Creative Learning Process

7/23/2019 Creative Learning Process

1/43

Creativity Oriented

Teaching- Learningprocess in Education

1


2/43

CREATIVE LEARNING PROCESSO!EL-"# ELEENTS

2


3/43

"$ Learning %y Ana&ogy

Analogy - A comparison between one thingand another, typically for the purpose ofexplanation or clarication.

3


4/43

Contd$$

System: -Block andspring

System: - L.C Oscillator

Elemen

t

Energy Element Energy

Spring

PE=

k x2

Capacitor Electric

!2"!c#$2

Block

%E=

!2m&2

'nd(ctor

)agnetic=

!2 Li2

4


5/43

Contd$$

ASS AN! 'IGG(S )IEL!

5


6/43

Learning %y !ichoto*y

A dichoto*yis a contrast between twothings.

Learning the opposite concepts.

Every nowledge in this world has twoopposing pairs! Light - darness, good -evil, "ero #one, matter- antimatter,electron # proton, motor- generator

6


7/43

7


8/43


9/43

Learning %y Re&ationship

$ost of the fundamental concepts haveinterrelationship lie Electricity andmagnetism.

%o if learning focus on theseinterrelationships, it will be easy to graspthe nowledge, by anchoring one conceptto another.

9


10/43

Learning %y App&ication

&t states that learning can start withapplication rst and nowing the basicprinciples involved can follow later.

10


11/43

.$ Learning %y App&ication

11

How A Micro wave Oven

Work ?

Why Ice float in water ?

an !ou heat a woo"en #iece in a

microwave oven ?

How an M$I %can work?


12/43

Statics and !yna*ics

E/ui&i%riu* o0 a tricyc&e and%icyc&e$

E/ui&i%riu* o0 a top

&'


13/43

Leaning 1hi&e Turning

13


14/43

Learning %y 2ionics

2ionicsrefers to comparative study ofbiological methods and systems found innature with the design of engineering

systems and modern technology. 'ature itself is an all revealing laboratory.

14


15/43

3$ Learning %y 2ionics

15

A$H(% )

*(AH(%

Arches take

om#ressiveLoa"s +etter

Than Tensile

Loa"s.

Why ?


16/43

%(&')A'%E' *+LLE A&'

Eiji Nakatsu, a bird-watching nginr at th !a"ans rai# c$%"an& !'-(st, in

th 1990s t$$k ins"irati$n )r$% th king)ishr, a )ish-ating )$w# that crats

bar#& a ri""# whn it darts int$ watr in sarch $) a %a#* +h trains

rdsignd n$s a 50-)$$t-#$ng st# king)ishr bak didn.t just s$#/ th

n$is "r$b#% it rducd "$wr us and nab#d )astr s"ds*


17/43


18/43

Corrective Learning

&f wrong concepts are captured initially,the process of unlearning the falsenowledge will reinforce retention power

of nowledge, provided the why of whatwas wrong is understood.

orrective learning is this creative process

18


19/43

#$ Corrective Learning

4nderstanding the Concept o0Entropy$

1hat is Entropy 5

A$A *easure o0 !isorder

2$ It is a 0or* o0 i*aginary heat$

A set o0 diagnostic /uestions ta6eover to &ead the students to thecorrect ans7er$

&,


20/43

!eve&op*ent o0 Stea&thP&ane

20


21/43

Learning %y S6epticis*

his method follows /escartes0 1method ofdoubt2 where by he began investigation ofnowledge by considering as false

whatever w as sub3ect to the slightestdoubt- a sure way of avoiding the error

21


22/43

8$ Learning %y S6epticis*

Is the u&ti*ate theory5

No9 E:cept genera& re&ativity$

Can it Give a uni;ed theory5

'o7 a%out Einstein(scos*o&ogica& constant5

''


23/43

!iagnostic Learning

eaching Learning 4rocess will not bee5ective, if there is no feed bac systeminbuilt into the process.

/iagnostic learning enables the teacher todiscover individual misconceptions of thestudents and lead them to real nowledge.

