn social skills. It is an environment where they engage with a diverse community, promoting tolerance and understanding.

3. Preparation for the Future: Schools aim to prepare students for future challenges in higher education and the workforce. They equip students with the skills and knowledge necessary for success in their chosen paths.

4. Cultural and Civic Education: Schools contribute to cultural literacy and civic education. Students learn about their culture, history, and societal responsibilities, fostering a sense of belonging and civic engagement.

5. Critical Thinking and Problem-Solving: Schools provide an environment where students can develop the necessary thinking skills and the ability to solve problems. They are encouraged to question, analyze information, and think independently.

6. Character Building: Character education is an essential aspect of schooling. Schools often emphasize honesty, respect, responsibility, and perseverance to help shape students' character.

7. Creativity and Innovation: A school is a space that encourages creativity and innovation. Through various subjects, projects, and extracurricular activities, students have opportunities to express themselves and explore their creative potential.

8. Inclusion and Diversity: Schools strive to be inclusive and celebrate diversity. They provide equal opportunities for students from different backgrounds, fostering an environment of acceptance and understanding.

https://hi2ankitkhare.blogspot.com/2024/01/school-new-vision.html Ankit Khare

Thursday, January 18, 2024

Sunbeam School, Varanasi

The Brewing Knowledge Club - October Reflections

The sound of the train of the Brewing Knowledge Club shows that we are back to our old routine at school!

"An eager child or Enthusiastic teacher" was covered by Ms Veena Solanki. The students in the teacher's class are eager to learn something if the teacher is eager to share.  To make learning better, teachers can add enthusiasm, fun, and other elements as well, but that doesn't mean learning should stop. The teacher needs to make a good relationship with their students to give motivation, and the ‘boring' teacher is the one who is not able to recognize the eager child.

We see that if we want to change, we first need to change ourselves and Ms Monisha Datta made this more graceful by covering "Why Teachers are averse to change" when she boarded the train and shared her voice! Because teachers are playing a key role as changemakers they must update their methodology. As teachers are comfortable with their old teaching process, first they should change or update themselves, then they can change others. Why aren't teachers willing to change? Only a few people are interested in it, and they are doing it as a profession of chance and not of choice. They have lost their high place in history and culture, were stood long ago. 

And our trip into the 2nd Section...

Redefining Education and Learning.

The first station of the second section is called "Reading at the Heart of Education", we've seen a life-long passing in the command of Mrs Bharti Rao. It is possible to make the spark of reading come alive with more logic and relevance.

The energetic and very enthusiastic Ms Nibbrati Rathore took us to the next station “Innovation and Design” shared the pressing need for innovation by students.  The reason why 'Jugaad' is working during a running class is that the system focuses on marks or students doesn't feel safe, it can be changed by some motivation.

The best part of the reading club is reflections. Today's reading left me pondering for a while after the session and I can put my thoughts in the following 4 points.

1) Educators need to have fun while teaching while being at school, else they'll go mental; this rule is fundamental! 

But on a more serious note, we all need to remember the word fundamental begins with fun and includes mental stimulation and that's the key to being a good educator!

2) Educators are effective only when reflective

3) Reading is like Oxygen, we cannot survive without it!  Children and Educators need to read together, to grow together. Children are like seeds, they grow as per the soil, water and air provided to them and that soil, air, and water are their parents, community, and teachers. Their books are the sunlight that everyone needs! Encourage basking in the sun as this stimulates growth.

4) Finally, if the educator knows how to stimulate the students' minds, if they know how to have fun, if they are continuously researching and reading, nothing stops them from innovating. That's what Education is all about. Empowering our students to think differently and making it happen

It was a wonderful session. I'm looking forward to the next one.

Stay here for the endless learning experience, the club’s journey this month was passionate and we say, "Picture Abhi Baaki Hai Mere Dost".

We will return soon with more graceful stations.

- Kunal Rajpurohit and Sukhpreet Kaur

Luciana Pölönen "I am passionate about Education...

Learning Forward Podcast 5th December 2020

Enthusiastic about innovation in education and human-centered service design to improve the lives of children and their family worldwide.

Episode #54: Sandeep Dutt in conversation with Luciana Pölönen, a multifaceted professional with over 10 years of experience in the fields of education, innovation, and social entrepreneurship. She has spent her 20s in Finland where she got her Master of Arts at the University of Helsinki, majoring in Literature and Education, minor in Gender Studies, Early Childhood Education, and Multicultural Competencies. She had the opportunity to co-found a cooperative for service design and participated in several social entrepreneurial ventures. She currently serves as the Head of Service Design at the national level for Escola Concept schools in Brazil. Luciana believes in equity in education through strategic design. Country Lead and HundrED Ambassador, she shares with us her experience and what goes into the making of an Educator. Luciana talks about her experience with Early Childhood Education, the need to understand gender in early years and how we need to respect the childhood of the child, without undue focus on preparing the child for life.

You will love the stories shared by our happy teachers and passionate educators. We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources. Each person in your school contributes to the culture of your school. School culture is built on the actions and interactions of the people. You make your school stronger by adding value to others and making others feel valued. 

Support this podcast: https://anchor.fm/learningforward/support

Derek Bartels “I am passionate about Education...

