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Hi, I'm Nizual Rahman. I was born in Roorkee, Uttarakhand.

I did my schooling from Montfort School, Roorkee. Currently, I'm pursuing my Bachelors in Computer Science from UPES, Dehradun.

I have many strengths and weaknesses, but being frightened isn't one of them.

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Our first session tought us about what is leaning, unlearning and relearning.

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Learning can be defined as being open to new ideas and experiences. Also allowing growing through experience.
It can also be defined as absorbing the new lessons and using them to bring about positive change in ourselves..

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It is the process of discarding something from our memory to create space or fresh information. When we unlearn we keep our prejudices aside and accept new ideas.

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- Willingness is the key and to learn anything new we should first develop the willingness to learn it.

- To learn something we should first keep aside our prejudices.

- Surroundings effect our learning process and sometimes relocating to a new one help in learning.

- Learning from like-minded people would effect the benefits of unlearning, try to learn from someone with dissimilar ideas.

- Again curiosity plays an important role in all this, so remember to wake it up before starting.

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- LEARNING
- UNLEARNING
- RELEARNING
- ACTIVITIES

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- THE SOCIAL DILEMMA.

A movie by Netflix which effectively tells us about how the internet tracks our every single online activity. How it influences our decisions, our feelings, and finally, us as a person.

Directed by: Jeff Orlowski

Written by: Jeff Orlowski, Davis Coombe & Vickie Curtis

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Week 2 was about "Inquiry Based Learning".
This requires collection of information from many different sources.
It can be divided into 5 parts:

Asking questions.

Investigation of the information given, and research with more info.

Creation of answer/ opinion with explanation based on investigation.

Discussion of the creation and sharing it with others.

Reflection based on the overall gathered info gaining better idea to question while possibly creating more questions.

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- We must always cross-check the information we recieve.

- To find the best solution possible we must take all perspectives in consideration.

- We must not act blindly and should enquire about unknown information.

- Fake news propogates way faster than authentic news so always watch before you act on your impulse.

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Critical thinking is the ability to think unmistakably and objectively, understanding the consistent association between thoughts. Basic reasoning has been the subject of much discussion and thought since the hour of early Greek rationalists, for example, Plato and Socrates and has kept on being a topic of conversation into the advanced age, for instance the capacity to perceive.

Basic reasoning may be depicted as the capacity to take part in intelligent and autonomous reasoning.

Basically, basic reasoning expects you to utilize your capacity to reason. It is tied in with being a functioning student as opposed to an aloof beneficiary of data.

Basic scholars thoroughly question thoughts and suppositions instead of tolerating them at face esteem. They will consistently try to decide if the thoughts, contentions and discoveries speak to the whole picture and are available to finding that they don't.

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1. Critical thinking is the ability to think unmistakably and objectively, understanding the consistent association between thoughts.

2. Basic reasoning may be depicted as the capacity to take part in intelligent and autonomous reasoning.

3. Basically, basic reasoning expects you to utilize your capacity to reason.

4. It is tied in with being a functioning student as opposed to an aloof beneficiary of data.

5. Basic scholars thoroughly question thoughts and suppositions instead of tolerating them at face esteem.

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Inquiry based learning (additionally enquiry-based learning) begins by offering conversation starters, issues or situations—instead of essentially introducing set up realities or depicting a smooth way to information.

Inquiry learning includes creating questions, mentioning objective facts, doing research to discover what data is now recorded, creating strategies for tests, creating instruments for information assortment, gathering, investigating, and deciphering information, plotting potential clarifications and making expectations for future examination.

Explicit learning measures that understudies take part in during request learning include:

· Creating inquiries of their own

· Obtaining supporting proof to answer the question(s)

· Explaining the proof gathered

· Connecting the clarification to the information got from the analytical cycle

· Creating a contention and avocation for the clarification

Level 1: Structured Inquiry:

The educator gives the underlying inquiry and a layout of the system. Understudies are to define clarifications of their discoveries through assessing and investigating the information that they gather.

Level 2: Controlled Inquiry:

The educator has instructed a specific science topic or point. The instructor at that point creates questions and a methodology that guides understudies through an action where the outcomes are now known. This strategy is extraordinary to fortify ideas instructed and to acquaint understudies into learning with follow techniques, gather and record information accurately and to affirm and extend understandings.

Level 3: Guided Inquiry:

The instructor gives just the examination question to the understudies. The understudies are liable for planning and following their own methods to test that address and afterward impart their outcomes and discoveries.

