AMBEDKAR UNIVERSITY DELHI

SCHOOL OF BUSINESS, PUBLIC POLICY AND SOCIAL

ENTREPRENEURSHIP

SUMMER INTERNSHIP
PROJECT REPORT ON

“EXPERIENTIAL LEARNING OF MATH

A Learning Initiative Adopted by Vikalp India Pvt Ltd for
Primary Math

For the partial fulfillment of

MBA

Under the guidance of

Dr. K Valentina

Submitted By:

NIKHIL KUMAR GUPTA

ROLL No. S173F0030
MBA (2017-2019)
Intern at: Vikalp India Pvt. Ltd.
1
 TABLE OF CONTENTS

S.NO. PARTICULARS PAGE NO.

1 DECLARATION 3
2 ACKNOWLEDGEMENT 4
3 EXECUTIVE SUMMARY 5
4 LITERATURE REVIEW 6
5 NEED OF THE STUDY 8
6 OBJECTIVE OF THE STUDY 9
7 METHODOLOGY 10
8 INTRODUCTION 10
(A). EXPERIENTIAL LEARNING
(B). WHY TO IMPLEMENT EXPERIENTIAL LEARNING
(C). IMPORTANCE OF EXPERIENTIAL LEARNING
9 COMPANY OVERVIEW 12
10 SWOT ANALYSIS OF THE COMPANY 16
11 COMPARATIVE ANALYSIS WITH JODO GYAN 17
12 IMPACT AND EFFECT 19
13 OBSERVATION 20
14 CONCLUSION 21
14 REFERENCES 22
15 APPENDICES 23
(A). DAILY LOG ACTIVITY PERFORMED AT COMPANY
(B). MANAGERIAL KEY LEARNINIG
 .DECLARATION

I, NIKHIL KUMAR GUPTA, hereby declare that the project report entitled “EXPERIENTIAL
LEARNINIG OF MATH - a learning initiative adopted by Vikalp India Pvt. Ltd. for
primary math”, written and submitted by me to AMBEDKAR UNIVERSITY OF DELHI
Kashmere Gate Campus in partial fulfillment of the requirements for the award of degree of
Master of Business Administration under the guidance of Dr. K Valentina, Assistant professor
at Ambedkar University of Delhi is an original and bonafide work done by me.

Nikhil Kumar Gupta

MBA (2017-2019)
 ACKNOWLEDGMENTS

I would like to express my deepest gratitude to all the individuals who encouraged, motivated,
guided me and gave me the possibility to complete this summer internship report.

First of all I would like to express my sincere gratitude and indebtedness to my faculty mentor
Dr. K Valentina, Assistant Professor at Ambedkar University of Delhi for her kind advice,
suggestions, supportive attitude and constant help that have gained for the completion of this
report.

I also express my profound thank to Ms. Neha Choudhary, Chief Ideating Officer (CIO) at
Vikalp India Pvt. Ltd. who gave me the opportunity by taking me as an internee in their
organisation and for her kind co-operation. This proved to be a very good learning experience for
me.

This thank must be extend to all the individuals of Vikalp India Pvt. Ltd. and my colleagues who
helped me directly or indirectly in bringing out this project report.

Nikhil Kumar Gupta

MBA (2017-2019)
Executive Summary

When a student learns through his experience, he/she builds on his/her existing knowledge and
integrates the theory and practices. Such learnings not only develop the intellectual skills but also
enhance the confidence level and person becomes able to take further steps on his/her future and
make some decision. Such experiential learning involves the active participation of the students
in a problem or situation which is shaped by the real world and most probably occurs outside the
classroom.

As we all know that learning comes through experience. Students acquire initial learning in
schools which help them to prepare for real life and provides a learning environment to students.
Schools should not focus only to study of a child to cover their syllabus per academics. It should
look for overall development of child by engaging them intellectually, mentally, socially, and
emotionally, etc. with the normal teaching learning process.

In a normal classroom teaching via a blackboard or smartboard a student acquire 90 to 80% of

the matter taught in the class on the day of learning which remains 60 to 30% on day two, which
reduces to 20 to 10% at the end of day 3. It requires continuous comprehension of the child in
those particular field or area which should be develop in a child at starting phase of learning. So
hence there should be a particular way of teaching and learning mechanism to make these
learning holistic and meaningful. It should not be focused only on study and covering the
syllabus but needs a change in process, which develops basic skills and students, find themselves
more engaged intellectually, socially, emotionally, soulfully, physically and mentally.

In a normal way of teaching a teacher transmits information and teaches almost 45 to 60 students
in a class which is not enough to fulfill the requirement of each student and students do not find
any type of engagement, resulting students feels demotivated and shows no further interest. As
we know that understanding level of each student is different, these teacher centric approach of
teaching needs some change in their learning design into a semi structured approach which
makes learning abstract, moving from concrete to semi-concrete and from semi concrete to
abstract which helps children to learns from direct experience of the concepts and matching it
with the real world scenario along with the mutual cooperation within the individuals and by
making connection with them.
Literature review

Many past research have been done based on experiential learning, its practices on exactly what
outcome it brings in student’s life by different researchers and linguists.

