Curiosity is a powerful tool to keep children engaged with the material. It makes children want to learn, and research has proved it boosts academic performance and an overall understanding of the subject. Quoted by Edutopia as “a hidden force that drives learning, critical thinking, and reasoning”, inquisitiveness is thus a necessary resource that can liven up a classroom and drive students to excel. So, how can teachers cultivate curiosity in their classrooms? How do they effectively utilise this tool to engage their students and inspire them to take charge of their learning? Here are five ways to ensure children keep their thinking caps on: Asking Questions Approaching topics by asking children open-ended questions helps them open their perspectives and tackle the subject head-on. Keep in mind the objective is not that they find answers but that you, as a teacher, asking questions leads them to questions of their own. Thus, open-ended questions are the key. They will encourage the students to think about the whys and the hows. Moreover, seeing teachers ask questions will make them open up and not hesitate to ask for help when they feel stuck somewhere. Linking Difficult/Boring Topics With Things Children Want To Know Not all lessons in a subject are interesting enough on their own to keep a child’s attention. Thus keeping them engaged is a challenging task. It can help to link such topics with a topic children might be interested to know more about. It’ll tap into their inherent curiosity and help them pay attention to the task at hand. For instance, bringing in an action sequence from a popular movie to spark conversation about physics, gravity and movement would excite children and make them curious to know how the two are linked. It would capture their interest and help keep the classroom alive and buzzing. Active Learning Implementing active learning is the best way to cultivate curiosity in the classroom. Active learning is both a tool that encourages curiosity and a result of keeping interest alive in children. Using models, demonstrations and experiments make children actively participate in their learning process. This, in turn, encourages asking more questions and trying to find answers for them. It keeps the wheels in their minds turning. Critical Analysis Questioning and active learning also help develop critical thinking, which is another excellent way of invoking curiosity. Teaching students how to look at a subject critically means teaching them to ask how and why a certain thing works under what conditions. This helps in keeping their thoughts churning and their curiosity burning. Being Curious As A Teacher Keeping your inner child alive is critical to maintaining a curious environment in the classroom. It creates a comfortable atmosphere where children feel safe to question, explore and experiment. It keeps the spirit of inquiry alive. Last year, Agastya marked October 23rd as Curiosity Day with a quiz on the world’s most curious minds whose questions led to groundbreaking innovations. This is us doing our part to ensure children stay curious in their pursuit of knowledge, and we hope you do yours too! Happy Curiosity Day!

Mr Yakub Koyyur at the Agastya Campus Creativity Lab in Kuppam The Agastya Creativity Campus in Kuppam had a special visitor in early October in the form of math teacher Mr Yakub Koyyur. We are immensely proud that the drop-in inspired the Recipient of the National Award by the Govt. of India (2020) and brought him joy. Here’s his feedback from the weekend trip (translation provided after original text) ಜಗತ್ತಿನ ಜಂಜಾಟಗಳಾಚೆ ಎರಡು ದಿನ.ಮನಸ್ಸಲ್ಲಿ ಬಹಳಷ್ಟು ಆಸೆ. ಅಗಸ್ತ್ಯ ತಂಡದ ಕ್ಯಾಂಪಸ್ ಕುಪ್ಪಂ ನೋಡಬೇಕೆಂದು. ಎರಡು ಮೂರು ಬಾರಿ ಆಹ್ವಾನವೂ ಬಂದಿತ್ತು. ಅಗಸ್ತ್ ಫೌಂಡೇಶನ್ ದೇಶದ 21ರಾಜ್ಯಗಳಲ್ಲಿ ತನ್ನ ಬಾಹುಗಳನ್ನು ಚಾಚಿಕೊಂಡಿದೆ. ಶಿಕ್ಷಣ ಕ್ಷೇತ್ರದಲ್ಲಿ ಅನ್ವೇಷಣೆ,ನಾವಿನ್ಯತೆಗಳಿಗೆ ಪ್ರಾಧಾನ್ಯತೆ ಕೊಡುತ್ತಿರುವ ಅಗಸ್ತ್ಯ ಫೌಂಡೇಶನ್ ನನ್ನ ಸ್ವೀಕರಿಸುವಂತೆ ಮಾಡಿರುವುದು ನನ್ನ ಕನಸಿನ ಲೋಕ “ Maths World”. ಕೊನೆಗೂ ಭೇಟಿ ನೀಡುವ ಸಂದರ್ಭ, ಸಮಯ ಒದಗಿ ಬಂತು. ಎರಡು ದಿನ ಕ್ಯಾಂಪಸ್ ಒಳಗೆ ಸುತ್ತಾಡಿದೆ. ನನಗೆ ಅಗಸ್ತ್ಯ ಕ್ಯಾಂಪಸ್ ಇನ್ನೊಂದು ಜಗತ್ತಿನ ಪರಿಚಯ ಮಾಡಿಸಿತು. ಅದೊಂದು ಸುಂದರ ತಾಣ. ಕಲಿಕೆಗೆ ವಯಸ್ಸು, ಜಾತಿ, ಧರ್ಮ, ಬಣ್ಣ ಇವ್ಯಾವುದೂ ಅಡ್ಡಿಯಾಗದು. ಕ್ಯಾಂಪಸ್ ಒಳಗೆ ನಾನು ಬಾಹ್ಯ ಜಗತ್ತನ್ನು ಸಂಪೂರ್ಣ ಮರೆತಿದ್ದೆ. ಅಲ್ಲಿ ಜ್ಞಾನ ಮಾತ್ರ ಕಣ್ಣ ಮುಂದೆ. ಅದನ್ನು ಪಡೆಯಲು ಎಲ್ಲಾ ಬಗೆಯ ವೇದಿಕೆಗಳು. ಅಗಸ್ತ್ಯ ಫೌಂಡೇಶನ್ ಕ್ಯಾಂಪಸ್ ಚೆನ್ನಾಗಿ ಇರುತ್ತದೆ ಎಂದುಕೊಂಡಿದ್ದೆ, ಇಲ್ಲಿಗೆ ಬಂದಾಗ ಗೊತ್ತಾಯಿತು ಇಲ್ಲಿನ ಜನರು ಚೆನ್ನಾಗಿದ್ದರೆ ಎಂದು. ನನ್ನನ ಆತ್ಮೀಯವಾಗಿ ನೋಡಿಕೊಂಡ Agastya Acharya Initiative ಟೀಮ್ ನವರಿಗೆ ತುಂಬು ಹೃದಯದ ಧನ್ಯವಾದಗಳು. Translation Two days in a Dream World I desired to visit the Agastya Campus near Kuppam for three years. I was thrilled when I got the invite from Agastya’s Teacher Development Team. I was doubly happy because Agastya Foundation, which is known for bringing innovations and new ideas in the field of education, recognized and appreciated my ‘Math World’ and extended the invitation, so I decided to go. Agastya campus took me to another world. It is a beautiful place where learning becomes joy, and caste, creed, age, and gender are no barriers. Every lab and every corner of the campus offered an opportunity to learn and think creatively. Spending two full days, I realized that not only is the campus beautiful, but also the people in Agastya are beautiful; they are honest and passionate.

