Heutagogy for Primary (edited) DOWNLOAD

Heutagogy for Primary Schools
Vijaya Bhanu Khote
Edited by Nigel Ecclesfield in collaboration with Fred Garnett and Philip Ecclesfield
Foreword
You are seeing this version of Vijaya’s book as part of a strategy to launch her work for a UK and
international audience with the aim of initiating dialogues about heutagogy and learning and
teaching practice in primary education. Vijaya is an acknowledged pioneer and leading practitioner in
her home state of Andhra Pradesh in India, working nationally and, increasingly, internationally
through conferences, and Indian news media as well as through her new initiative “The Heutagogy
Brainery.” She is applying heutagogy as the essence of her practice when collaborating with pupils,
colleagues, parents, and people in her community to engage everyone in collaborative self-
determined learning (Hase and Kenyon (2013)). Her published collaborations with two of the editors
(Nigel and Philip) and contributions to World Heutagogy Day over the last four years with Fred
Garnett (see below) describe her work with learners of at all ages in her school and the outcomes of
her “experiments” in learning. She and Fred are also setting up partnership arrangements between
primary schools in India and the UK with the aim of trying out her practical ideas, as described and
outlined in this book.
While the term “heutagogy” is now appearing more widely in educational literature, particularly in
the context of higher education, Vijaya’s use of heutagogy in her own localised setting of primary
education and her home community, offers a wider perspective. Her collaborations with Philip
(whose background is in early years (ages 2-5 years in the UK), outdoor learning and primary (ages 5
– 11years)) along with Fred and Nigel whose work has encompassed all ages and levels of post-
compulsory education, seeks to broaden the application of heutagogy and address the needs of
learners and practitioners in all sectors of education and both formal and informal settings. This book
is a contribution to discussion and sharing of practice in heutagogy among practitioners collaborating
with younger learners and with communities. As you will see, Vijaya’s work, while focused on primary
age children, encompasses work with teachers (although she works only with both teachers and their
pupils together), parents and her wider community through which she co-creates learning
opportunities for everyone and with everyone.
This draft of the book is open access and freely available to anyone interested in heutagogy,
especially those, creating learning opportunities for their own children, working in nurseries and
childcare, teachers, and teaching assistants and those involved in community and informal learning
e.g., forest schools. We are aiming to support further development of this book on our blog
LearnTeach21 (http://learnteach21.wordpress.com) for those of you willing to share your practice,
ideas through discussion of this work.
This book has been two years in the making and we hope you enjoy exploring its pages and
contributing to the dialogues initiated in LearnTeach21.
Nigel (Ecclesfield)

Notes and links
If you would like to know more about Vijaya’s work here are two of her most recent publications,
both of which are published in open access books.
Ecclesfield N, Bhanu-Kote V and Ecclesfield P (2021), “Learner Agency and Architectures of
Participation” in Hase S and Blaschke L M (eds) (2021) “Unleashing the power of Learner
Agency”. EdTech Books. https://edtechbooks.org/up
Bhanu Kote V, Ecclesfield P and Ecclesfield N (2022). “Digital learning, innovative learning
strategies for modern pedagogy, self-directed learning” A.S.A. Lawrence & M. Manivannan (Eds.),
Emerging trends of psycho-technological approaches in heutagogy (pp 2 -6). Tamil Nadu Open
University
Comments welcome on LearnTeach21 (https://learnteach21.wordpress.com/)
See also:
Hase S and Kenyon C (eds.) (2013)” Self-Determined Learning: Heutagogy in Action”, Bloomsbury,
London.
Fred Garnett maintains and curates the Heutagogy Archives with materials from World Heutagogy
Days among much else (https://heutagogicarchive.wordpress.com).

Chapter 1 A Short History of Heutagogy and some definitions
What is Heutagogy as I see it?
This short introduction sets out the principal elements of my practice and shows why I
see heutagogy (self-determined learning) as the basis for creating a love for learning that
enables young children to become confident and collaborative learners who can take
control of their own learning and contribute to their education without being upset or
anxious.
Heutagogy is self-determined learning. It is quite different from self- learning or self-
teaching. Self-determined in the sense that learners can, and should, learn for themselves,
driven by their own motivations and their need to understand and know about their
world? I would describe them as heutagogs not autodidacts and will discuss this later.
Let us take a common example:
We have a common experience of children going out to play after a lesson. They
are so enthusiastic towards playing that we cannot directly control them when
they decide to go out and play once the lesson ends. They will plead us to let them
go to play early or just go out from the classroom without our consent or
permission. What does this example have to do with studies or education?
Heutagogy can be implemented anywhere around the world. A good educational
atmosphere would enhance the learning more efficiently.
A digital classroom (a laptop, projector, screen, sound system, printer, a dongle
for internet connection, a pen drive and, if possible, a Raspberry pi set)
● A radio
● Property boxes (see below)
● Magic box (see below)
● A notice board
● A classroom library
● Resources box (see below)
● Toy corner

Timetable for Heutagogy (Example):
This, or any other timetable can be modified according to the learning
environment and what happens during the day. For example, if the
students come late to the class after morning interval, conducting
digital class after interval would bring the students promptly to the
class after interval without being late. If the students are more inclined
towards psychomotor activities, we can introduce such sessions after
the afternoon interval. The last session should be more interactive,
more fun oriented and playful.
What is Heutagogy?
Therefore, a new method that can project multifaceted development in
students is Heutagogy. I was researching on various educational systems in
various countries when Icame across Heutagogy that was introduced in an
Australian university and have been adopted in a variety of educational
institutions across different levels and ages. It was perhaps for the students
who were pursuing education in higher systems of education like PhDs and
postdoctoral fellowships.I studied more and then thought of improvising this
concept for primary school children. I started experimenting on my class
students and found out that it worked like an elixir (both invigorating and
healing). With the publishing of the book, “Letha Akasalu,” I found myself
confident that I can communicate this concept to others
In this approach, the emphasis is laid on what the learner intends to do or learn.
This is autonomous way of learning with the minimal help of the teacher who acts
as a strong facilitator in guiding. The learner learns to plan the study, gather
resources, produces something out of the study, and gets involved into societal
activities to imply what is learned in their society. I have practiced this in my
school and experimented with this method for a period of six years developing
this concept and moulding self-determined learning with p
rimary school students.
This experiment proved to produce students who can face any challenge, try their
own methods, engendering an improved “go getting” type of attitude, and the
ones who could face any complexity with might occur. Textbooks act as reference
books and the students acquire practical knowledge by doing more activities. It
proved to be improvingthe competencies of students. Double loop learning can
be triggered through audiovisual experiences in the digital classroom and the
manual work done.

I have prepared a few teaching design elements and have enclosed one as an
examplein the attachment along with this draft.

