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Millennim Learning System - Level 4

LEVEL IV - CLASS 10
AGE GROUP - 15 TO 16 YEARS
PEDAGOGY - BRAIN BASED


Creating lifelong learners by connecting the dots from Little Millennium to their final stage of formal schooling, the children here focus more on memorization strategies and expressing views in limited yet effective words. It is interesting to see the pedagogy move from MIND MAPPING to BRAIN BASED LEARNING at this stage. The Millennium students set their foot forward to impact the future and its so evident here. Take a look.
As our children transition to high school they are guided by our empathetic staff and the evolutionary Millennium Learning System, Level IV. At this age, we know that individual achievement is important therefore we focus on providing personalised attention. We empower them to learn and achieve academic success through our Mind Mapping Approach.
Class 10th Books

This section performs the important function of connecting the learners with the prior knowledge needed in order to proceed further in the chapter. It forms the link that will help the learners delve into their memory reserves and use it in the more advanced level needed for the present level. To achieve this, the book contains suitable strategies that help in making the process enjoyable and achievable.

As the learners follow the sequence of steps outlined for the same, they get more comfortable with the concepts and also get ready to accept new knowledge easily.

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Research has shown that internalising large amounts of content is a challenge that most learners dislike. However, if the same quantum of content is provided in a logical flow, with ample use of learner-friendly methods, they are capable of internalising it. Thus, we have used excellent tools, mind maps and graphic organisers for breaking down large bits of information into easy to assimilate chunks wherever possible.

The transformation of text into its pictorial form helps the content to get imprinted in the learners' brain, thus helping them to recall it whenever necessary. Also, when they fill it out on their own after discussions, referring to various sources, they feel a connect with the content and this enhances the learning experience.

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Each chapter of class 10 has three to six formative assessments embedded in it at the right spots. These FAs are both Pen and Paper and Non Pen and Paper based FAs as per the requirements of the CBSE's Continuous and Comprehensive Evaluation (CCE).

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One of the biggest milestones in the life of the learner is the successful completion of the end of the year examination in class X. While it is important to enjoy the process of learning, it is equally important to achieve the levels as per her/ his capability.

In addition, each section has questions ranging from knowledge-based to higher order thinking varieties, so that the application of the concepts is possible.

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When the learners have internalised all concepts that are required from the chapter and have answered different types of questions based on them, they are now said to be ready for an aptitude test.

These small tests are skill based, multiple choice questions. The unique aspect about them is that they are also diagnostic in nature. They are provided the necessary remediation of the concepts as soon as the tests are assessed. Thus, the learners can get clarity in their understanding of the concepts also.

In addition to this, when the final analysis of the learner's performance in these tests is done at the end of the year, the facilitator will be able to gauge the aptitude of the learner for various streams of learning. This in turn, can help them make the right choice when they finish class X and have to select a field for their further studies.

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Once the MLS IV learners are ready for new knowledge, it is necessary to keep them challenged and ready for creation of fresh connections in the brain. This ensures complete knowledge transfer, assimilation and permanence of concepts. The idea is that it can be recalled from the memory whenever required if it is provided in a manner that appeals to their cognitive powers.

The concept explanation is thus carried out with the help of different concept building strategies. The focus is on exercising their thinking powers and also to increase the chances for collaborative learning. The aim is to help the learner to internalise the concept with the interaction of peers, giving them challenging activities and thought provoking statements to apply their knowledge.

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At this level, most subjects have certain unique features in them. These become a challenge for the learners and at the same time, are the building blocks for all future study in the field. The internalisation of the basics in the subject is critical to develop skills in the same.

With these aspects in mind, the work books have been designed with subject-specific features to help the learners who are not very comfortable with the subject to develop skills in it. Thus, biological processes, chemical synthesis, geographical maps, historical time lines etc. are provided wherever necessary.

Additionally, strategies are put in place to further help in the assimilation of concepts.

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The CCE guidelines clearly emphasise the importance of empowering the learners to make decisions and to help them set own their goals. This sets a pattern to help them improve their life skills and make choices to succeed in life.

Keeping this in mind, we have added meaningful rubrics to aid in the process. A rubric for every activity based assessment has been provided. This ensures that the learners are aware of the parameters that they will be assessed on. They are empowered to set their goals and standards that they want to achieve. Besides this, the facilitators also ensure that there is complete objectivity when the learners have to be assessed. There is no scope for misinterpretation of the parameters and on how to assess the learners. It can also be standardised over the school, ensuring fairness.

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Once the learners complete the questions given for practice, they are encouraged to evaluate themselves by filling out the grid provided at the end of the chapter. The parameters provided help them judge how they are performing in the practice section. They can see whether they are able to manage their time effectively. Also, they are encouraged to stick to the word limits prescribed for the answers, as it will affect the final number of questions that they are attempting in the question paper.

This Performance enhancement grid also aims to help the learners improve in the areas that are shown to be below the expected level by giving them a clear picture of their skill levels.

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The Little Millennium approach is an amalgamation of the best of various approaches followed by different schools of thought. The salient features of the well known and accepted methods of imparting preschool skills were taken and developed into an eclectic approach to transact the process of learning.

Naturalistic Approach

In simple words, it means the 'Playway Method'. It believes that what flight is to a bird, is play to a child. The child learns to play and behave in a social manner.

Sensorial Approach

In this approach, the emphasis is on concrete or 'hands on learning' rather than abstract learning. Sensory learning aids help the child know the impression that each of our five senses can receive.

Integrated Approach

A theme is an effective way of motivation. It helps the child focus is on a single topic.

Activity Based Approach

This approach focusses on applying and not imparting knowledge/skills. It encourages 'whole class' involvement and fosters independent thinking, self confidence and social responsibility.

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