I have a rad Bicycle.   I ppeedaall and I ride. Trin trin trin hopes The bell. Maakes mmyy friends move aside. The seat is blue in colour. The tyres and pedals are black. Sometimes fast sometimes slow but my Biccycle is always on track..

My name is Meenakshi.    I come from Tamil Nadu.  I apeak Tamil.                     My favourite festival is Pongal.                                What is your name?            I am Ramu.                       I come from Gujarat.         I like to dance the Garba.                                     How old are you ?             My name is Gulabo.            I come from Rajasthan.                           I like wearing colourful clothes.                              I enjoy seeing puppet shows.                                I travel by camel.                How do you travel ?         I am Badal.                         I come from Bengal.         I speak Bengali.                  I like painting and music.                                  I study at Santiniketan .      Where do you study?         I am vibha.                      I come from Maharashtra I speak Marathi.                 Once I visited Ellora and Ajanta caves.                      Have you travelled anywhere ?

Lecturer and demonstrations are provided as an added bonus to the course for those students who have completed a requisite number of units successfull this attendance at lectures and demonstrations is not compulsory but privilege earned by successful study. In Keller priginal course 25 per cent of the course grade marks is obtained from the final examination which partly consists of questions the students had already received as part of the assignments or in the following up tests Keller calls a follow up yest readiness test because it indicates the readiness the receive the next assignment as the course is crition referenced but the number they fail is not held against them Nevertheless each student progress can be monitored throughout.

Independent learning or independent study that includes a variety of practices enables a student. Study that includes a variety of practices enables a student on his own to formulate problem find answer through systematic procedure of reference work hypothesising experimenting field work etc. and evaluate one own progress and achievement lt is of value to a student of high ability as well as to a student who needs time to go at his own pace and perhaps with the help of a remedial progmme. The teacher or the tutor has to be conscientious and capable of providing initial enthusiasm guidance at regular ontervals and encouragement for further progress as there is no pressure for competing with other group the students work at their own pace to complate a courses or a programme.

Conversations about intergenerationally equity occur across several fields. They include transition ecinomics social policy and government budget making Intergenerational equity is also explored in environmental conditions including sustainable development global warming and climate change. Conversations about intergenerational equity are also relevant to social justice arenas as well where issues such as health care are equal in important to youth rights and youth voice are pressing and urgent there is a strong interest within the legal community towards the application.

The logistics may demand such varying arrangements since a school also need to be seen from the point of view of economic and education viability one upper primary schools may be sufficient to enrol all the primary      

Out of school Learning and education concept first proposed by lauren Resnick in the 1987 in the presidential address consits of curricular and non curricular learning experience  for pupils and students outside the school environment the poilt of our of schools Learning is to overcome learning disabilities development of talents strengthen extra learning opportunities in the real world in a study performed by the UCLA National centre for Research on Evaluation standards and students testing CRESST it was proven that out of school Learning increases the interest in education and school itself. Our of schools Learning is typically not coordinated by the school itself out of school experience are organised with community.

Inquiry based instruction is a teaching techniques in which teachers create situations in which students are to see lve problems. Lessons are designed so that students make connections to previous know ledge bring their own questions and design ways to try out their ideas such investigations may extend over a long period of time students communicate through journal writing oral presentions drawing graphing charting etc. Students then revise their experience as they learn this technique is particularly popular in science instruction Discovery learning is a type of inquiry based instruction which was developed primarily by the psychologist Jeroms Bruner.

At first these new roles and structure may seem unfamiliar and uncomfortable to both students and adults in the school traditionally students have most often been rewarded for competing rather than cooperating with one another Teachers are not after called upon for collaborative work either. Teaching has traditionally been activity carried out in isolation from one peers behind closed doors. Principals used to the traditional hierarchical structure of school often do not know how to help their teachers constitute self managed work teams or how to help Teachers coach students to work in c9perative teams. 

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Experiential education informs many educational practices underway in schools formal eduction and out of school informal eduction programmes. Each of the following teaching methods relies on experiential education to provide context anndd framework for learning through action. Outdoor education uses organised learning activites occurring in the outdoors utilising environmental experiences as a learning tool. Service learning is a combination of community service with stayed learning goals relying on experience as the foundation to provide meaningful experience in service. Cooperative learning alters heterogeneous grouping in order to support diverse learning styles and needs within a group active learning a term popular in US education circles in the 2980 places the responsibilty of learning on learners themselv rs requiring their experience in education are efforts to educate learners about relationships  within the natural environment and how those relationships are interdependent. The experience of being outdoors and learning through doing makes this learning relevant to students. Experiential eduvation.