Level 4: Free Inquiry:

Understudies figure their own examination question(s), plan and finish a created strategy, and impart their discoveries and results. This sort of request is regularly found in science reasonable settings where understudies drive their own analytical inquiries.

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1. Inquiry based learning (additionally enquiry-based learning) begins by offering conversation starters, issues or situations—instead of essentially introducing set up realities or depicting a smooth way to information.

2. Explicit learning measures that understudies take part in during request learning include: · Creating inquiries of their own · Obtaining supporting proof to answer the question(s) · Explaining the proof gathered · Connecting the clarification to the information got from the analytical cycle · Creating a contention and avocation for the clarification.

3. There are 4 Types of inquiry based learnings.

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There are six interactive components of the learning process: attention, memory, language, processing and organizing, graphomotor (writing) and higher order thinking. These processes interact not only with each other, but also with emotions, classroom climate, behavior, social skills, teachers and family.

ATTENTION

Focusing is the initial phase in getting the hang of anything. It is simple for a large portion of us to focus on things that are fascinating or energizing to us. It is hard for a large portion of us to focus on things that are definitely not. When something isn't intriguing to us, it is simpler to get occupied, to move to an additionally animating subject or action, or to block out.

The instructor's responsibility is to develop exercises that associate with the student. Relating what is to be educated to the understudies' lives can achieve this. Relate Romeo and Juliet, for instance, to the real factors in our networks of bias, unwarranted contempt and posse wars. Or on the other hand relate the present segregation to The Diary of Anne Frank, and have class conversations of separation that understudies have actually experienced or seen.

MEMORY

Memory is the perplexing cycle that uses three structures to help a person with getting, use, store, and recuperate information. Youths in school need to remember altogether more information reliably than most adults do. Adults generally have more specific days – mechanics use and review mechanical information, dental experts use and remember information about dentistry, and so on Of course, school expects that children become experts in a couple of subjects – e.g., math, language, science, social assessments, an obscure tongue, human articulations.

Recall that when an understudy gets something, it doesn't guarantee that he will remember it. For example, an individual may grasp a joke that he heard at a social occasion on Saturday night, yet he may encounter trouble reviewing that it when he endeavors to encourage it to his mates on Monday.

LANGUAGE

Language is the basic strategies by which we give and get information in school. The two language taking care of systems are expressive and open.

Most understudies, especially those with inadequacies in made language, will benefit by using a masterminding technique for both logical and exploratory composition. With this system, understudies at first produce considerations. Next they may organize their contemplations. Third, they may see sentence structure. By then they take a gander at their spelling. Finally, they deal with mechanical and syntactic rules. It is in like manner valuable for understudies to list their most as frequently as conceivable happening goofs in a diary and imply this summary when self-redressing.

ORGANISATION

We measure and sort out information in two guideline ways: coordinated (spatial) and reformist (sequential).

Practicing accommodating learning grants each understudy's dealing with and figuring out characteristics to be utilized to the upside of the social occasion. For example, the people who are strong in simultaneous affiliation may make the get-together's blueprint, visual, or map, and those strong in reformist affiliation may be the task step facilitators, the military instructors, watches and speed setters.

HIGHER ORDER THINKING

Higher solicitation thinking (HOT) is more than recalling real factors or relating information in exactly the same words as the educator or book conveys it. Higher solicitation thinking requires that we achieve something with current real factors. We ought to understand and control the information.

EMOTIONS

Sentiments control the on-off change to learning. Right when we are free and calm, our learning measures have a green light. Right when we are agitated, nervous, or worried, our learning measures have a red light. In the examination lobby, strain wallops the steel gateway of the mind shut. Building up a non-bargaining study lobby atmosphere or environment where slips up are welcomed as learning open entryways diminishes pressure, opens the mind and extends the open entryway for learning.

MOTIVATION

It is every teacher's duty to push each understudy. Getting acquainted with the cerebrum and the improvement of the mind, focusing new information on getting, making learning significant and getting some answers concerning getting, watching the learning cycle, noticing eagerly for breakdowns, and lauding the victories of each understudy – these are our challenges as we make schools that honor assortment – the schools all children merit.

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1. There are six interactive components of learning: attention, memory, language, processing and organizing, graphomotor (writing) and higher order thinking. These interact with each other, but also with emotions, classroom climate, behavior, social skills, teachers and family. Instructor's responsibility is to develop exercises that associate with the student.

2. Most understudies benefit from using a masterminding technique for both logical and exploratory composition.

3. Higher solicitation thinking requires that we achieve something with current real factors.

4. EMOTIONS sentiments control the on-off change to learning. Right when we are free and calm, our learning measures have a green light.

