Level I

MLS
Level I - Class 1 to 5
Age Group - 5 to 10 years
Pedagogy - Project based
The learners at this stage are stepping into primary education. These formative years are characterised by inquisitiveness and curiosity, eagerness to learn and keenness to see application of concepts to real life.

In designing the Millennium Learning System, it was our mission to bring about excellence in the field of education. The MLS book series have been developed to ensure that a systemic change does take place within the classroom. The focus was to move away from rote learning to skill based learning. Concepts are developed and retained though guided play and real conversations with peers and adults.

While it is essential to give opportunities to the learners to think critically, analyse and apply the concepts to their everyday life, it is equally important to draw out the inherent potential and talent of the learners. These beginings are critical to mapping their skill, aptitude and interests at higher levels.

The system also takes care that if the learners do not learn the way we teac, we need to change our strategy and teach they way they will learn. Thus the Project based approach was adopted for Millennium Learning System, level I.

What MLS I offers

The students are given books which are fun and facilitate learning through activities and games. These books are application-based and enable children to understand the world around them, with minimal assistance from the teacher. To ensure that the learning process is made a truly meaningful and holistic one, children are introduced to each subject through a series of practical work and project work. Textbooks are linked to project books, making every concept relevant, practical and application based. This helps to make the process an enjoyable and memorable experience, ensuring that it is retained for life.

Thus each subject has innumerable fun activities, visuals, innovative and explorative application based projects. Skills in each subject are developed as they do the activities, solve the questions or problems and attempt the projects. There are certain components that are common to all the concept books and a gist of these can be seen in the following page.

New concepts are explained to learners in simple language, using an element of fun. Ample use of suitable pictures further helps to bring out the aspects of the concept clearly.

Objective

To explain the new concept in an easy to understand manner, using simple examples and many pictures.

Implementation

The learners are engaged in the process of assimilating the new concepts through suitable strategies as outlined in the lesson plans. The pictorially explained concepts are easily assimilated by the learners.

Learning Outcome

The learners are able to grasp the new concept and apply it in different situations.

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As the learners comprehend the concept, they also need to memorise and recall certain key words to be ready for the next step of the sequence of learning. The 'definition' section helps in this aspect.

Objective

To describe the concepts in a few simple words.

Implementation

The learners are encouraged to write the definition, underline the key words and learn the same either through an individual activity or in pairs. They may be also asked to make charts or flash cards. The definition helps the learners to recall the concept necessary to step into the next phase of learning. At times, opportunities are provided to the learners to write their own definitions.

Learning Outcome

The learners are able to recall the necessary terms along with a simple description.

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Research shows that learners of different kinds are present in a classroom. Some are auditory learners, some learn visually, but most are kinesthetic learners. These kinesthetic learners can be engaged in the session only if there are enough opportunities to learn through the hands-on approach.

Objective

To address the kinesthetic learners and to ensure that the learning by doing approach is followed.

Implementation

Every concept of the chapter has a corresponding activity to bring it alive. This is carried out in class to encourage peer interaction and learning. Concept related doubts in the mind of kinesthetic learners are addressed as they actually do the activity. The type of activity changes according to the age of the learners. Thus, in class 1, they may be given drawing or sticking activities related to the concept, while class 5 learners may be given opportunities to enter into the spirit of healthy competition as they participate in them. Learners, thus, develop a positive attitude towards the process of learning.

Learning Outcome

The concept is reinforced and the learners make connections to it. This helps them to not only understand the concept but also to recall it easily.

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The biggest road block to any new knowledge is lack of vocabulary. Once the child has the terminology necessary for the chapter, the flow of information is smooth and effortless as it translates into knowledge.

Objective

To help the learners become familiar with the new words that they need to know in the chapter, thus ensuring that the vocabulary of children is not a limiting factor for uptake of the new concept being dealt with.

Implementation

Simple and fun exercises are provided in the lesson plans for the facilitators, which help the learners to practically use these words in different ways. For example, the children may have to act out the words, or play a simple game, peer edit lists, arrange chits, identify the correct flash card, etc.

Learning Outcome

The learners are able to understand the new terms and make meaningful connections between the words and their meanings.

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Once the learners have understood the concept, it is necessary to give them enough opportunities to use it at different levels. For this purpose, the Bloom's philosophy is followed.

Objective

To check the learners' understanding of the concepts.

Implementation

The questions are solved in pairs or in groups in class to encourage peer interactions and create a learning atmosphere. Simple strategies are present in the lesson plan to ensure this.

Learning Outcome

The learners are able to apply their knowledge and answer multiple levels of questioning, thus improving concept understanding.

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Satisfying the innate nature of the MLS I learners to ask questions in search of answers, every chapter ends with a research oriented, application based project.

Objective

To actually use and apply the concepts that the learners have learnt from the chapter in daily life situations.

Implementation

Every project is carried out in double periods in class. The learners are encouraged to display a research based presentation at the end of the application of the concept, which is actually assessed and reported in their report books.

Learning Outcome

The learners are able to apply the concept and reinforce it through the project.

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