My Free Education Guide

Abacus Mental Mathematics Academy, a Unit of Sai Abacus Education System Pvt. Ltd., a company registered under the Company’s Act, 1956, is an educational organization that is committed to work with children in the area of their skill development. This organisation was established by a group of professionals with varied experience to promote abacus education in association with Mrs. Vasanthi Ranganathan, a noted educationist with 25 years of experience in education and pioneer in bringing Abacus Education into India in the year 1998, the first Abacus Learning Centre was established in Tamil Nadu. Mr.S.N.Kuppuswamy, a management graduate and software engineer is Executive Director on the Board heading northern India operations. Mr. Kuppuswamy has 25 years of experience in finance, administration, event management, systems management, software projects execution and has held various positions in Birla group of companies, Golden Peakock group of companies and other corporate, and Institute for Social Sciences & Research in Tamil Nadu.

Mrs. Vasanthi Ranganathan is one of the Makana Award Winners of USA and a Rotary Scholar Award winner. She also holds British Council, India accreditation to teach BEC programs and is the certified examiner for the UCLES program of University of Cambridge, U.K.

She had also been a compere and anchor for several children and women’s programs in the Television and Radio. There are several teams who she has worked with over social issues in creating awareness on gender equity and self esteem development. She is a distinguished speaker for several Rotary clubs and educational institutions, and has been invited to be in the selection panel for several scholarships.

Learning throughout one’s life and competing for the best have come to stay. She believes that a skill development program, which can make learning a habit, must be inculcated in every child such that they can be better players in the global arena and good learners in their entire lifetime. She felt, Abacus Mental Arithmetic System is a needed education for children in India and took the initiative to bring it into India in the year 1998.

In today’s competitive world, one who is equipped with various skills is in the forefront. Great care is required from parents to nurture the potential in children to bring out the best in them. Neurologist says learning is easy and fun upto the age of 14. Our leaders of tomorrow are developed by parents and educational institutions. Our Academy, through its Abacus education, is committed to raise Indian children to be champions for challenge.

From birth upto teenage years, the range of the brain development is far greater than the physical growth. More importantly, in the first decade of life, the brain’s ability to grow, change and compensate is especially remarkable. These are periods of opportunity, “prime times”, during which the brain is particularly efficient at specific types of learning, and we are committed to generate the best skills in your children.

Lest we sound terribly repetitious, we note that only a little more than a month has gone by since the last compelling new brain research study was released. In addition to looking at the differences in brain response for 8- and 9-year-olds, we have previously noted the importance of executive function in similar-age children, the mounting evidence regarding brain fitness for seniors, and the distinctions related to the brains of boys and girls.

The latest developments, however, are definitely the most shocking. Researchers at the University of California, Berkeley, have reportedly now “shown for the first time that the brains of low-income children function differently from the brains of high-income kids.”

Monumental Implications
In simplest terms, the study determined that “normal 9- and 10-year-olds” who differed only in socioeconomic status “have detectable differences in the response of their prefrontal cortex, the part of the brain that is critical for problem solving and creativity.”

Unfortunately, those detectable differences reveal what many had feared. Robert Knight, director of the Cal Berkeley Helen Wills Neuroscience Institute and a professor of psychology states:

“Kids from lower socioeconomic levels show brain physiology patterns similar to someone who actually had damage in the frontal lobe as an adult. We found that kids are more likely to have a low response if they have low socioeconomic status, though not everyone who is poor has low frontal lobe response.”

According to the researchers, what makes the study so unique is that it was the first to directly measure brain activity without examining differentiation for task complexity. The researchers found that children who grow up in resource-poor environments “have more trouble with the kinds of behavioral control that the prefrontal cortex is involved in regulating.”

Intellectual Poverty
The children studied did not suffer from any neural damage. Researchers pronounced these youngsters free of prenatal exposure to drugs and alcohol, and without neurological damage.

Yet the researchers found that children who grow up in poverty are not only more likely to have health problems, there is clearly an issue with brain development as well. While that lack of development could be due to poor nutrition or the inability to gain access to proper health care, the researchers suggested it more likely stems “from the stressful and relatively impoverished environment associated with low socioeconomic status: fewer books, less reading, fewer games, fewer visits to museums.”

Ultimately, whatever the case, the prefrontal cortex area of the brain for low-socioeconomic children simply was not functioning as efficiently as one would expect it to be.

Solutions Exist
While a startling development overall, perhaps the most important aspect is that the researchers insist “the brain differences can be eliminated by proper training.” Working with fellow Cal Berkeley neuroscientists, the professors are examining how to possibly “use games to improve the prefrontal cortex function, and thus the reasoning ability, of school-age children.”

