--- title: "Method of Teaching That Inspires Growth" source: https://vikalpindia.com/method description: Vikalp's teaching methodology based on Kolb's experiential learning cycle with 5 stages updated: 2026-05-28 --- # Method of Teaching That Inspires Growth ## About Vikalp VIKALP in Hindi means the alternative. It is an idea, a vision shared by like-minded educationists, management professionals and designers. People from diverse background has come together to bridge the gap between different ways of learning and a standard style of teaching. We believe that the learning process of each child is different and alternative ways and materials should be devised to suit the diverse requirement of school-going children. ## Methodology Our methodology is grounded in the work of experiential learning pioneers like John Dewey, Kurt Lewin, and Jean Piaget, and closely aligns with **David Kolb's experiential learning model**. In essence, it is a practical application of Kolb's approach within a school curriculum. The **first stage** of our methodology introduces concepts through learning toys, providing children with a concrete, hands-on experience where they can play and discover independently. Foundational learning occurs through interaction with physical objects. The **second stage** utilizes probing questions to encourage reflection and critical thinking. In the **third stage**, learning continues through mobile games, where children reinforce and reflect on their understanding through interactive play. As concepts solidify in the **fourth stage**, pen-and-paper exercises are introduced. Children begin to conceptualize and think abstractly, gradually transitioning from concrete to abstract thinking. Finally, in the **fifth stage**, children experiment and apply their knowledge. Their activities and written work are assessed, generating a diagnostic report that informs further learning and any necessary remedial planning. And the learning cycle continues. ## Logo Our primary focus lies in creating alternative methods and materials that aid children in grasping concepts and establishing connections with their existing knowledge and real-life experiences. Our logo, a common paper toy, serves as a symbolic representation of our learning apparatus. While typically made of ordinary paper, this toy, when utilized in a specific manner, can elucidate the scientific principles underlying windmills and turbines. Similar to a paper toy, the material and design of our learning apparatus closely resemble the real-life experiences of children, enabling them to think and feel with the materials. By harnessing the inherent properties of familiar materials and developing appropriate activities, we encourage learners to discover knowledge and trigger new ideas while using the apparatus. This approach enhances the quality of instruments through which children observe, interpret, and comprehend various concepts. ## Founding Educators Following are the two educators who have made significant contributions to the conception of this idea: ### Late. P.K. Srinivasan A Fulbright exchange teacher in the United States, Mr. Srinivasan taught Mathematics in Nigeria and India. He was also a lecturer at the NCERT in India. In vikalp he was instrumental in developing teaching aids as improvisational tools to illustrate concepts. He led a crusade of sorts against the debilitating idea of rote learning techniques and drill. ### Sr. M. Hyacintha A.C Sister Hyacintha was Director of Carmel Teacher Center, Northern Province. Her innovative way of designing learning apparatus has been recognized by the National Institute of Design (NID), Ahmedabad. She has devoted her last forty-five years in training teachers on how to develop lesson plans and conduct activities in the classroom. In Vikalp she is instrumental in taking classes, developing content and training the teachers. ## Evolution of Vikalp Methodology ### Development of Process Evolved after years of experiment with children at Muthialpet High School (Chennai) And Carmel Convent School in Nagaland, India. ### Process Validation Concept and products were tested for years in Ramanujan Center for Maths (Chennai) and Carmel Teacher Centre, Hazaribagh, India. ### Product Development Models were converted into products through a non-existent industrial process and teaching-learning method into a learning system. ### Product Testing Assessment conducted by FSG - NGO based in Washington DC: Students subscribing to Vikalp methodology scored 61% higher than control students not subscribing to this way of learning. Lean data study by Acumen - New York based Academy: 80% parents observed increase in their child's score. ### Refinement Various activities related to different concepts were fine-tuned & lot of rework on the ergonomics aspect to facilitate ease of use. More than 2000 teacher-educator following this methodology were interviewed by Acumen Academy. Insights gathered were analyzed, refined and effectively incorporated. This was a joint operation of Vikalp and Acumen. ### Continuous Evolution Evolved over decades: Invisible design of the products has been awarded by National Institute of Design (NID), Ahmedabad, India. J-PAL, a research center at Massachusetts Institute of Technology (MIT), United States established that Vikalp shows substantial gain in learning outcomes.