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Here is our latest edition for your information.
Editor’s Note:
Welcome to our latest edition, where we explore the transformative approach of cross-pollination in education. By blending ideas from diverse fields, this method fosters creativity, analytical thinking, and a wholistic understanding of the world. Integrating varied perspectives, such as incorporating arts into STEM education (STEAM) or engaging in project-based learning, creates stimulating environments that prepare learners to thrive in our interconnected world.
Cross-pollination breaks down silos between disciplines, promoting a more integrated knowledge ecosystem. This approach is especially valuable for tackling complex, multidisciplinary issues, drawing on diverse expertise to create holistic solutions. Historical educators like Montessori and Piaget have long emphasised the importance of direct, nature-based learning experiences, highlighting the interconnectedness of different learning areas.
Practical strategies for fostering cross-pollination include identifying common themes across subjects, encouraging cross-disciplinary discussions, designing integrated projects, and leveraging technology. By embracing cross-pollination, educators enhance cognitive abilities and prepare learners for the interdisciplinary nature of modern challenges, developing innovative thinkers equipped to tackle complex issues and thrive both individually and collectively. We hope you enjoy reading it.
Featured Articles
Cross-Pollination as a Way of Learning by Choki Wangchuk
Cross-pollination in education is a transformative approach that combines ideas and concepts from diverse domains, fields, disciplines, or traditions to foster creativity, analytical thinking, and a wholistic understanding of the world. This innovative method aims to broaden learners' perspectives by exposing them to a wide range of ideas and experiences, thereby encouraging them to make connections across different subjects and fields. By integrating diverse perspectives into the learning process, educators can create environments that stimulate innovation and prepare learners to thrive in an increasingly complex world.
At its core, cross-pollination promotes the concept that real life is not compartmentalised, and every experience or learning opportunity is enhanced by a wholistic perspective that integrates various disciplines and subjects rather than separating them. It involves the exchange of knowledge and insights between various areas of study, leading to the creation of new, interdisciplinary ideas. For example, integrating the arts into STEM (Science, Technology, Engineering, and Mathematics) education—referred to as STEAM—enhances learners' creativity and communication skills while providing a more comprehensive understanding of scientific concepts. Project-based learning further promotes cross-pollination by enabling learners to apply their knowledge in novel and practical ways, fostering both collaboration and innovation.
Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools
by Jonathan Savage
Courtesy: ScienceDirect
Cross-curricular work in schools across the United Kingdom generally involves the use of a cross-curricular dimension or theme that spans the work of several subject teachers. The limitations of this type of curriculum planning have been noted in the research literature both within the United Kingdom and across Europe. The research reported here explores a different approach to cross-curricularity, focusing on cross-curricular pedagogy within the work of individual subject teachers. Drawing on observation and interview in four UK secondary schools, it presents a case study analysis of the ways in which secondary school teachers develop cross-curricular elements within their subject pedagogies in terms of their interface with the micro, meso and macro levels of schooling. Rather than seeing cross-curricularity as primarily a feature of curriculum design, it argues that there are many benefits of relocating it within an individual teacher's subject pedagogy.
Click here to read the full article.
Curriculum leadership of cross-curricular teaching in lower secondary school – the Finnish principal as a mediator
by Alex Mäkiharju and Charlotta Hilli
Courtesy: Taylor & Francis Online
The study contributes to the nascent field of principals’ curriculum leadership of cross-curricular teaching. While principals’ curriculum leadership is often mentioned as a precondition when implementing cross-curricular teaching, it is a role rarely explored. This qualitative study examined Finnish Lower Secondary School (grades 7–9) principals’ experiences implementing cross-curricular teaching. Finnish principals are granted significant professional autonomy and trust from the curriculum and society. However, the latest national curriculum reform (2014) mandates them to implement cross-curricular teaching, providing only general guidelines and no extra funding or resources. Interviews with six principals were analysed hermeneutically to understand how they mediated within and between internal (e.g. faculty) and external (e.g. curriculum) demands. Non-affirmative education theory informed the analysis exploring curriculum leadership’s multi-level, interpersonal and mediating aspects. The implications are that principals’ curriculum leadership means complex mediation between affirmation and non-affirmation while considering epistemic practices (e.g. work agreements, teaching practices) and values (e.g. teacher autonomy). Collaboration on several educational levels (faculty, municipality) may support principals’ curriculum leadership when organizing new pedagogical practices, interpreting the curriculum, and evaluating student learning.