Learning Forward Podcast 28th November 2020

Episode #53: Sandeep Dutt in conversation with Derek Bartels Hundred Ambassador of the year 2021, Australia Country Lead and currently the Director of Innovation & Technology for the Lutheran Education Queensland district of schools in Australia. He has connected, promoted and been involved with HundrED since early 2017. Over the last 34 years, he has held a variety of local, state and national positions within a variety of Education Systems and Sectors. Derek’s current focus includes enabling educational leaders and teachers across schools to transform their culture and practice to enact contemporary learning transformation so that all learners are highly engaged, relevant and happy in today’s world. He believes this is possible when leveraging and developing a systemic culture across schools which is highly collaborative, agile and cohesive. Find out how we can bring learning to life for children, rich and relevant teaching, adults need to model and work as teams. Use failure to celebrate learning, stand and deliver is dead, experiential learning is the way ahead.

Read more https://hundred.org/en/users/derek-bartels

You will love the stories shared by our happy teachers and passionate educators. We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources. Each person in your school contributes to the culture of your school. School culture is built on the actions and interactions of the people. You make your school stronger by adding value to others and making others feel valued. 

Support this podcast: https://anchor.fm/learningforward/support

Global Silicon Valley labs

Global Silicon Valley labs (GSVlabs) is an innovation services company with a mission to empower entrepreneurs and democratize innovation around the world.  GSVlabs has a world-class network, diverse innovation assets, extensive experience accelerating entrepreneurs and enterprises, a globally recognized innovation brand and a proven model to help organizations manage their entrepreneurial and innovation ecosystem.

If you are not already a member, I highly recommend you to join the global platform anyway (many amazing resources can be accessed with the free membership): https://passport.gsvlabs.com/

Ms Pukhraj Ranjan 
Head of Community & Impact

Here is more...

As Pukhraj mentioned, Global Silicon Valley labs (GSVlabs) is an innovation services company with a mission to empower entrepreneurs and democratize innovation around the world. Our primary platform - GSV Passport is a virtual innovation platform providing members with remote access to an online suite of vital tools and services supporting business growth and acceleration including:

• Mentorship: book 1 on 1 video meetings with over 80 industry leaders directly through Passport
• Investor Network: If you're ready to seek capital and funding we have over 450 investors to match with through Passport
• Resources: over 100 guides, templates, startup pitches to learn from including a dedicated COVID19 resource hub
• Community: connect, share and learn from thousands of global founders on Passport through our community slack channels
• Perks Program: save with over US$800k in free and discounted tools and services you can redeem directly through Passport including $365k in combined cloud credits.

If you'd like to know more about our remote platform GSV Passport, you can signup for a free account and explore Passport for yourself at www.gsvlabs.com/passport

Kapil Gaba

Country Head – India

The Making Of Learning Forward

First time since the formation of the India Affiliate, on the 13th Day of May 2020, the Executive Officers of Learning Forward held a meeting with the Learning Forward India (LFIN) Board. Present at the meeting Denise Glyn Borders President/CEO, Fredrick Brown Chief Learning Officer/Deputy, Michael Lanham COO/CFO, Elizabeth Foster Vice President Research & Standards, Rajinder Pal Devgan Chairman LFIN, Dr Vasudha Neel Mani Vice-Chairperson LFIN,  Karl Clauset Hon Advisor LFIN, Manoj Jeyaraj Member LFIN, Devanjali Dutt Member LFIN and Sandeep Dutt Founder LFIN. With the idea of the new normal in the COVID19 pandemic times, we unravel how LFIN took this as an opportunity to build on their core programs, what they have done for the well-being of Teachers and how the My Good School Online will deliver a personalised school experience. With innovations like the byte-sized PD, focusing on the core values and the focus on the personal and social development of every individual, the story of LFIN India, this could be a best-practices study for the Learning Forward Affiliates across the world. Please excuse us for audio quality, we recorded the conversation across time zones and with the challenge of poor networks.

Listen to the story

SILICON VALLEY 5 DAY Immersive Program: TRANSFORMING EDUCATION THROUGH EMERGING TECHNOLOGIES

What is Silicon Valley Immersion?
SILICON VALLEY immersion programs give established corporations a shortcut to clarity on the threats and opportunities of emerging industry trends. They bring executives into contact with companies and startups leading disruptive innovation, allowing them to see how their own enterprise’s practices and processes need to change if they are to survive and grow over the long-term. Immersion programs impart this knowledge in the space of just a few days, providing an intensive, inspirational experience which is sure to boost even the most ambitious digital transformation agenda.

What Will I Learn? 
Our immersion program will show you how, why and by whom the traditional model of education is being disrupted. It will also teach you how to capitalize on the trends and technologies driving this digital transformation so that you can achieve innovation within your own organization. We cover topics such as:

Why Should I Join?
Inspiration

April 6 – 10, 2020

Meet the Silicon Valley innovators passionate about using the latest technologies to create new value. Learn the frameworks and methodologies of the experts and embrace innovation with confidence.
Long-term value
Apply newly learned innovation skills to your own company to ensure its survival and prosperity in times of technological disruption.
Connections
Turn motivation and knowledge into concrete actions with the business development opportunities that make an established business a world-class innovator.
Technology insights
See the disruptive power of the latest technologies and learn how they are being applied to solve humanity’s greatest challenges.
Education
Gain insight into the digital disruption of the education sector and see how startups are applying emerging technologies to redesign how we teach and learn.
New perspectives
Challenge your thinking on what it means to run an enterprise in the 21st century. Make innovation part of your personal mission and commit to the future of your business 

Contact:

Anupam Vaid

General Manager, Travel to Learn

Regd. Off: Seksaria Chambers, 139 – N.M. Road, Fort – Mumbai 400023 - INDIA

Corp. Off: 205, ORBIT, A.B. ROAD, INDORE – 452010 – (M.P.) INDIA

T: +91-731-4988113 / 114 E: anupam@traveltolearn.in  W: www.traveltolearn.in