The Code of the Extraordinary Mind
Mastering the Art of Holistic Thinking
2-week non-residential exploratory programme offered by ASSET. The core belief of the programme is to allow the students to explore a variety of avenues and thought processes, so that they can make an informed choice about their futures. A student choosing to enroll in this programme will go through several tracks which will stimulate new ways of thinking and hopefully, change their approach to learning and living.
Tracks offered under this course:
Developing Logical Thinking Skills through Puzzles
This module will help students learn to reason and think logically, that is essential in their progression of knowledge acquisition.
Students will get to try their hands at a variety of visual, kinaesthetic and pen-paper puzzles, both individual and in groups, and investigate the underlying thought processes that are necessary to solve the puzzle. Debates about different ways of approaching a puzzle and articulation of one's thoughts and ideas go a long way in cementing deeper understanding.
Structuring one’s thought process to understand and write mathematical proofs requires logical thinking skills. As they grow up, students will enjoy school math and be better equipped to solve practical problems.
Shreyas is a Harvard graduate, Math expert at EI and has a keen interest in understanding how students perceive and learn mathematics.
Scientific Temper and the Process of Scientific Enquiry
Have you wondered how people found out all that you study in your science textbooks?
How do we come to know what is true?
Do you know that scientific knowledge every now and then keeps getting revised?
Would you like to figure something out on your own without the help of the textbooks?
This course will focus on the methods and thinking attitudes required for the advancement of scientific knowledge.
Students would try to follow the process of inquiry as was pursued by certain scientists in the past, all of whom were not necessarily successful in arriving at the right answer as we know it today.
For example, the fact that plants prepare their own food in the presence of sunlight, and in the process absorb carbon dioxide and release oxygen, is well known today. How do we know this? What experiments and investigations led to the creation of this knowledge? Can a student not just learn these facts as given knowledge, but actually discover and construct this knowledge for herself?
An IIT Kharagpur graduate, school principal and ASSET Science lead; believes education can transform society.
With teaching experience, he believes that the questions which children ask in science classrooms are very similar to the questions which early scientists struggled with.
Design Solutions for Water
This course will help students use a design approach to work on a problem. In order to make it accessible to them, discussions will be centred around a real-life problem - the conservation of water. Students will be exposed to a few aspects of water as a limited, but essential resource.
Students will need to identify a pertinent problem related to water as a resource and use a design-thinking approach to reach an actionable solution to (or, at least, a proposal to solve) the problem. They will go through the basic steps of the design process (Empathise, Define, Ideate, Prototype, Test) and reach a solution that will be presented to different groups.
Meghna has a diverse experience wherein she has taught English and Science at schools, worked in Test Development team, ASSET, Teacher Sheets, and Detailed Assessment teams at EI.
Lessons from History
In school, history is usually taught as dates, events, and overarching features of a time period. We don’t usually think about perhaps the most important aspect of history--the humans that create it and their daily lives.
This module aims to give students a glimpse into another way of thinking about history. What can single objects or artifacts tell us about their users? What are some lesser-known ideas, theories, or facts about famous people and events? What are the stories about the past that usually get hidden by the more ‘important’ parts of history? Finally, how does the writer or reader of history themselves affect what we think of as ‘history’?
Working as a language expert with Mindspark English at EI, she did her Major in Economics and Minor in History from Ashoka University.
Working as an Educational Specialist at EI, she has a Bachelors (BA) in Psychology and tutored students in 'Critical Thinking' seminars at Ashoka University.
“The parents couldn't have been happier today. Their child had finally become a doctor and was meeting renowned physicians from all over the country. The whole fraternity praised the new talent. And the parents did not have words to express how proud they were of their DAUGHTER.”
What gender did you assign to the doctor in your head before you read the last word? Was it unusual to think of a 'doctor' who is a woman?
Asking questions like these is the first step towards challenging gender stereotypes. With the help of stories, discussions, and activities around real-life situations, this module will steer children towards a more gender-neutral system of beliefs.
Tushita is currently working with EI. She is an educationist and part-time conversationalist and holds a masters degree in Gender Studies and a bachelor degree in elementary education.