1. Creative approaches to enhance student learning
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Creative approaches to enhance student learning
Sriraghavan S M
BrainSTARS – Innovation in Education, Bangalore

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Abstract
The processes of instruction, learning and assessment are integral parts of a school’s
academic environment. All these three together contribute to the learning cycle of a student
and subsequently, a student’s success.
Instruction: Lesson planning based on the 5CTM
(Curiosity, Clarity, Competence,
Connectivity, Communication) approach is practised by teachers across all classes. Emphasis
is laid on concept based tutoring rather than exam oriented training. Activities based on
Multiple Intelligence are developed and practised regularly to provide a differentiated
learning environment to students.
Learning: An integrated and interdisciplinary approach is followed that enables
students to enhance their understanding by tapping into their inherent strengths and interests.
In addition to academic content, students are trained on suitable techniques. Mindmapping –
for effective note-making and revisions, Time management – to plan their time and maximize
their study efforts, Study techniques – to help them choose what works best for their learning
style.
Assessment: Multiple Intelligence of students is assessed through simple
questionnaires. Students’ learning at the end of each concept is assessed through 5CTM
assessment rubrics. These ongoing assessment methods enable students to enhance their
learning; and also create a non-threatening learning environment that is not solely focussed
on end of the year examinations.
Keywords: multiple intelligence, differentiated learning, concept based tutoring, 5CTM

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Introduction
The fundamental purpose of education is to empower learners to emerge into
individuals possessing substantial thinking and reasoning ability, coupled with decent amount
of knowledge in a diverse set of subjects. In order to achieve this, the learning experiences
during one’s formative years need to be well-rounded and well-grounded.
The National Curriculum Framework 2005 has set the following guiding principles
 connecting knowledge to life outside the school
 ensuring that learning is shifted away from rote methods
 enriching the curriculum to provide for overall development of children rather than
remain textbook centric
 making examinations more flexible and integrated into classroom life
 nurturing an over-riding identity informed by caring concerns within the democratic
polity of the country
On careful observation of the current scenario of school education in India, one can
realise that there is still a long way to go to fully achieve these principles.
One significant step towards achieving holistic development of a learner is to actively put
the learner at the centre of the learning process and delegate the teacher to guide and facilitate
learning.
Also, most learning environments involve groups of children with different abilities,
skills, interests and learning styles. To address such diverse groups of learners, it is of
paramount importance for teachers, instructors and school leaders to gain awareness of and
actively implement differentiated instruction (Huebner, T. A., 2010).
It is also of great importance to understand that every child is a unique combination of
Multiple Intelligences (Gardner, H., 1983). Therefore learning environments need to cater to
childrens’ diversified intelligence matrices.

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Methodology
When learners are actively involved in their own learning processes, the learning
outcomes are long-lasting. In order to ensure active involvement, the 5C™ approach forms
the foundation. The 5C™ learning cycle begins with Curiosity – where the urge to learn is
kindled. This curiosity when followed by appropriate guidance through instruction, activities,
understanding and application provides Clarity. When clarity is achieved continuously and
consistently over a period of time, it leads to Competence. Clarity across multiple concepts
leads to Connectivity amongst concepts, topics and subjects. When all these are successfully
accomplished, Communication of one’s understanding effectively completes the learning
cycle. Although not necessarily sequential, these 5C™s lay the foundation for learning.
In addition to the 5C™ approach, the Multiple Intelligence theory (Gardner, H., 1983)
contributes to the foundation of active involvement in learning. Every learner comes with a
unique combination of eight intelligences – Spatial, Bodily-Kinaesthetic, Musical, Linguistic,
Logical-mathematical, Interpersonal, Intrapersonal and Naturalistic. These intelligences
govern an individual’s ability, skills and understanding. When a learning environment
addresses a combination of all these intelligences, learning processes and outcomes are
enhanced.
NumberNagar® – a Maths Learning Centre has been designed specifically to provide
a differentiated learning environment to students. Mathematics by nature is an abstract
subject and the methods of instruction employed in traditional classrooms are insufficient to
garner a comprehensive understanding of mathematical concepts. NumberNagar® integrates
the 5C™ and MI approaches to make the learning environment active and non-threatening,
hence making the learning experience sufficiently enhanced. Instruction is activity-based and
differentiated, based on the needs and abilities of learners. Learning is engaging and involved