Agastya Annual Report 2021–22 Here’s an excerpt from our Annual Report 2021–22 , showcasing our achievements in the previous year and the path lying ahead: The prolonged onslaught of the pandemic has called on us to become bolder and more creative with our programs. It has spurred us to develop innovative solutions so quality learning continues to remain accessible to students, including those isolated in remote villages. In 2021–22, we pushed harder to harness the power of technology to launch a spate of unique blended learning concepts and creative digital learning platforms. We focussed on empowering children isolated in lockdowns by facilitating self-study options at home. One of the key initiatives this year to place children at the centre of their learning has been the launch of the book ActiLearn 1.0. With more than eighty hands-on activities, the book aims to engage children and inspire their curiosity and creativity. ActiLearn has been released in Kannada, English, Telugu and Hindi and has reached two lakh plus people in more than ten states. We are collaborating with the governments of Karnataka, Telangana, Maharashtra and Haryana to distribute the book in respective state government schools. To take forward the concept of self-study amongst children, we introduced Parishodhana Kits and Home Lab Kits that children could use in their homes while attending online classes. This complemented their digital learning sessions, making it easier to understand complex concepts on their own. The Agastya pioneering spirit to find solutions during the challenging Covid times drove us to launch two digital platforms: the We-Learn app and MyAgastya.education website. These platforms promote self-learning and enable students to take their education into their own hands. They contain modules with easy-to-do activities and experiments connected to the NCERT syllabus. We also trained teachers in the effective use of these platforms. While we innovated with technology, we continued to expand the scope and reach of our current programs. We capitalised on the need of the hour to launch 28 pilot phygital (or blended) learning programs across our various initiatives, including Science Centres, Mobile Science Labs and Lab-on-a-Bike. Along with face-to-face sessions, our instructors also used digital platforms and applications to provide a rounded educational experience. We expanded our Kuppam Campus, the seat of Agastya’s innovation and operations, by adding two more buildings dedicated to specialised learning. The campus now boasts of an innovative biomimetic structure with four biology labs and an exclusive Aviation centre. We also started new outreach programs at the campus in the form of Eco-clubs in schools and Mana Nestham, a mobile school library. To enhance learning outcomes, we also augmented the syllabus in our current initiatives to include math, electronics and Covid-relevant content. Today, backed by innovation, we are driving education to new frontiers. We are inspired to not only create impact but ignite hope in the hearts of students. Together with our partners and supporters, we are taking confident and bold strides in the new normal, stepping towards a world where learning is possible without any boundaries and restrictions.

Did you know it was World Science Day for Peace and Development on November 10th? According to the United Nations , the day is celebrated to a. Strengthen public awareness of the role of science in peaceful and sustainable societies. b. Promote national and international solidarity for shared science between countries; c. Renew national and international commitment to the use of science for the benefit of societies; d. Draw attention to the challenges faced by science in raising support for the scientific endeavour. We at Agastya believe in the power of useful STEM education, and this is one of the reasons why. Science can change the way we live for the better, and access to such education can help children in far-flung places participate in the process. After all, these places are most adversely affected by the climate crisis, conflict and such. Agastya’s work helps them bring their voice to the table and improve the situation hands-on by ensuring they have the tools to engage in scientific debate. Sure, this is not done on an international level at a large scale, but ensuring STEM education is accessible in every corner of India helps reach the domestic pockets that have been underserved for decades. It helps every child gain the confidence and resources necessary to access better opportunities and raise the standard of living. And if the conditions improve little by little individually, the whole society is benefitted at large. Thus, we ensure that, along with science education, we do our bit to spread the spirit of community and innovation that can help ease living conditions. Our syllabus includes space for children to experiment, innovate, and come up with solutions for everyday problems. The result? Over the years, children have come up with multiple innovative models and projects that, to name a few: increase road safety, help with farming organically, reduce the usage of coal while providing alternative energy sources, make access to medical resources easier in rural and hard-to-reach areas, guide mental and physical well-being, and make learning easier with cheap to produce tools. These are just a few examples of the many ideas and prototypes witnessed at the Agastya Innovation Hub and the science and innovation fairs we’ve held across the country over the years. We are proud that our work has been helping cultivate the scientific spirit of future generations, helping them solve problems one sustainable solution at a time. Isn’t that what development is about?

