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What are its foundational principles?
- Every child learns at her own pace – there is no “ideal” learning rate for a given age group.
No two children have exactly the same mental make-up. Every child constructs knowledge in his or her own unique way. So why should their learning paths be the same? The most effective learning programme is that which allows the child to determine her own path – so, if an 11 year old has a knack for algebra, he should be able to do even grade 10 algebra, while he goes slower in other topics.
- Effective learning takes place if the material presents a challenge that is just above the cognitive level of the student.
Challenges motivate students, but if the challenge is too advanced for the student, she will be discouraged. A challenge has to be just at the right level – a little over her current level, enough to make her curious to learn more, but not too daunting, for it to become a motivating factor.
- Frequent exposure to appropriate learning material enhances learning.
This is a fact often corroborated by the lament of teachers - that students forget 'everything' in the holidays. Long gaps can, in fact, often cause a fall in learning levels. A learning programme should address this problem by allowing a child to revisit any topic she wants, at any time.
- Learning through drill alone - without understanding - is not learning.
Even as we say that frequent exposure increases the chances of better learning, it is important to note that the quality of the learning is a critical factor. More exposure to just drill questions can improve short-time rote based learning. But for real improvement, that would effect how a student develops and performs later in life - it is important to expose him to the right kind of material, which is understanding or application oriented.
- Though individual variations exist, there are universal patterns in learning – and these patterns can help children learn better.
Research (http://www.ei-india.com/whats-wrong-with-our-teaching/) has shown that there are clearly discernible patterns in student learning. These patterns relate to concepts that students find difficult, areas where students have misconceptions, and so on. Identifying these patterns and then factoring them into a learning programme is critical for it to really help students learn better.
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