The concept of experiential learning first introduced by John Dewey in 1938, who argued that
learning occur by experience & we learn something from every experience. He gave the theory
of experience which had two tenets continuity and interaction. Continuity talks about storage of
each past experience and carried it into future and in interaction a person knows how past
experience interacts with the present situation. He gave the relationship between different
process of experience and related it with education, and also put forward his belief that education
should be begin with student’s experience, things which is acquired by experience builds
learning.

Paul Freire (1970) in his study he suggested that education should combine both action and
reflection. Later David A. Kolb continued to work on that and prepared a framework in 1984,
gave a learning cycle which contained four parts: concrete experience – doing, experiencing
something, reflective observation- to reflect on the experience, abstract conceptualization – to
conclude the learning from the experience and the last active experimentation – to know what
have you exactly learned, he emphasizes on reflection part as an essential part of experiential
learning program.

Williams in 1990 investigated the Kolb’s framework of experiential learning on knowledge

acquisition, skill mastery, and attitude towards learning experiences and found that Kolb model
had a significant effect on knowledge acquisition, skill mastery, and attitude towards learning
experiences. In his findings he suggested that this kind of experiential learning approach can
create a positive effect on student’s education and in their life. It develops students for future and
they achieve something in life.

Harmin (1994), in his study he suggested that it reduces the efforts made by the students while in
learning, students who struggles to learn new things, it increase students involvement and
possibility to learn faster, students becomes more responsible and show more interest. The
strategy use in this learning, students easily understand the new things and feel more confidence.
According to Taylor and Walford (1995) Experiential allows students to learn by doing. Students
more likely to learn through classroom experiences and relate it with the real world which
motivates them and students enjoy while learning. They believe that experiential learning brings
motivation in students they learn more from classroom experience and it further develop
communication skills.

Warren (1995), he suggested that role of instructor in experiential class activities is different
from normal traditional classroom and said an instructor must act as a leader or as a supporter, to
make the process easy for the students, and also he added that instructor should be an integral
part of the group and once students understand the process and got some confidence then
instructor or facilitator role is to guide only when lacks in skills or face difficulties and if they
need further help.

Hussin et al. (2000) indicated that during experiential learning, language learning should be
facilitated during classroom while students have given task or activities, which provides
opportunity for students to participates in their own language leaning where the tasks includes
participation and exposure, and students participate with interest hence feels motivated. He also
found that experiential learning is most effective in developing skills like, communication skills,
structural thinking or the ability to work in team.

Gosen and washbush (2004) in their research of assessment of experiential learning they
conclude that relevant approach of assessment that can be applied in experiential learning is
depends on the context of learning and further he also added that learning process for everyone is
different as depends on mental process, each individual has unique ability to learn things.
Assessment can be deceptive.

Wurdinger (2005) in his study he posited about the assessment process and suggested that there
should be an appropriate assessment tools such as self-assessment to assess the learning of the
student. Teacher should search for an assessment technique so that they able to know that a
particular learning has occurred. These assessment process or technique should be in such a way
that it could assess more than just a normal test.

In 2007 Keogh, Sterling and Venables did the survey about student’s engagement in
experiential learning program and concluded that students become more active participants after
taking part
in experiential program and once they participate they enjoy learning, become the active
participants and participates in all experiential learning program with full of enjoyment without
breaking the continuity.

Reynolds (2009) in his research he concluded that when a student get exposure to a structural
based institutional cause of problem then he/she will be able to apply all his/her classroom
learning and become a better person in future and learns more about the civic responsibility, and
become able to bring some social change to the society.

Verner and Lay (2010) talked about the review and reflection on the activity or on the
experiences, and added that learning is a continuous process of reflection. A student will have to
keep reflecting on their learning and struggling situation to be a good learner when a safe or
comfortable learning environment is created. As from the reflection a learner experience get
revised and can easily map with current experience.

Kiener & McCluskey, in 2013 tells that combine efforts of experiential learning with an open
environment can enhance the learning, will create interest among the students and teachers and
will develop more potential to create pedagogical content to make learning comfortable. This
comfortable learning environment can be created by encouraging both facilitator and the
students.

Kiener, Green, and Ahuna in 2014 they examined 46 from five courses conducted a research on
comfortable learning which tells about the level of comfortability which students experience
with their teacher and concluded that comfortable learning predicts effective learning and
increases the level of comfortability over the course with the teacher and students interact more
with the teacher and engaged more in classroom activity.
Need of the Study

In the traditional teacher-centric approach of teaching and learning process most of the students
depend on the rote memorization of their school materials without going deep into it, which
resulted change in students perception towards study and they become irresponsible, feel
demotivated and showing lack of interested in education.

As a result after having the reach on all the available source of teaching materials and these
teacher based approach students spend a lot of time in memorizing the concept and not having
the basic knowledge and thus hardly get success and something in future.

To minimize this teaching learning gap in traditional way of education many researchers and
educators worked together to evolve and develop strategy to implement over traditional learning
and suggested the use of experiential learning of math to enhance the math performance of
students. It involves learning through experience, learning through action, learning through
dialogue, learning through activity, learning by doing, learning through exploration or discovery.
Hence it creates a solid base of teaching math which lead students to get success in the future.

