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The Value of Interactions:

Learning takes place through interactions with the environment around, nature, things and people, both through actions and through language. The physical activity of moving, exploring and doing things, on one's own, with one’s peers or in the company of adults, and using language — to read, to express or ask, to listen and to interact — are the key processes through which learning occurs. The context in which learning takes place is thus of direct cognitive significance. 

Much of our school learning is still individual based (although not individualised!). The teacher is seen as transmitting ‘knowledge’, which is usually confused with information, to children, and organising experiences in order to help children learn. But interaction with teachers, with peers, as well as those who are older and younger can open up many more rich learning possibilities. Learning in the company of others is a process of interacting with each other and also through the learning task at hand. This kind of learning is enriched when schools enrol children from different socio-economic backgrounds. 

In the early primary school years, a beginning has been made in the area of group work. Projects and activities that can be carried out by groups need to become a feature of learning in the middle and high school also. There are ways in which such group learning can be assessed and evaluated. Schools could also consider giving mixed age groups of children projects to do together. In such mixed groups, there is much that children can learn from each other, such as team work and social values. In the company of others, one has opportunities of participating in larger tasks where one may find a niche to contribute to, thus achieving something above one’s own potential, and one may be able to try out what one does not fully know. Group learning tasks, taking responsibility, and contributing to a task at hand are all important facets of not only acquiring knowledge but also in the learning of arts and crafts . In a multi-grade class situation, such vertical grouping, which cuts across different grades, and which allows a single activity to be used across different age groups, could provide a pedagogically feasible and sound curriculum plan
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DSSSB, CTET & KVS Exam Preparation | Clear CTET: The Value of Interactions
The Value of Interactions
DSSSB, CTET & KVS Exam Preparation | Clear CTET
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