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Thinking in Decision Making
Submitted by aditi on 1 October, 2016 - 12:26
Used Bloom taxonomy in reviewing proposal...In 'my voice' we got the proposal to review the usage of gadgets while travelling in local train in group computer to and from campus'. Currently 15-20 kids travel with few adults and one facilitator by train every week. During the travel usage of gadgets to play inside the train became unsafe. Tablets and iPads and mobiles not only will attract attention of co-passengers and became unsafe but also created disturbance to co-passengers. Facitator travelling felt unsafe with bigger group to use gadgets inside train and attract unnecessary attention. The proposal was passed to not use any gadgets while travelling. After a year, one of the child proposed to review and some felt the need of using gadgets for listening music.
We began with dividing ourselves in four group and each group dissing six levels
1 Knowledge - What all do you know about this proposal ?
2 Comprehension - What do you understand by this proposal ?
3 Application - How all do you use this proposal?
4 Analysis - Compare when the proposal was not in place and now ?
5 Synthesis - What else can you add to this proposal which is not related to gadgets.
6 Evaluate - Whatever is discussed based on that discuss advantages and disadvantages.
Each team came up with one proposal.
Team one - One week without any gadget, next week with self gadget use for music only.
Team two - Keep It Same and Safe (KISS).
Team three - Listen to music only at your risk and you are responsible for your gadget. Parents can give in writing that loss of gadgets is fine.
Team four - Continue with same to keep it safe.
Teams debated and while they shared their points of views we concluded that 'We build self discipline to be able to have freedom of gadgets and travel safely'. So proposal remains same ' no usage of gadgets during train travel in group for safety of self of self and group'.
Imagine Aarohi that is not a restaurant, rather a kitchen. We have no dish to offer. We do not serve our children any learning on a platter. We aren't cooking to satisfy the children. We're like a kitchen: Raw material and tools (resources) of all kinds are available. Children are challenged to cook for themselves, to create own learning, to explore, experiment for own reasons, to satisfy own hunger.