Objective of the Study

Primary objective

 To understand the experiential learning of math, tools and learning process and apply the
theoretical knowledge studied in coursework.

Secondary Objective

 To know about importance of experiential learning in life

 To know the issue and challenges face by the students in math during normal traditional
classroom in teaching-centric approach.
 To analyse the cause of existing gap, why a student feel detached from math.
 To understand how experiential learning lead to positive youth development.
Methodology

Descriptive study on the experiential learning and on organisation has been done along with the
comparative analysis with other organisation. Data collected in the form of feedback received
from the schools, interview with principals, and from the internet.

Introduction

(A). Experiential learning

It is the process of learning through experience; learning things by experiencing things, students
get first-hand experience by doing activities on the learning apparatus or on physical tools apart
from normal traditional classroom teaching. In this process a student understand how a particular
concept has been made or derived, what is the meaning behind that concept and try to reflect on
them with their initial knowledge start to connect it with real world problem or situation. It
provides opportunity to students to reflect on activities, analyze and reconstruct concepts and
new information.

It is different from traditional ways of teaching where student learn first theory then do practical
on that, while in experiential learning students do first practical then they understand theory part.
In increases the retention level of the students and develop different skills which cannot be
acquire through normal teaching process.

(B). Why to implement experiential learning

The need and acceptance of experiential learning arises to change the existing process of
teaching to develop children completely at the primary school level, not lacking in their basic
concept.

According to the survey conducted by the ASER in 2017 in rural India, in 11th ASER which tells
about 27.7% students of the class II were able to solve the basic subtraction and around 26%
students of class V were able to solve basic division and not having the complete understanding
of basic arithmetic.

The data showed about 57% students of the student falling in the age group of 14-18yrs were not
able to do simple division; only 43% of the students could solve it easily and also 57% of
students falling in 11-14yrs of age group couldn’t do basic addition.

According to the National Achievement Survey conducted by the NCERT last in 2017. For
the state Delhi only 54% of class III students were able to answer a math question correctly,
while only 44% students of class V were able to answer the math question correctly.

(C). Importance of experiential learning

Connection with real life- Whatever children learns or understands, they relate it with real world
problem and make connection between the existing concept and the concept which they learn
while experiencing it, students discover new knowledge and concepts.

Increases memory retention- It increases the memory retention rate of the students and they able
to remember their learning for a long period of time apart from rote learning where a student
soon forget whatever he learns.

Increases student’s engagement- It usually participative in nature which increases collaboration

and understanding amongst students, students engaged socially, emotionally, mentally and learns
team building.

Mapping experience with theories- It is a process where students first do practical and
understand the theory part hence they able to map their experience to what they already know
with the theories and build on their existing knowledge.

Makes learning effective- Experiential learning makes learning effective with student’s
engagement in various activities which builds structural, analytical thinking, problem solving,
and decision making skills in the students.
Leads to develop different skills- In Experiential learning process students acquire many skills.
Students become stronger by socially, mentally, emotionally, intellectually, soulfully etc. and
develop on their critical and decision making skills and makes students ready to take stern steps
in the future.

Company overview

About the company

The company incorporated on 12 August, 2015 and registered at the registrar of the companies
and works under other education industry type.

It is a Social enterprise, an alternative in education which is started by a team of researchers,

professionals and social activist and likeminded people to implement and fill the gap in different
ways of teaching and learning methods followed in different primary schools.

In a normal class a teacher teaches 40 to 45 students in which he cannot look after the diverse
requirement of each student as the learning process of each student is different, these diverse
needs of each student can be fulfill by adopting experiential learning in daily classroom activity
which is learning by doing with normal blackboard teaching children to learn concept easily
while experiencing and can connect it with their real life situation.

Company is a supplier of their various inbuilt mathematical tools, Abacus, course book &
activity book for children, facilitator guide for teachers etc. It follows his own teaching learning
process which makes learning more meaningful and covers entire syllabus for math curriculum
as prescribed by NCF, and recommended by NCERT upto class V with his teaching learning
materials (TLM).

Company has its presence over 8 states and UT in India. Apprx. more than 1,50,000 students are
studying through Vikalp’s methodology and more than 150 schools have adopted Vikalps’s
school program.
Vikalp as an experiential learning initiative

Vikalp implement experiential learning solution of math curriculum for primary school going
children. Here children start learning by doing activity first on vikalp’s mathematical tools,
products and learn the concepts of math. Company has 22 different types of physical tools for
mathematics, made by the company itself which children play and discover all the concepts
which falls under seven strands of math. Once they understand the concept they apply their
understanding on the course book which contains images along with the activity of child to relate
what he or she has done and learnt before while doing it physically on tools and hence here a
child uses a pen and paper to apply their concept.

Now the activity on tools and application on the course book both assessed together and a
diagnostic report is made which is administered by VANES, vikalp’s online assessment engine.
This diagnostic report contains both strength and weakness of the child, which fosters parents,
teacher engagement, and developed more interest of child in math. Hence vikalp work with
parents, teachers and students.

