BaLA (Building as Learning Aid)

Dumka

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A. Introduction……………………………………………………………………………………………
………………………………………………….. Page3
B. History
…………………………………………………………………………………………………………
……………………………………………….Page 4
C. Why BaLA is
important………………………………………………………………………………………………
…………………………...Page 4
D. Understanding “How children
learn?”……………………………………………………………………………………………….
Page 4
E. BaLA helps the children through
………………………………………………………………………………………………………..Pa
ge 5
F. What BaLA can
do?................................................................................................................................. Page 6
G. Use of
BaLA............................................................................................................................................. Page 6
H. Creative BaLA ideas
1. Mystery Wall.....................................................................................................................................
Page 7
2. Children’s Wall-
I..............................................................................................................................Page 8
3. Children’s Wall-II............................................................................................................................
Page 8
4. Class-room
Library........................................................................................................................Page 9
5. Height
Chart......................................................................................................................................Page 9
6. Door- Angle......................................................................................................................................
Page 10
7. Tangram Tiles..................................................................................................................................
Page 10
8. Classroom
Calendar......................................................................................................................Page 10
9. World
Wall.........................................................................................................................................Page
10
10. Board Games on Floor...................................................................................................................
Page 12
11. Mirror................................................................................................................................................
. Page 12
12. Dot Board..........................................................................................................................................
Page 13
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 13. Ramps................................................................................................................................................
Page 13
14. Stairways..........................................................................................................................................
Page 14
15. Goltara...............................................................................................................................................
Page 14
16. Shop....................................................................................................................................................
Page 15
17. Educational Pillars.........................................................................................................................
Page 15
18. Pipe Phone........................................................................................................................................
Page 16
I. Elements of BaLa...................................................................................................................................
Page1 6
J. Print-Rich as BaLA
1. Science..........................................................................................................
Page 17
2. Language......................................................................................................
Page 19
3. Mathematics................................................................................................
Page 21
K. More Information on BaLA.................................................................................................................
Page 23

Let us first imagine the school as a space for children. Imagine yourself to be a child once again
Imagine a patch of blue sunlight that moves through the day in your room. Imagine a quiet corner, where
you can be alone, or discuss your problems with a very close friend. Imagine a place where you can make
your own game on the floor and play with a friend. Imagine a colorful garden with lot of fragrances and
trees where birds make their nests imagine a garden where the moment your friend is hurt, you know a
plant that you can use as a medicine to heal.

Introduction:

BaLA is about developing the school’s entire physical environment as a learning aid – the inside, the
outside, and the semi-open spaces – everywhere. At the core, it is about maximizing the educational
‘value’ of a built space. It is based on ‘how children learn’.
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Schools are specialized spaces for learning. Traditionally, school buildings were conceived to provide
shelter to the activity of education. They were treated as structures of bricks and mortar, rather than as
enclosures that encompass a learning environment. Often, not much attention is paid to the interface
between building design and the design of the teaching and learning program – how the use of space and
its constituent elements, including lighting and ventilation, can support more diverse learning activities
apart from frontal teaching (for example, for small group learning, individual reading, for project work).

The fact that physical space can be a resource in the teaching-learning process has never been explored
seriously. Buildings are also the most expensive physical asset of a school. By innovatively treating the
school spaces (e.g. classroom, circulation spaces, outdoors, natural environment) and their constituent
built elements (like the floor, wall, ceiling, door, windows, furniture, open ground) a range of learning
situations and materials can be integrated such that they can actively be used as a learning resource. This
resource can complement the teaching process and supplement textbook information, much beyond
providing wall space for posters and decoration.

A three-dimensional space can offer a unique setting for a child to learn because it can introduce a
multiple sensory experience into the otherwise uni-sensory textbook or a blackboard transacted by a
disinterested teacher. Dimensions, textures, shapes, angles and movement can be used to communicate
some basic concepts of language, science, mathematics and environment, to make learning a truly
enjoyable and memorable experience for children.

BaLA can be used as a tool to promote learning, curiosity, care and concern, wonder and lifelong
learning. Activity based learning and teaching aid play a vital role in building a conducive environment
for learning. Children need many real experiences in language, art, science, math, and geography. This
can be done by innovatively treating the space and the building elements to make the existing school
architecture more resourceful with higher educational value in a child friendly manner. BaLA elements
can facilitate this learning. Without real, concrete experiences, children cannot learn.