Experiential Learning Humanity is constantly on the cusp of the next great invention. With this, a wide perspective of multidisciplinary learning has become extremely imperative. There has emerged a need to possess an evolved skill set to be able to live and work in the future world. In this fast-paced world, design thinking creates room for individuals to tap into their creativity and come up with innovative solutions for real-life problems. In an interview with Dr. Vinay Dabholkar, innovation expert and the president at Catalign Innovation Consulting, he stated that design thinking is an iterative process where one learns from doing things over and over again. When looking at design thinking, one must know that it’s a creative, problem-solving approach that is human-centered and aimed at solving daily life problems. This approach takes up to 5 steps to design ideas aimed at problem-solving. Learn to EMPATHIZE The first step- empathizing, makes individuals use this process to put themselves in the shoes of those who are facing the problem. It’s a means to identify the problem through a third person’s perspective and understand it better. The key is to make oneself invisible and make them comfortable enough to share their problems. DEFINE your problem. After creating a space to analyze, it’s time to recreate spaces of affirmation to acknowledge the problem. The multiple perspectives received in the previous stage need a proper term or clarification. Hence in the second stage, it becomes essential to DEFINE by building on the observations noted through empathizing. This helps in designing the challenge in order to look at the most suitable take on it. IDEATE towards solutions A proper definition and characterization of these problems lead to the third step- IDEATING. Brainstorming on a finite impression of the problem helps in coming up with multiple actionable ideas to solve it. This thinking process helps in channeling a meaningful idea which Is also the ultimate goal of the third step. Form a PROTOTYPE Then comes the formation of a feasible PROTOTYPE where the participants challenge the ideas. This helps one understand whether the solution found would be successful or not. The aim of this stage is to make cognizant decisions and keep in mind the whole purpose, integrity, and consequences. TEST your product The last stage is to TEST the prototype by giving it to the users. This also demands proper feedback from the users to enhance and improve either the experience or the product before promotion. According to Dr. Dabholkar, design thinking is a loop of finding and losing, unlike a linear problem-solving approach. It teaches a person to fail fast to learn faster as it’s a journey of failures and it’s impracticable to get everything right the very first time. It makes you more empathetic, and innovative as you proceed with your solution-finding journey. Agastya International Foundation started design thinking programs under the guidance of, Professor of Organizational Behavior at Standford University- Prof. Hayagreeva Rao. It has become a major part of Agatsya’s pedagogy, with several innovation-based programs, like Mobile innovation buses and innovation hubs and others, taking children through the process.

Anand Mokshi, now 24, is the son of an auto mechanic from rural Karnataka. Agastya helped him develop a love for science through its innovative hands-on methods. 24-year-old Anand Mokshi, the second son of an auto mechanic from rural Karnataka who was first introduced to Agastya International Foundation in 2012, strongly believes that his 18-month association with the organization transformed him completely. He was in the eighth standard at S.J.R. High School in his hometown of Nulvi when he and his class first visited Agastya’s Science Centre, where they were taught scientific concepts in an immersive and experiential manner. “For one and a half years, every week, I was lucky enough to attend classes in Agastya. Those were the most enjoyable times of my life,” Anand recalled. “In every class, there would be over 30 students, all relishing the class. The teaching was first class and not even once were we bored.” Agastya nurtured Anand’s love for science from an early age. He vividly recalled teaching at a science fair at Nehru Stadium in Hubballi, Karnataka, when he was just 14 years old. Students from his school, as well as college students from all across the state, attended the four-day event. “I created awareness about the importance of gas cylinders, which we use daily. I studied the working of a gas cylinder and practically demonstrated it with a cylinder and a stove,” he said. “I explained the standard weight of a gas cylinder and urged students and visitors to measure the weight of a cylinder at the time of purchase to ensure that the agency was delivering the stipulated weight of gas.” The experience of teaching benefitted not only the science fair’s participants, but also Anand himself. “On the first day, I was so nervous when I stood in front of the crowd to present,” he explained. “But by the second and third day, I gained confidence and fluency.” Anveshana is Agastya’s signature science and engineering fair. It was at a fair similar to Anveshana that Anand first developed his love for teaching and found increased self-confidence. Agastya played a major role in shaping Anand’s passion for sharing knowledge and educating people. All his teachers appreciated him for his inquisitive nature; he would voluntarily ask the instructors to teach him various concepts in science, and later he would teach his friends what he had learnt. Throughout his participation in Agastya’s programmes, he also saw marked improvement in his English proficiency. Relating Science to Everyday Life Anand credited much of his passion for science to the innovative methods utilised by Agastya. Instead of emphasizing theories, instructors would make sure to relate the concepts to the everyday environment. “Here, science was related to the outside world. That is when I got to know that science was not confined only to textbooks and theory,” Anand explained. “Every time I saw something in nature, I understood that there was science behind it.” Anand praised Agastya for real-life applications to science. On Agastya’s Campus Creativity Lab in Kuppam, Andhra Pradesh, a massive garden in the shape of a human body demonstrates the benefits of various plants on different organs. His positive experience with Agastya also helped prolong his academic career. “I never used to study and in fact, had no plans of studying after my tenth standard,” he admitted. “However, Agastya’s classes inspired me and instilled in me an urge to learn more.” Ultimately, he was able to complete his twelfth standard, and then, in 2020, he earned his Bachelor of Commerce from IBMR Degree College in Hubballi, earning academic honours and being involved in the campus community as a model. Two years after his graduation, he remains well-respected by his former professors and younger students. After earning his degree, Anand worked as a supervisor for Coempt Eduteck in the exam scanning centre. His role was to help conduct exams for MBBS and Pharmacy college students in Gadag, Hubballi, and Dharwad regions as part of Rajiv Gandhi University. Currently, he is searching for another job and hoping to chase his passions of nature photography and fashion design — the latter of which he developed a love for during college. “Agastya Foundation is a boon for all…people,” Anand reflected. “I strongly urge all students to make the best use of its education programmes to improve themselves.” “My overall experience in Agastya has given me the potential to further my studies and become confident,” he added. “Now I can go on the stage and talk to people without any hesitation.”