Benefits of Heutagogy:
• Learner control over mode of learning enables the learner to be more
disciplined and focused on the concepts they encounter
• Self-responsibility in learning is enhanced.
• Problem solving improves.
• Experiments on different approaches of learning are encouraged and reviewed
with learners.
• Learners are actively involved in identifying their needs and planning on
how those needs will be met as they gather their own resources for their
learning.
• Intrinsic learner motivation arising from the adoption of heutagogy improves
the quality of learning.
• This is a process in which individuals take the initiative, with or without
the help of others, in diagnosing their learning needs, formulating learning
goals, identifying human and material resources for learning, choosing,
and implementing appropriate learning strategies, and evaluating learning
outcomes.
• Such a product or the human resource will certainly be the best human
resource for the ever-emerging global society.
• This method promotes “emancipatory learning and social action”
• Within transformational learning, learning occurs along a self-
directed path;as the learner matures and reflects on life experiences
in relation to his or herself-perception, beliefs, and lifestyle, the
learner perspective is adjusted, and transformative learning can
occur. (Mezirow, 1997).
• Self-reflection aids personal transformation.
• Efficiency improves
• Way of communication enhances to better levels and students gain
confidence tospeak to anyone with ease.
• There is no “I” in this method of learning. There is only “WE.”
Therefore, theteamwork skills boost up the production of education.
• Students learn to do things on their own. Therefore, their creativity increases.
• Students can adapt to any situation due to their work culture and access
to societalissues.
• Positivity in every aspect of their living enhances.
• Process of investigation strengthens.

• The book written by class V students on the concept of Heutagogy
named “Letha Akasalu” can also be consulted.
Three graphic descriptions of Pedagogy Andragogy and Heutagogy
(by Canning, Garnett, Luckin)
(see below)

Chapter 2 Heutagogy for Primary School Children

Heutagogy
I believe Love is the universally understood language. Love your students and see the difference.
This is the main underlying concept of Heutagogy for the primary schoolchildren I work with and
their teachers who learn about heutagogy alongside their pupils. I do not “teach” heutagogy to
teachers in isolation from the learners they work with. Empathy is the skill and personal quality
needed to enact love and stimulate learning with learners.
Feeding students-the learning method we call “heutagogy”- Students enjoy the first month of
playing when they start school. They become more attracted towards school and develop
attachment towards those sharing their experiences. This decreases absences. Then, in the next
four months of training, the students are given training in self-determined learning. They are
asked to go through their textbooks repeatedly. They encouraged to speak a lot. They talk about
their ideas and experiences and share them. Then the discussion phase unfolds. The students
and the teacher discuss how the lessons can be conducted to help them understand the topics in
the curriculum. The students are given tasks and do activities on their own. They are not judged
but their work is discussed, and better ways are suggested or invented in these discussions.
These four months involve four sessions every day.

Sourced from Lindy McEwan (2013)– a compiled resource – accessed 28-4-
22
https://www.educatorstechnology.com/2013/11/interesting-chart-
outlining-differences.html

Chapter 3 Heutagogy Requirements
Heutagogy can be implemented anywhere around the world. A good
educationalatmosphere would enhance the learning more efficiently.
• A digital classroom (a laptop, projector, screen, sound system,
printer, a dongle for internet connection, a pen drive, if possible, a
Raspberry pi set)
• A radio
• Property boxes
• Magic box
• A notice board
• A classroom library
• Resources box
• Toys corner
Timetable for Heutagogy:
This, or any other timetable can be modified according to the learning
environment and what happens during the day. For example, if the students
come late to the class after morning interval, conductingdigital class after
interval would bring the students promptly to the class after interval without
being late. If the students are more inclined towards psychomotor activities,
we can introduce such sessions after the afternoon interval. The last session
should be more interactive, more fun oriented and playful.
• Components of Heutagogy:
• a) Correlation b) manual work c) digital class d) activities
• Ideas and tools
• Localizing Heutagogy
• Your own Heutagogy
• Working days- we have 220 working days. Correlation of monthly syllabus and
incorporating the concepts into storytelling and drawing gives lot of space.
• Partitions- There are four sessions in Heutagogy for a day. 1. Correlation 2.
Manualwork 3. Digital class 4. Activities/library/games/projects/field trips

• Heutagogy levels- Heutagogy includes three levels in an academic
year:1+4+6=11
One month of playing/story telling/ games/ drawing
etc.,
Four months of training the students in Heutagogy.
Six months of Heutagogy in Practice.
This simple 1+4+6 helps the teacher in planning Heutagogy for his//her
classroom.
1+4+6
1= a one-month liberal period and readiness
practice
4= training students in Heutagogy
6= letting the students explore and learn by themselves

Chapter 4 - Introduction to Child-Centred Education and Heutagogy
The Professional development of teachers in enhancing competencies for effective
implementation of Child-Centred Education (CCE) and Heutagogy
Developing Teacher Competencies for Effective Implementation of Heutagogy:

Inspire students to create something on their own.
Keys to teacher’s quality
 Be unique
 Be punctual
 Be positive
 Plan
 Execute
 Evaluate
 Be active
 Be enthusiastic
 Take up short term goals
 Work on long term goals Do you connect with the students?

What is the student’s opinion about you?
Do they love you and say you are caring and nurturing?
Heutagogy is a learning revolution:
Teaching outside the box:
 Social responsibility should be the motto of every teacher.
 A friend is necessary in you. You should be a friend first and then a facilitator s
o
that
students do not hesitate to talk to you, and they can express their feelings freely.
 Liberty to speak, liberty to do whatever they feel like makes students free from an
inhibition. However, here, the teacher should monitor the situations well.
Teacher sphere:
The teacher’s sphere is a large arena where he/she can experiment and explore innovative
ideas.
 A burdenless teacher can give burdenless education.
 Thought provoking questions rise in thoughtful minds.
 Analysing projects comes from an analytical mind.
Professional development and enhancing teacher’s competencies aids in the multifaceted
development of the future of the society.

Virtues of playing Burdens of
“school/institutional learning
They are free to play They are conditioned to
“perform” for examinations.
There is no restricted area They are confined to an
existence bounded the four
walls of classrooms, corridors
and meeting rooms (the
school hall).
They enjoy “playing” They feel burdened when
interested in a topic or they
are not familiar with a topic
and fear failure in their
activities.
There is no pressure to do
something prescribed by the
adults around them,
especially their teachers.
They feel the pressure to
achieve and conform and this
pressure kills the very essence
of learning.
1.Story telling is prioritised, and the students weave stories based on the lessons or the pictures
they see from the textbooks or other sources.
2. They are encouraged to gather resources, arrange and set out those resources for the
activities of “clubbing” and of “correlation” (which will be described in detail later in this book)
and by drawing on a black board.
1. Correlation always should contain a story or a song or a drama along with a drawing on
the black board or on the sheet of paper which can be displayed on the wall magazine during the
correlation activity. Manual work is encouraged first by letting learners describe how they write
or draw. Then a few activities are taken up to enhance t
h
e
i
rwriting skills. Class groups play a vital
role in this aspect.
2. Graphic reading is g
i
v
e
nthe highest priority throughout the session.
3. The digital class (providing access to computers and other forms of digital technology
such as tablets) is an additional advantage for the Heutagogic mode of education. Children are
given training in how to use the digital class. As they get more acquainted with the digital
classroom, they will recognize the folders, drives in which the lessons are stored etc., Then, they
are given training in the operation of the digital class. They can switch on the digital equipment
and can play the required lessons.
4. Library books are introduced to them. They may first just swipe the pages or look at the
pictures. They are encouraged to play dramas or skits after reading a story.
5. The fourth session of the day is more enjoyable and less formal as the children are
encouraged to play, create drama/read books/play games (indoor as well as outdoor)/do eco-
friendly activities/go on field trips to follow up on any aspect of their day, Students are taken
outside for local rallies and are encouraged to organize public awareness programs on health or

