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Ravidas or Raidas was an Indian mystic poet-saint of the Bhakti movement during the 15th to 16th century CE. [ 1 ] [ 2 ] Venerated as a guru (spiritual teacher) in the modern regions of Uttar Pradesh , Bihar , Rajasthan , Gujarat , Maharashtra , Madhya Pradesh , Punjab , and Haryana , he was a poet, social reformer and spiritual figure.
Maker education is an offshoot of the maker movement, which Time magazine described as "the umbrella term for independent innovators, designers and tinkerers. A convergence of computer hackers and traditional artisans, the niche is established enough to have its own magazine, Make, as well as hands-on Maker Faires that are catnip for DIYers who used to toil in solitude". [3]
Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class. Project-based instruction differs from traditional inquiry by its emphasis on students' collaborative or individual artifact construction to represent what is being learned.
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Arunachalam Muruganantham (born 12 October 1961) also known as Padman is a social entrepreneur from Coimbatore in Tamil Nadu, India.He is the inventor of a low-cost sanitary pad-making machine and is credited for innovating grassroots mechanisms for generating awareness about traditional unhygienic practices around menstruation in rural India.
As a part of the tenth Five-year Plan (2002–2007), the central government of India outlined an expenditure of 65.6% of its total education budget of ₹ 438 billion (US$5.1 billion) i.e. ₹ 288 billion (US$3.3 billion) on elementary education; 9.9% i.e. ₹ 43.25 billion (US$500 million) on secondary education; 2.9% i.e. ₹ 12.5 billion (US ...
[9] Creative Pedagogy generalized the research in the field of creativity (Graham Wallas, Alex Osborn, J.P. Guilford, Sid Parnes, Ellis Paul Torrance, etc.) and put it into the classroom to improve the teaching/learning process. Creative Pedagogy is the result of applying the studies of creative process to the education process itself.
Nai Talim also envisaged a different role for the new teacher, not simply as a professional constrained by curricula and abstract standards, but rather as a person relating directly to the student in the form of a dialogue: "A teacher who establishes rapport with the taught, becomes one with them, learns more from them than he teaches them.