G. Pavan Kumar 22-year-old G. Pavan Kumar is a YouTube Educator, with more than 250,000 subscribers on the platform. In 2014, he participated in Agastya’s signature Young Instructor Leader programme, in which talented students improve their leadership abilities through peer-to-peer teaching. He completed his schooling from Andhra Pradesh Model School and his bachelor’s degree in Computer Science from Yogananda Institute of Technology and Science in Tirupati. When he was young, Agastya instructors came to his school in Mobile Science Labs and demonstrated solar and lunar eclipses, how the human heart pumps blood and how solar energy works. At that time, the Internet was not as widely available, so students had fewer resources to explore new concepts. For Pavan and his classmates, seeing all of the models increased their interest in science. In particular, Pavan appreciated Agastya’s practical teaching methods, noting a stark contrast with his school’s more theoretical approach. It’s Festival Time! When Pavan was in the third standard at Mandal Parishad Primary School, a colourful bus arrived to transport him and his classmates to Agastya’s Campus Creativity Lab in Kuppam. When they arrived, Pavan was awestruck upon seeing the campus’ greenery, and immediately felt welcomed by the warm and friendly instructors! The science labs on campus were full of apparatuses he had never seen before. From then on, whenever they visited the Kuppam campus, Pavan felt like it was festival time! Between the fifth and tenth standards, he regularly visited the campus. “I always enjoyed the visits, but once I started to come more frequently, my attachment towards Agastya and [its] instructors grew,” he said. Agastya’s Campus Creativity Lab in Kuppam, Andhra Pradesh Pavan always treasured science and, unlike most of his friends, did not consider it difficult. Agastya’s hands-on explanation of the heart and its mechanisms helped him recall the material during school examinations. Ramji Raghavan, Agastya’s founder, has said that “we learn about 10% of what we read, 50% of what we see and hear, and 80% of what we experience”, and Pavan’s experience serves as proof that Agastya’s experiential methods are effective. From Learner to Leader In 2014, Pavan was among three students selected as Young Instructor Leaders (YIL) and took part in numerous YIL activities. Before participating in the YIL programme, he was very shy and experienced stage fright. Agastya instructors encouraged him to explain scientific concepts to his classmates, allowing his confidence to soar. His problem-solving abilities experienced similar improvement; he later credited Agastya with giving him “the outlook of approaching a problem with a positive and logical thought process.” With the encouragement of Agastya instructors, Pavan started teaching his junior students as well. Since the eleventh standard, he has utilised his annual YIL scholarship of INR 3,000 for his educational purposes. Innovation, Exemplified In the ninth standard, Pavan talked about solar panels in front of the Chief Minister of Andhra Pradesh, Chandra Babu Naidu, who was impressed with his performance and publicly praised him. While participating in INSPIRE (Innovation in Science Pursuit for Inspired Research), a Department of Science and Technology programme where students prepare problem-solving science models, Pavan created an automatic irrigation system. In his design, a sensor installed in the irrigator detects dryness in the field and the device automatically fills up with water. Then, once the field is sufficiently irrigated, the device would stop dispensing water. His innovation won first place in a district-level competition and he earned a medal from Mr. Ganta Srinivasarao, the Education Minister at that time. Agastya was there to assist him with every step, nurturing his talent and helping him succeed. “When I discussed this with the Agastya instructors, they asked me to describe my initial thoughts and helped me fine-tune my model for the competition,” he explained. In addition to developing his science skills, participating in the YIL programme had a tangible impact on Pavan’s character and attitude. He learnt to manage a team, clearly explain concepts to people and to lead science experiments. Taking Teaching Digital After his twelfth standard, Pavan sold onions in Kuppam market for daily wages — but his role as a teacher was far from over. Pavan recalled that during the Covid-19 pandemic, one thought was persistent: I can no longer teach and can only go to the Campus when a meet is organised for alumni. Worried about his future and career, he began to create videos explaining science concepts in Telugu — based on what he learnt at Agastya — and upload them to YouTube. The growth of his channels speaks to his consistency, teaching talent, and persistence; he has attained a large following despite the fact that YouTube’s algorithm often takes at least three months to recommend a video to viewers. He has also persevered through numerous setbacks, including a slow laptop, outdated equipment, and the lack of a quiet space to record. Pavan’s YouTube channel, Pavan Edition, has 239,000 subscribers. Pavan manages his two YouTube channels on his own. His main channel, Pavan Edition, has 239,000 subscribers, and his videos have garnered more than 5.1 million views. His impact is deepest in India, where almost 82% of his viewers are from, but he has also inspired many in the United Arab Emirates and the United States of America. Recently, he also became an entrepreneur, entering the digital marketing field. Still, as his influence has grown, Pavan has remained committed to giving back. At a recent alumni meetup, Agastya showcased Pavan’s achievements to well-wishers from Delhi, Rajasthan and a few other states. Pavan declared that he wants to help other YILs and would be happy if even 10% succeeded, exemplifying what it means to be a force multiplier. With his forward-thinking attitude, his motto in life comes as no surprise: Do not be a job seeker, but become a job creator.