Knight adds:

“It’s not a life sentence. We think that with proper intervention and training, you could get improvement in both behavioral and physiological indices.”

Still, as one professor offers, “The study is … a little bit frightening that environmental conditions have such a strong impact on brain development.”

The Key Debate
One of the key discussion points regarding students who struggle versus those who excel in the school setting is based upon the fundamental question of “nature versus nurture.” The study appears to reveal an extra level of importance on the nurturing element.

At the same time, there appears to be some noteworthy interventions that could offset that lack of nurturing, provided students are exposed to those interventions as early in the schooling process as is reasonably possible.

Flickr photo courtesy of peta-de-aztlan.

In June we took a brief look at Newsweek’s annual list of the 100 top performing high schools in the nation. One of the more interesting aspects of the list was the number of charter schools named by the magazine.

The select group of schools included 10 charter schools, a number deemed statistically relevant. Whereas 10% of the Newsweek top performers were charter schools, only 3% of all public schools nationwide fall within that category. In essence, the ratio of charter high performers was triple that of traditional public high schools.

At the time we cautioned readers not to get too carried away, particularly since the Newsweek list of high schools was (and is) constructed utilizing a single calculation (the ratio of the number of college-level exams taken by students divided by the number of graduating seniors). The Newsweek top performers all had an index of at least 1.000.

In addition, our look at the first three charter schools on the list, BASIS Charter in Tucson (the number one high school in America by Newsweek), Preuss Charter in San Diego (4th overall), and MATCH Charter in Boston (25th overall), all gave us pause before jumping on the charter bandwagon.

But earlier this summer, we had a chance to visit Raleigh Charter School in Raleigh, North Carolina, the 27th school on the Newsweek list. We met with Principal Tom Humble and completed a site visit.

We came away extremely impressed with Mr. Humble who undertook the creation of a school from scratch as well as the institution itself. The school appears to be everything a community could hope for, small, intimate, innovative, and most importantly, high-performing.

Raleigh Charter
Raleigh Charter High School was created by an eclectic mix of individuals that included business professionals, experienced educators, and college professors. A critical component for the school’s creation centered upon the desire of 8th grade parents with children at The Magellan Charter School to continue the “secure, nurturing, academically enriched education” they felt their children were receiving at Magellan.

Principal Humble credited both Pamela Blizzard, a parent and business person, and Mike Jordan, the principal at Magellan at the time, for bringing about the concept. “Pamela wrote a model application,” stated Humble. “She dreamed up the idea and put it out there.

“And Mike was truly instrumental – he has been with us, on the board, since the school’s inception,” added Humble. “He was invaluable in many ways: he had the experience to be a mentor to me and he had the charter-school experience to offer wise and calming advice during this ‘exciting’ period.”

At the same time, the founders sought to expand the educational opportunity to include more Raleigh-area students than just those coming from Magellan. The key founding principles for the new high school included:

creating a small community of learners to allow teachers to focus on teaching,
active, involved parents that supported the teaching staff and communicated to their children the importance of education,
and hands-on, experiential learning.
As for a mission, Raleigh Charter was designed to challenge “college-bound students in a creative and supportive atmosphere to become knowledgeable, thoughtful, contributing citizens.” In addition, the school would seek to “graduate citizens of the world by creating an interconnected learning environment that combines a demanding college-preparatory education with a curriculum that teaches and models citizenship skills.”

The school is located in Historic Pilot Mill, a site listed on the National Register of Historic Places. Located adjacent to Peace College, two of the mill buildings were renovated for the school: the 1910 building that houses the school’s administrative offices and classrooms for subjects including biology, math, English, social studies, languages, art, music and drama, and the adjacent 1894 Weaving building that features the chemistry, computer, foreign language and physics labs.

Getting the Job Done
Students at Raleigh Charter have certainly distinguished themselves academically. Numerous forms of recognition have been bestowed upon the school and the student body.

Superb student performances on the North Carolina-mandated End-of-Course tests have earned the RCHS Honor School of Excellence status in 2005. 2006 and 2007. Prior to those distinguished honors, RCHS was named a School of Distinction in 2000 and a School of Excellence for 2001 through 2004.

In addition to being selected 27th in the most recent Newsweek top 100 list, the school was ranked ninth in the 2005 by Newsweek and 18th in 2007. In 2006, the school’s Quiz Bowl team won the PACE National Championship, and in both 2005 and 2006 the school ranked number one in the world on the AP Environmental Science examinations.

However, the many student successes were not at all part of the conversation with Principal Humble. “I do not brag about our school’s successes in national and state testing.