Evolution of methodology, products and program

Vikalp’s methodology, learning tools and teaching learning materials has come under existence
after years of research and experiment in various schools and centers.

Its methodology and product prototype was developed and had been evolved after working for
years with children at Muthialpet high school in Chennai and at Carmel convent school in
Nagaland with the lots of experiment with children. After that these methodology and products
got tested for years at different centers at Ramanujan center for math in Chennai, and Carmel
teacher center in Hazaribagh.

After testing, prototype and models got converted into product and finally got set up a learning
system with all these teaching learning materials and its usability was tested and experimented
with the children of Carmel teacher center in Hazaribagh.
Now the company and R&D team still working on various activities and process of ease learning
which could be easily implemented in schools and can find some involvement in day to day life
of children and various way facilitate these program.

Methodology

In order to have the complete understanding of how

it works we need to understand its methodology-
It has a learning cycle which has been divided into
four parts, as mentioned in the figure- Action, Reflect- AssessmentAction

-ion, Application and Assessment.

Action- It is the first stage of the learning cycle, where ApplicationReflection

children starts learning by doing activity practically

and try to discover the concepts of math.

Reflection- In second stage students starts thinking and

reflect on what they have done and learn physically on tools and
facilitators helps them to reflect in the right direction.

Application- Once the understanding is developed; students apply their understanding with pen
and paper on the course book which contains images along with the child’s activity on what they
have learnt physically.

Assessment- This is the last stage of learning cycle where children’s activity on tools and their
applied concepts on the course book are assessed together and a diagnostic report is given to
student which tells their strength and weakness of each topic.
Vikalp’s offering of experiential learning

To implement the experiential learning solutions for the classes from nursery to class V in the
schools Vikalp offers-

Learning/Physical tools- These learning apparatus are light weighted, soft and made by
corrugated sheets which can be easily lifted by child and company has used organic colors/soya
based ink so that if children put it in mouth it would not harm them. These tools are built by the
company itself and have 22 different types of learning tools use to describe the concept of maths
by doing it practically on the tools. These tools are named as Abacus, Attribute Set, Cheeky
Chick, Decimal Kit, Disc Board, Dominoes (Advanced), Dominoes (Elementary), Floor Disc,
Fraction Set, Geo Board, Give and Take, Hundred Board, Measurement Kit, Number Box,
Number Cubes, Number System, Opposite Kit, Place Value Card, Table Kit, Talking Sticks,
Tangram and last Tile Kit.

Course Books- Vikalp provides different course books based on the each different class from
nursery to class V for the children, including syllabus which have been prescribed by the NCF
and recommended by NCERT. These are not the workbook or textbook as these books contains
text more. These course books have contained images and the activity for the children which
they have learnt before on the leaning apparatus or tools.

Facilitator Guide/Handbook- Vikalp having the facilitator’s guide for different class which
incorporates the lesion plan step by step guide for the teachers to start an activity with learning
objectives. It includes assessment sheet based on the activity for each and every concept of
different class where a teacher records grades for each child in the class.

Facilitator training- Vikalp keep conducting workshop for teachers training based on the
vikalp’s methodology and TLM in each quarter to the school to best implement the experiential
learning and programs in the schools.

Assessment/Diagnostic report- This is the assessment report made for the children which is
administered by the vikalp’s in-house software VANES which focuses on the strength and
weakness of child and gives us idea about in which mathematical concept and activity a child is
weak or strong so that later we can work on their weaker section.
Math lab- Vikalp also works on to setup a complete Math lab for primary grade students where
they offer each TLM for execution of the experiential learning inside the school providing all the
teaching learning material including training, learning kit, course book, facilitator guide etc.

Summer camp program- To maintain the continuity of experiential learning in the partnered
school during summer vacations or in other schools Vikalp India also provides summer camp
program which include math workshop, Abacus classes, playing with math tools etc.

Swot analysis of Company

Strength

 Structured based math curriculum prescribed by NCF and recommended by NCERT

 Offers complete learning solutions of primary math, learning apparatus,
coursebook, assessment, teacher’s helpbook, training etc.
 Deal with seven strands of mathematics, i.e number concept, number operations, shapes
and spatial understanding, measurement, patterns, data handling and mental math.
 Active R&D team who continuously working on to introduce new things in experiential
learning.
 Active young team members, all are motivated and driven by same goal in improving
the primary education.
 It is funded by Acumen and supported by FSG.
 Has received school of educators global education award in 2014 as best educational
supplier and awarded the best business plan by ISB and Goldman Sachs.

Weakness

 Employee strength between 25-50 present over 8 states in India.

 Implement only math program up to level V class.
 Comparatively high cost product comparing others.
Opportunity

 Have the opportunity to expend business on national or international level.

 Opportunity to collaborate with state education board in India to implement primary
math education.
 Working on to new idea what others programs can be executed in schools to implement
experiential learning.
 To develop new tools, learning apparatus or design new pedagogy for other subjects
also to implement experiential learning in addition to math.

Threats

 Threats of other having STEM and other players in the market.

 Threats of not getting support in new city or not getting lead in school over spreading
company reach.
 Threats in developing new learning products for the higher classes above V grade.