In this fast world, where nearly everything requires technology intervention, media isn’t any different. Apart from traditional media, the reach of new and powerful media has exploded over the past few years. The said new media- digital. A recent study showed that children between the ages of 2–8 spend an average of 2 hours per day with digital media, whereas children aged between 8–12 spend approximately 5 hours daily. The numbers increase as we find that adolescents over 12 spend an average of 7–9 hours per day engaging with the same. Though we can’t prevent the new form of media from making its impact, we can ensure that the ones accessing it are conscientious. In an era of abundant information, media literacy helps children and students comprehend the complexities of the media landscape. It is crucial to be able to identify relevant information and evaluate information resources. By fostering media literacy skills in students, they are empowered to become discerning, informed, and responsible media consumers and producers. These skills are vital for their personal growth, academic success, and active participation in a media-saturated society. Therefore, there is a need for these programs to be included in their curriculum. Bridging the gap Agastya has always been at the forefront when it comes to structuring hands-on education plans for students. It is prevalent how underprivileged students face the wrath of a powerful media presence all around them, as it is hard to obtain the latest resources that help them otherwise. With its motive to focus on underserved students, Agastya launched a MediaArts Lab on its campus in Andhra Pradesh that introduces various forms of media arts, including filmmaking, photography, animation, editing, and digital storytelling, while ensuring that the students become responsible media consumers and producers. The lab caters to the students in the surrounding areas, motivating them to bring their stories forth. In 12 weeks, students acquire the skills necessary to responsibly use and produce digital media, which are encouraged to be displayed at Agastya’s art and creativity fair, called the Kala Kootami . The main objective of this initiative is to bridge the digital divide by offering media education and empowering underserved youth. The program helps these students amplify their voices leading them to communicate their unique expressions, stories, and perspectives to a broader audience. Students learn about photography through the MediaArts program. The profound impact of this initiative motivated the organization to transcend geographical boundaries and provide media education to students far and near. Agastya launched Dhwani, their media-on-a-bike program equipped with efficient media kits and handled by dedicated instructors. These bikes reach where the MediaArts Lab can’t and allow these youngsters to explore their creative potential. With the ever-changing world comes the responsibility to embrace the change and adjust to it accordingly. Agastya prepares children to be ready to take any challenge at any point in their future and excel at it. We at Agastya believe it is important to be aware of the ubiquitous technology defining our way of life today and tomorrow. Introducing media programs to students has been a positive transformative force in their learning journey, and Agastya couldn’t be more proud. Take a look at what the students at the MediaArts lab created here !

Abdulla R. 22-year-old Abdulla is in his final year of a Bachelor’s Degree in Commerce at CVRM Degree College in Venkatagirikota, Andhra Pradesh. He credits Agastya International Foundation for much of the success he has experienced in life so far. In 2012, he participated in Agastya’s signature Young Instructor Leader programme, in which talented students improve their leadership abilities through peer-to-peer teaching. His experience in YIL has continued to shape his life today. His father owns a small juice shop in the village of Santipuram, Andhra Pradesh, which provides sustenance for Abdulla and his seven siblings, and his mother looks after all of them. Prior to his first introduction to Agastya in the sixth standard, Abdulla was often scared and timid in the classroom, but when he became a Young Instructor Leader (YIL) the next year, his confidence soared. The instructors gave him opportunities to take the lead on small projects. Their trust helped him overcome his fears and find the confidence necessary to thrive as a student instructor. Abdulla completed the responsibilities assigned to him with precision and an earnest desire to learn. The YIL programme helped him lay the foundation to develop strong leadership skills, enabling him to actively pursue teachers’ training and take up self-awareness programmes. His growth as a YIL role model has continued to benefit him as he has become a leader in his community. A Commitment to Giving Back The YIL programme only chooses the brightest and best students, but Abdulla took the honor as an opportunity to give back to those less fortunate. Along with some like-minded classmates, he launched a tutoring centre to help more than 85 underprivileged students with their studies. Agastya’s programmes also helped spark his interest in keeping his community clean. He was particularly inspired by the organization’s commitment to the “Swachh Bharat Abhiyan” — “Clean India Mission” — philosophy, with its emphasis on cleanliness, good health, and a clean environment. Still, arguably most influential was Agastya’s introducing him to the world of mimes, acting, drama and short films, which eventually led him to content creation. A screengrab from his short film, “Donkumanupalli”, which has been viewed more than 8,000 times on YouTube. In April 2021, during the lockdown imposed by the Covid-19 pandemic, Abdulla decided to use his extra time productively and created a YouTube channel, which he called “MC Creations”. Supported by finances and resources from his friends, he directed three short films — “Jai Bharat”, “Donkumanupalli” and “Corona Kastam” — to showcase his talent. As a new-age content creator, his takes on romance, factionalism and corruption in the country have resonated with his channel’s 3,400 subscribers and 1.7 million viewers. “The art of storytelling requires poise, passion, and intellect,” reflected Abdulla on his keys to success. Still, he was very clear that creating content is only a hobby, as he has larger ambitions. Instead, his true passion lies in erasing crime and corruption from the country. In order to chase his dream, he is preparing for the Group 2 exams in 2023, paving a pathway for him to join the Central Bureau of Investigation. More than a decade after joining the YIL programme, Abdulla still looks fondly back upon his days with Agastya, expressing gratitude to his schoolteachers for introducing him to the organization and its methods. Agastya’s consistent support and motivation, along with the scholarship and career guidance, was invaluable in convincing him to pursue his passions. His love for Agastya remains so strong that even though he is no longer in school, he continues to talk to his instructors and engage with students whenever he visits the campus. “ Agastya has played a major role in building important qualities in me,” he said, “like self-awareness, courage and decision making.”

