Teaching Methodology
KINDER GARTEN
INTRODUCTION:
Kindergarden classes are referred as “Garden of kids”. The learners are highly enthusiastic, Curious, cheerful, experimenting and energetic. Parent-Teacher method of teaching is followed here. The effective learning takes place from different parts in a different, manner naturally. For them classrooms are secured home with full of loving atmosphere. The curriculum framed here is flexible in its approach and is adjusted according to the learners need.
MOTHER-TEACHER CONCEPT:
The teachers of kindergarden are considered as the second parent of the learners. It helps in understanding the child and developing an emotional bond between the learner and the teacher. Both of them spend more time with each other and the teacher has an opportunity to identify the areas of concern. The methodology followed here is to link new ideas to their prior knowledge and share what they have learned to become a successful one. Children have an opportunity to express their thoughts and ideas and thus a healthy situation is created. Kids have realized that they are cared and loved by their teachers. This cardinal relationship develops the learners to be more confident and shows a positive growth in their progress. The proper diet schedule is followed here for the healthy mind and physical fitness of the kids. Thus this concept never fails to produce the achievers.
MONTESORRI METHOD OF TEACHING:
The Montessori style uses an open approach and the children are allowed to be creative and express themselves in all aspects of education. Individual attentions are given to the learners based on their nature. Learning through experiments and guidance is the key ideal in Montessori set up. The teaching is based on student-centered which enhance their cognitive, Psychomotor, emotional, social and physical development. Activity oriented learning and play way methods are followed here. The various tools adopted for effective learning are dancing, coloring, rhymes with action, sorting out techniques, matching the pattern, building the blocks, arranging the letters, shapes, conversation and keen observation. The learners are given group activity which give them spirit and joyful in the attractive classroom. The child learns to discover, explore and experiment in a stimulating and conductive environment.
GRADE I-V:
THE 5-STEP TEACHING METHOD
XSEED teachers begin a class by clearly stating the learning goal, ask children what they know already, demonstrate an experiment or conduct a group activity, let children speak before they do, ensure the “application questions” are done independently, fiercely believe in practice, assess daily, and support each child individually.
AIM
Clarify the outcome of every lesson so students know beforehand what they will learn.
Action
Perform an activity to experience concepts first-hand & understand their use and application in real life.
Analysis
Reflect on the experience & ask probing questions to undercover and understand the concept further.
Application
Practice solving real world problems in the workbook to solidify understanding and build skills.
Assessment
Get real-time feedback across conceptual understanding, applied thinking & english language fluency in order to improve performance.
Our Vision
Our school aims to prepare children for a rapidly changing world by equipping them with critical thinking skills, global perspective and respect for core values of honesty, loyalty and compassion. Developing these skills, the students will have success for today and be prepared for tomorrow.
Our Mission
Our mission is to impart a high standard of education for creative minds with a sense of understanding and compassion for others, inculcating discipline, leadership qualities, religious tolerance and patriotism.
GRADE VI-X:
Our middle school curriculum provides and promotes a learning environment based upon developmental readiness, needs and interests.
Co-operative Learning:
It develops intellectual autonomy in young adolescents to interact in heterogonous groups to support the learning of self and others in the same group.
Student centered learning:
It facilitates students engagement during class by designing hands on activities that help students construct their own meaning of the new concept taught in class. Here students socially interact with their teachers and peers through discussions.
Extrinsic and Intrinsic Motivation to meet five basic needs - survival, belonging, power, freedom and fun for the young adolescents.
Student-led parent teacher conference:
Students take ownership of their learning and they are able to reflect on what they have learned, accomplished or have yet to accomplish. Self regulation is inculcated in their personalities.
Teacher student relationships:
A strong, healthy and understanding relationship is developed between a teacher and a student to positively motivate students.
Visuals and Labs:
Use of visuals such as Smart boards in the class rooms, well structured activities and research based programmes help in developing concepts and applications in various subjects. We follow the CBSE (CCE) pattern at middle school level to meet learning objectives, such as :-
- to develop cognitive, psychomotor and effective skills
- to emphasize thought process and reduce emphasis on memorization.
- to make evaluation an integral part of the teaching learning process.
- to use evaluation for improving students' achievements and teaching-learning strategies on the basis of regular diagnosis followed by remedial instruction.
We ensure such Formative Assessment tasks are given which involve collaboration, discussion and reflection. Speaking and learning skills, presentation skills and practical skills and all the co-scholastic areas are assessed formatively
GRADE IX-X:
Our learning methodology extends beyond prescribed text books where students are encouraged to study complex topics based on experiential learning. The school follows modular scheduling to educate the pupils. The school works for five days a week.
The major emphasis of CCE at the class IX, X level is on continuous growth of students, ensuring their intellectual, emotional, physical, cultural and social development. The CCE pattern has been ingrained effectively with justified and equal importance being given to scholastic and non-scholastic areas in academics. Formative Assessments carry 40% weightage, while Summative Assessments are graded for 60% in the entire academic year.
The students are exposed to various interesting Formative Assessments like Role Plays, Brochure making, Magazine designing, Powerpoint presentation, Surveys, Model making, Quiz etc.
The Summative Assessments comprise of pen and paper tests where practical and application based tests are designed.
GRADE XI-XII
The teaching methodology is learner centred, nurturing academic excellence and Multi – Intelligence. Teaching method includes explaining, demonstrating, collaborating which establish a personal connection between the student and the topic of study, through group projects and discussions. This inculcates and enhances team work, leadership skills and presentation abilities.
Inquiry based learning which develops expirimental and analytical skills in a group situation wherein students brainstorm topics and learn in groups. Besides developing all the four skills – listening, speaking. reading and writing, methodologies are used to train children to be able to analyse, interpret and imbibe life skills.Great emphasis is laid on the development of communication skills and overall development of a child's personality.
Equal importance and assistance is given to prepare students for the prescribed CBSE syllabus as well as preparing students for various competitive exams.