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for every student’s individual ability and pace. Assessment is non-judgemental and
progressive in order to ensure the student’s understanding and steady progress.
Results and Discussion
NumberNagar® has been integrated as the Maths Lab in >12 schools across India. It
has also functioned as an independent learning centre at >8 locations across India. The results
presented in this paper capture the learning experiences of students in group sessions at a
school in South Bangalore; and also learning experiences of students in individual sessions at
multiple centres in South Bangalore.
Case Studies
Case Study 1 – Group sessions
Number of students – 199
Grades – I to VII
Board – CBSE
Table 1 – Summary of concepts learnt in NumberNagar®
Grade
No. of
students
Concepts learnt in NumberNagar®
No. of sessions in the
year
1 29
Comparison - numbers
Addition - single & double digit
Subtraction - single & double digit
Multiplication - introduction
Division - introduction
Shapes - 2D & 3D
Time
Money
Fractions
Measurement
28

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2 26
Numbers
Place value - 3 digit numbers
Even & odd numbers
Ordinal & cardinal numbers
Addition
Subtraction
Multiplication
Division
Shapes - 2D & 3D
Time
Money
Fractions
Measurement of length - units of
length
Concept of mass
28
3 32
Addition
Subtraction
Multiplication
Division
Shapes - 2D & 3D
Time
Money
Fractions
Measurement
28
4 22
Addition
Subtraction
Multiplication
Division
Factors & multiples
Divisibility test
LCM
Fractions - operations
Decimals
Quadrilaterals, circles
Time
Measurement
Metric units & conversions
28

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5 29
Fundamental operations
Multiples
Factors & LCM
Divisibility test
Decimals & Fractions
Numerical expressions
Lines & angles
Circles
Triangles - angle measurement
Angle sum property
Perpendicular & parallel lines
Length, mass, time, temperature
Perimeter
Profit & loss
28
6 32
Place value
Whole numbers
Integers
Factors & multiples
Fractions
Decimals
Algebraic expressions
Basics of geometry
Solids
Quadrilaterals
Ratio & proportion
28
7 29
Integers
Algebra
Fractions
Geometry
Angles
Decimals
Exponents - square & square roots
Triangles & properties
Symmetry
Ratio & proportion
Area & perimeter
28
Students of grades I to VII participated in sessions at NumberNagar® and covered
concepts across these grades prescribed by the CBSE board (as shown in Table 1). Students
of each grade were actively involved in 28 sessions during the year, where they explored
concepts through activities, games, puzzles in NumberNagar®. Formative assessment was
part of the ongoing sessions and 2 summative assessments were conducted during the year.

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The following observations indicated positive changes in the students’ learning
experience.
 Students’ fear of mathematics was reduced
 Students’ interest to explore and learn was significantly enhanced
 Students were more involved and brought exploratory ideas after completion of the
first 5 sessions
 Students compelled the teachers after sessions in NumberNagar to connect what they
learnt in class to real life
Case Study 2 – Individual sessions
 Number of students – 1
 Grade – VI
 Board – CBSE
 Total number of sessions in NumberNagar® – 44
 Duration of programme – 10 months
Scenario before commencement of sessions in NumberNagar®.
The student
- had an aversion and phobia towards Maths
- could not connect classroom learning to real life
- was disengaged and disconnected in classroom
- could not connect Maths with other subjects
- constantly moved from one tutorial to another to improve memory
Action plan
Initial assessment –
- to understand likes & dislikes, learning styles, MI

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- to understand why phobia had set in
- to assess conceptual understanding up to the grade 4 level
Session plan and assessment approach
Sessions were planned based on student’s retention abilities and learning style. Most
sessions were conducted through visuals, puzzles, games – usually swimming and sometimes
music.
Ongoing assessments were based on connecting concepts to everyday experience. Eg:
Place value was connected to swim lanes in swimming pool. Assessments happened
approximately after every 5 sessions.
Learning outcomes
 After 10 sessions in NumberNagar® – student had developed a liking to the
NumberNagar® space and the activities they were involved in
 After 25 sessions in NumberNagar® – student procured high score in school exams,
which boosted their confidence tremendously
 After 40 sessions in NumberNagar® – student secured 2nd
rank in Maths exam in
school; school teachers recognised student as Maths expert in their class
Parent feedback over email
Feedback 1 – after 3 months
“I would like to share my happiness about my child’s progress after he joined
BrainSTARS. He has scored 26/30 and 30/30, which he has never scored in the last 2
years. I have seen a lot of positive changes in him these few months.
Thanks to NumberNagar facilitator’s fantastic and innovative way of teaching Maths
concepts in a simple way to my child. He enjoys the games and activities that teach
him mathematical logic. I love the way he connects simple things he sees outside to
what he had learnt from BrainSTARS NumberNagar. After a long search I found this