Gowtham B., a 20-year-old student, was a Young Instructor Leader and an Operation Vasantha volunteer. “I am glad that Agastya provided me with so many opportunities,” declared Gowtham B., a curious and enthusiastic 20-year-old who has been involved with Agastya as both a Young Instructor Leader (YIL) and a volunteer. In the sixth standard, he was selected to participate in the YIL programme in recognition of his immense potential. He has also served as an Operation Vasantha (OV) volunteer since 2019, teaching 30 to 40 students in his village every evening. Currently, Gowtham is in the midst of his third year at Kuppam Engineering College, where he is pursuing a bachelor’s degree in Electronics and Communications. Through his studies, he has been able to help his village with technical issues and stays active in the community as a youth member. His successes may not have been possible without Agastya’s support. Gowtham credits the organization with the development of his capabilities, improvement in skills and confidence. “Agastya brought out my inner abilities and I was able to realise and analyse my potential,” he said. Gowtham was able to visit the Campus Creativity Lab in Kuppam at least once a month from his sixth standard onwards. When he arrived on the campus for the first time, he was awestruck by its beauty and the breadth of concepts on display in its labs. “It was a ‘wow’ moment for all of us,” he recalled. “We were fascinated by the life-sized science models, the Ecology lab, the garden in the shape of a human body, the hut in which we all sat and the art centre.” Through Agastya’s experimental and practical approach, he and his classmates observed, discovered and developed methods to understand and explain their findings, igniting their curiosity and encouraging them to think creatively. Colourful formulas, puzzles and numbers adorned the walls and tables of the math lab, making typically intimidating concepts — such as pi, (a+b)2, cuboids, and pentagons — appear fun and engaging. While in the math lab, he was able to see and feel how all the sides of a cube are equal, allowing him to more easily grasp the ideas. The science labs piqued his curiosity even more. In the biology lab, he saw organisms in three dimensions — contrasting with the flat pictures in his science textbook — and learnt about herbivores, carnivores and the food chain through games and videos. Simple experiments with kitchen chemicals like vinegar and baking soda produced bubbles and froth and made chemistry entertaining. Gowtham asked many questions and, after watching the instructor, demonstrated experiments to his class too with a lot of enthusiasm and zeal. A structure outside the chemistry lab at Agastya’s Campus Creativity Lab near Kuppam, Andhra Pradesh. It was through captivating chemistry experiments that Gowtham developed his inquisitive spirit. Gowtham was so spellbound by these creativity labs that he wanted one in his school. He and a few of his friends presented this request to their school headmaster, who approved a room for it. They obtained some frogs, tortoises, insects, and even a human skull for their biology lab. A decade later, his school’s lab still exists. Thinking Outside the Box Gowtham’s inquisitive nature identified him as a prime candidate for the Young Instructor Leader (YIL) programme. The YIL programme is built on the stipulation that “the attitude of the leader should be such that (s)he empowers the others and allows them to grow under his/her guidance.” With his leadership skills and positive attitude about learning, Gowtham was a natural fit for the position. His ability to work with others was evident when, along with two others, he presented a model in the eighth standard. His team learnt to make an innovative fire-extinguisher and improved their communication, reasoning, building, time management, and presentation skills. Throughout the process, Agastya instructors provided plenty of support and helped him overcome many problems. They set a focus for him to improve his English-speaking skills, asking him to concentrate on grammar, then word formation, and to watch English movies on television. Agastya also helped him think ‘[outside] the box’ — his ‘Hot Steriliser’ model for ICUs was short-listed for the ‘INSPIRE (Innovation in Science Pursuit for Inspired Research)’ award at a district-level science fair in Chittoor. During the selection round, students had to come up with innovative solutions for social issues. The INSPIRE award jury commended Gowtham’s idea, and though he did not win, he relished the opportunity to think creatively. “It is a boon to have Agastya in our lives,” he said. “Agastya sessions also brought out talents which I did not know I had in me.” His improved confidence manifested itself in the world of performing arts, too. In the ninth standard, he gave a dance and mime performance during an alumni meet, despite the fact that he had never been on stage before. During the meet, he also got the opportunity to speak to other people who were personally inspired by Agastya. “This gentleman told us that he, too, was from a financially poor background but his determination and strong will helped him to become successful in life,” Gowtham recalled. “Hence, I, too, can pursue my dreams to join a multinational company and earn well, despite the challenges in my life. That is my life’s formula, which has brought me [until] here.” In his early adulthood, Gowtham continues to be a change-maker. He has taken the lessons learned from his time with Agastya and applied them to issues in his community. Recently, students at his OV centre told him about leakages caused by improperly maintained taps and surroundings. His professor encouraged him to find out ‘why’ and ‘how’ he could solve it. An Operation Vasantha centre in action. Gowtham has been volunteering for OV in his village since 2019, inspiring more than 30 children every single night and coming up with innovative solutions to help them. After committing considerable effort into finding a solution, he came up with a model called ‘Efficient Solution for Water Management at Residential Places.’ In 2023, his innovation won second prize at Anveshana, Agastya’s annual Science and Engineering competition. He is interested in patenting it before selling it as a product. Nowadays, Gowtham is as resilient and motivated as ever. His father passed away a year ago, leaving his mother, a farmer, as the sole breadwinner. She is responsible for taking care of the financial and educational needs of Gowtham and his younger brother, who is currently in his second year at Doctor Y.C. James Yen Government Polytechnic College in Kuppam. The monthly stipend of INR 2,000 that he gets for his work at OV is critical in helping his family. But despite his family’s setbacks, Gowtham’s dreams are undeterred. “Eventually, I wish to see myself as a CEO of Mindtree or Amazon in about five years,” he declared. “Consistency, hard work and determination will always help in achieving success.”