ecology, for example. This instills the sense of citizenship and the collective shouldering of
responsibilities. When students mingle with their wider society, as part of their learning
experiences, they learn quickly, and their learning is sustained and supported by their
experiences outside the classroom.
There are many examples of activities, from my practice, where Heutagogy proves to be
successful for primary school children:
Story telling from a teacher’s perspective:
Narrate complete stories first and let the students act out a drama based on these simple stories.
Then narrate a few lines of the story and then ask the students to develop it according totheir
imagination:
A simple Frame of a story:
Girija is a good girl.She loves flowers. She loves to sing.
One day, she went into a garden to play.She saw a butterfly there.
She ran behind it to catch it. But the butterfly flew away.
Health and its impact on Learning
Remember the Dettol advertisement. 100% attendance. "It clearly is understandable toeveryone
that sound health and sound mind are most essential for a productive life." (“What are the
Benefits of Heutagogy - Blogger”)
During school phase, a student needs to be healthier in order to pursue undisturbed and active
education. Heutagogy trains them in learning ways to protect their health. Going herbal and
having healthy food is the prime motto so that we can achieve 100% attendance. (“What are the
Benefits of Heutagogy - Blogger”) They are trained in preparing simple herbal medicine
(supplements) and are encouraged to take it every day. They are also trained in first aid and are
motivated to prepared healthy food items a
tschool as well as at home. Once, they are healthy,
they are active and can participate inthe process of Heutagogy. (“What are the Benefits of
Heutagogy - Blogger”)
Can this be incorporated into our textbooks?
Yes. For sure!
"However, just be sure that the teachers resort to external material like language games,
worksheets, societal activities and assigning project works." (“What are the Benefits of
Heutagogy - Blogger”)
Otherwise, our textbooks should be a bit changed to suit the activities. I am very muchcomfortable
with any textbook as I am habituated to design all the items stated above. Training can be given to
teachers to implement the method without any pressure. (“What are the Benefits of Heutagogy -
Blogger”)
Heutagogy is joyful not only to the students but also to the teacher as well.

My way of Heutagogy involves learners:
• Gathering resources on their own to assist their learning.
• Maintaining their own class library:
• Narrating stories.
• Writing stories, drawing pictures, and sending them for publishing.
• Watching a movie every Saturday; doing socially useful productive work too thatday.
Learners refer to it as “No books day.”
• Their daily education day involves reciting Telegu Padyalu, rhymes, learningquotations,
preparing models, and doing an experiment.
Learners prepare lot of items and display them.
• Playing games and learning about all subjects while playing games.
• Playing with toys and learning about science from them.
• Organizing social activities and going on rallies to create awareness among thepublic.
• Interviewing different people from various occupations.
• Performing drama.
• Learning from mistakes and learning to read and write.
• Learning mathematics from daily life, experiments, and mathematical games.
• Preparing correlation maps on their own.
• Using technology for improvement and personal development.
• Learning through our digital classroom. Learning to use the digital equipment. (They
learn t
odo many things on the computer.)
• Concentrating on KT and KS, which means knowledge transfer and knowledgesharing.
• Learning through collaboration.
“Unconventional activities produce extraordinary products”
The Independent Heutagogical Approach (IHA):
Step 1:
Mother language: students can weave stories with the help of toys or pictures they select for the theme of
the lesson. They can extend their imaginative powers to give a new narration. Teacher here will just be an
audience but not a facilitator. The liberty of expression and liberty of choosing characters, theme etc., will
entirely be of the students. The story can be narrated in a “chain” manner, where one child narrates a part of
the story and throws an open-ended situation to the other student to continue. Or the practice can be of
“individual” imagination or compilation.
English: observe the Identifying letters Aa, Bb, Cc and Dd, graphic reading of the
pictures and words. Encourage the kids to draw the letters, see what comes from their
brains. Some may even pick out items in the classroom that resembles the Alphabet.
1. Mathematics: group and individual activities, textbook exercises. See how kids can
organize their activities on their own. Help them only when they need.

2. We-Our Environment: Discussing in groups. Teacher should be an audience and listen
how they speak to each other. They may come up with issues related to their home or
school and even find out solutions for them.
Drawing: Talking about the pictures.
Moral Education: Letting them tell their own stories. Correlation: Letting the students
talk freely on their experiences.
Letting them arrange toys according to their wish and narrate stories.
Step 2:
Mother language: kids will discuss about the concepts they have learned at home.
English: Talking about the family in mother tongue.
Mathematics: Learning concepts in their home environment.
We-Our Environment: Talking about the parts of the body and their use in home
environment.
Drawing: Trying to draw pictures
Moral Education: Telling stories on their own
Correlation: Imagining and talking about the picture seen.
Extended Activities: these are just starting points. They may vary according to the movement
and perceptions of the kids
Mother language: discussion on the concept, singing songs in their mother language.
English: Storytelling about family and the words learned from the lesson
Mathematics: Discussion and songs
We-Our Environment: Discussion and songsDrawing: Trying to draw pictures
Moral Education: Setting their drawbacks if any, through moral stories.
Correlation: collecting pictures

Anecdotes and Examples
July 2018
Kids performing a drama

3 July
Training kids in performing drama today
First Parents Meeting 2018-19.11 July

9 July
Many kids cry a lot during their first days of admission into Grade I. This becomes a testing
period for the teacher. The teacher tries to befriend them, gives something to eat, or tries to
narrate stories…anything that could help in habituating the kids to come to school every day.
Blessy, a student from Grade I used to cry the same manner for one week. She was stubborn to
go home. After one week the weeping was same but the reason was different. She started crying
if the school time is over and she has to go home. She started being with me until my husband
came to pick me up from school.
This year, we have Manoj and Navadeep.
Navadeep cries a lot. Manoj is very stubborn.
I found out that Navadeep listens to stories. He forgets his tantrums and listens to stories as if
he is lost into the wonderful backgrounds of the stories I and other kids weave spontaneously.
He loves it when his name is spelt as one of the characters of the story. Few days later he started
playing dramas of the stories he listens.
Coming to Manoj, he doesn’t like to sit in the classroom. He finds some or the other way to run
out of the classroom. One day, he ran away from the class and returned by the time of lunch
break, to see that the kids in the classroom are playing with toy animals and birds. He was

curious. But we locked the gate. I asked him to go out and play. It was reverse logic. He didn’t go
anywhere but started peeping into the class. The lunch bell rang. All the kids went down to have
lunch. He came inside and asked me what was happening. I said we were playing. He went to
have lunch. He came back. he wanted to enter the class. I gave him a chair and asked him to sit
outside the class. He shall be given entrance if he manages to sit in that chair and monitor. he
must not allow other class kids to come inside the class and take away the toys. The toys were in
front of him but inside the class. He sat there until the lunch break was over. I praised him for
monitoring well and allowed him inside. I gave him few responsibilities like cleaning the
blackboard, arranging the books etc.,
He not only got accustomed to the class but now says, he loves his classroom.
7 July
What about learning mathematical tables with dried peas?
If the kids have learned 20 numbers, you can see that they learn 2 table easily. This is what I
did. I conducted a quiz based on last month’s syllabus. Questions were posed by students
group by group and answered by the students. I was just a facilitator. I always store food
items (nutritious food) in my classroom for kids. The groups that stood in first and second
places were given dry, roasted peas to eat. Each kid was given just two roasted peas. Each
student was given numbers from 1 to 10O one leader was appointed and was asked to count

the peas. It was like:
Student 1: 2 peas
Student 2: 2 peas
The leader counted the peas of student 1 and student 2 to say 4
Student 3: 2 peas
Student 4: 2 peas
The leader counted the peas of student 1, 2, 3 and 4 to say 8
It lasted till the leader counted student 10’s peas.
Then the rhyme of multiplication table 2 was sung by the teacher.
As simple as that.
If they want more roasted peas, they should be learning multiplication table 3, if they want 10,
they should be learning table 10….
This way they came to know how multiplication tables are formed. They started doing mind
(mental) calculations as well.