“When students have identified themselves as college preparatory, they ought to do well on these tests and examinations,” he states. “We are not competing with other high schools; we are competing with our school.”

Beyond the student performances, RCHS is setting a very high standard for other schools, charter and traditional public alike. Among the many unique, innovative educational aspects include Flex Day scheduling and Citizenship Days. These concepts reflect the belief that students “learn more when they are active, social, and creative learners.” In addition the school offers some truly unique curricula featuring courses in Constitutional Law, Modern African Seminar, Modern Latin American Seminar, and Systems Theory.

Humble puts the innovation in simple terms.

“We are an education lab. We are willing to try new things and make good ideas grow. And we want our teachers to develop programs that will help them grow. We do not want a mundane setting.”

Because of its high success rate and innovative practices, Raleigh Charter’ was selected by DPI consultants to participate in a program focusing on high-school reinvention. RCHS was one of ten high schools in North Carolina and just seventy-five schools to be selected.

Admission Process
As is mandated by charter school legislation, RCHS is a public high school serving students from North Carolina. The sole program being offered at the school is the college and university preparatory track so students must meet a basic academic standard in mathematics (a student must be prepared for Algebra I or higher level math course as they enter ninth grade).

There is also an application process but there are no other thresholds mandated and students actually are admitted through a public lottery. That said, the academic rigor is strong and many courses at RCHS are offered only at the honors (advanced) level.

Though the lottery process provides the bulk of the student body, the school does give preference to qualified siblings of current students and qualified children of the principal, teachers, and teacher assistants for admission. Though acceptances occur by chance, a goal of “graduating citizens of the world” has the school committed to increasing the diversity of both the student body and faculty. With a lottery process, that diversity can come only by creating a diverse applicant pool, something the school works very hard to create. Of course, once a minority student is selected during the lottery, his or her siblings then have priority options, helping to create greater diversity.

What the Theorists Had in Mind
Without a doubt, Raleigh Charter is precisely the type of school entity charter school proponents have in mind when they tout the concept. With just over 500 students and a committed, innovative teaching staff, RCHS offers children an exceptional educational opportunity and does so with taxpayer dollars. The quality setting and curricula are reminiscent of an elite private school yet the student body consists of randomly selected applicants and includes students who are in need of special education services.

Most importantly, RCHS students excel academically even as their unique programming focuses on citizenship and community involvement. While the top three charter schools on this year’s Newsweek list gave us pause for one reason or another, Raleigh Charter demonstrates why the charter school movement has such strong backing.

It is a concept that can and should be replicated in all 50 states.

Editor’s Note: For more on Raleigh Charter, see our interview with principal Tom Humble.

Most college students would likely concur – fifty minute lectures can be a bit much. With current research indicating that attention spans (measured in minutes) roughly mirror a students age (measured in years), it begs the question as to the rationale behind lectures of such length.

Given that it is tough to justify the traditional lecture timeframes, it is no surprise to see online educational programs seeking to offer presentations that feature shorter podcasts. But in an astonishing switch, David Shieh of the Chronicle of Higher Education recently took a look at a community college program that features a microlecture format, presentations varying from one to three minutes in length.

The Micro-Lecture
While one minute lectures may be beyond the scope of imagination for any veteran teacher, Shieh reports on the piloting of the concept at San Juan College in Farmington, N.M. The concept was introduced as part of a new online degree program in occupational safety last fall. According to Shieh, school administrators were so pleased with the results that they are expanding the micro-lecture concept to courses in reading and veterinary studies.

The designer of the format, David Penrose, insists that in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.

Penrose, a course designer for SunGard Higher Education, offers the following explanation of the process:

“It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”

More in Line with Current Theory
With educators seeking more active learning environments, the microlecture format seemingly offers great potential. Not only will the process allow students greater ownership of their learning, the more open-ended nature of the follow-up materials should provide greater time variation opportunities for students who may need such time.

But as with all educational developments, the process clearly is not one that can be used for all classes. It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.

But just as most writers are taught to say what they need to say but do it in as few words as is necessary to accomplish their goal, the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.

Instead of the framework being defined by seat time, the microlecture format ditches the traditional notion that all students must spend the same amount of time in class to receive credit. The concept focuses on what is to be learned and it allows, in the online environment, students of various skills and abilities as much time as they need to digest the learning objectives related to the microlecture.

Given such positives, one would think the format would soon become a critical component of every online course.

For those interested, here are Penrose’s steps to creating a one minute lecture:

1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture.

2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts.

3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long.

4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material.

5. Upload the video and assignment to your course-management software.

Flickr photos courtesy of teddY-riseD, Stephanie Booth, and catspyjamasnz.

