AMAZING MAZE

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AMAZING MAZE
An Educative learning - Aid and an effective
Evaluation tool.
AN INNOVATIVE PROJECT
By, Ms. D.S. NAGAVALLI. P.R.T. K.V.
MALLESWARAM. BANGALORE.
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PROJECT REPORT
INTRODUCTION
Environmental studies is an evergreen subject.
It deals with things found in the environment.
Children have to learn and remember many
scientific names and concepts. At the same time,
the class room activities should be lively
and interesting. There are no prescribed
text-books with set exercises to teach I and II
standards. Hence it is the prime duty of E.V.S.
teachers to frame their own innovative and useful
exercises to master the basic competencies.
Simple tools to be developed to help the child
grasp the contents with playful activities and to
provide a joyful learning. Keeping all this in
mind, this AMAZING MAZE was prepared to achieve
the objectives with special reference to E.V.S.
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GENESIS

• While dealing with the first E.V.S.
  lessonAnimals in class-II, children were made
  to recite the poem---Oh baby, Oh baby in which
  the names of all the animals and young ones are
  incorporated. Later children were asked to
  identify a few mothers and young ones from a
  chart. Then the children were asked to underline
  the mothers in one colour and their young ones
  in another. The next day the children found it
  difficult to identify and spell the words. Later
  the need to solve this problem was realised. An
  idea cropped up immediately and a maze was
  prepared with the names of animals and their
  young ones embedded in it. Next day when the maze
  was introduced with colour chalks on the
  black-board, the response was tremendous.
  Learning became interactive and interesting. The
  following day also children started demanding
  more maze puzzles. This fuelled an inspiration in
  me to take up this project and instigated me to
  explore deeply and discover new dimensions in the
  application of maze in learning. Hence prepared
  maze for all the lessons in class II E.V.S. and
  implemented them in the class.

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WHY MAZE? Because it is purely child-centred and
self- reliant.
APPLIES THE KNOWLEDGE
DISCOVERS FACTS
OBSERVES
INSPIREDTO CREATE
COLOURS
FINDS ANSWERS TO QUESTIONS
CO RELATES
WORKS SILENTLY
IDENTIFIES
DRAWS CONCLUSIONS
QUELLS CURIOSITY
ENJOYS HIS WORK
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RATIONALE FOR SELECTING THE PROBLEM.

• For I and II E.V.S, there is no prescribed text
  book, hence there is a dire necessity to frame
  innovative and interesting exercises to provide
  joyful learning to the child. Teachers have a
  great responsibility to drive in the basic
  concepts in the young and innocent minds. The
  three competencies namely observation,
  identification and discovery of facts can be
  easily learnt and assessed through the use of
  maze puzzles. This maze puzzle was selected by me
  because it is a very easy tool to be handled by
  small children and is specially designed for them
  as it is to their level of understanding. It is
  simple and self explanatory and induces self
  study and leads to creativity. Scientific-attitude
  is developed by children. It helps in laying
  strong foundation in basic competencies. Maze is
  a powerful tool where knowledge is blended with
  colours .As it can be easily integrated with
  technology, it goes hand in hand with the
  challenging modern world.

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MAGIC- MAZE.

• Maze is a multipurpose magic media in which
  spellings, names, concepts can be easily
  incorporated learnt and tested by simple
  reshuffling of letters in the maze. It is an
  improvised tool to initiate excitement in
  children learning in the class-room. It is
  amazing to the child as it astonishes the child
  by its wonderful applications. It is very handy
  and can be used for any class, any subject, any
  topic, and any level of students and many
  competencies. It can be extensively used in the
  field of education. It can be easily and also
  spontaneously prepared by anybody at anytime with
  just a pencil and paper and eraser. It is both
  teacher friendly and child friendly. Sky is the
  limit for this simple creative gadget.

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TYPES OF MAZES AND THEIR APPLICATIONS

• The type of maze depends on the competency to be
  developed and questioned.
• Competencies. Questioning
  technique.
• Knowledge Fill in the
  blanks.
  
