Millennium Learning System Level - 3
Class 8 and 9
By the time a child prepares to head out into the world, Millennium World 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.
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.
Hence, information (content) and skills (thinking/life skills) are seamlessly intertwined.
The interactive computer-based theme helps build immediate connections even as it segregates different sections of each chapter. The concept maps and computer icons are thus not only visually appealing; they also promote active learning of concepts for immediate as well as later use. The learner is encouraged to apply the acquired knowledge in real life and guided to relevant vocations, prompting her/ him to further explore the options for herself/ himself. The learner simultaneously learns new information, is able to view its purpose and also acquires relevant skills. Thus, learning is made more meaningful for the learner.
Our attempt, through this series, is to bring in innovation in the teaching–learning process in the
classroom. Our effort is to reach out to learners in a manner that not only appeals to them but also develops in them the thirst and ability to learn more and then apply this knowledge in real life
The Millennium Learning System, from the very beginning, aims to make learning relevant to life. With every new step that we take in this direction, we bring in a fresher approach to facilitate quality learning.
Our learner in Grade 9 is a young, energetic adolescent with an actively developing brain. Adolescents at this stage think logically and look for challenges in solving abstract concepts. Their ability to learn has, by now, evolved from learning as concrete learners to learning symbolically, visually and through abstract means. At the same time, they can assimilate information or knowledge better when they connect to it
emotionally and derive new meanings from it. Understanding the way our adolescent learners learn, we have incorporated a unique learning approach that caters to their learning style. To enable the adolescent mind to retain information in the long-term memory, MLS–Level Three series of concept books convey the content to our learner in chunks, both symbolically and
visually. Larger concepts are broken into smaller units of information, leading the learners to connect them together in coordinated units. This challenges our adolescent’s mind and enables it to absorb, retain and recall information in an easy manner.
The use of mind maps (a term and technique originally developed by Tony Buzan) and graphic organizers is an integral part of the series. Both serve as invaluable tools which convert and compress information
into structured and easy-to-understand and recall formats.
As much as understanding our adolescent learner is important to us, it is equally critical to ensure that the true spirit of CBSE’s Continuous and Comprehensive Evaluation (CCE) is implemented properly. So,
while the content unfolds in the way our learner learns,
the series also ensures skill building takes place. Each chapter in the concept book has numerous activities that encourage internalisation of concepts while creating challenging opportunities for learners to think, reflect, discuss, debate, reason, compute, analyse, evaluate, create and build life skills.
This flow of concepts and skill building is aimed at achieving our objectives. New concepts are also made more meaningful for the learner by linking them to possible vocations which can be pursued in future.
The MLS–Level Three also adds an integrated project book meant to motivate the adolescent learner to link different concepts in all subjects, practice their application in real-life situations and build life skills in the process.
Our aim, through this series, is to reach out to learners in the way they learn.