Comparative Analysis with other organisation Jodo Gyan

About Jodo Gyan

Jodo Gyan founded in 1998, it is a Delhi based Social enterprise which has been working on
developing innovative methods and materials for over past two decades based on the activity
base learning of math concept for primary school going children services.

It implements and executes activity base learning of math with the help of math toolkits
manufactured by the organisation followed by the regular assessment weather a particular
learning has been acquired by the students or not, inspires teacher to use activity based Jodo
Gyan script over normal textbook for math in the class.

Company conducts various kinds of workshop to reach out various schools, teachers, institutions
and NGOs to promote experiential learning based on activity and currently working with
different State Government schools, Army Schools, Kendriya Vidyalayas and private schools
and they have been working with government schools since 2008 and with private schools since
2000 in India. They have also worked with SCERTs, DIETs in order to create and develop the
curriculum for math practices and assessment as well as with NCERT, SSA Delhi University and
Jamia Milia Islamiya University also.

Jodo Gyan has been broadly categories into three teams which works closely to implement the
program School teams, production and office teams and Kendra team. School teams are
responsible for conducting workshops, interacting with different schools about Jodo Gyan
approach of learning process, TLM and activity tool kit of math, production and office teams are
responsible for developing effective TLM and Kendra teams look for the smooth execution of
the program in learning centers and schools.

Jodo Gyan’s Facilities and offerings

However Jodo Gyan is a non funded, not for profit organization, But for implementation of
activity base learning in the classroom for math it provides-

Math tool kit- For the execution of activity base learning in the classroom Jodo Gyan
manufacture and provides the learning tools to understand different concept of mathematics
while playing with the kits. They have different types of math apparatus to make learning
effective and strengthen conceptual learning of math for primary school going children.

Teacher’s training - It conducts workshop time to time in the school to trained teacher on the
activity based through math tool kit for smooth execution of program.

Jodo Gyan script- It works as a guide for teacher which explains the each activity of math in
details with makes execution of activity easier in the absence of trainer.

Regular assessment- Jodo Gyan provides complete curriculum based designed regular
assessment for students to check their learning based on each activity that whether a particular
learning has been occurred or not.
Pre service teacher education- Jodo Gyan has been also engaged in providing teacher education
to pre service teacher education students associated with DIETs, colleges and universities and
provide workshop for math concept and methods of teaching of academics math.

Resource center- Jodo Gyan has its resource center which is located at Jila Sarai, Delhi. All the
teaching learning material of Jodo Gyan has been displayed and demonstrated at the resource
center along with some selected book, anyone can purchase these material from the resource
center and also it serves as a meeting point for all the educators, teachers, researchers, curriculum
designers and social activist.

Impact and effect

Impact and effect of Vikalp

The quantitative impact of Vikalp learning methodology on student’s performance once was
done in the state of Jharkhand in 19 schools of Carmel group. After successfully running the
Vikalp program for 20 months improvement in student’s math performance was seen and
average score was recorded from 37.4% to 85.7% a total increase of 229%.

In more than 180 schools Vikalp is executing experiential program included govt. private as well
as play schools and more than 150,000 students is learning math through Vikalp methodology.

As feedback received from the schools after the execution of Vikalp methodology many schools
got the hike in student’s grade card for math percentage, on average 80% students able to
understand the concept of math easily.

Impact and effect of Jodo Gyan

Besides being a non profit and non funded organization, Jodo Gyan has been reached out to
approx. 21,000 of schools, more than 70,000 teachers and 2000 teacher educators and school
leaders. Jodo Gyan is working with Punjab, Meghlaya, Delhi, Jammu and Kashmir etc. Through
its innovative teaching learning method and curriculum Jodo Gyan has also influenced other
state government.

In 2013, the state education minister of Meghalaya, Sarva Shiksha Abhiyan collaborated with
Jodo Gyan to improve conceptual learning primary education of math in school which included
training to the teachers, classroom teaching etc. SEMAM-SSA took this step after NAS survey
which showed after getting elementary education students of Meghalaya knew about only basic
addition and subtraction and students are below the average in all arithmetic operation except
from. Initially this Pilot project was implemented in 57 SSA school of Meghalaya which covered
1353 students for class I and II, after implementing this Pilot, based on the student performance
in primary math, and feedback received from the teachers and parents govt. extended its program
to over 1000 new school with in a year which was later extended to 4000 primary schools and 57
secondary schools.

In all the respective state where the Jodo Gyan implemented its program and provided teacher
training, got positive response and eliminated the math phobia and students showed interest
in math resulted hike percentage in their academic performance and score card.

Observation

On examining the collective worked done by all the scholars, researchers and educators we can
observe that experiential learning always has been a need in the study to fill the gap in existing
process of teaching. It enhances the academic score of students and they take more interest,
and they easily discover the knowledge by experiencing it.

Also From the personal interview carried with principals in the schools, one of them said it
always leaves a great impact on the school authority and parents as students take more interest in
study and feels motivation- said by the principal Ms. Rajini, Sunrise Nursery School, Delhi.
From one of the conversation with principal and teacher of Brilliant Public School, Delhi she
said, it not only develop the students intellectually but also provide confidence in subjects. Also
feedback received from the teachers they said it is the best way to discover the knowledge and
idea all schools should implement it in their normal classroom.
Conclusion

Experiential learning creates equality in education and provides equal opportunity for all learners
to participate and discover the concept and knowledge. It leads to develop a positive youth by
enhancing their learning skills, decision making skills, communication skills etc.

