Changing the curriculum and content: There is an opportunity cost associated with the decision we make

Are CBSE and other boards designing the syllabus and curriculum by the sweat of their brow by attending the feedbacks, research, and evidence? Our education system should remain brother's keeper to all children of the worlds second populated country. 

Why an unstructured syllabus with low-quality and pedagogically unsound content be continued even after everyone knows emperor is naked.

They could have made it more structured, with the recommendation of open access contents (such as openstax) for each topic or whitelisting of content.  How much time does it take for experts? A month will be sufficient.

It will also create demand for authors and publishers to meet the pedagogical need of students.

There is a trade-off,  between adapting to the newly changed content and enhancing the quality of content.  But it could have been done slowly.
If a new drugs work better than old drugs, the longer it takes to bring new drugs to market, the more people are harmed who could have benefited …

Feedback for MCA program of Ignou

Study material covers the latest developments on the subject
No, seems it is not updated since 2010. e.g.  It talks about popular browser of Linux are Netscape Navigator.

The contents of the study material are well organized
Yes, the organization of content is too good. Learning objectives, then content based on learning objectives, practice questions after each section. Space at the margin to take notes.

Aim and objectives of the courses are clearly explained in study materials
No, Even though it uses narration techniques, it does a good job in introduction sections, but it fails to explain intelligibly for concepts that are hard to understand and are abstract. Also, the text is ambiguous, confusing without precise definitions and language.

The study materials provided a broad overview in the field of knowledge
Yes. The learning objectives cover broad overview. But MCA lacks choice and diversity.
Programming languages like python and R should be introduced in MCA. Version controlling gi…

Learning Roman Numbers: One component at a time

Learning Objectives
To convert Roman numbers to Hindu-Arabic numbers

What are the big ideas that students have to learn?
1) Memorizing these Roman Symbols with their respective Hindu-Arabic value
2) When to do addition and when to do subtraction based upon the position of  Roman Symbols

1) Memorizing these Roman Symbols with their respective Hindu-Arabic value
Without memorizing the mapping of Roman Symbols to its respective Hindu-Arabic value, students can't reach their learning outcomes. The mapping is very hard to memorize. So it's critical to provide them memory tricks for it.

Kids usually know
1) I means 1
2) V means 5
3) X means 10
But what about other symbols, here are the memory tricks that students have to imagine.
4) L means 50
So tell them L means (L)ake, and Lake is half filled (50%)
5) C means 100
Tell them C means see and see is a full (100%) eye
6) D means 500
Choose a student whose name starts with D and give him/her a Rs 500
D means 5000
7) M means 1000
The chil…

Suggestions on rationalising curriculum

Inviting suggestions on rationalising curriculum/ syllabus/ subject contents for class I to class XII with the objective of all round development of students

"It has been envisioned that in order to develop a fairer and more egalitarian society comprising of well-balanced human beings, in addition to cognitive and analytical skills,adequate attention on activities like life skills, experiential learning,health and physical education, sports, visual and performing arts,literary & creative skills, and work based education are indispensable. Though the existing curriculum does incorporate these skills, however, the load of curriculum in cognitive and analytical area seems to be so heavy that students practically do not get much time to develop skills in other areas.

In order to balance the curriculum for cognitive and analytical areas with curriculum in other life skills including creativity and sports, specific suggestions are invited from teachers, academics, students, parents…

Question designing should be brain-friendly cue based

Why question designing should be brain-friendly and cue based?


Applying Science of Learning in Education (Society for the Teaching of Psychology)

We make up stories, Memory is reconstructive not reproductive

Reconstructive memory refers to the way memories are pieced together from bits of information. Memories are not perfectly formed, and they depend on outside influences to develop the whole picture. These influences can be anything, such as a person's own expectations or suggestions from other people.
People want to believe that memories are perfect and not able to be molded by information outside of the memory. However, in memory recall, there are blind spots. The brain fills in those gaps, and that is reconstructive memory. When recollecting a memory, a person will remember pieces of it and, in order to form a whole memory, they add to it, or reconstruct it.

Reference Video

Examples of cue based questions a…

Review: Five morally dubious educational ideas

Review of Five morally dubious educational ideas  :

1) Should we abolish exams? No, it should be a part of the assessment Let it come under peer review. Let them retake assessment till they have not reached their goals. It's more to do with designing of questions in exams, what is taught and quality of formative assessment to make the exam successful. Standardized testing only to test the foundational learning that is required for every child or every child of the specific stream.
2) Students should engage in projects and inquiry learning
Yes, they should engage, but in a guided manner, where teacher or mentor will scaffold the entire process. Projects and inquiry learning is only a part of learning and is not complete, explicit teaching is as important as inquiry learning.
3) Education is preparation for future employment
No education is preparation for self-employment, self-reliance, and getting …

Patterns for bad practices of teaching

1) Teaching whiteboard not students
Students work is only to nod head to say yes most of the time even if they understood nothing, disagreement is remarkably uncommon. Teachers don't inquire about student comprehension. Some teachers do inquire but by asking a dichotomous answer of yes or no.
But to know the comprehension level, one has to test it by asking questions to students or to explain the concept.
2) Not answering means insult
If students don't give the right answer, they are insulted in front of whole class. Students are completely responsible for not knowing the answer. "Kya tum gharme padthe nahi ho" (Don't you study at home?). So everything you have to study at home. School is not a place for learning.
3) Personal attack when you ask too much question
Again students are insulted if they ask too many questions.
4) Target only to finish syllabus
The syllabus is paramount, not students. Why are teachers going so fast that students are unable to grasp? An…