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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 leraning 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.
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 instumental 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.