Saturday 26 October 2013

Some thoughts on teaching science, physics - K Bhaskaran

                                             TEACHING SCHOOL LEVEL SCIENCE

One of  my high school students whom I have been coaching in math and science, had this disease - yes, I call it a disease.

Any of the problems like a typical mechanics, projectile motion, application of Newtons second law, etc etc,  she started with  writing down some formula, the most probable one that could be applied. I told her, that she should first understand the 'situation' of the problem or the 'physics' the 'reality' of it, before coming to the math. First try and draw a diagram, showing the forces, etc (A more advanced school level or first year of college would have called it a 'free body diagram' but she had not yet been exposed to this term). Once you understand the situation, then the right formula to apply would come to you more easily, I said.

It is her reaction to my statement that showed me sometimes that a few teachers take a shortcut to 'problems solving'  in physics, and start with their working out of problems in class, by saying  "Now students - well let us see what formula we should apply here "  right after reading the problem.  Hence her initial approach; to these problems was that she should look for 'which formula' to apply instead of first trying to understand the scenario presented by the problem, in non-mathematical  (or non algebraic) terms.  I believe that I cured her of the disease.

Rule (or perhaps a fervent plea to them) for physics and science teachers in schools - Please do not as a routine start working out a problem of physics or science by saying  "what formula should we apply here " Let the student start understanding the 'physical' situation of the problem before thinking about formulae, equations, or theories to apply.  


TH HINDU - YOUNG WORLD

One of Varalakshmi Bhaskaran's primary school english-empowerment program students, Giridhar had his article  published in The Hindu's YOUNG WORLD section. He was really thrilled. We congratulate him. 

Monday 2 September 2013

DYSLEXICS SPECIAL EDUCATOR TRAINING COURSE

 MUSIC LEARNING  FOR HOLISTIC DEVELOPMENT AND SPECIAL EDUCATOR (DYSLEXICS) TRAINING

Completed the 'Special Education Teachers Training  Course' , for teaching Dyslexic children, conducted by DIKSA , on Aug 21 nd, after 5 weeks.    It was a good experience. After a little bit of deliberations, I decided to attend this.

DIKSA is a special education centre,a mainly catering to dyslexic children,  in T. Nagar run by Mrs Sudha Chella, a Special Educator (for dyslexics) and runs a course for training teachers in the methodology of training dyslexic children, which runs to 5 weeks of full-day training, involving theory of methodology, psychology of learning, various aspects of early education like reading, writing, comprehension, math skills, etc, associated concepts of Phonics, and such areas,  practical work in training the children at the centre, involving preparation of lesson plans, etc and also involves presentation and sessions from closely related special children centres, like autism, etc for a broader understanding of dyslexia and such disabilities.

The course was a great experience largely due to the dedication Ms Sudha and her structured and experiential approach, plus excellent support from the staff at the centre. The co-trainee teachers with diverse backgrounds, but all having a very good exposure to this field, and a keen interest to learn and participate made the course very effective.

This is the beginning for BILVAA's initiatives in developing tools and approaches in this field. Also, to work on my ideas on using music to help dyslexic children improve their learning capacities.

Pilot of 'Music Learning' for Dyslexics has been proposed to DIKSA.


K Bhaskaran

Friday 12 July 2013

A PAGE FROM EINSTEIN'S SCHOOL LIFE

A PAGE FROM EINSTEIN'S SCHOOL LIFE

I found this great article in the XII standard CBSE current English text book. Something to read, reflect and set you on a quest to increase awareness of the real purpose of education. This will hopefully help people mainly those involved in policy and management of  the educational process, on increasing their awareness in areas like 'inclusion of arts of humanities'  in engineering colleges or universities, balanced education, and various such aspects.

http://rajeduboard.rajasthan.gov.in/book/Books2012/Class-11/11Snapshots-11/ch-4.pdf