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place as heaven for my child where he learnt logic and basics required for problem
solving. He loves the environment and is not scared of asking any doubts”
Feedback 2 – after 8 months
“It was a pleasure to come back again to express my warm appreciation to
BrainSTARS NumberNagar. The progress I could see in my son is to be seen to be
believed. His score of 82% in Mathematics in the first quarter examination is
remarkable and I have every reason to believe that it is because of the guidance and
support from your institute and your teachers. The concepts taught by BrainSTARS
NumberNagar is helping him to apply his mind independently and look forward to
your continued guidance to unlock his potential.”
Feedback 3 – after 9 months
“Wish you a very happy and great New Year. Am happy to tell you that my child has
topped his class with 2nd Rank and 28th rank in his school in JEE IIT in last exams.
178 out of 222 (Maths, Chemistry, Physics)”
Case Study 2 – Individual sessions
 Number of students – 1
 Grade – VI
 Board – ICSE
 Total number of sessions in NumberNagar – 16
 Concepts covered – Sets, Integers, Fractions, Fundamentals of Algebra
Scenario before commencement of sessions in NumberNagar
The student
- had clarity in basic operations, however could not perform these
operations on integers and fractions

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- was an athlete with primary focus on swimming and therefore had fewer
opportunities to catch up with academic progress
- consistently score less than 20% in tests and exams
- enrolled in NumberNagar a few weeks before final exams
Action plan
Considering the primary focus was on athletics, sessions were planned to enhance
clarity of understanding in familiar concepts and prepare the student to face the final exams
with confidence. A combination of activities, revision and practice was employed to achieve
the desired result. Ongoing assessments and mock tests ensured retention of learning.
Learning outcomes
 The student gained clarity in the concepts that were needed
 The student was able to gain confidence to face the exams
 The student scored more than 35% in the final exams
Case Study 3 – Individual sessions
 Number of students – 1
 Grade – VIII
 Board – ICSE
 Total number of sessions in NumberNagar – 16
 Concepts covered – Algebraic expressions, Simple linear equations, Quadratic
equations
Scenario before commencement of sessions in NumberNagar
The student
- had basic knowledge of algebraic expressions, however could not express
their understanding on paper

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- was an athlete with primary focus on swimming and therefore had fewer
opportunities to catch up with academic progress
- consistently score less than 20% in tests and exams
- enrolled in NumberNagar a few weeks before final exams
Action plan
Considering the primary focus was on athletics and the nature of the student’s
difficulty, sessions focussed on improving communication and writing skills. This in turn
boosted the student’s confidence to face the final exams. Ongoing assessments and mock
tests ensured constant practice in communication.
Learning outcomes
 The student improved their communication skills significantly
 The student was able to face the exams with confidence
 The student scored more than 40% in the final exams
Case Study 4 – Individual sessions
 Number of students – 1
 Grade – V
 Board – IGCSE
 Total number of sessions in NumberNagar® – 21
 Concepts covered – Fractions, Measurement, Geometry, Time, Money
Scenario before commencement of sessions in NumberNagar®
The student
- had basic knowledge of fractions and measurement, however had difficulty
in geometry

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- attended a school focussed on activity-based learning, therefore the
methodology of NumberNagar® was familiar
- needed constant guidance in problem solving
Action plan
Considering that the student was familiar with activity-based learning, sessions were
action packed with different kinds of activities. Every session was a combination of activities
and problem solving, to enable constant practice.
Learning outcomes
 The student improved their understanding in geometry
 The student was able to tackle problems with confidence
Parent feedback – addressed to NumberNagar® facilitator
“Wanted to share my views with you. Over the last couple of months, you have been
teaching child at NumberNagar. I am pleased with the way he is responding and
taking keen interest in the subject. He looks more confident about the subject as well.
He enjoys your way of teaching. It's nice to have such a wonderful educator like you.
We look forward to a long association in his learning journey. It has been a pleasure
knowing you.”
Conclusion
Instruction and learning experiences in NumberNagar® have revealed the power of
differentiated instruction and active involvement of the learner in their learning process. All
students who have been part of this experience have shed their inhibitions, become more
curious, become more articulate and gained an enhanced understanding of what they have
learnt. It goes to prove that learners are the most important part of the learning process and

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teachers need to evolve into facilitators of learning. Only when the students take active
control of their learning experiences, their learning creates long term impact in their lives.

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References
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
Huebner, T. (2010). What research says on differentiated learning. Educational Leadership,
67(5), 79-81.
National Curriculum Framework (2005). National Council for Educational Research &
Training.