• List
  the names.
• Recall
  the words.
• Understanding Find the words/
  names.
• Match
  the pairs.
• Find
  the definitions.
• 
  Identify the picture
• Discovery of facts. Give one word.
• Draw
  conclusions
• Give
  examples.
• Create a
  maze with the given topic.

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• Spelling. Find the
  hidden word.
• Find
  the similar word.
• Reading. Find the
  given words and read aloud.
• Application. Find a word
  from the
• Maze
  and use them in Sentences.
• Understanding Add, subtract,
  multiply
• the basic concept. Divide and find
  the answer from the maze.
• All the above
• Competencies. Mixed
  questions.
• Limitations.
• Speed is one of the main criteria in working with
  maze.
• Quickness is one of the main factors to be
  developed in
• children.

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INTEGRATION OF SUBJECTS.

• ENGLISH The following competencies can be
  tested.
• SPEAKING Eg-Drawing a maze on the board and
  conducting oral-quiz on the words hidden in the
  maze.
• SPELLINGEg- Spell the words in the maze.
• READING Eg- Reading the names of words hidden
  in the maze.
• WRITING- Eg-Find the opposites of the given
  words from the maze and fill in the blanks.
• MATHEMATICS- Eg- Multiply the given numbers
  and colour the correct products.

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AIMS AND OBJECTIVES .MAIN - OBJECTIVES

• To enable the children to learn difficult
  spellings in E.V.S. in a play-way method.
• To enable the children to achieve all the basic
  competencies in E.V.S.
• To ensure learning by both late bloomers and
  gifted children.
• To inculcate self learning and develop
  concentration.
• To create joyful experience in children.
• To motivate children to become imaginative and
  creative.
• To meet the demands of common minimum programme
  advocated in primary section.
• To give vent to variety in learning.
• To develop healthy competition

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SPECIFIC OBJECTIVES.

• To observe, identify and discover facts in E.V.S.
  
• To learn spellings in English.
• To develop vocabulary.
• To solve simple sums in Maths.
• To learn and reinforce concepts.
• To make the children self-reliant.
• To strengthen the basic skills.
• To inculcate play-way method of learning.
• To apply the acquired knowledge

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PREPARATORY WORK.

• Worksheets were prepared for the whole academic
  year, month-wise as per split up of syllabus,
  K.V.S. Bangalore region.
• The maze puzzles were included as part of CCE
  cycle and grades awarded.
• Worksheets for late bloomers and gifted children
  were prepared separately.
• Variety of exercises planned for both groups.
• Maze on different topics were prepared to use
  in arrangement periods.

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• PICTURE-MAZE Animals seen in the picture are
  hidden in the maze. Find them, colour and write
  in the blanks-

SAMPLE WORKSHEET
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------------ ------------ ------------ -----------
-
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EXECUTION OF THE PROJECT.

• At the beginning of every lesson, a grid
  was drawn on the black board and used as learning
  aid .
• Children were made to write in their class
  works and asked to find, colour and name the
  spellings asked in the question and write in the
  blanks.
• Finally, a new worksheet was prepared by
  shuffling the letters in the previous maze and
  given as an evaluation tool to the students and
  grades were awarded.
• These maze puzzles were given as a part
  of CCE cycle. Special mazes prepared for the
  late bloomers and gifted children were given to
  them to solve.
• Mazes on different topics were drawn on the
  black-board during arrangement periods and asked
  to solve and corrected the papers and discussed
  the answers.
• Late bloomers were taught to make their own
  maze on simple topics using clues.
• Gifted children were encouraged to prepare
  their own maze on topics beyond the syllabus.
• Mazes based on E.V.S. topics from 1st to 5th
  were prepared and given to students to enjoy and
  solve.

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RESULTS

• There was 100 involvement and active
  participation of students. Both slow bloomers and
  gifted children participated with great
  enthusiasm. Children were asked to spell the
  names learnt through maze, all of them could
  answer easily. Children grasped spellings of
  difficult names in E.V.S. unknowingly in a
  play-way method, as it involved self-learning.
  Simultaneously children learnt spellings,
  identified and discovered scientific words on
  their own by working on the maze.
• A MAZE MANIA was spread in the
  class and kept the children busy all the time.
  They enjoyed the maze exercises and became maze
  crazy. Every day they wanted more and more
  maze puzzles and maze exercises. Thus lessons
  were grasped easily without much effort on the
  part of the learner.

