Dear Anshumala, Thank you for the wonderful opportunity.” I am so proud of attending your sessions on science pedagogy where I have learnt how to make learning in science “relevant, joyful and meaningful” for the students and also the redesigning of the science course to meet the needs and interests of different students in a better way. Now that I understand more, I will be able to better help my students with their own learning.” It has encouraged me to think of more effective ways to incorporate in my pedagogical goals. I feel better prepared to present information in dynamic ways.

"Learning by doing is science" – was the main idea of different sessions conducted by you where you designed teaching and learning experiences that build out of the nature of science strand rather than through science topics. For example, the sessions covering the topics atmospheric pressure, astronomy and electricity were engaging and investigating in nature where we did different experiments, made our own hypothesis and finally concluded to the universally excepted science phenomenon rather than straightaway teaching of science concepts.

IAAT Resident
Heritage Xperiential Learning School

"What an interesting and simple way to teach and understand the complex topics of science'. I attended all 4 sessions. The things which struck to me in session of Atmospheric Pressure - very simple easy to do experiments with water, plastic bottles, balloons and a scale with newspaper. Everybody can do these simple activities in 2 minutes and record their observations and reasoning. These encourage reasoning, analysis and a lot of questioning. A simple way of high level engagement, pro-activeness and understanding with analysis.

In astronomy class- first time I saw and experienced such a novel way to understand about such an 3D topic. I was fairly able to comprehend and visualize the setting. All age groups can easily enjoy and relate to it while understanding.

In Electricity class- first time I learnt and made my own circuit, understood about charges from simple day to day things and activities like comb, paper bits, straws.

She is very much able to use easily available day to day things in our households in simple way to easily use and perform activities to understand the concepts.

Thanks a lot, Ma'am to teach us these wonderful ways of science pedagogy.

Varun Gupta

Like many, even I believe that science is everywhere and can be taught with the help of our day to day experiences. But the biggest question that bothered me was ‘HOW?’.

After attending a few sessions with Joy of Learning, my questions seemed to be answered. For example, I never thought that dough for chapatti kept between two different metal plates can also work as a dry cell…. Or that juicy mausami can teach us the whole concept of longitudes.

Simple but effective strategies like role plays, games, brain storming sessions not only enhance the pedagogical content knowledge but also put you in student’s shoes. Every role play whether it’s about conduction of charge or revolution of earth, all brought our misconceptions to an end. We question, we reason, share experiences, and we learn. Rotation and revolution of moon never seemed so important to understand prior the discussion we had in our last session.

Surprisingly, sometimes we face some question which we never thought about. It’s like looking into a concept from different lens. Though I knew what a constellation is, ever since I studied my astronomy chapter in my school days, I never bothered to understand their importance and position in the sky. Now I realise that whatever I studied in my life have some significance. Now as a teacher it’s our job to let students know the importance of whatever they learn. In other words, make their learning meaningful.

I realised that there is always a scope to learn more which now keeps me motivated to explore more. The creative ideas that fellow members share also makes the session rich and joyful. I think Joy Of Learning Foundation is doing a great job by providing an opportunities to teachers and student teachers to come together and work for our common goal – JOYFUL LEARNING IN A CLASS.

Shweta Deveshwar
B.Ed Student
SPM College, Delhi University

The problem with teaching pure, undiluted information is that afterwards, the students will be left asking, "What is it for? What does it mean?" Role play enables them to start answering these questions and to start expanding them. Information alone rarely make students change their minds but personal experience often does.

As an initiative for the concept and content building a teacher's workshop had been organized on STATIC AND CURRENT ELECTRICITY by Joy of Learning Foundation. In that workshop, a wonderful role play way to teach the concept of potential, current and Resistance had been taken out.

This role play method was successfully taken up in class X. Role play converted the students into source of energy, resistors... To make the game more interesting, the students posed as the strongest part (Cell/battery) and also the opponents (resistor) of the circuit. The students got to learn about cell, battery, resistor, their functions and their effect on each other in this play way method.

The students were excited in taking up this activity and asked for more such activities for better concept building.

Smita Jain, DAV school,
Uppal’s Southend, Gurgaon

From the learning experience of real process science workshop is most useful for our special needs students. Firstly I thankful to given me on opportunity to enrich my knowledge in science which is most needed part of my teaching to students path. Apart from lecture way teaching, we special educators each day searching a new pathway of creative teaching methodology to our students to understand the concept building learning. The day I introduced the respiratory system on the floor activity of real role play of organs and it's function, our students found a little hesitate to do then I do it for again and again with enthusiasm, they get my attention of what I am teaching towards floor with real role play, then they contribute with myself and learn the names of organs and its functions after following days, our students are interactive with other students about the learn of science concepts they among themselves exchanging their own knowledge with their peer group. Not only the respiratory system, we have given the real practical orientation of optical light, photosynthesis process, rainbow light from sun, reflection light, atomic number and particles nature of matter on real role play is that succeed way to reach the concept towards special need students, apart from experimental the learning from science in way of real role play is very needy things to our study, they themselves contribute their own interest to acquire new knowledge. As a special educator the way of giving successful and fulfilled teaching to learn the concept and processing it is such a heartful teaching towards from our special needs students.

Ammu Sai
Satya Special School, Pondicherry