Teachers during a session at the lake Education plays a pivotal role in shaping the future of society, and at the heart of education lies the vital role of teachers. As we navigate the complex challenges of the 21st century, it becomes increasingly crucial to equip educators with the necessary skills and knowledge to prepare students for the rapidly changing world. Training teachers in line with the demands of the changing times is essential for ensuring that education remains relevant, engaging, and transformative. With an endeavor to unleash and self-discover the potential of teachers, Agastya’s Teacher Training Program team recently piloted an innovative program under the Acharya Initiative titled ‘Meta’ Teacher in Me. Intending to enhance the personality, perceptions, and pedagogical practices of teachers while instilling 21st-century skills and sensitizing teachers to the critical issue of climate change, this program centered on five major educational principles- Interdisciplinary approach Curriculum beyond textbook Reflection and action research Educational Technology Environmental Consciousness Many teachers participated in the workshop recently held at Agastya’s Kuppam Creativity Campus between 30th May and 3rd June 2023. They shared their experiences, saying, “The program was not exclusively pertaining to the academic alone; but the overall development of the teachers through the collaborative inputs from Academic, technical, theatre and arts.” Teachers gather for a picture during the workshop. The program was meticulously designed with field visits, interactive activities, experiments, tool-making for inquiry (rain gauges and foldscopes), and finally, analyzing results to discover innovative ways to integrate different disciplines. Teachers visited the waterbody near the campus and collected water samples to analyze its various physical and chemical parameters. The participants then assembled foldscopes they had made earlier to examine the biological parameters of the water samples. The session ended with a discussion on climate change. A teacher using a foldscope Through expert-led sessions like, immersive simulation games on different landscape formations and hands-on tasks, including jigsaw puzzles and screening documentaries like ‘A Life on our Planet’ by the famous naturalist David Attenborough, the facilitators deepened the understanding of climate change through anthropogenic activities. They explored ways to weave environmental consciousness into their curriculum. Teachers make a jigsaw puzzle together “Who is not my teacher? What are not my teachers? As everything in this world teaches me something.” – Olapamanna These are from a beautiful Malayalam poem, ‘ Thingalum Tharangalum, ’ which served as the workshop’s anthem to evoke teachers’ thinking. A teacher expressed their thoughts by saying, “We learned a song in a language which we don’t know. It’s a tongue twister, yet we are comfortable and liked the melody and essence of the song, and that’s why we were able to perform”. Teachers sing the anthem The program’s design made these lines real by venturing beyond the confines of traditional classrooms; teachers were exposed to the wonders of nature with Eco-walks and lake visits. They engaged with the real-world application of their teaching methodologies to create learning opportunities around them, which proved to be one of the defining features of the program. Teachers on a nature walk Acknowledging the influence of technology in modern classrooms, teachers were provided with tablets allowing them to experience how these tools could enhance their teaching and learning. From collecting visuals during Nature walks, making creative notes, and virtual simulations, to creating their own animated story using ‘ Scratch ’, teachers embraced the usage of gadgets and digital technology. Teachers use tabs during the training Theatre was designed as one of the program’s pillars to create an emotional connection to the subject. Teachers got the opportunity to show their theatrical skills by presenting the significance of the five elements of nature. The performing experience brought a sense of joy and excitement and proved to be a powerful tool for reflecting on their learning journey. The participants discovered an incredible potential to create memorable learning experiences for their students by integrating arts. Teachers during their theatre session Nurturing Reflections Recognizing the importance of self-reflection in the journey of professional growth, teachers were provided with tools and frameworks to evaluate and critically reflect on their learning through guided exercises, peer sharing, group discussions, and mind map sessions. Teachers expressed their learnings and reflections on their emotions through mind maps, a splendid outcome of the workshop. A mind-map made by one of the teachers Cultural Collaboration: “Knowledge can be gained from books; But the love of the knowledge is transmitted only by personal contact.” — Henry Van Dyke To kindle the love and passion for knowledge, the program brought together teachers from geographically and culturally diverse backgrounds and from across India, ranging from Government schools to International institutions, to foster a spirit of cultural collaboration. This unique convergence of experiences and perspectives gave them fresh insights, gained valuable cross-cultural knowledge, and cultivated a deeper appreciation for the power of diversity in education. A distinguishing feature of this program was working with eminent scientists from Gubbi Labs, educators from the Fig Tree Learning Centre, and theatre artists from Banjaras theatres. By working alongside eminent scientists, teachers bridged the gap between theory and practice, inspiring students to engage in scientific inquiry and critical thinking. Collaboration with experienced educators provided invaluable insights into effective teaching strategies and innovative pedagogical approaches. Moreover, the fusion of arts and education through the involvement of theatre artists unleashed creativity and encouraged imaginative thinking while demonstrating the transformative power of performing arts in education. With all these meaningful experiences and learnings, teachers came up with their own ‘Learning Experience Action Plan’, which they took back to their respective schools to implement in the future. The program’s diverse experiences and collaborations with experts catalyzed profound shifts in teachers’ perspectives and attitudes toward pedagogical practices. Along with the teachers’ transcendent learning journey, Acharya Initiative stood inspired by the program’s impact and remains dedicated to reflecting, learning, and refining the program to empower more teachers with similar transformative experiences!