First movie of the academic year on “No books day---Saturday”
My favourite movie " Ice Age".

5 July
When Madhavi conceived for the first time, Mouli (my brother) started doing charity. From then he does
charity activities on important days of their life, wherever I have been working. Now they have two kids
Bhuvanesh and Chidvilash. This time it was the time to admit Chidvilash in play school. Chidvilash distributed
sweets, slates, and slate pencils to all the kids.
“To give” is what I trust, parents should encourage children to do. My kids too are learning now to give. They
gift their colorful slate pencils to their guest kids and handmade bouquets to other guests.
My elder brother Mamidi Venkateswararao carries so many charity activities like this. He has established a
digital classroom for all other kids in our school and has donated benches to sit. His kids too come to school
to spend time with kids and do something for them.
Many of my friends, well-wishers and acquaintances do visit us every now and then doing something or the
other for the school and the kids. Kids are much grateful, and they pledge to do the same when they grow
up.
5 July

class I student books all covered and labeled.
These are last academic year books. All covered and neat just like they appeared in the start days.
3 July

Learning through fun and doing psychomotor activities.
31 July at 21:34

Property boxes:
Last year, the kids were too young. So, property boxes were prepared by
higher class students to help with these young kids. This year, those boxes
were transferred to this academic year Grade I kids.
These kids were first surprised to see that these boxes help them in learning
process. They were amused to find the collections left in those boxes by last
academic year students. They came to know what real TLM (Teaching
Learning Material) is. They took their textbooks to look at the lessons. Then
they made a list of what to collect so as to learn their concepts.
They came to know that property means collecting, conserving and minimal
use of natural resources but not the assets like jewels, plots, flats, gold, or
money.
Now they will learn to implement 3R’s (Reuse, Reduce, Recycle)
27th July 2018:

This kind of situation happened for the first time in my entire service. Yes! For the first time!
Our school is going to function as English medium school from this academic year. This is the
reason why, I agreed to be the mother teacher for Grade I so that I can do some experiments and
implement Heutagogy for them from Grade I to Grade V. We must receive English medium
textbooks and workbooks, but we received Telugu medium textbooks and workbooks (our
mother tongue is Telugu). Kids were so much excited to write on those books. I could not
disappoint them. So, I have let them to write on Telugu medium workbooks. It was few days
back. But we received English medium books yesterday. Few students have shown enthusiasm in
writing those pages in English version too. Group leaders took English version workbooks and the
groups started writing. One girl, Jwala Sri was somehow annoyed doing this. She uttered
something like, “This teacher is so annoying. How can we write again?” This was heard by their
group kids. They were angry on this little girl. They know that it was Friday and if they can
complete their projects, they can watch movie tomorrow morning, that is Saturday.
First group kids held her by arm, tried to pull her towards me so that I can punish her. she was
shivering, caught hold of her table edges and was pulling herself back. What should I do now?
I asked her group kids to leave her and sit. They were still very angry, looking furiously at her.
From day one, I have observed that she is reluctant to write. She gets angry if there is something
to write. Her twin brother Ujwal too is like that. She gets furious if her brother too had to write.
Now, let’s come to the present.
I asked the kids if they were ok to do meditation like every day before going home. They agreed
happily as two big chocolates were waiting for two kids who would be doing meditation without
distraction. Every kid was trying to meditate without getting distracted. Like always, few kids are
still naughty. This little cute girl was still fearing that I could thrash her. She couldn’t meditate but
sat still in silence. After 5 minutes, I pointed out one boy who really did meditation well, handed
over the chocolate to him and then I called out her name. I went to her and handed over the
second chocolate to her saying “you sat in silence and were disciplined”. I patted on her shoulder
and asked all the kids to go home saying, “have a nice evening”. Jwala was still surprised. She
couldn’t believe that I did not beat her. She could not believe that she is the second winner of
doing meditation. She kept turning back to see me until she climbed down the stairs.
Next day morning…...
Saturday----no books day….
Jwala was the first one to attend the school. She monitored the class when the kids were
watching the movie “Mougli” she came to me and stood beside me for few minutes. Then, she
slowly started talking to me. I was happy talking to her. In the afternoon we had a “Correlation”

session, where we narrated a story. Jwala was the first to do all the activities. After the school,
she was reluctant to go home. She kept turning back to see until she climbed down the stairs.
Sunday was holiday.
Monday…...
She was the first to write the work and show me. Surprising thing is that she started writing
legibly by holding the pencil just like the way I do. She was the winner of handful of puffed rice.
She made my work easy by helping kids with their activities.
Tuesday….
She recited all the rhymes she has learned through digital classroom. She operated the digital
equipment by setting the plug ins and switching on the projector. She was the first to write her
work.
It was Blessy last year…
It is Jwala this year….
What else does a teacher need???

These anecdotes written every month with photographs or video anecdotes uploaded in the
YouTube or a folder in your laptop or tab would aid as a great resource and help in assessment.

Chapter 5
Implementation Example:
Do you want your class I students to learn to write
their names?What do you do?
We normally teach them how to write their names or impose a
format. In Heutagogy, I do a simple trick!
November is the time for peer assessment. Students correct their notes and
homework. I say to them,
“You have to put your signature when you correct someone’s notes. You have to
put t
h
edate as well. Now, whoever learns to write their name and how to write the
date will be correcting the notebooks of the other students.”
I do not need to push them…Instead, they push me to show them how to write their name
(and the date!). They keep writing their name r
e
p
e
a
t
e
d
l
yso that they do not forget it when they
need to write it!
Heutagogy is Self-determined learning. If kids decide to learn, they will do a
n
y
t
h
i
n
gfor it!
Will there be any practical problems?
If a teacher determines to implement a method, nothing can stop him/her. Clubbing of t
h
e
subjects and letting children learn through correlation is the biggest leap in our educational
system. This needs a bit of creativity and spontaneity. Every teacher is equipped with both
qualities, for sure. If self-determined decision-making prevails in the mind, nothing i
san
obstacle. This method can be implemented for multi-level teaching also.
Approaches:
Try any approach that can act as a catalyst for learning.
Be sure that students function as pivots in the activities. E.g., Theme based activities:
can enhance quick learning. Let it be a drama/song/dance/game/activity, it should aid
the purpose of the theme taken up.