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Language
Language may surely impact the way that we think, a thought known as semantic determinism. One late showing of this marvel included contrasts in the manner that English and Mandarin Chinese speakers talk and consider time. English speakers will in general discuss time utilizing terms that depict changes along a flat measurement, for instance, saying something like "I'm running delayed" or "Don't lose track of the main issue at hand." While Mandarin Chinese speakers additionally portray time in even terms, it isn't phenomenal to likewise utilize terms related with a vertical course of action. For instance, the past may be portrayed as being "up" and the future as being "down." It would seem these distinctions in language convert into contrasts in execution on psychological tests intended to gauge how rapidly an individual can perceive worldly connections.

DIFFERENCE BETWEEN TWO LANGUAGES

Urdu and Hindi are two variations of a similar language. Generally, there isn't as large a distinction among Hindi and Urdu in the verbally expressed tongue as is usually suspected, the distinction principally being in jargon, for the punctuation is still Indic.

Because of the various sources and the segment, a few contrasts have happened in the expressed tongue too, because of the two sides wishing to "sanitize" the language on their own terms.

Overall, Urdu and Hindi are commonly comprehensible when spoken, with any holes in jargon being filled in by setting.

The significant contrasts between these two "registers" of Hindustani are seen in their scholarly forms.

1. Urdu is written in the Arabic content (option to left), while Hindi is written in the Devanagari content (left to right). As the Arabic content doesn't expand on short vowels (besides in the Quran), Sanskrit based words are incredibly hard to compose utilizing the Arabic content, and Urdu speakers here and there misspeak Sanskrit words because of this.

2. The subsequent distinction is that of the register. While both Urdu and Hindi have comparative sentence structure, the exceptionally formal, scholarly forms (of the sort utilized in authoritative reports, for example) are altogether different regarding jargon.

This can be featured to non-locals with a generally understood content, Article 1 of the Universal Declaration of Human Rights.

"All individuals are brought into the world free and equivalent in pride and rights. They are invested with reason and heart and should act towards each other in a feeling of fellowship."

The Urdu literal interpretation of the equivalent is as per the following:

" Tamam insan azad aur ḥuquq o ʿizzat ke iʿtibar se barabar paida tint haiṉ. Unheṉ ẓamir aur ʿaql wadiʿat hui hai. Is lie unheṉ ek dusre ke sath bhai care ka suluk karna chaheye".

The Hindi literal interpretation of the equivalent is subsequently:

" Sabhī manuṣyo ko gaurav aur adhikaro ke viṣay me janmajat svatantrata aur samanta prapt hai. Unhe buddhi aur antaratma ki sanctum prapt hai aur paraspar unhe bhaicare ke bhav se bartav karna chahiye ".

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1. One late showing of this marvel included contrasts in the manner that English and Mandarin Chinese speakers talk and consider time.

2. DIFFERENCE BETWEEN TWO LANGUAGESUrdu and Hindi are two variations of a similar language.

3. Generally, there isn't as large a distinction among Hindi and Urdu in the verbally expressed tongue as is usually suspected, the distinction principally being in jargon, for the punctuation is still Indic.

4. The significant contrasts between these two "registers" of Hindustani are seen in their scholarly forms.

5. While both Urdu and Hindi have comparative sentence structure, the exceptionally formal, scholarly forms (of the sort utilized in authoritative reports, for example) are altogether different regarding jargon.

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WEEK #7 - INTERACTIVE COMPONENTS OF LEARNING PROCESS 

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WEEK #7 - INTERACTIVE COMPONENTS OF LEARNING PROCESS 

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HIGHER ORDER THINKING SKILLS

Higher order thinking (HOT) is more than remembering realities or relating data in the very same words as the instructor or book communicates it. Higher request thinking necessitates that we accomplish something with current realities. We should comprehend and control the data.

HOT incorporates idea arrangement; idea association; critical thinking; getting a handle on the "higher perspective"; imagining; inventiveness; addressing; deriving; imaginative, insightful and viable reasoning; and metacognition. Metacognition is contemplating thinking, thinking about knowing, and knowing how you think, measure data, and learn.

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1. HIGHER ORDER THINKING SKILLSHigher order thinking (HOT) is more than remembering realities or relating data in the very same words as the instructor or book communicates it.