Tuesday 2 July 2013

Some great science books for the creative mind

Some great science books for the creative mind
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The first book is Bill Bryson's 'A short History of nearly everything'. The book, in my opinion is a must read for all interested in science, engineering, and the creative process of inventing and discovering things that has been essential to all great scientific, engineering and technological revolutions, in the past several  centuries. A lot of interesting scientific stuff has been explained in a nice almost-laymen's  language, making it a good reading for even young middle school students. It has a wide range of sub-fields like solar systems, astromomy, earth-science and geo-physics, about the discoveries of pre-historic relics enabling scientists to find out about dinosaurs, and about earth in the earlier ages, about elements, chemistry and the evolution of the periodic table, about the atom, the oceans, about meteors and the famous craters created by their impacts, et al. This also touches upon the lives and personalities of the great scientists, down the ages, with some interesting conjectures, about the politics of that era, in the scientific and intellectual communities. 

The next book is 'E=mc squared' by David Bodanis. The book made very interesting reading (for me !) and also touches upon the lives and travails, idiosyncracies, strengths, and genius of many other scientists like Einstein, especially those who lived just before, during and after his periods.  A good science student can get a lot of insights by reading this, into the actual science of the famous equation. With a little luck he may even understand the physics behind the equation !

I would rate this book in the same class as Bill Bryson's one. The third book, 'The  last man who know everything' by Andrew Robinson, is also of the same class. This is about Thomas Young the genius scientist, Egyptologist, doctor, and scholar in multiple fields, who has made wonderful contributions to science, and whose life and achievements make very interesting reading. I must confess that I have not completely read this third book yet ! The fourth one which also I have not read completely, after starting it is RAMANUJAN- the man who know infinity !

On the whole I recommend the first three strongly to any student of science - you can try reading it even when you are in your 7 th or 9th grade, skipping those things which you cant understand easily. The first two books are easier to read, and the other two become a bit serious in places, I feel, and may need close to a school final level for great take-aways and benefits to the reader. Still I would recommend students who are in the science and engineering streams to give them a shot. 

Friday 22 March 2013

Creativity and Innovation - a workshop

VIT Vellore, a 3 hour workshop/talk on 'Creativity and Innovation for Entrepreneurship' was done for the students as part of Entrepreneurship awareness program. (Seen in photo, K. Bhaskaran, with a section of the participants during the session, on 2 Mar 2011.) Also had a visit and overview of the Entrepreneurship  Promotion cell and Technology Business Incubator facilities and infrastructure at VIT.


Thursday 21 March 2013

On Jan 29th 2013, a one-day (about 6 hours) MINDWARE for students was held for Chennai Harishree Vidyalayam school's 9th grade students exposing them to several aspects of the mind and its mechanisms, nature of creativity, and awareness on mind-body system as a holistic entity for development of competencies. Several interesting activities and exercises were introduced to make it more fun at the school level, to illustrate the aspects of communication and mental models, creativity development exercises, and insights into the aspects music for expanding one's thought space, as a mind-body exercise. The students enjoyed it thoroughly at the same time imbibing several take-aways which from their feedback, would be very useful in future. They also expressed interest in follow-up programs based on the success of this event. There were several questions and interesting discussions throw up which would need follow-up sessions to do justice, for example just on the topic of 'career choices' based on the student;s innate interest, potential, skills and attitudes. It was also pointed out that one need not always look at one's pet interest only as a 'career' since many times, doing an art as a career might involve compromises which do not have to be done if you are pursuing it not necessarily for making a living out of it, and might even result in a greater satisfaction, superior quality, and heightened experience. Though this specific logic need not be always true, many students felt that this had opened up a new level of awareness on their outlook towards their career and life goals and pursuits.  Examples like Chetan Bhagat, or Howard Gardner helped to drive home the point ; at least one student seemed really illuminated by the discussions and seemed to know she wanted to do, and how to discuss with her parent on the choice of career.

Overall a good experience.  Hope more school children invest their time and energy into such awareness-building programs.  Then they would be able to handle their pressures better, and also handle their decisions better, take ownership and responsibility for their actions and decisions.