History:

BaLA as an idea originated in Lok Jumbish in Rajasthan in 1997-98. It was in its infancy, with no name
at that time. Vinyãs’ interdisciplinary study and work with several experts from child development,
pedagogy, environment, science and others led to a more systematic set of about 150 design ideas during
2000-2001. This we called as BaLA – Building as Learning Aid. This work was supported by UNICEF,
India.
It was only in the latter part of 2004 and early 2005 that systematic dissemination of the idea started and
the central as well as the state governments took keen interest in adopting the idea and taking it to
planning and implementation. The Rajiv Gandhi Foundation and its then Director General and Senior
Programme officer of Education were the key force in pushing us as well as the Ministry of Human
Resources Department (MHRD). At the HRD ministry in Delhi, once they were clear about the concept,
they were forthcoming to ask the states to take it on immediately – on their own initiative. The Ministry
also supported the publication of a book on the concept that was disseminated widely in the government
sector.

Why is BaLA important?

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BaLA helps the children to practice and revisit concepts. It also helps learning to take place everywhere -
in the classroom, the corridor, the verandas, the outdoors, etc. Its impact can be directly observed on
Student Learning Outcome (SLO), teacher instruction practices and student enrolment. This can be used
for multiple subjects and multiple grades. This makes the 'fixed' seeming BaLA 'flexible', 'loose' or 'open
ended'.

For example, the format of the calendar is fixed but you can use it to make children observe the
multiplication tables of seven. Children could be asked to fill in all odd numbers or other patterns.

Understanding 'How children learn?'

Understanding how children learn is very important so that age appropriate, child-centered learning
experiences can be created for the child. Often, there is a wide gap between what is being 'taught' by the
teacher and what is being 'learned' by the children. As per NCERT (National Council of Educational
Research and Training) research, following are the ways children learn:

■ Children learn better if their new learning is based on previous experience. This may vary from child to
child in terms of quality and quantity. Their diverse learning experiences must be respected to give them a
sense of self-esteem and confidence.

■ Children construct their own knowledge from their experiences and do not just imbibe knowledge
handed over to them.

■ Children learn better if more than one senses are involved in the learning activities. Opportunities for
sensory stimulation (smelling, touching, tasting, hearing and seeing) need to be provided through a
variety of experiences.

■ Children learn all the time and not just within the four walls of the classroom. It is a continuous process
taking place all the time, in the class room, on the playground and beyond.

■ Children learn not just from the teacher but also from interacting with other children, and therefore need
to be provided with opportunities for cooperative learning through peer group.

■ Children learn better if they are allowed to learn at their own pace. Children do not learn at uniform
pace. They also learn by themselves.

■ Children do not learn in a linear way but in a spiral way. Their learning would be better if they are
given opportunities to come back to the same concept from time to time, maybe in a new format, so that
their learning gets consolidated.

■ Learning is more effective where the content is interesting and captivating and teaching- learning is
joyful.

■ Children's - learning proceeds from concrete to abstract, from familiar to unfamiliar and from general to
specific and from whole to parts. Children therefore need to be given a lot of concrete experiences and
examples to help them arrive at conclusions, rules and principles. Children at the primary stage learn
through repetition. Hence there is a need to provide for practice, but not monotonous repetition, since it
can be boring. A variety in learning experiences should be provided.
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■ Children learn in a holistic way and not in a segmented way or compartmentalized way. Learning,
therefore, is more meaningful if it is integrated.

BaLA helps the children through:

 Child-friendly learning environment.

 Learning by doing and experiencing.

 Involving multiple senses in the learning process.

 Allowing different children to learn at a different pace.

 Learning through peer group activities.

 Developing inclusive settings for all children.

 Allowing children to learn all the time in the school environment.

What can BaLA do?

For children, it can help in developing

1. Language and Communication skills
2. Numeracy skills
3. Abstract notions through concrete examples
4. Respect for nature and environment
5. Capability to realize potential of available resources
6. Power of observation

Uses of BaLA:

Though many BaLA elements can be used in different self-learning situations by the children, teachers
can use the BaLA elements very creatively to meet the various learning needs of the children. A caring
and creative teacher will bring the built elements alive by giving exercises, using the abacus, or the map
in the playground. It is the teacher who shows children how to write properly on the lines. It is the teacher
who will expand the concept of 'Me and My World'. It is the teacher who will use the Grid Boards. It is
the teacher who will explain uses of the Dot Boards' or the 'Vertical and Horizontal Scales' or the
'Calendars'.

