“One can do worse than be a swinger of birches”
This line from the poem “Birches” written by Robert Frost always remind me that we need to push our boundaries to have a eureka moment in personal and professional life.
In 2019, the word that intrigued me a lot was ‘Active Learning’. Prior to this, I used to have imaginary conversations with myself that active learning meant a lot of commotion in the classroom. However, I delved deep into this concept, stirred on discussions with myself about active learning, meandering in and out at times, I reached an impasse. My mind largely pivoted around the word ‘Active’ but the word ‘Learning’ was obliterated due to my lack of understanding. Coincidentally, I got an opportunity to attend a workshop on ‘Meta cognition and Active learning’. In the workshop, many myths about active learning were busted and multiple exposures followed. This workshop punctured my presumptions about active learning. I was perpetually driven by intellectual thoughts shared in the workshop. I was ready to introspect and comprehend active learning with renewed interest and passion. I was prepped to purge myself of my prejudices and apply this methodology in the class.
At the same time, we were working on a project-based learning (PBL) based on how homes provide shelter. During this PBL, students were supposed to explore how shape, structure and design of houses vary according to the different landforms.
During the workshop, I learnt a very interesting strategy –the Aha moment. This strategy transforms students into active learners by helping them celebrate their own learning. Students reflect while actively listening to the teacher. It also allows them to engage in a meaningful conversation. I had a brain wave that the right time to apply the ‘Aha moment’ strategy was during my PBL class. I thought it might make students more responsible for their learning. As I didn’t want to leave this experiment of mine to the whims of unpredictable situations, I prepared myself well before entering the class. With a little hesitation, oscillating between the success and failure of this experiment, I strolled into the classroom. With a sanguine smile, I amplified my voice and made my presence felt. With a cheery demeanour, I asked my students what an ‘Aha moment’ meant for them. I received interesting responses. According to them, an ‘Aha moment’ was something that is new to them and creates pure thrill. Greatly appreciating their perspective, I distributed coloured sheets and asked them to make a booklet titled ‘My Aha moments’. Latching onto this new approach, their eyes twinkled. They enquired “What are we going to learn today?” With an equitable sense of enthusiasm and balance, I replied, “Today, I will be sharing a few interesting facts about houses around the world. If you come across any ‘Aha moment’ while learning about these houses, jot it down in your booklet.” I started discussing various houses around the world. To my surprise, they were meticulously jotting down their ‘Aha moments’. They began demonstrating a sense of belongingness towards their booklet. There was no chaos, no commotion. Just two words ‘Aha moment’ made a huge difference in my class. They were hunched over their desks actively listening to me and their minds were one hundred percent focused.
To conclude, I asked them to share their ‘Aha moments’ with the whole class. And when they did, my heart was exploding with joy. At the end of the class, seeing their colourful booklets left tears in my eyes and a lump in my throat. It was like having layers of mist cleared from
my mind. This was my epiphany – how active learning is all about activating a learner’s mind. This experience left me euphoric until the next day. This was my Eureka moment.
Going forward I realized that we live in a world full of rapid transformation, what is relevant today may not be relevant tomorrow. Therefore, I need to empower my students to think beyond textbooks and learn how to learn. I now believe reflections must be an integral part of teaching. I focus on prompting my students to reflect in interesting and innovative ways. I am looking forward to learning and applying more active learning strategies in my class.
Jyotsna Dwivedi
CAIE Primary Teacher
I am a Primary teacher with a Post-Graduate degree in Botany and English and a Degree in Education. Teaching primary kids is my passion. I love spending my day with them. I work with a desire to bring a difference to their lives. It is astonishing to experience their raw emotions, enthusiasm, and curiosity every day. I feel rejuvenated by their thoughts, ideas and multitudes of personality traits.
