VIRANCHI SINHA - SEMESTER 09 - THESIS - BLACKBOOK

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More emphasis has been given on theory without any practical and real life time situations.

•

Learning from memorization but not understanding.

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Marks rather than result oriented.

6.3.2.

MODERN TEACHING METHOD

The modern teaching method is a learner-centred and activity-based teaching method which is used to get learners fully involved. This approach recognizes the learner as the primary reason for curriculum planning and teaching. It is called a constructivist approach because it enables the learner to construct her/his knowledge and skills through active participation in the teaching-learning process. The teacher only acts as a guide, leading the learners to achieve the teaching objectives of the topics through the activities the learners are engaged in during classroom interactions. It encourages cooperation among the learners while reducing competition. It is therefore important that as a key implementer of the BST curriculum you should adopt the modern teaching method which this curriculum expects of you. 6.3.2.1. MULTIMEDIA LEARNING PROCESS Multimedia

is

the

combination of various digital media types such as text, images, audio

and

video,

integrated interactive

Traditional

an

multi-sensory application

presentation information

into

to to

an

or

convey audience. educational

Figure 6.19. Multimedia teaching process

approaches have resulted in a

Source:https://www.researchgate.net/publication/325084824_Modern_method

mismatch between what is taught

s_of_teaching

to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. Currently, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative and can think critically, analytically, and solve problems. Since knowledge is no longer an end but a means to creating better problem solvers and encourage lifelong learning. Problem-based learning is becoming increasingly popular in 122

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VIRANCHI SINHA - SEMESTER 09 - THESIS - BLACKBOOK

Published on Jul 7, 2021

Ar. Viranchi Sinha

The mandate for education of children to encourage progressive thinking requires a functioning and supportive physical learning infrastructure. The Vidya Niketan school building is 34 years in age with falling far short against goal of 21st century educational demand. The failure is not surprising, because older school buildings were not designed to facilitate modern methods of teaching and learning. Plus, the building and site was built as the school land expanded further from a small plot to a 3.46 acres site. Typical classrooms are designed to be ‘Teacher-Centered Learning’ environments with double loaded corridors reinforcing isolation from other classes. High interaction between students creates a platform for students to learn from each other and develop social skills. To be sustainable we must simultaneously design for greater longevity and increased flexibility of use. Hence the need of a new style of infrastructure with new techniques and activities to the old school of Vidya Niketan, Dombivli.

Articles inside

9.7. Conclusion

2min

pages 261-262

Figure 9.5.21. Facade development

5min

pages 249-254

Figure 9.4.20. View from Parking

VIRANCHI SINHA - SEMESTER 09 - THESIS - BLACKBOOK

Articles inside

9.7. Conclusion

Figure 9.5.21. Facade development

Figure 9.4.20. View from Parking

Figure 9.3.24. Infrastructure

Figure 9.3.16. Passive climate control

Figure 7.26. Swimming pool

Figure 7.27. Site plan zoning

Figure 7.25. Picture 1 Pathway

Figure 7.24. Site plan

Figure 7.14. Recharging ground water aquifers from roof top run off

Figure 7.23. Location plan of Pathway world school

Figure 7.9. Off grid solar power system

Figure 6.22. Role play teaching

Figure 6.20. Traditional and Multimedia - learning the difference

Figure 6.18. Traditional method of teaching

Figure 6.21. Mind mapping

Figure 6.19. Multimedia teaching process

Figure 6.7. Sharing and Examining of information

Figure 6.4. demonstrating

Figure 6.3. Lecturing method

Figure 5.51. Light level standards

Figure 5.56. Window design effecting levels if light

Figure 5.50. Guardian Early Learning Centre, Newstead

Figure 6.1. Effective teaching

Figure 6.2. Student centred and teacher centred

Figure 5.49. Children attached to a space (The never-ending library

Figure 5.48. Interactive school designs

Figure 5.47. Classroom management

Figure 5.46. Interaction between student and teacher

Figure 5.37. Green and yellow colour for meeting rooms with some neutral colours

Figure 5.30. Brown

Figure 5.19. colours and children

Figure 5.18. Conclusion for Child development

Figure 5.17. self-confidence and self-awareness in children

Figure 5.12. Personal and social development

Figure 5.11. Piaget's stages of cognitive development

Figure 5.6. Problem in child development

Figure 5.1 Children

school

Figure 5.4. Children of different socio-economic status and their childcare

Figure 2.4. computer room

Figure 5.5 Child having fun while learning and during its development

Figure 2.7. classrooms

Figure 2.3. Bus transportation service of vidya Niketan school

Figure 1.2. Population Statistics – Kalyan-Dombivli