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BaLA elements will make the school more enriched. However, that is not the only intention. The `Goltara'
must be used; new words must go onto the 'Word Wall' on a daily basis; the door and window angles
must give concrete examples to the lessons. Fractions in the environment will help to bring lessons alive.

The writing surfaces can be used to share proverbs, jokes and riddles. These surfaces allow a child to
create whatever she pleases. As teachers you simply need to encourage these open-ended activities by
making sure that chalk and duster are available and appreciating the drawing, or the writing of children.

Some of the activities need formal lessons, such as the study of planetary orbits and fractions. Other
activities require the teacher to gather materials, encourage children to gather materials and then
encourage them to use materials in their own creative ways. Other activities are in the playground and
corridors for games of strategy, hide and seek, hop scotch and number lines. The teacher may need to
teach a few games and children will then play by themselves.

Creative BaLA ideas and places where it can be implemented:

Many activities are open-ended to support creativity and initiative of children. Fantasy play in the shop or
doll play under the trees, beside the Mystery Wall or in shady corners, needs to be recognized as
supporting an important aspect of child development. Children need to be alone or in groups from time to
time. Talking is a part of learning and must have the approval of the teacher.

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1) Mystery Wall:  Children love little peeping holes, climbing and hiding places.  The mystery wall
in the School piques the imagination of the child and allows him to explore – thus making
learning an interesting and fun activity. The wall also lets children invent and play their own
games lending itself to new creativity and imagination. The objective is to develop creativity and
curiosity, promote physical development especially large motor muscle development.

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2) Children’s Wall-I:  The Children’s Wall encourages children to express themselves with their
thoughts, paintings, graffiti, etc. The objective is to promote creative thought and expression.
Children often derive inspiration from their own and others expression and urge themselves to be
more creative.

3) Children’s Wall-II:  The Children’s Wall encourages children to express themselves with their
thoughts, paintings, graffiti, etc. The objective is to promote creative thought and expression.
Children often derive inspiration from their own and others expression and urge themselves to be
more creative.

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4) Class-Room Library: Reading can introduce one to a wide and imaginative world beyond the
home and school. We believe that a child who reads also achieves academically since all subjects
involve language. We aim to make your child’s first experiences with books pleasurable. We
have a library in every class room stocked with a large number and variety of age appropriate
books where children can freely take books and then return them. The objectives are to encourage
children to read and enjoy books, understand that anyone can be an author, develop true reading
skills and become a self-learner, identify and read from a wide genre of writing and be exposed to
a wider variety of expression than is possible at home or school.

5) Height Chart: We have a height chart in every cluster where children can measure themselves.
The objectives are to familiarize children with measuring tools, understanding of the concepts of
length and comparison, learn to record and analyze data and to develop logical thinking and
reasoning power.

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6) Door Angle: Children experience angles in familiar elements such as the doors in the school.
They are used to introduce the concept of angles and are enhanced through markings on the floor.

7) Tangram Tiles: The school uses broken square tiles to create visual stimulus, pattern creation
within the same area which encourages creativity and makes geometry fun. Tangram can help in
developing and deepening the intuitive feel for the concept of area.

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8) Classroom Calendar: Children regularly use the classroom calendar to record events and
experiences which introduce to them the abstract concept of time and its measurement –
especially long time spans. It also helps in making children familiar with days, months, years and
the concept of before, after and the concept of time management amongst older children.

9) Word Wall:  Children get exposed to letters and words in their environment through the Word
Wall in every classroom. This helps children learn it faster and is a space where children enjoy
interacting with words.

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10) Board Games on Floor:  The floors of the School have been designed with board games that
involve thinking and planning to encourage children to play. The objectives are to help children
understand and follow rules, develop strategies and learn to win and lose with dignity.

11) Mirror:  A large number of child friendly mirrors have been placed all over the school. These
introduce the concept of left and right, image inversion and reflection while children are having
fun observing themselves in these mirrors.

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12) Dot Board: Drawing and scribbling are natural behavior for children. To enhance this creativity
dot boards are used to help children make symmetrical images, geometrical shapes as also
activities related to language, mathematics and art. In this manner concepts are reinforced in
different ways.

13) Ramps:  The school has ramps connecting different floors which can be used by physically
challenged children. The ramps provide a kinesthetic experience of moving on slopes as also
introduces the concept of slopes and steepness and their connection to angles.    

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14) Stairways: The stairways in the school promote the concept of counting, addition and
subtraction. While younger children learn counting in a familiar, fun environment, the older
children learn incremental and subtractive concepts.