17-year-old Seema Sheikh is currently pursuing a nursing degree and wants to work in anaesthesiology. 17-year-old Seema Sheikh, a former Young Instructor Leader (YIL), is currently in the first year of a bachelor’s degree in nursing from PES Medical College in Kuppam, Andhra Pradesh. She wants to work in the anaesthesia department of a hospital after completing her courses. “Anaesthesia means loss of sensation in the body. I want to work in that field, as it has a lot of growth and demand,” she explained excitedly. “People want to make every medical procedure free of pain.” Seema is the oldest of three children, and her mother runs a snacks and kebab shop from the veranda of their house in the village of Thumsi, Andhra Pradesh. Her exposure to Agastya began at a young age. Even though she was only in the third standard at Mandal Parishad Prathamik Pathshala in Thumsi when she first visited campus, she had already heard about it from her seniors. “We used to fight with our teachers to take us to the Agastya campus as well,” she explained. Her first visit to the campus was a memorable one. She first visited Guru Gruha — Agastya’s astronomy lab, which has a large free-hanging model of the solar system suspended from the ceiling — and watched several videos about the solar system. “I knew about the sun, moon and stars, but it was the first time I saw the entire solar system with its other planets,” she recalled. “We also saw the paths and speeds of different planets as they orbited the sun. I was so happy seeing it.” The Gurugruha Astronomy Center on Agastya’s Campus Creativity Lab near Kuppam, Andhra Pradesh. In the second half of the day, she and her classmates met several instructors in the auditorium. Each student had to stand on the stage and introduce themselves one by one. For the young Seema, it was nerve-racking. But over successive visits to the Campus Creativity Lab, her confidence soared. “At that time, we were all scared to stand in front of others and talk,” she said. Today, standing on the stage and talking to people is my favourite activity.” She enjoyed visiting the campus and interacting with the Agastya instructors, so much so that “if [she was] told that we are going to the Agastya campus, [she] would not get sleep due to [her] excitement.” Her enthusiasm and aptitude for science only grew with every passing visit to the campus. In the seventh standard, she learnt several science concepts like acids and bases, phases of the moon, natural colour extraction from flowers and turmeric, and many more, with the help of models and materials. Her love for Agastya was so strong that she began to miss the campus sessions while on lockdown due to the Covid-19 pandemic. “I used to ask [an Agastya instructor] when he would next call us to the campus,” she recalled. The unique YIL experience Seema’s limitless potential was identified early on and she became a Young Instructor Leader (YIL) when she was in the eighth standard at AP Model School in Santipuram, Andhra Pradesh, one of just nine YIL’s from her class of 80 students. “I did not know what a YIL was, other than what our seniors said, which was that it was like a badge for being a good student,” she recalled. “I was very happy but a few of my classmates and friends were upset. I told them not to feel bad, and that whatever we learnt, we would share with them.” Although Seema had been to most of the labs on the Agastya campus, there was a special lab only for YIL students, so it was a completely new experience for her. She and her fellow YILs began every session with meditation, followed by watching a motivational video. Then, they used to either study different topics in a practical way or engage in activities like group discussions or poster making. “We never memorised any formulae while learning math in the YIL lab but learnt using mathematic models,” Seema explained. “Later, each one of us would share our learning with the rest of the class. I loved the way the friendly Agastya instructors interacted with us. They taught us even difficult topics in a very easy way.” For Seema, peer-to-peer teaching was her favourite part of Agastya sessions. When she first entered the YIL programme, she was afraid of sharing her ideas, but she quickly became more confident and assertive. “Before, I was so scared to talk to people in case they laughed at me,” she said. “But after YIL sessions and practicing speaking in front of the class, my communication and confidence both improved.” The Ramanujan Math Park on Agastya’s campus in Kuppam. The park was named after Srinivasa Ramanujan, the legendary mathematician whose concept Seema had to explain during Agastya’s Math Day celebrations. Her newfound public speaking and teaching abilities came in handy when she partook in Agastya’s Math Day celebrations, which took place in the auditorium over the course of three days with several students from other schools and foreign visitors in attendance. “I was a group leader and explained the concept of Ramanujan’s number and how he arrived at it,” she said. “I felt like a fellow teacher and was very happy. I think peer-to-peer learning is my most valuable takeaway from Agastya, as I continue to use it even in college.” Her confidence and love for giving back have aided her at university so far. She is among the very few students in her class in college who do not hesitate to walk up to the blackboard and explain a topic. She credits this largely to her experience with Agastya. “As a YIL, I was trained to share my learnings with others,” she explained. “I would love to always keep this connection with Agastya.”