Designing A Framework of Engaging Activities

  Project-Based Learning (PBL): Learning in Action! 10

               

Designing A Framework of Engaging Activities

to Support and Enhance Project-Based Learning

Recently, I have been reading a book titled 'Unsung Genius: A Life of Jagadish Chandra Bose' by Kunal Ghosh. I came across an interesting narration about the childhood days of Jagadish Chandra Bose.

Jagadish was sent, at the age of five, to a pathshala established by his father in Faridpur, which encouraged learning by rote and discouraged games and sports of any sort. The teacher at Jagadish's pathshala strictly forbade the pupils from playing even during the free hours in the afternoon and kept an alert watch. They wanted them to memorize their lessons and multiplication tables instead. However, the children always found ways of eluding him. They played cricket on a road crossing, well away from the school, and kept scouts on the approach road to give an early warning in case their teacher suddenly appeared. Occasionally, the master came looking, and the boys dived into the shallow ditch running by the roadside, covering themselves with dry leaves. Once the danger passed, they came out and resumed their game with renewed glee.

What was remarkable in this game was the ball. The bats and stumps were crudely made by the local carpenter, but the ball was crafted by extracting latex from the local rubber tree and carefully rolling the material into a round shape. This was done by the boys themselves, as per the description given by Jagadish; he never claimed credit for this boyish innovation.

One can wonder whether the improvised ball

was an early innovation of young Jagadish!

The second incidence: When Jagadish was only ten years old, his father was posted to the Burdwan district as an assistant commissioner. In 1870, after an epidemic of the newly arrived malaria disease in the district, many perished, leaving behind numerous orphans. He organized relief with full vigor and founded small training units to provide vocational training to orphaned boys. Since no building was available, he used a part of his large house and compound to open workshops in carpentry, metal turning, and even foundry. Here, young Jagadish's inventive tendency found expression. Convincing his mother to give up some brass vessels and utensils, traditionally used in Indian households those days, he conceived of a toy cannon. He then persuaded a foundry man to melt the brass and cast the cannon. This cannon was large enough to be fired and was later used on occasions of his choosing.

Indeed, these childhood experiences underscored the essential quality of a hands-on approach, a precursor to his future achievements as a renowned inventor and scientist.

A profound affection for a  hands-on approach

to diverse participatory practical tasks

not only signifies a key trait in all inventors

but also holds paramount significance

in the realm of project-based learning.

This deep-seated inclination towards actively engaging with materials, experimenting, and problem-solving not only fosters innovation but also cultivates a dynamic learning environment where individuals can apply theoretical knowledge to real-world situations, enhancing their understanding and skill set.   

In project-based learning, space for the hands-on approach becomes a catalyst for learning the processes of exploration and investigation.

Integrating a set of supplementary activities into the school calendar and syllabus can significantly enhance the quality of project-based learning in schools. These activities provide students with a platform to develop a wide array of skills beyond the traditional academic curriculum.

Various school activities, including curricular, co-curricular, and extracurricular, can serve as supplementary activities to enhance the quality of project-based learning.

By incorporating various activities into the school curriculum, institutions can offer students a multifaceted learning experience that indirectly enhances their success in project-based learning.

At Jnana Prabodhini Prashala we have a spectrum of school activities which are unique and different in their own way with objectives but while participating in such activity’s students get chance to acquire and enhance skills which later can be used while performing project work and experience environment required for exploration and investigation.

Here are few sample activities and norms which supplement investigation during project-based learning.

Elocution in the Assembly:

At Jnana Prabodhini Prashala, we place a high emphasis on developing effective communication skills as an integral aspect of personality development. To mitigate stage fright and enhance oratory skills, students participate in annual assembly speeches. Topics for elocution vary by grade, encompassing poetry recitations, book reviews, and presentations on historical and futuristic themes. These activities not only foster habits such as, and referencing, essay writing and mind mapping, but also install confidence and expressiveness in students.

Effective communication serves as a cornerstone of project-based learning, as during PBL students collaborate, engage in discussions, gather survey data, and conduct expert interviews to support their project work. Elocution exercises aid students in clarifying their thoughts and insights, conquering stage apprehensions, and honing their public speaking abilities—essential attributes for presenting project outcomes to peers, educators, and external audiences. Moreover, the diverse range of topics and presentation styles exposes students to various communication approaches, preparing them for the multifaceted communication requirements inherent in PBL.

  Special courses of Self-Study Skills:

At Jnana Prabodhini Prashala we prioritize empowering students for independent learning by equipping them with essential learning skills such as questioning, observation, listening, rapid reading, etc and proficiency in foundational self-study skills as planning, goal-setting, time management, referencing, effective note-taking, and mind mapping, etc.  Self-study skills sessions lead to nurturing learning autonomy and fostering academic excellence in our students.