15) Goltara:  This is a learning resource incorporated on the floor for numbers and language that is
used by children in small groups to help them understand the number concepts and practice of
addition, subtraction, multiplication and division.

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16) Shop: Children learn from a fun environment of a shop where they learn numbers, comparisons,
measurements and value. A number of objects are available with a value assigned to each of
them. Some children become shopkeepers while the rest act as customers. Concepts such as
addition, subtraction, multiplication, division, percentages, credit and discounts are also
introduced and reinforced. The children also carry out real life activities such as making bill
memos, cash transactions, etc.

17) Educational Pillars:  Each pillar in our school has been inscribed with an educational cycle such
as water cycle, life cycle of a frog, phases of the moon, etc. These attract children to explore and
in the process learn from their surroundings.

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 18) Pipe Phone: The pipe phone lets children learn the concepts of sound travel while having fun
communicating with each other over medium distances.

Elements of BaLA:

There are different elements and components through which children can learn. Some of them are:

1. Kitchen garden
2. TLMs
3. Print rich

This booklet intends to give an overview of the print rich as BaLA and how it can be helpful in learning
basic concepts.

Print rich as BaLA:

A print-rich environment is one in which “children interact with many forms of print, including signs,
labeled centers, wall stories, word displays, labeled murals, bulletin boards, charts, poems, and other
printed materials” (Kadlic and Lesiak, 2003). 
A print-rich environment allows children to see that reading and writing serve real, everyday
purposes. Children observe adults using printed materials and realize that print carries meaning. They
explore print and become motivated to try to read and write themselves.

Some of the examples of the print rich as BaLA of different subject are given below:

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 Science:

Picture 1
Picture 2

Picture 3 Picture 4

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Picture About Objective Expected Outcome
Picture
 Students will be able to identify the
1 Parts of plant To teach about the parts parts of real plants when asked to
of plants to the students identify.

 Students will learn about the food chain

system in the environment.

To teach the students  They will learn about the concept of

2 Food chain about the food chain in producers, primary, secondary and
tertiary consumers.
the environment
 They will learn about the concept of
survival of the fittest.

 Students will gain a knowledge about

the planets and solar system as a whole.

To teach the concept of  They will know about the chronological

3 Solar System planets and solar system order of the planets from the sun.
to the students
 They will know about the smallest and
biggest planets.

 They will know about nearest and the

farthest planet.

 Students will learn that the creatures

around them have life.
Life cycle of a To teach about the life
4 Butterfly cycle of the butterfly to  They will know that there are different
the students stages of growth

 They will know about the concept that

life is not constant.

 Language:
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 Picture 1 Picture 2

Picture 3 Picture 4

Picture About Picture Objective Expected Outcome

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 To help the students  Knowledge of alphabets and word
1 Alphabets and for better formation
words understanding of
Assamese alphabets  Clear vision of objects begins with
and words. certain alphabets.

 Knowledge of fruits.

To make children  Word formation by using alphabets

2 Fruits name aware about fruits
name, their shapes  Pictorial understanding of various
and appearance. fruits.

 Critical thinking of the students.

 Batter understanding of the children

regarding features of a tree.
To make children
visualized about a  Understanding of the sentence
tree with their formation.
3 Poem on Tree features
 Knowledge about poem recitation.
Pictorial description
 Develop interest on Assamese
of a tree to relate the
literature like poetry
poem with their
everyday life.

To helps the children  Batter understanding of the

4 Story on Thirsty for better story
Crow understanding of a  Develop story telling skill among
story students.

To develop critical
thinking of children.

 Mathematics

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 Picture2
Picture1

Picture3 Picture4

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Picture About Picture Objective Expected Outcome

 Knowledge about the Addition

1 Addition and To Teach the students and subtraction
subtraction of numbers about Additions and
subtraction by using  Addition and Subtraction of
Activity based learning one digit and two digit
numbers

 Basic concept of lines

2 Types of lines exist Teach the students about
the different types of
lines

 Knowledge about the angles

3 Different types of Give the vision of
Angles different types of angles

 Knowledge about the shapes of

Different types of Give them basic geometrical shapes.
4 geometrical shapes understanding of
geometrical shapes.

For More, Check:

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URL 1) Print Rich School: https://www.youtube.com/watch?v=qHpIFTegadA
URL 2) Kabir Vajpayee on BaLA: https://www.youtube.com/watch?v=0hm8ys24y-4

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