2. Higher request thinking necessitates that we accomplish something with current realities.

3. Metacognition is contemplating thinking, thinking about knowing, and knowing how you think, measure data, and learn.

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WEEK #8 - LEARNING TOOLS - READING & WRITING

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WEEK #8 - LEARNING TOOLS - READING & WRITING

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READING SKILLS:

The reading demands of university study are not easy. Unfortunately, however, it is all too common for students to pay little attention to their own approaches to reading, that is, how they read, and how they can improve the effectiveness and speed of their reading.

MIND MAPPING:
How I Make a Mind Map (For the essay)

1. Starting with the primary idea

I First decide the primary motivation behind my psyche plan and record it. Since mind maps start from within and extend outward, our focal thought will turn into the center subject of the outline. My fundamental idea could be:

A difficult that I'm attempting to work through.

The task that I'm conceptualizing .

A troublesome idea that I'm attempting to learn.

2. Adding branches to the primary idea

Since I have decided the principle motivation behind my brain map, add branches that will diagram the most essential subtopics. The branches should assist you with starting getting sorted out the data. Try not to stress over including a ton of subtleties, catchphrases and short expressions will be all that anyone could need.

3. Investigate subjects by adding more branches

When I have distinguishing the principle subjects inside your theme, add more shapes until you run out of important data. Ensure that we keep on getting sorted out your data with the main things closer to the principle idea shape, and the more explicit subtleties further away.

4. Adding pictures and tones

Keep up association inside my psyche map by utilizing standard tones for the various degrees of considerations inside my outline. In the event that I'm utilizing Lucidchart, the shadings will be overseen for you. Besides, utilizing pictures will help me to both envision, and retain the different pieces of my brain map. Pictures can likewise be utilized to connect shapes rather than the conventional box shape.

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1. Unfortunately, however, it is all too common for students to pay little attention to their own approaches to reading, that is, how they read, and how they can improve the effectiveness and speed of their reading.

2. Starting with the primary idea I First decide the primary motivation behind my psyche plan and record it.

3. Adding branches to the primary idea Since I have decided the principle motivation behind my brain map, add branches that will diagram the most essential subtopics.

4. Adding pictures and tones Keep up association inside my psyche map by utilizing standard tones for the various degrees of considerations inside my outline.

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WEEK #9 - HOW I USE THE FEYNMAN TECHNIQUE

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WEEK #9 - HOW I USE THE FEYNMAN TECHNIQUE

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Since the base of this procedure includes clarifying the idea, you could execute it in various ways – including in a real sense getting a companion and disclosing to them what you're realizing. In any case, you don't generally have willing companions close by, so here's the more straightforward strategy that just includes a piece of paper.

Stage 1: Grab a piece of paper and compose the name of the idea at the top. You can utilize practically any idea or thought – despite the fact that the method is named after Feynman, it's not restricted exclusively to math and science.

Stage 2: Explain the idea in your own words as though you were instructing it to another person. Zero in on utilizing plain, basic language. Try not to restrict your clarification to a basic definition or an expansive diagram; challenge yourself to work through a model or two also to guarantee you can set the idea in motion.

Stage 3: Review your clarification and recognize the regions where you didn't know something or where you feel your clarification is insecure. Whenever you've pinpointed them, return to the source material, your notes, or any models you can discover to support your arrangement.

Stage 4: If there are any territories in your clarification where you've utilized loads of specialized terms or complex language, challenge yourself to re-compose these areas in less difficult terms. Ensure your clarification could be perceived by somebody without the information base you trust you as of now have.

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1. The base of this procedure includes clarifying the idea, you could execute it in various ways – including in a real sense getting a companion and disclosing to them what you're realizing.

2. Stage 1: Grab a piece of paper and compose the name of the idea at the top.

3. Stage 2: Explain the idea in your own words as though you were instructing it to another person.

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WEEK #10 - MEMORY/ PRODUCTIVITY ENHANCEMENT TECHNIQUES LIKE CHUNKING AND POMODORO

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WEEK #10 - MEMORY/ PRODUCTIVITY ENHANCEMENT TECHNIQUES LIKE CHUNKING AND POMODORO

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What are some ordinary ways we can improve our memory, including review? To help ensure data goes from transient memory to long haul memory, you can utilize memory-upgrading methodologies. One methodology is practice, or the cognizant redundancy of data to be recollected. Consider how you took in your augmentation tables as a youngster. You may review that 6 x 6 = 36, 6 x 7 = 42, and 6 x 8 = 48. Remembering these realities is practice.

Was it useful?

