Level III

MLS
Level III - Class 8 & 9
Age Group - 13 to 15 years
Pedagogy - Brain based
By the time a child prepares to head out into the world, The Millennium School has an in-depth knowledge of his inherent strengths and weaknesses, gathered through years of assessment and mind mapping. Besides helping the children to discover their paths in life and equipping them accordingly, the MLS also helps them prepare for important upcoming exams. This is approached through the triumvirate methods of knowledge acquisition, retention and application. Students acquire knowledge through vibrant multimedia explanations and are taught a variety of techniques to suit the way their mind works to retain knowledge.

As textual content increases in volume and complexity, a learner needs to retain and assimilate abstract facts in detail besides being able to apply these in real life. MLS-Level Three adopts unique learning approaches to facilitate this.

What MLS III offers

Aiming to facilitate learning without stressing out the learner, ample and appropriate use of Graphic Organisers (GOs) or mind maps have been incorporated. While retaining the component of 'learning by doing', it transforms the text into an easier to understand-and-use format by making graphic organisers an integral part of the main text. Concept maps and graphic organisers are valuable tools to organise information, both visually and textually, to enable the learner to learn as well as link information with clarity. MLS–Level Three concept books use GOs to teach different topics, carefully selecting their type on the basis of their suitability and relevance for the targeted age group.

Each chapter is outlined through a concept map on the 'Home Page' to give the larger picture to the learner, taking him/her from the whole to the part. Each section of the mind map is then explained in the chapter using different GOs, depending on the purpose for which information is imparted. For example, if the learner is simply required to classify information then the 'Classification' GO is used, but if the purpose is to analyse a topic or look at the cause or effect of things, then a 'Fishbone' GO is applied.

It is important to remember that the learners at this age have a vast amount of information to retain. This is not easy for the learners. However, it can be made easier if we use the brain based approach. Suitable Graphic Organisers (GOs) are used for this purpose. Thus, each chapter in MLS 3 has the appropriate use of various kinds of GOs, such as Compare and Contrast, Cause and Effect, Cloud, Story Formation GO, Spider, etc. to elucidate the concept further even as skill building continues. As they move in to class 9, ample use of mind maps is added with the visuals necessary. The learners are also involved in this process, helping them to make their own individual connections to the text. This has been shown to assist in the recollection of content whenever needed.

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As learners are learning large quantities of complex information every day, it is necessary to keep them working on these concepts regularly. Thus, after each new concept is introduced, the learners are required to use these to answer questions of various kinds.
In class 8, this section ensures through immediate response that new knowledge is well-accepted.
In class 9, it enables the learner to recapitulate the concept learnt by completing the mind maps and MCQs. Both these techniques work by helping them internalise the concepts and getting doubts clarified immediately. It works as a check to ensure that they are able to answer relevant questions. After this, they are considered ready for new knowledge, and hence they can proceed further in the chapter.

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We have seen that kinesthetic learners learn when they are engaged in an activity related to the concept. As the learners grow, these activities also need to change appropriately. The focus is more on challenging their natural intellect and getting them to learn through meaningful strategies. Thus, the activities chosen for the MLS level 3 learners are stimulating, challenging and testing, aiding in skills such as problem solving, reasoning, estimating, decision making, debating, creativity, etc. Opportunity is provided for various laboratory activities also. The ultimate aim is to make the increasingly abstract content more concrete and easy to assimilate for the learners.

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The learning process is sequential when the learner adds to what he already knows and moves from the known to the unknown. Thus, we have given due importance to this aspect at this level also. However, keeping the teenager in mind, the approach changes. Thus, a mixture of visuals and questions intrigue the learners to form the links necessary to move forward.

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Learning is a dynamic process. Since new developments are happening constantly in the world, it is necessary to train the learners to keep their ears and eyes open. Thus, they can learn to connect them with what they are learning. The purpose of this section is to make them aware and also get them to understand the relevance of their learning with things happening around them.

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Increase in complexity and quantity of content often leads to various doubts in the minds of learners. It is necessary to sort them out before they become turned off by the whole concept, as they are likely to do at this age. The learners are impatient and make impulsive decisions to jump to another concept/ chapter if they remain confused about certain aspects. These issues have been solved using this section. Wherever needed, the facts/ points that are commonly misinterpreted by learners are marked with the emphasis on the correct version.

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Chapters in these classes are larger, more complex and at times, consist of terms and concepts that are introduced for the first time to the learner. While the 'Processing' section helps them revise the concept, it is also necessary to aid the learner to have a wholesome picture of the chapter. The parts that make up the whole need to get slotted or placed at the right spots and also be cross-linked at the correct places, so that these connections on paper make a permanent impression in the mind of the learner also. Therefore, after the entire chapter is dealt with, the learners get a chance to see how much and what they recall of all the key elements of the chapter.

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Once the 'Add to Favourites' section is filled, the learners are ready to answer questions of varying degrees of complexity. To aid in this process, this section has questions belonging to different levels of the Blooms Taxonomy.
Since the learners use the knowledge of the content to apply them in various situations, skills are built in them simultaneously. They become comfortable with higher order thinking and learn to think out of the box. The enrichment of the knowledge is a side effect of this section as they often have to do some research in order to answer them. All these factors ultimately help them to be at ease in situations that demand a higher level of concept understanding than is possible with mere rote based questions.

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The learners in this age group have advanced cognitive abilities and are capable of thinking through challenging situations with a degree of finesse. In order to provide opportunities to help the learners develop further in terms of skills such as information processing, application and presentation, a set of concept related projects have been designed for them. These also have inbuilt methods for development of life skills. Thus the CCE requirements are met through these component as it provides a platform for giving the learners an activity based assignment.

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In class 8, it ensures that a single glance acquaints learners with an overview of the chapter. In class 9, it presents an overview of the concepts to be learnt in the chapter and their interrelationships through a double-paged mind map. Also gives a brief on a futuristic field of study related to the concepts.

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