&t is lie a /octor asing a patent aboutsymptoms of the sicness, and diagnosesthe disease for e5ective treatment.

23


24/43


25/43

E:p&orative Learning

Lateral thining is the core concept inthis element.

Alternate solutions are sought and

optimum one is discovered, byexploration.

his 3ourney exposes the student tomany related concepts, and reinforcesthe nowledge

25


26/43

=$ E:p&orative Learning

A$!iagnostic

$ Radio 7aves and visi%&e &ight are part o0 thee&ectro*agnetic spectru*$ 'o7 radio 7avespenetrate 7a&&s9 7hi&e &ight cannot5

A$ !on(t 6no7

2$ E:p&oration>

" 1hat is e&ectro *agnetic spectru*5 'o7 does itpropagate and 7hat are its characteristics5

. 'o7 the di?erent co&ors in 7hite &ight *aintainit(s speed9 in a *edia9 even though the di?erent

co&ors have di?erent 7ave&ength5 3 'o7 ato*s o0 so&ids are arranged5 'o7 is the

inter ato*ic space in a so&id *ateria& &i6e copper5

26


27/43

Green 'ouse E?ect

Is Green house e?ect use0u& 5

'o7 5

'


28/43

Thought E:peri*ent

6or some concepts, it is very di7cult tocarry out experiments physically andprove or disprove a hypothesis.

&n such cases, it is possible to imaginecertain experiments and maeconclusions.

Einstein used this method many times fordeveloping concepts on time and space

28


29/43

@$ Thought E:peri*ent


30/43

Learning %y Insight

he students may tae a number ofperspectives on a particular situation, untilthe correct one emerges, a 1moment of

insight2. 6inally the problem is solved, and in a

8ash, the student nows what to do.

30


31/43

"$ Learning %y Insight

31

/nification of 0orces- Insi1ht


32/43

Learning %y ode&ing

$odeling is an imitation of reality whichcan be in the physical form.

9hen the problem involved are too

complex, it is converted into mathematicalmodel or, use the mathematical model todevelop computer simulation

32


33/43

""$ Learning %y ode&ing

33


34/43

Para&&e& Learning

$any concepts can be learned, bystudying the main characteristics in onecontext and then extending the features to

other contexts. A good example is learning motor and

generator and transformer all woring onthe same principle.

34


35/43

".$ Para&&e& Learning

35


36/43

Re&ationships

La7s o0ther*odyna*ics

Conservationo0 energy

Ne7tons "st,.nd

Phtosynthesis

Re&ates orderand disorder

.nd&a7 o0 Td

5

Opposite o0co*%ustion

36


37/43

)ood 0or thought

.nd&a7 %est6no7n$

1hy heat pu*ps

tend to %e *oreeBcient than0urnaces5

Erasing co*puter

*e*ory is anirreversi%&e act $So 7hat 5

ou cannot getso*ething 0ornothingD"st &a7

ou cannotevenget so*ething

0orso*ethingD.nd&a7

2


38/43

"#$ Learning %y Sy**etry

)&e*ing(s Ru&e> Right hand FGenerator

Le0t hand-otor

23


39/43

Learning %y Sy**etry

&n Einstein0s theories, the creative sparwas the idea of symmetry.

%everal concepts would become easy to

assimilate if symmetry, which is nature0sway of engineering, is established.

39


40/43

Critica& Thin6ing

40


41/43

Sti*u&ating uestions

9hy heat engines are less e7cient thanElectric machines :

(ow olling friction reduces wor done :

9hy tires should be properly in8ated : 9hy you must stand still on a weigh scale:

;our weight less or more at e


42/43

1hich too& 7ou&d you use5


43/43

Conc&usion

End 7ith the 2eginning>

'ope9 this presentation 7ou&d provide the*eans to the 0orgotten under per0or*ers inc&ass roo*s9 %y re*oving the shac6&es o0

ignorance 9se&0 pity and conte*pt o0 the society9and e*%ed se&0 con;dence in the* 9 %yun&eashing their creative potentia&s$

Documents

Creative Learning Process