Chapter 6
Syllabus:
Flexible and negotiated syllabus fits in. As pupils they focus on “knowing how to learn,” they
transform into life-long learners.
Assessment:
I help develop assessment practice by;
Encouraging learner directed questions.
Continuous comprehensive evaluation along with a group success rating. E.g.
Discussion skills, quality of work, collaboration, academic soundness, and k
n
o
w
l
e
d
g
eof
material”
Reinforcement of students should be assessed.
As the teacher becomes the compass of the classroom, this compass can identify
thedirection of the learners and can assess this, every time a work is completed.
Formatives and Summative exams can be conducted in the same way as we are
conducting now, But the pattern of the questions asked, and the activities conducted
varies to meet the needs of learners in a heutagogic learning environment.
Is it applicable to all the classes from age 5 to 11?
Yes. It is applicable to any class whether it is a primary class or any higher section. We
just need to adjust the activities and provide guidance that can enhance self-learning
techniques.
Learning journals:
Students write what they learn and how they learn and document them (just asthe
students of class V documented how they learned in our earlier work)
Action Research:
Students work on societal issues and know about practical approaches. They imbibe
the experiences and implement the thought process that aids them to become
confident and professional in future workplaces and learning environments.
Now let me explain how it works in a classroom atmosphere:
Stage 1
• The annual plan is worked out after two months of basic training for students in
heutagogy (self-determined learning). We n
e
e
d
t
oremember every time that the

process is learner centered. Therefore, the students are the partners in the
preparation of annual plan.
• The syllabus may be anything the government selects. We sit and discuss the
subjects and issues that are to be learned that academic year.
• Students go through every textbook from page 1 to the end page. They see the
pictures associated with the lessons and try to understand the concept dealt
with.Here the teacher acts as a compass.
• Coming to each month’s syllabus, the first week of the month deals with
planning.The syllabus of the month is put before the students. They prepare
the required Teaching Learning Material and list out the resources they have to
gather to let the process of Heutagogy continue and build on previous
experience.
• The subjects are “clubbed”, and the “correlation” concept comes into
existence. We club the main themes of the lessons into three or four
correlation concepts. Thisgives lot of space for experimentation and doing
project work.
• The students prepare correlation maps (you may define them as combination
ofconcept maps, mind maps, flow charts and illustrations) (please find the
correlation maps in Letha Akasalu book) this process simplifies the learning
and a
i
d
sin providing a lot of time to learn practically
Stage 2
They prepare lot of material and gather required resources. Then, they divide the l
e
s
s
o
n
s
group wise. The groups work on the lessons and present them in the class, enabling
group presentation and group learning.
• It is always a teamwork, and the accomplishment is celebrated by group
appraisal,shown through clapping.
• Health is focus of our primary Heutagogy. The students are encouraged to
explore the importance of health and given projects to develop their practical
knowledge. Then, they are engaged in herbal medicine and identifying healthy
food and preparation techniques. Once the students are health conscious, they
eat good food and try to consume cheap but healthy homefood. They are
shown how to prepare healthy food items at home, which are easy to make.
They share food in their class. The families of the students are always part o
fthe
learning process in our approach. They are encouraged to become a part of
their child’s learning process and raising them as co-operative and collaborative
citizens (active participants in their communities).
• Field trips are organized. The trips may not include going out of their locality,
but they focus on letting students acquire practical knowledge by taking them
to various places in their community (Bank/ post office/ fire station/ petrol
Bunk/ other schools/ excise department/ police station/ service centres/ e seva
centres/ cinema t
h
e
a
t
r
e
s
/ panchayat office or municipality (local government).
• Graphic reading is emphasised. Every lesson engages learners through activity
and teamwork.

• We enact the 3 R’s (reuse, reduce and recycle) as part and parcel of learning activities
and our use of resources.
• As the government is concentrating on improving physical literacy in students, I
have introduced one hundred village games and incorporated them with the
syllabus. These games improve physical literacy as well as educate the students
in variousaspects of the national and state curriculum.
• In the same way, I introduced a published book to encourage students in
environmental conservation. (Just like the environmental sciences textbook is
used as a s
u
p
p
l
e
m
e
n
t
a
r
ytextbook in higher classes)
• As we are habituated to do things in common, in our day-to-day life like waking
up, brushing, attending nature calls, bathing, having food and sleeping, the
students are habituated to everyday activities like a poem a day/a rhyme a day/
anexperiment a day/ a new word a day/a quote a day/ filling kids page of
newspaper/ knowing everyday news through newspaper etc.,
• The digital class aids in creating more awareness and to provide videos
andimages and presentations to support processes of learning.
• Computer use for learning is compulsory. Students learn the basics, paint, and
browsing internet just as if they learn to operate the mobile on their own.
Teacher is just thefacilitator.
• Toys play a prominent role in learning. The students play with toys and try to
explore the science behind the working of toys. They learn all the subjects
through them. They are allowed to speak more and experiment more.
However,prior training on being self-disciplined is given in the initial two
months.
• Drawing is given highest priority. Heutagogy for us, is based on self-expression.
Therefore, pupils are allowed to train themselves in drawing. Once pupils
achieve skill in drawing, they acquire lot of confidence that they can express
themselves.
Vijaya Book – Chapter 12 – Section 16
Chapter 12- class wise planning- class I, Class II, Class III, Class IV, Class V
Class/session Class I Class II Class III Class IV Class V
Correlation Club the Club the Club the Club the Club the
syllabus of syllabus of syllabus of syllabus of syllabus of
the month’s the month’s the month’s the month’s the month’s
syllabus into syllabus into syllabus into syllabus into syllabus into
a story. The a story. a story. a story. a story.
teacher Work with Ask the Ask the Ask the
needs to the students students to students to students to
draw the to draw the draw the draw the draw the
pictures on correlation concept of concept of concept of
the black picture on correlation. correlation. correlation.
board as the the Help them Help them Help them
children are blackboard. whenever whenever whenever
small. needed. needed. needed.
Students can Students can Students can Students can
arrange the do all other do all other do all other

toys and
resources
after giving
training.
works
pertaining
to
correlation
activity on
their own.
works
pertaining
to
correlation
activity on
their own.
works
pertaining
to
correlation
activity on
their own.
Digital class Train the Train the Train the Train the Train the
students to students to students to students to students to
operate the operate the operate the operate the operate the
digital digital digital digital digital
classroom classroom classroom classroom classroom
equipment. equipment. equipment. equipment. equipment.
Teacher Teacher Teacher Train the Ask them to
needs to be needs to be needs to be students to prepare
with the with the with the do the ppt’s, train
students. students. students. digital them in
activities in operating
groups. apps, train
them in
typing in
word
document as
well as
doing paint
etc.
Manual Train the Train the Train the Train the Train the
work students on students on students on students on students on
how to do how to do how to do how to do how to do
manual manual manual manual manual
work. Let work. Let work. Let work. Let work. Let
them do the them do the them do the them do the them do the
work after work after work after work after work after
the period of the period of the period of the period of the period of
training. you training. you training. training. training.
can guide can guide Let them Let them Let them
them them plan their plan their plan their
whenever whenever work work work
necessary. necessary. according to according to according to
the syllabus the syllabus the syllabus
and execute and execute and execute
it. it. it.
Activities Train the Train the Train the Train the Train the
including kids in doing kids in doing kids in doing kids in doing kids in doing

Games and various various various various various
Eco Project activities activities activities activities activities
during the during the during the during the during the
training training training training training

period. period. period. period. period.
Assist them Assist them Assist them Let them Let them
whenever whenever whenever choose the choose the
necessary. necessary. necessary. games they games they
Introduce Introduce Introduce want to play want to play
the games the games the games and gather and gather
and Eco and Eco and Eco resources. resources.
Project and Project and Project and Let them do Let them do
be a be a be a eco project eco project
facilitator facilitator facilitator activities on activities on
while they while they while they their own. their own.
play or do play or do play or do
the the the
activities. activities. activities.
Let them Let them Let them
explore. explore. explore.