Another methodology is piecing: you arrange data into sensible pieces or lumps. Piecing is valuable when attempting to recollect data like dates and telephone numbers. Rather than attempting to recall 5205550467, you recollect the number as 520-555-0467. In this way, in the event that you met an intriguing individual at a gathering and you needed to recollect his telephone number, you would normally piece it, and you could rehash the number again and again, which is the practice technique. Our could likewise improve memory by utilizing elaborative practice: a method in which you consider the significance of the new data and its connection to information previously put away in your memory. For instance, for this situation, you could recall that 520 is a zone code for Arizona and the individual you met is from Arizona. This would help you better recall the 520 prefix. On the off chance that the data is held, it goes into long haul memory.

Work out a solution to the drawback? If not, then why?

Mental aides are memory helps that assist us with getting sorted out data for encoding. They are particularly valuable when we need to review bigger pieces of data, for example, steps, stages, stages, and parts of a framework. Brian needs to become familiar with the request for the planets in the close planetary system, however he's struggling recalling the right request. His companion Kelly proposes a memory helper that can help him recall. Kelly advises Brian to just recall and I can undoubtedly review the right request of the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. You may utilize a mental aide to assist you with recollecting somebody's name, a numerical equation, or the seven degrees of Bloom's scientific categorization.

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1. We Create self-administration and initiative abilities

At the point when people are entrusted with cooperating to accomplish a shared objective, we were being allowed the chance to grow significant level abilities.

While putting together, appoint, and instruct, we were figuring out how to oversee both themselves as well as other people while driving in a profitable style.

2. We Expand worker aptitudes and information

At the point when workers partake in cooperative learning, we were building up a wide scope of abilities and information. Not exclusively will we fortify their current abilities by showing others, we thusly will take in new aptitudes from different workers.

This decreases the requirement for formal preparing while at the same time urging representatives to constantly upskill in known ideas and draw in with new ideas.

3. We Improved connections across groups and divisions

At the point when people have restricted contact across groups, it is hard to cultivate associations and cooperation. Synergistic learning across groups powers people to grow new associations and discover approaches to cooperate.

This can be particularly useful for associations that rely upon telecommuters, as encouraging solid associations among far off laborers can be troublesome.

4. We Improved information procurement and maintenance

Studies have demonstrated that using communitarian learning may prompt expanded association and better maintenance of information.

The cycle of community learning permits members to accomplish more elevated levels of thought and the data is held any longer than when learned in a non-shared setting.

5. We Improved worker maintenance and advances work environment commitment

Representatives that are allowed the chance to learn new abilities will in general be more fulfilled in their work, and are less inclined to search out different chances.

Fulfilled representatives are more beneficial and will participate in their work, prompting expanded proficiency and yield.

THE INDIVIDUAL ADVANTAGES OF COLLABORATIVE LEARNING

(WHICH I OBSERVE)

1. Transforms learning into a really dynamic cycle

The student should put together their considerations, present a firm contention to exhibit their point, protect that highlight their companions, and persuade others that their contention is right.

This dynamic commitment implies that the individual learns, and holds, more information.

2. Advances gaining from others perspectives

Students profit by hearing assorted perspectives. Studies show that when an individual is presented to assorted perspectives, particularly from individuals with fluctuated foundations, they find out additional.

3. Instructs how to think fundamentally and rapidly

The student should rapidly incorporate reactions and, in the event that they find that their contention is missing, change their thoughts on the fly.

People figure out how to think basically and rapidly, while admitting new data and changing their own perspective as groundbreaking thoughts are presented.

4. Elevates tuning in to analysis and guidance

The student will likewise tune in to others talking through their thoughts, offering their considerations possibly in support of their companions' contentions.

This dynamic methodology implies that students pick up an all the more full comprehension of the point, as they need to think about it from all points.

5. Creates public talking and undivided attention abilities

People figure out how to talk well before a group of people of their friends, to listen effectively, to challenge thoughts and assemble a system of thoughts related to other people.

This expanded social straightforwardness will help people both socially and at work.

6. Improves collaboration

At the point when given a particular objective, students are bound to participate in smart conversation with one another, improving both their comprehension of the subject and their regard for one another.

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1. We Create self-administration and initiative abilities At the point when people are entrusted with cooperating to accomplish a shared objective, we were being allowed the chance to grow significant level abilities.

2. We Expand worker aptitudes and information At the point when workers partake in cooperative learning, we were building up a wide scope of abilities and information.

3. Synergistic learning across groups powers people to grow new associations and discover approaches to cooperate.

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ACTIVITY - Discussion on the movie Ek Ruka Hua Faisla

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ACTIVITY - Discussion on the movie Ek Ruka Hua Faisla