On the other hand math is a subject which connects the students with the real life problem, each
concept has connection with real life which can not be understand and learn by only reading and
assuming it until one experience it with the theory and implication behind it which is not taught
in the normal schools. Hence students lack in basic concept of math become dependent on
memorizing but still struggle with math, these are the challenges face by the students while
learning math in normal traditional classroom as students feel do not feel attachment with math.
All these challenges and issues faced by the students in the classroom can be cure by
implementing the experiential learning in normal traditional classroom where children will learn
by doing.

In experiential learning program or activity, students involve practically, emotionally, soulfully,

intellectually and physically, by working all six senses together, learn and discover the
knowledge through experience and make the connection with real life problem or situation and
get confidence and become able to take the decision for their future perspective.
References

1. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and

Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.

2. Education Advisory Board (2015). Reimagining Experiential Learning: Skill-Building

Opportunities Outside the Classroom. The Advisory Board Company, Washington, D.C.

3. Estes, C.A. (2004). Promoting student-centered learning in experiential education.

Journal of experiential education, 27 (2), 141-160.

4. Eyler, J. (2009). The power of experiential education. Liberal Education (Fall), 24-31.

5. Holly, M. E. (2014). Experiential learning and student engagement: meaningful learner

outcomes as articulated by Drexel University Sacramento Ed.D. graduates (Doctoral
dissertation). Available from ProQuest Database UMI Number: 3628187

6. Hamer, L. (2000). The Additive Effects of Semistructured Classroom Activities on

Student Learning: An Application of Classroom-Based Experiential Learning
Techniques. Journal of Marketing Education, 22 (1), 25-34

7. www.outlookbusiness.com

8. www.vikalpindia.com

9. Jodogyan.org

10. www.asercentre.org
 Appendices

Date Tasks Assigned

Daily log activities, performed at Tasks Completed and
the company Key Learning Challenges
Process Followed encountered

2nd 1. Meeting with Hr. 1.Documents were 1.Got a chance to Nothing

April, manager and I was submitted on the same know about
2018 asked for submitting day franchisee models
for all the required 2. I read and went 2. Understanding
documents. through the documents of MOU.
2. Introduced with
executive assistant and
got the access of
internal portal.
3. I was told to read
and go through all the
proposal

3rd April, 1 Attending the 1. Attended the meeting 1. pitching Nothing

2018 meeting by sitting someone regarding
beside CEO over sale for first time
Skype through video
calling
4 th 1 I was told to pitch 1. pitched the COO on Understanding of Difficult to get
April, the COO as a sale their proposal, technical term like
2018 salesperson as what I 2. Meeting attended with franchisee in detail royalty
learned in last COO
meeting.
2 Attending the
meeting by sitting
beside COO over
Skype through video
calling
5th 1 Meeting the person 1. Meeting attended on Got a hence Nothing
April, who handles time experience about
2018 manufacturing and how they
logistics department. manufactured,
maintained stock,
and ship the
products.
6th To go through all the 1. Went through the Nothing Nothing
April, proposal proposal
2018
7th 1. To record my own 1. As usual, going Nothing Nothing
April, pitch and to bring it on through all the proposal
2018 Monday
2. Also to seat with the
CCE from Monday
and to do some calls.
Week 2
Date Tasks Assigned Tasks Completed and Key Learning Challenges
Process Followed encountered

9th April, 1 To seat with CCE, 1 Seated with CCE and 1 Pitching 1 Cross
2018 and to observe how learn and got training of someone on calls questionings over
they make call. calls regarding sale calls
2 To learn and 2 Made some calls
understand the process
of call.
2 Also to make some
calls
10th 1 To go through all the 1 Went through the 1 Nothing 1 Nothing
April, proposal proposal
2018
11th 1 To record our own 1 CCE gave us 1 Giving sale 1 Nothing
April, video on sales pitch training on the same. pitch over call
2018 and to submit it on 2 keeping
next date content brief and
precise.
12th 1 To seat with CCE 1 We tried to record 1 Pitching 1 Nothing
April, and understand the video on sales a no. of someone over
2018 process of calling times to get best calls regarding
2 Also try to do some recording. sale
calls
1 Successfully
submitted the video
over sale pitch.
2 Seated with CCE
and made some calls
13th 1 To work with CCE 1 Worked with CCE 1 Making calls 1 Nothing
April, on sales pitch
2018
14th 1 To work with CCE 1 Worked with CCE 1 Making calls 1 Nothing
April, on sales pitch
2018
Week 3
Date Tasks Assigned Tasks Completed and Key Learning Challenges
Process Followed encountered