• (Please see the attached article on the concept of correlation Appendix )
• The concept of triangle:
• Provide the students with a library, a laboratory and a children’s theatre and
youare sure to succeed in educating them or, more accurately, enabling them
to learn for themselves.
• Provide a class library. Our pupils read books every evening. Ask them to
dramatize the stories they read and see the results. Schools are packed with
studentswho fail to recognize alphabets even though they have reached the end
of primary education. I have dealt with class V maximum size in the whole of my
18 years’ service as a teacher and have found the same situation in every class.
We do not have to dig too deeply to understand the reasons behind this, but we
do have t
owork on how to overcome this situation so that the student who
enters secondary schooling does not suffer handicaps in getting a better
education just because they cannot recognize the alphabet.
• Watching some of the best children’s movies every week can enhance many of
the betterqualities of students. This has been demonstrated with the three
groups of learners I have tried this with.
• An apple a day…Keeps the doctor away!
• Let us also say…
• An experiment a day…Aids in throwing problems away!
• Heutagogy makes the students invent improvised low cost/ no cost equipment
toconduct experiments. They can establish a lab on their own.
• The asset box they fill and carry all through the year boosts their learning.
• CCE method is the best one and can suit the method of Heutagogy in every way.
Example of one month’s syllabus:
Let me take example of the syllabus of class V for the month of November:
S.no Telugu English Mathematics Environmental Physical
sciences literacy/
health/
computer/
book reading/
watching
movies

1. 11. 4. Good
luck gold
5. you
come
too
9. 9 1. Games 30-
40 (from the
book
chinnanati
aatalu,
jnapakala
mootalu)
The concepts of the whole syllabus are merged into five or six correlation maps. The required
videos/images/presentations are shown in the “digi” class. Children choose the projects on
their own. Students are taken on field trips. A festival is celebrated at school, inwhich a temple
fair is also conducted. They may display the items they have made for this fair. (This deals with
Telugu lesson as well as English lesson) The map of the school and their area is a drawing
project, and they are asked to focus on kirana shops and ration shops in t
h
e
i
rmaps. Then, they go
to a kirana shop and learn the method of weighing and write a report. The ones who cannot
write (yet) can explain. Then, they go to the ration shop and interview the dealer about the
concept of ration. They watch how the items are weighed including the oil which is sold in
litres. They prepare TLM concerned with the lessons. They describe the condition of the
climate the day they go on the field trip (This deals with the EVS lesson) they perform
experiments on air the whole month and play games t
h
a
tare related to the lesson. (From the
games book) they watch the sky the whole month, i
nthe day as well as at night. They watch the
digi lessons and collect information from newspapers regarding the sun and the planets. They
prepare four healthy food items in groups and display these in the temple fair. They watch
movies that are based on space exploration themes and that which are based on the planets.
(For example, “Avatar” and “Gravity”) they learn English language through the movies if the
movies are not dubbed into Telugu. They tell the group the five words they have learned from
the movie. They translate them into Telugu. They use the dictionary to know the meaning of
the words. They weigh their books. They make weighing scales. They narrate stories from their
day-to-day life. They draw pictures on the lessons they have learned. They exhibit their work

group wiseand have their marks in the MAGIC BOX. They plan and they execute. Teamwork
pays and they learn to achieve success.
They do few rallies on healthy food or make food items they sell in the school. They
organize a small sports competition every month and give prizes collecting funds or using
their “sanchayika” money. They paint or color the pictures of Sankranti festival in the
computer and type few words in it and save the documents with their names.
We discuss on the work process of learning and prepare a timetable. We divide the
process into small bits and work out on them. The work becomes easy, and the product
gained is priceless!
If the teacher is teaching subject wise, he/she can correlate the lessons of a single subjecttoo in
the same way.
Guidance oriented practice (GOP):
When we talk about PAH continuity, the implementation should be given a chance to go through
the Pedagogy, Andragogy and Heutagogy. During initial implementation, children can go through
a guidance-oriented practice leading to discussion that in turn leads to Heutagogic approach and
practice.
Step 1:
Mother language: students can talk about the given pictures or words or express their own opinions or
express their opinions through drawing or drama. The teacher can facilitate every activity so that they can
achieve expertise in doing activities.
1. English: copywriting books, origami, and scrap book preparationMathematics: Showing
videos
We-Our Environment: Asking the students to point the parts of their body
andname them.
Asking the students to name flowers.
Drawing: showing the pictures
Moral Education: Telling stories
Correlation: Encouraging the children to enact dramas.

Teacher’s Diary:
Session Activities Activities Teaching Noteworthy Data base of
planned by conducted learning incidents improvement
the material
class (teacher used (3 R’s)
and
students)
Planning Heutagogy
There is an annual plan. This plan represents the levels of learning to be achievedand the
time set aside for it.
There is a diary and an anecdotes record.
We can write a lesson plan after discussing the learning process, materials required and
activities to be taken up and games to be played, with the students. Changes in the
process can be recorded in the anecdotes record.
The teacher’s diary mentions the activities done by students according to session.
The anecdotes record mentions the noteworthy incidents and the cumulative
achievements of the students.
The teacher can write the story told in correlation and the TLM prepared by the students
in the diary or in the anecdotes record or in the lesson plan.
Plan according to the Heutagogy sessions:
1. correlation
2. manual work
3. digital class
4. other activities
The evidence of learning should come from the student’s brain. The division of sessions can be
according to the circumstances of the school or the classroom. The teacher can localize the
content, divide sessions, plan, and execute activities in accordance with the
school/students/social background/environmental aspects etc.,
I-correlation
II-manual
work
III- Digital
class
IV-activities

There may be a Unit plan or a lesson plan that is prepared by both the teacher and
students or there may not be any. Sometimes kids come up with many things and it
may not suit your plan. That doesn’t matter.
Documenting or recording anecdotes would help in checking which activities that functioned
better. It would aid in future trainings or experiments and would also aid in changing or
repeating the catalysts called the motivation objects. Anecdotes have been my best tools.
Chapter 12- class wise planning- class I, Class II, Class III, Class IV, Class V
Class/session Class I Class II Class III Class IV Class V
Correlation Club the Club the Club the Club the Club the
syllabus of syllabus of syllabus of syllabus of topics of
the month’s the month’s the month’s the month’s the month’s
syllabus into syllabus into syllabus into syllabus into syllabus into
a story. The a story. a story. a story. a story.
teacher Work with Ask the Ask the Ask the
needs to the students students to students to students to
draw the to draw the draw the draw the draw the
pictures on correlation concept of concept of concept of
the black picture on correlation. correlation. correlation.
board as the the Help them Help them Help them
children are blackboard. whenever whenever whenever
small. needed. needed. needed.
Students can Students can Students can Students can
arrange the do all other do all other do all other
toys and
resources
after giving
training.
works
pertaining
to
correlation
activity on
their own.
works
pertaining
to
correlation
activity on
their own.
works
pertaining
to
correlation
activity on
their own.
Digital class Train the Train the Train the Train the Train the
students to students to students to students to students to
operate the operate the operate the operate the operate the
digital digital digital digital digital
classroom classroom classroom classroom classroom
equipment. equipment. equipment. equipment. equipment.
Teacher Teacher Teacher Train the Ask them to
needs to be needs to be needs to be students to prepare
with the with the with the do the ppt’s, train
students. students. students. digital them in
activities in operating
groups. apps, train
them in