Project-based learning (PBL) necessitates self-directed learning, as students assume ownership of their projects and research. By providing students with self-study skills such as planning, goal-setting, and time management, we enable them to effectively manage project timelines and conduct independent research. Practice in goal setting and planning is particularly crucial for successful PBL implementation. Additionally, effective note-taking skills play a pivotal role in referencing: synthesizing and organizing project-related information, enhancing students' capacity to analyse data and draw autonomous conclusions.

Open Access Library and Laboratory:

The Open Access Library and Laboratory serve as vital components in fostering an environment conducive to project-based learning (PBL). Our educational ethos prioritizes exploration and inquiry, with the library and laboratories serving as hubs of unrestricted access and opportunity.

In our library, students are welcomed at any time to explore a diverse array of resources, including reference books, magazines, journals including online references and an archive of past project reports serving library as infirmary.

Similarly, our laboratories encompass common areas such as physics and chemistry labs, alongside specialized spaces like a makerspace—a tinkering lab where students can engage in designing, hands-on practical work, and creation using various materials, facilitating practical application and exploration.

Students are empowered to conduct research, design experiments, and make discoveries independently, laying the groundwork for in-depth investigations and projects. This hands-on approach not only develops laboratory skills but also cultivates a mindset of experimentation and discovery. Students are trained in laboratory manuals, procedures, and precautions before being given open access to labs. They must obtain approval from their guide teacher to use the lab beyond PBL periods, either before or after formal school hours.

The Open Access Library and Laboratory not only furnish students with the necessary materials, tools, and resources but also foster a culture of curiosity and self-directed learning. By providing this unrestricted access to a wealth of resources and facilities, we aim to install in students the habits of reading, referencing, and note-making. This encourages self-directed exploration and inquiry, nurturing a sense of autonomy and responsibility in resource management—qualities essential for success in PBL.

Group Tasks:

 Our educational approach emphasizes collaborative problem-solving and adaptability through a variety of group tasks. In addition to day-to-day opportunities for pair and group work, we organize special sessions during residential and summer camps. These workshops and camps provide students with unique problem-solving challenges, such as generating Rs. 500 from Rs. 50 within three hours through marketing activities, obtaining permission to visit non-public places, cleaning public areas, organizing picketing/ raising objection at Pan shops selling gutaka / cigarettes / liquor near school , and assisting individuals with disabilities or those in need.

Group and pair tasks encompass both on-campus activities and nearby cluster visits. Furthermore, we prioritize team games over individual games to foster collaboration and team spirit among students. These assignments are designed to prompt students to make swift and innovative decisions in unexpected situations, thereby fostering resilience and creativity.

Collaboration is integral to project-based learning (PBL), as students collaborate to address complex problems and achieve shared objectives. Group tasks provide opportunities for students to collaborate, communicate, and negotiate effectively, thereby enhancing teamwork and interpersonal skills crucial for successful project execution. Through diverse group assignments that acquire adaptive problem-solving and leadership, develop the resilience and flexibility necessary to navigate the dynamic challenges inherent in PBL projects.

A diverse array of curricular and co-curricular activities, outdoor education programs, and creative pursuits embedded within academic assignments, formative evaluation tasks, tinkering, and arts (self-expression) activities, along with language learning initiatives, serve as indispensable elements in nurturing impactful projects.

While each of these activities maintains its unique identity within the educational framework of Jnana Prabodhini Prashala, collectively they supplement and enrich the learning environment, complementing project-based learning (PBL).

 A spectrum of activities is meticulously designed with the specific objective of fostering skills that seamlessly align with the educational model of Jnana Prabodhini Prashala. While participating in such a range of activities independently within the school calendar, students passively acquire skills that significantly enhance their ability to excel in project work.

The integration of different activities and educational practices cultivates a comprehensive skill set, equipping students with the necessary tools to navigate the challenges inherent in project-based tasks.

By incorporating supplementary activities into the school calendar and syllabus, we substantially enhance the learning environment and foster a culture conducive to project-based learning in schools.

Activity mapping is a crucial exercise for school leaders to ensure the effective implementation of project-based learning practices.

As mentioned earlier, anecdotes from Jagadish Chandra Bose indeed highlight the significance of such childhood hands-on approaches and experiences. These experiences underscore the nurturing of essential qualities, serving as a precursor to cultivating inventors and researchers.

Prashant Divekar

Jnana Prabodhini, Pune