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RESULT ANALYSIS

• An innovative project was taken up to test
  the effectiveness of learning through maze.
  Worksheets with maze puzzles were prepared and
  given to children to solve and later corrected
  them.
• The results are as follows-
• Class chosen for the project- II B.
• Subject- E.V.S.
• Lesson- Animals.
• Topic- Animals and their young ones.
• Competency - Identification.
• No on roll-47
• No participated- 47

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CONCLUSION

• The Herculean task of teaching spellings of
  names in E.V.S, identifying and rediscovering
  facts through rote memory (repeated oral and
  written work) was minimized.
• Learning became easy, effective and permanent
  because in this tool childs perception was
  involved.
• Concentration level of the child was increased as
  it called for self-learning through play way
  method.
• Children were thrilled because they discovered
  new words and enjoyed as they loved using
  colours.
• It proved to be an easy tool for the children to
  master the E.V.S. concepts.

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Educational-implications-

• Best tool to learn and assess different
  competencies in languages, math and E.V.S.
• Graded mazes cater to both slow bloomers and
  gifted children.
• Meets the demands of common minimum programme
  advocated in the primary section.
• Develops healthy competition among children, as
  seeking new words is involved.
• Tailored to suit primary children as it satisfies
  their quest for knowledge, quenches their
  curiosity and meets their mental requirements.
• As colouring is involved which is an ace priority
  in primary children, it thrills them.
• Group projects assigned to children develops
  team spirit and encourages peer-learning.

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• Value based mazes created by the teacher in
  inculcating moral values in children.
• It gives a joyful experience and helps the
  children to rediscover facts by themselves. This
  instills confidence and brings pride in each one
  of them.
• Assures 100 involvement and active participation
  of children in the class room.
• Develops self study and improves concentration.
• Discipline can be easily maintained by allotting
  grades.
• Learn the skill of drawing straight lines.
• Slow bloomers and gifted children can be easily
  identified by maze and action can be taken
  through graded mazes.

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APPLICATION OF RESULTS IN THE FIELD

• Ready mazes written on roller black-boards can be
  hung in arrangement periods to engage the
  children usefully.
• Group projects assigned to children encourages
  peer learning and develops team- spirit.
• Value based mazes can be created to develop
  moral values.
• Highly flexible as it can be altered and
  presented as per childs requirement.
• Ready for use- Worksheets for all classes and
  subjects can be prepared easily stored and used
  whenever needed.
• C.A.L. These mazes can also be prepared on
  computers and stored in CDs. As and when
  required print outs can be taken and used. It
  becomes a permanent asset to the school.
• Creative kit- Teachers and children can create
  variety of mazes in their free time ,
  consolidated and kept in a file in the
  class-room in the resource corner.

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COST EFFECTIVENESS-

• Least expensive as it requires only stationary
  and photocopying which can be easily accessed
  by teachers.

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BIBILIOGRAPHY

• Split up syllabus. Class-1 11. K.V.S. Bangalore
  region.
• Looking around. E.V.S. for class-111.
• Looking around. E.V.S. for Class-1V.
• Lets look around and learn. E.V.S. for class-V

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KEY RESULTS/LEARNING OUTCOMES

• In this project, the teacher achieved the
  following
• Inspired the children and they became creative.
• Children grasped concepts in a play way method.
• Ensured 100 participation by children.
• Spellings of scientific words in E.V.S. were
  CAUGHT by children through maze but not TAUGHT.
• Motivated children to seek knowledge beyond text-
  book.
• As per syllabus all the competencies of E.V.S
  namely observation,
  identification and discovery of facts have been
  successfully dealt with the use of maze.

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Wow! Isn't it amazing???
Wow! Isn't it amazing???
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ACKNOWLEDGEMENT

• MY SINCERE THANKS TO
• K.V.S. FOR PROVIDING ME THIS OPPORTUNITY,
• TO DEAR STUDENTS FOR INSPIRING ME.
• TO RESPECTED PRINCIPAL, H.M. AND COLLEAGUES FOR
  ENCOURAGING AND SUPPORTING ME.