typing in
word
document as
well as
doing paint
etc.
Manual Train the Train the Train the Train the Train the
work students on students on students on students on students on
how to do how to do how to do how to do how to do
manual manual manual manual manual
work. Let work. Let work. Let work. Let work. Let
them do the them do the them do the them do the them do the
work after work after work after work after work after
the period of the period of the period of the period of the period of
training. you training. you training. training. training.
can guide can guide Let them Let them Let them
them them plan their plan their plan their
whenever whenever work work work
necessary. necessary. according to according to according to
the syllabus the syllabus the syllabus
and execute and execute and execute
it. it. it.
Activities Train the Train the Train the Train the Train the
including kids in doing kids in doing kids in doing kids in doing kids in doing
Games and various various various various various
Eco Project activities activities activities activities activities
during the during the during the during the during the
training training training training training

Chapter – 7
Vijaya Book – Chapter 8 – Section 12
Chapter 8- Teacher- Facilitator who enjoys the profession/craft
Activity
Discuss this poster. Nothing else is needed.

Chapter 8
Some practical examples:
Lesson Preparation:
While preparing lessons it would be good to consider the following points:
• What added value are you giving to the level of the pupil’s educational achievement?
• How do you and your colleagues create ways of adding value to the pupils’ learning?
• How do you intend to assess what has been achieved?
• What are your remedial plans?
(A plan is not always executed according to our intention. It is the learners who change
the scenario. If they can learn better with an activity or a drama instead of the planned
activity, it can be changed and then the changes/anecdotes can be written in the
teacher’s diary)
Activities:
Let the students plan the activities together. The teacher can be a facilitator or a guide
with minimal involvement. Let the students execute the activity, assess the output, and
thenlearn from their mistakes if any.
Dealing with absentees:
• Give badges or certificate or gifts for 100% attendance.
• Encourage parents take part in educational and field trip activities.
Encourage those present in the classes missed by the absentees to share what they have learned
and what they did
Heutagogy- class control
We all know that heutagogy is self-determined learning. So, you should not attempt to
control the c
l
a
s
s
. What is the remedy then if the class is too lively? Make everything
interesting and let children be the performers. A chirpy classroom is the best example of
a Heutagogy classroom.
Accommodations & Modifications
Mother language: stories
English: Joining the dots, singing songs, narrating stories
Mathematics: Activities
We-Our Environment: picture stories
Drawing: Observing the picture
Moral Education: Stories

Correlation: Stories
Reflections
Mother language:talking in their mother language, telling stories, speaking freely.
English: Joining the dots, singing songs, narrating stories
Mathematics: Doing group activities
We-Our Environment: They shall know the names of the parts of their body and shall
know the uses of the body parts.
They shall know the names of the flowers and shall know the purposes for which
theflowers are used.
Drawing: They shall try to draw pictures
Moral Education: They shall tell stories and shall relate themselves within the roles
narrated in the stories.
Correlation: They shall narrate the stories upon seeing a picture and shall enact dramas
accordingly.
Worksheets:
We can prepare worksheets during the training stage but encourage the students
toprepare manual worksheets during the six months period of Heutagogy in
practice.Simple worksheets can be prepared under the minimal guidance of the
teacher.

Chapter 9
Some more practical examples:
Lesson Preparation:
While preparing lessons it would be good to consider the following points:
• What added value are you giving to the level of the pupil’s educational achievement?
• How do you and your colleagues create ways of adding value to the pupils’ learning?
• How do you intend to assess what has been achieved?
• What are your remedial plans?
(A plan is not always executed according to our intention. It is the learners who change
the scenario. If they can learn better with an activity or a drama instead of the planned
activity, it can bechanged and then the changes/anecdotes can be written in the
teacher’s diary)
Activities:
Let the students plan the activities together. The teacher can be a facilitator or a guide
with minimal involvement. Let the students execute the activity, assess the output, and
thenlearn from their mistakes if any.
Dealing with absentees:
• Give badges or certificate or gifts for 100% attendance.
• Encourage parents take part in educational and field trip activities.
Encourage those present in the classes missed by the absentees to share what they have learned
and what they did
Minimum levels of learning and its importance:
When students are unable to reach the minimum levels of learning, they lack
confidenceand lack concentration. This results in transformation of children either into
notorious students or encourages feelings of inferiority. They lack focus on the
classroom activities as they cannot cope up with the developments of the learning
process. This results in dropouts or long absences over time. Some of these students
may transform into irritants who disturb their peers/class.
Thus, make sure that no student enters class III without minimum levels of learning. If
there is a severe problem with the intellectual levels or psychomotor levels of the child,
get them supported by a psychologist and then if they are still unable to perform well,
develop the talent or skills they do possess. Vocational courses in schools can help in
s
u
p
p
o
r
t
i
n
gsuch students so that no human resource is produced that is futile for the future.

Chapter 10 - The best human resource
Cultivate creative approaches and see the difference. A human resource becomes best
when he/she learns to learn through self- determination and gains knowledge in every
field of education, working on different activities driven by self-determination.
Figure X.2. Education 1.0 Learning Environment

Education 2.0: Learners as Communicating, Connecting, and Collaborating

Education 2.0 Learning Environment

Education 3.0: Learners as Connectors, Creators, Constructivists

Teacher Mindsets: Barriers to change

Moving to a Growth Mindset
(The above images are taken from
https://usergeneratededucation.wordpress.com/2014/12/01/experiences-in-self-
determined-learning-moving-from-education-1-0-through-education-2-0-towards-
education-3-0/)

Chapter 11 - Developing your own Heutagogy
Prepare your own ideas and tools:
It is the time to review the gogy and think of new ideas for implementing Heutagogy and i
n
v
e
n
t
i
n
g
tools for the implementation.
Every teacher is creative.
Every teacher has spontaneity
It is time to sharpen our brains to help create a future for learning that brightens the Global
arena!
Your ideas (at least five)
Your tools (at least five)

Introduction to Part 4
• Teacher Assessment
• Peer Assessment
• Self-Assessment
• Parental Assessment
• Community Assessment
Educational assessment is the systematic process of documenting and usingempirical data on
the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning.
Assessment data can be obtained from directly examining student work to assess the
achievement of learning outcomes or can be based on data from which one can make
inferences about learning. Assessment is often used interchangeably with test, but not limited
to tests.
Assessment can focus on the individual learner, the learning community (class, workshop, or
other organized group of learners), a course, an academic program,the institution, or the
educational system as a whole.
In Heutagogy mode of education, we train students in 1+4+6=11 modes. Thethree
phases are one month of play way learning, four months of training in learning through
Heutagogy and six months of self-determined learned in practice.
We have four competencies in which we give marks/grades in formative assessment.
In Heutagogy, we add self-assessment, peer assessment, home assessment byparents,
community assessment done during parents meeting or when community members visit the
school (including the guests, officials visiting the school), gathering resources and eco-friendly
practices into the formative assessment.
As I have been experimenting on Heutagogy for class I students this academicyear, I had the
best experiences with class I kids who are more comfortable to learn through Heutagogy.
Advantages of including self-assessment/peer assessment in our pattern of
assessment:
• We can set aside the malpractices in exams if we train the students in self-assessment
from class I.
• Students learn to be honest.
• There is healthy competition.
• They can assess their strengths and weaknesses and can work towards thembefore
they assess themselves in the coming month.
• They will have self-confidence.
• They will learn how to rectify their mistakes.
• They will never forget the learned aspect.
• There will not be any pressure on the student.
• Best citizens can be produced from schools (collaborating with parents, as we discussed
this above).
• Students will learn to learn from each other.