Click here to read the full article.
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Past Events
Calming the Mind: A Retreat with Yongey Mingyur Rinpoche
Ritinjali and Centre for Escalation of Peace in collaboration with India International Centre, Nalanda Foundation and Pallavan Learning Systems successfully concluded its 4th annual retreat with Yongey Mingyur Rinpoche on the theme ‘Calming the Mind: Joy of Living - Level One’ on 16 & 17 March 2023 with hybrid mode with in-person sessions in Delhi. Click here to read the comprehensive report on the retreat.
ASSESSMENT: Valuing what matters
The webinar was held on Thursday, 7 September 2023. Pallavan Learning Systems, in association with Ritinjali and the Centre for Escalation of Peace, conducted a webinar on the theme Assessment - Valuing What Matters. The webinar was a part of the series 'On a Quest to Learn: A series on the evolving nature of one's learning journey'. The webinar sought to look at the evolving nature of assessment and gauge its effectiveness in helping people develop into persons of substance. Read the report, watch the video.
Harmony of Head and Heart with Venerable Geshe Lhakdor
Geshe Lhakdor was in conversation with a group of eminent individuals from the education field. During this exchange, Geshe la shared insights and experiences acquired over decades in diverse roles as he deliberated on the topic, ‘Harmony of Head and Heart’. Read the report, watch the video.
Teaching Mathematics with the Help of History
The webinar was held on 23rd November 2023 Mathematics is a subject that is often seen as abstract, complex, and detached from the real world. Many students struggle to find meaning and relevance in mathematical concepts, leading to disinterest and a lack of motivation to learn. However, at Pallavan Learning Systems, we believe that Mathematics is a language – language of the universe – that helps us make sense of the physical world around us. During this webinar, Dinesh Singh strove to make Mathematics accessible, understandable and relatable with the help of History. Read the report, watch the video.
The Purpose of Life with Venerable Geshe Lhakdor
The webinar unfolded as a captivating exchange between Geshe Lhakdor and the vibrant community of students and educators from Second Chance School and Ritinjali learning centres. The event seamlessly blended physical presence at Ritinjali’s Second Chance School with a vibrant online audience, featuring Geshe Lhakdor, a renowned Buddhist philosopher, as the focal point of a spirited dialogue. Read the report, watch the video
Services
Salaam Balak Trust
The May session took place on May 31, 2024. The morning session centred on developing the English curriculum, with a particular focus on literacy components. During this session, teachers participated in an activity where they created and narrated personal stories in a picture book format. These stories were then displayed on the board in Bengali, with accompanying words and pictures. Teachers were tasked with identifying words that described their pictures, promoting storytelling, active listening, and communication through visual aids.
Following this activity, a discussion on literacy ensued. Teachers articulated that literacy encompasses building community, instilling discipline, making children self-sufficient, and boosting their confidence.
The afternoon session shifted focus to the preparation of worksheets for mathematics, Hindi, and English. Additionally, it addressed strategies for building trust with children, underscoring the importance of creating a supportive and trusting educational environment.
Pallavan School, Jhalawar
In their continued engagement with the teachers at Pallavan School, Jhalawar, Dr Dinesh discussed developing a plan for direct communication between the teachers and himself. The session touched upon various areas, such as the American civil rights movement, the Indian freedom struggle, how to use the Internet and AI to find more credible information, and more.
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