16th 1 To work with CCE 1 Worked with CCE 1 Got a chance to 1 Nothing
April, till before lunch. till before lunch know how
2018 2 Also to join 2 Joined the academic academic team
academic training training post lunch trains the
post lunch teacher.
2 Which types of
tools they present
in school.
17th 1 To join the 1 Joined the academic 1 How we 1 Nothing
April, academic training training. present a tool in
2018 and observe 2. Got the training on front of principal
1 Also to prepare to how to present a or during
our self on a tools tool meeting
and to present on
next date in front of
academic trainer
18th 1 To present a tool 1 presented a tool 1 Usage of tools 1 Nothing
April, in front of academic 2 joined the academic in terms of
2018 trainer tanning mathematical
2 To join the concept
academic training 2 How to present
a tool
19th 1 To reflect on all 1 Revised and 1 Nothing 1 Nothing
April, the academic reflected on the
2018 trainings and revise academic trainings.
it.
2 Also go to any
minimum one play
school on next date
in morning and pitch
them and joined
office later
20th 1 To go to play 1 Successfully went to 1 Experienced 1 Facing the
April, school and pitch three play school and practically on clients and
2018 them on sales. pitched in two schools pitching of sales tackling their
and in one I didn’t to clients. questions.
allow to enter by
security
Week 4

Date Tasks Assigned Tasks Completed Key Learning Challenges

and Process encountered
Followed

23rd April, Attending a Session attended on A brief idea In understanding

2018 session regarding time and initiated by about the the technical
franchise program what we already company terms.
know about same. franchise
program
24th April, To go through the Went through the Learning about Found difficulty
2018 franchise program franchise program the franchise in some terms.
again and revise it. program

25th April, To Prepare the list of List prepared and Nothing Nothing
2018 Vedic Maths and sent to CCE
Abacus classes
centers of south
Delhi and give it to
CCE
26th April, To work with Worked with Product Not confident,
2018 operation team and operation teams and packaging, and Shaking while
sit with CCE to made some calls pitching calling
understand franchise with CCE someone for
calling and to make franchise on calls
some calls to clients
regarding franchise
27th April, To make calls to Made calls to play To be patience To make them
2018 Play schools schools and got two and to speak feel interested
regarding franchise meetings fixed in clear words and fixing
and fix meetings meetings

28th April, To attend the Meeting attended Putting proposal, To reach to

2018 meeting which got and successfully and speaking venue on time
fixed yesterday and pitched confidently while
to pitch them to pitching
adopt Vikalp
program.
Week 5

Date Tasks Assigned Tasks Completed Key Learning Challenges

and Process encountered
Followed

30th April, 1. To make call to Made calls to play Always have the Convincing the
2018 the play schools schools and got patience and to client to adopt
regarding franchise fixed a meeting for be polite while Vikalp’s school
and school proposal the same day and pitching. program.
to fix meetings attended it.
2. To work on the
LinkedIn post lunch.
1st May, 1.To make call to the Call was made and Working on Nothing
2018 play schools got one meeting LinkedIn
regarding franchise fixed. regarding CSR
and school proposal Successfully worked proposal
to fix meetings on LinkedIn to post
2. To work on the lunch.
LinkedIn post lunch.
2nd May, 1. To attend the 1.Meeting was Working on Convincing the
2018 meeting regarding attended on the time Facebook Client to Adopt
school proposal to a 2. Successfully regarding school Vikapl’s School
play school this was worked on LinkedIn pitching and program
confirmed on 27th and Facebook after CSR
April. lunch.
2. To work on
Facebook and
LinkedIn to post
lunch

3rd May, Working on the Worked on the Making Nothing

2018 LinkedIn and LinkedIn and connection
Facebook and Facebook. regarding CSR
finding CSR
contacts.

4th May, To attend the Meeting was Utilizing the time Nothing
2018 meeting to a play postponed for next for being
regarding school day by the school productive.
program and after principal.
that work on Process followed by
LinkedIn and making calls to paly
Facebook. schools before lunch
and after lunch
 working on
LinkedIn and
Facebook
5th May, To attend the Meeting attended Putting proposal To reach to
2018 meeting which got and successfully venue on time
fixed yesterday and pitched
to pitch them to
adopt Vikalp’s
school program.

Week 6

Date Tasks Assigned Tasks Completed Key Learning Challenges

and Process encountered
Followed

7th May, 1. Making calls to Made calls to play Try to be precise Getting or
2018 play schools schools and got and clear in searching for an
regarding franchise fixed a meeting. voice while alternate number
and school proposal Working on pitching. when line found
to fix meetings Facebook and busy or not get
2. To work on the LinkedIn to post connected.
LinkedIn and lunch.
Facebook to post
lunch.
8st May, 1.Making calls to the Made calls to play Working on In finding the
2018 play schools about schools. LinkedIn CSR contact
Vikalp’s program to Successfully worked regarding CSR number of
fix meetings on LinkedIn to post proposal and various
2. To work on the lunch and helped in making companies.
LinkedIn post lunch finding CSR contact connection.
& and searching for
CSR contact
numbers.
9th May, 1. To Make calls to 1.Made some calls To respond on a In convincing the
2018 play schools to fix to play schools message over clients for a
meetings. 2. Successfully LinkedIn and meeting
2. To work on worked on LinkedIn Facebook regarding school
Facebook and and Facebook after program.
LinkedIn to post lunch.
lunch & to find CSR
contact details.
10th May, Making calls to play Made calls to Nothing Nothing
2018 schools to fix the schools.
meetings. Worked on the
To work on the LinkedIn and
LinkedIn and Facebook.
Facebook.