Giving grades for gathering resources:
In heutagogy, gathering resources to learn their everyday lessons is the most important
aspect. Teacher plays only a suggestive part in gathering the teaching learning material.
Students prepare their PROPERTY BOXES to store the resources they gather. Theyplan their
lessons clubbing them in CORRELATION mode. Drawing, arranging material and weaving a
story around the syllabus of the subjects is given highest priority.
Thus, we can award grades for gathering resources.
Advantages of giving grades for gathering resources and eco-friendly practices:
• Students learn to use low cost, no cost material (reuse, reduce and recycle is the
underlying concept here)
• There is no wastage of heaps of white sheets or colour charts.
• Students engage themselves in understanding what material is required for thesyllabus
they are going to implement the following days. This way, they learnm
a
n
ythings, gaining
insights into the curriculum, to gather resources.
• They exchange the materials in their groups.
• Group display of the gathered resources gives accomplishment.
When I spoke to one of the pioneers in Tampere Education system, I was told thatFinland is
not abolishing subjects but is going to club the subjects just like CORRELATION in
Heutagogy.
I have an experience of successful implementation of CORRELATION for primaryclasses.
Once this method is implemented, things become easy.
Assessment should not leave students in pressure, but it should create enthusiasm andlove
towards their achievements and readiness to learn from mistakes.

This year’s Heutagogy experiment for class I students:
Number of students: 15 (2 left the village so now, 13).Mode of learning: Heutagogy
Sessions per day: 4 Names of the sessions:
• Correlation (story, drawing, toys, situational approach clubbing all thesubjects)
• Manual work
• Digital class
• Learning through games and library booksResult:
• Students learned to play games and learn through them.
• Exams are a game for them.
• They gather resources on their own.
• They set up the correlation arena themselves.
• They weave stories in correlation (few stories are taken by WhatsApp groupfor
stories and are uploaded in YouTube)
• They practice self-assessment and peer assessment.
• They practice eco-friendly activities.
• They are learning the eco project module too by themselves.
• Drawing is the most important aspect.
• They know how to operate the digital classroom and can identify theirlessons in
various folders in the laptop.
• They maintain their property boxes.
• They watch international children’s movies and learn 5 English words every
Saturday as Saturday is NO BOOKS DAY.
• They can paint very well.
• They learned to write clearly and legibly.
• The concept of one eraser and one class succeeded so well that they practiced
writing without mistakes. They write with pens as well.
• They can recite the songs from the book “Bala geyalu” gifted by Sri.Devineni
Madhusudhan Sir.
• They play drama for every lesson.
• They maintain scrap book.
• They are not afraid of interacting with anyone.
• They enjoy the visits of the visitors and donors. They have loving bond withthem,
talk to them on phone too. This encouragement played a great role in their
development.
• They receive gifts for 100% attendance every month.
• Parents are fascinated about this mode of education where studentsgo home
empty handed without any pressure of homework.

Telugu English Mathematics Environmental
Sciences
Correlation 10 10 10 10
Manual 30 30 30 30
Formative
Assessment
Grade
DCR
responses
20 20 20 20
Project work 10 10 10 10
Education
through
games
15 15 15 15
Eco project
activities
15 15 15 15
Total marks 100 100 100 100
Grade
A+ - 91 to 100
A - 76 to 90
B+ - 56 to 75
B - 35 to 55
C - 0 to 34
Anecdotes record can be taken into consideration while assessing the formatives.Summative
Assessments must be according to the CCE pattern of assessment.
Parent and Community Assessment:
Conduct class parents meeting every month. Let the parents assess the development of the
students. Teachers need to let the parents aware of the gogy they are implementing and train
the parents as well to take part in the implementation of Heutagogy. Localize thepattern of
assessment according to the need of the community regarding parental and community
assessment. Record these assessments in anecdotes.

Introduction to Part 6; How to implement Heutagogy easily?
• school level Heutagogy
• home level Heutagogy
• community level Heutagogy
• Implementation Appendix
School level Heutagogy:
Plan according to the needs and facilities of your school. Note the same in your yearplan.
Home level Heutagogy:
Let parents be a part of Heutagogy training. Let them take part in imparting Their learning to their children
and others in the community.
Though they are not all highly educated, ask them to cater their part in imparting their knowledge and
skills through practical approaches. Plan home level heutagogy in every parent’s meeting.
Community level Heutagogy:
Invite the members of the community, persons eminent in various fields, celebrities,parents, persons who
serve us, persons of various professions etc., to the classroom;
Let them teach something to the students, let them spend time with the students andinspire them
that they can learn on their own. Let them share their experiences.
Plan field trips with the students. Take them to various places. Let them plan and organize the field
trips. Let them explore new areas. Let them take part in societalactivities.
Example:
Students of PH Wada and KH Wada, Payakaraopeta organized such field trips and societal activities
that won laurels from the community as well as the officials.
They have published articles in various magazines and newspapers too.

Implementation Appendix:
Document your class Heutagogy activities in the Implementation Appendix.

Appendix 1 - Learners’ Success Stories
Success stories
• Stories from students

Appendix 2 – Teaching Support Materials
Global citizens are ready!
• outcomes
• equilibrium
Outcomes:
Discuss the image given above in groups. Write the outcomes taking few instances or
imagining few situations of the classroom. Try to take instances for every class i.e., fromclass I
to class V.

Please go through this link:
https://www.slideshare.net/lisamarieblaschke/what-is-heutagogy-and-and-how-can-we-use-
it-to-help-develop-selfdetermined-learners
Discuss on the possibilities according to the localization of Heutagogy after watching theabove
presentation.
Write your inputs:
Freedom to the teacher?
Freedom to the teacher
India stands forefront in giving freedom to the teachers on implementing new methods or
experimenting on innovative ideas. They are given freedom to implement their ideas and
prepare appropriate tools to implement their innovative ideas. The only thing they have to
consider in Heutagogy is that the students should be motivated to learn on their own. Tools
should be prepared based on the needs of the students. We can consider the societal
background and the environment ofthe students while preparing ideas or tools. Training
students too can be transformed according to theneeds and learning environment. If the
students are more active, you can modify the formula of Heutagogy to 1+3+7=11. If the
students are a bit slow, you can modify the formula to 2+5+4=11 (unlike the general formula
1+4+6=11)

Answer these questions
2. How can Heutagogy help develop creativity in learning in our present day education
systems and your present work setting?
3. What hindrances you think can come in the way of implementing heutagogy in primary
schools or in your own workWhat differences do you see between pedagogy.
andragogy and heutagogy (the three “gogy’s”). How might you link these different
practices into your work with learners?
4. Do you enjoy your profession? What measures you are taking for your own
professional development?
5. How could you link up your learners’ activities with their parents and the wider
community?
1. What is your big idea for the adoption of Heutagogy?

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