Without a doubt, visuals are critical for kids when it comes to the learning process.

Thanks to some great “Techy Tips for not so Techy Teachers” we were recently reminded of four tech tools (web sites) that can help teachers create some very interesting visuals for their classroom, with the key being that one need not be a techy to put these sites into action.

Subject Specific Word Clouds

The use of tags and word clouds is becoming a web staple and a great way to introduce the concept to students is a web site that will generate “word clouds” from any text supplied by a teacher. With Wordle, teachers have access to a free web site to generate relevant word clouds for any learning task they are about to undertake.

Because word clouds give greater prominence to the words that appear most often in the supplied text, these clouds create a great learning visual for students by prominently displaying the most used terms. These clouds can be made into posters at the younger levels or used as a cover sheet to a course syllabus for older students.

With Wordle, the user can also modify aspects of the cloud through the use of different fonts, layouts, and color schemes for the letters and the background. Because the site is web-based, a user can save their creation to the Wordle gallery and access it from another internet connection.

And of course, with a little pre-teaching, students can have at it, creating their own word clouds for assignments and projects.

Turning Your Creation into a Poster

Once you have created a document or photo for classroom display, you may want to blow it up so as to make a large size poster for the room. Such a task is extremely easy as there are a couple of different web sites where you can easily rasterbate any creation to make a powerful, large image.

Rasterbating is the phrase used to describe the computer program printing feature called tiled printing. It is a process that enables the user to print extremely large images, those larger than a standard size sheet of paper. The computer program creates tiles, each equal to a standard size sheet of paper, and prints a section of the image on each sheet according to predetermined specifications. The individual pages can then be taped together or stapled to a bulletin board to create a large and powerful image.

At either BlockPosters or Rasterbators, teachers can create such tiled wall posters of any size. Totally free, each site allows you to upload an image where the user can then crop the image and choose how many sheets of traditional-size paper to use in creating the poster.

While the word cloud would make a great option, an even better one, especially at the elementary level, would be the periodic action classroom shot of the students involved in a learning activity. The sheer joy students experience upon seeing themselves in photos could only be enhanced by a large classroom poster of them in action within the classroom.

With older students, the visuals they can create could also greatly enhance an individual project or presentation. Blockposters offers some excellent samples of prior work including student project creations.

If you decide to turn some of this over to students, you may want to use another term other than rasterbate. We are not sure how either age group would do with such a risky-sounding term.

Glogging in the Classroom

Instead of just using the written word to create a blog, teachers can have students create some pretty amazing visual mash ups at Glogster.com (be sure with the younger kids you hit the edu site!).

Glogster again allows for the creation of posters, but in this case, creativity remains supreme. With Glogster you can mix all forms of expression: graphics, photos, videos, music and traditional text.

Not only a fun way to enhance learning and foster creativity, glogging is a perfect tool for visual learners who may struggle with traditional text-oriented classroom setting. Glogging also gets students using the power of technology and collaborating with one another on potential creations.

You will need a few more in the way of tech skills for Glogster than for our other suggestions (especially, if you want to download movies and images) manageable with even a modest effort. But as with our sites featured, Glogster is also a free resource, so you can familiarize yourself with the concept on your own terms.

Photos taken from Wordle.com, BlockPosters.com and Glogster.com.

The University of Reading is one of the top 20 most research-intensive universities in the UK, a major contributor to the knowledge economy, and internationally recognised for the excellence of its teaching on a broad range Arts, Humanities and Sciences programmes. The University offers taught degree programmes in more than 60 subjects, and in excess of 250 part-time adult education (public) courses. For those who are unable to study with us on the usual ‘residential’ basis, we offer a small number of undergraduate degree and postgraduate degree programmes by distance learning with part-time study options available.

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School Information

This is because the technology used in both the mode may be different in some cases. And in India as its benefits are many, Distance Learning Courses in India are increasingly becoming popular. The availability of distance learning courses has assured that a person can pursue education from any state or university that he or she desires.

Distance Learning Institutes in India

The Indira Gandhi National Open University (IGNOU), which is a premier institute of Distance Learning in India, was established primarily to provide distance education to less advantaged sections of the society.

Of the 1.5 million students of Indira Gandhi National Open University (IGNOU), lots of enrollment comes from rural areas. But these distance-learning courses are equally popular in the urban areas as the correspondence courses are helping them to improve their career options or engage in other important activities.

There are, at present 11 open universities in India that provide distance education for those who are interested in taking up professional courses or any other educational course of their interest. Moreover there are more than 54 distance learning institutes in India that cater to the needs of higher education in India.