11th May, 1. Making calls to Call was made to Nothing Nothing

2018 the play schools the play schools.
about Vikalp’s
program to fix Worked on the
meetings Facebook and
2. To work on the LinkedIn.
LinkedIn and
Facebook to post
lunch
12th May, 1.Making calls to the Made Some calls to To be humble In convincing the
2018 play schools about play Schools and have the Clients
Vikalp’s program to Worked on patience while
fix meetings LinkedIn and speaking on call
2. To work on the Facebook.
LinkedIn &
Facebook to post
lunch & and
searching for CSR
contact numbers.

Week 7

Date Tasks Assigned Tasks Completed Key Learning Challenges

and Process encountered
Followed

14th May, 1. To attend the Meeting was Be precise in To reach the

2018 meeting with attended on time. content. school at time.
principal to a school Continued to
regarding Vikalp’s working on
School program. LinkedIn and
Facebook.
15st May, 1. To make calls to Made calls to play Role of Social Nothing
2018 the play schools schools. media Platform
about Vikalp’s Successfully worked in Spreading the
program. on LinkedIn and reach of
2. Working on the Facebook to post business.
LinkedIn and lunch.
Facebook to post
lunch.
16th May, 1. To Make calls to 1.Made some calls Importance of Finding the CSR
2018 play schools to fix to play schools CSR person on
meetings. 2. Successfully different
2. To work on worked on LinkedIn companies.
Facebook and and Facebook after
LinkedIn to post lunch.
lunch & to find CSR
contact details.
17th May, Making calls to play Made calls to Importance of Nothing
2018 schools to fix the schools. having complete
meetings. Worked on the knowledge to
To work on the LinkedIn and tackle with
LinkedIn and Facebook. clients questions.
Facebook.

18th May, 1. Making calls to Call was made to Nothing. Convincing the
2018 the play schools the play schools. clients for a
about Vikalp’s meeting.
program to fix Worked on the
meetings Facebook and
2. To work on the LinkedIn.
LinkedIn and
Facebook to post
lunch
19th May, To visit a company Successfully done. Always have the To hide my
2018 to check their confidence, identity, not
authenticity. speaking being exposed.
confidently.
Week 8

Date Tasks Assigned Tasks Completed Key Learning Challenges

and Process encountered
Followed

21st May, Making list of Half list was Uses of quotes, Nothing
2018 quotations on prepared and Writing quotes.
parenting child worked on
education. LinkedIn.
Working on
LinkedIn.
22nd May, Making list of Quotations list was Nothing In searching the
2018 quotations on completed. good quotes.
parenting child Successfully worked
education. on LinkedIn.
Working on
LinkedIn
23rd May, Updating the Done with keywords Flipkart Flipkart server
2018 keywords on updating. keywords, issue, when
Flipkart Increasing the keywords not got
search results. submitted.
24th May, To attend the Meeting was Always pitch In drawing
2018 meeting in Preschool attended on time according to client’s attention.
regarding Vikalp’s need of clients.
Program

25th May, Working on Worked on Importance of Convincing the

2018 LinkedIn and LinkedIn and CSR clients for a
Facebook and Facebook and meeting.
finding leads helped in finding
CSR leads.
26th May, Making calls to play Made calls to play Always have the Reaching private
2018 school about schools and visited confidence, foundation in
Vikalp’s program. to a private speaking limited time
To visit a private foundation. confidently.
foundation.
Week 9

Date Tasks Assigned Tasks Completed Key Learning Challenges

and Process encountered
Followed

28th May, On leave

2018
29th May, Making calls to play Made calls to play Being precise, Searching for an
2018 schools regarding Schools and and Speaking in alternate number
Vikalp’s School successfully clear words. when calls not
program to fix a worked on get connected.
meeting. LinkedIn.
Working on
LinkedIn.
30th May, Making calls to Play Call was made to Being humble In convincing for
2018 schools regarding play schools and and polite while the clients for
Vikalp’s school searching for CSR pitching. meeting
program to fix contact.
meeting.
31st May, Working on LinkedIn Worked on Nothing In searching for
2018 and Facebook. LinkedIn and contact number.
Searching for CSR Facebook
contacts.
01st June, Making calls to play Made calls to play Always pitch Nothing.
2018 Schools about schools and according to
Vikalp’s school searched for CSR need of clients.
program to fix a contacts.
meeting.
Working on LinkedIn
and searching CSR
Contacts.
02nd June, Searching for CSR Adding CSR Nothing In searching CSR
2018 contacts and working contacts and leads.
on LinkedIn. worked on
LinkedIn.
Key Managerial Learning

 Gain the knowledge about the experiential learning, process, tools and product.
 Different types of franchisee provided by company in education sector.
 Role of social media and digital media in a business.
 Learned the process, how to pitch a client for sale.
 Patience is important, need to be always polite while speaking to clients and should wait
for the right time and right place for sale.
 Learned about packing and packaging.
 Learned how to tackle with rude people.