Indian School of Excellence to stand out among different schools by having a unique blend of teaching methods, curriculum, creative teaching enablers and also focus on the students overall development. It is sure to carve out a special niche for itself as follows:
Our goal is to create enlightened and empowered young men and women for whom success comes naturally. Indian School of Excellence realises the gravity of its responsibilities in making the young child into a responsible citizen of the future. Hence, it promises to itself and the society on the following core aspects of education.
Quality education – Indian School of Excellence offers rich, holistic and academically rigorous education that draws on local and global perspectives.
Love for learning – Indian School of Excellence empowers students with the skills of critical thinking, creative thinking and love for continuous learning.
Foundation for values – Indian School of Excellence instills in children the timeless values that are integral to living an interdependent, equitable and fulfilled life.
Student empowerment – Indian School of Excellence fosters student ownership of their learning, developing confidence, self-esteem and the skills to meet the challenges that confront them today and in the future.
Global citizens – Indian School of Excellence teaches children to be global citizens, capable of adapting to changing situations and challenges.
ISE follows a creative teaching model which is simple, appealing and holistic student-centric teaching-learning approach . It energises and motivates the teachers to be creative, passionate and reach all learners matching their interests, abilities and learning styles.
The model is simple, comprehensive and is universally applicable across levels of education, be it at kindergarten, secondary, degree or professional learning. It is aimed at exploring the different facets of knowledge and lends itself beautifully to 21st century teaching learning needs. We believe that all individuals are creative and the hidden potential has to be extricated and utilised in the development of the individual. A teacher thus is not only an expert but a facilitator in this journey. The teacher has to thus mould his/her teaching style to the way students learn. The teacher will have to adopt a variety of techniques to match the varied learning styles of the students.
All students have the same potential but if information is provided in their preferred style of acquiring information, they are motivated to learn, they relate to the content emotionally and proactively make efforts to learn. They pay attention and work on gaining mastery over the content. An empowered student, an encouraging and responsive learning environment leads to more responsible and mature learners. Thus creative teaching takes into account the levels of knowledge, skills and values to be attained and categorically distributes equal responsibility to the teacher and the taught to make the learning joyful, exciting and challenging.
The Creative Teaching Model incorporates the active teaching learning strategies which focus on student engagement by linking previous knowledge to new knowledge, experiencing joy and fun while learning. Learning happens without any stress and leads to exploring and integrating knowledge from different perspectives. applying the knowledge in real life as well as exploring further to gain mastery over the concepts, skills and values exposed to becomes a natural progression in the process .
The model also exploits the attributes of the present day learner by employing learner centered teaching learning strategies.
The Creative Teaching Model is a simple teaching learning philosophy which dictates the curriculum planning, teaching strategies and assessment.
It consists of four domains.
The classroom teaching is focused on these elements:
Caters to the senses -visual, touch, smell, sound and taste – The need to understand that teaching has to appeal to the learners. The classroom teaching would involve many aids which appeal to the five senses and also cater to the different learning styles of the students. It would also encourage students to be physically involved in a task .The high energy levels of the students would be tapped and utilised in focusing attention to task. The teacher would use games, puzzles, hands on techniques like role plays and manipulatives to develop the gross motor and the fine motor skills.
Feelings – No learning happens without the appeal to emotions. All learning will be packaged with emotions of being a leader, an involved leaner and the need to be motivated, enthusiastic, positive in all they undertake. The teacher would be passionate. love her subject, be enthusiastic and lead an inquiry into all aspects of learning. The teacher would reach the brain of the learner through the heart. This would lead to concepts being retained for a longer time as the heart does not tired easily but the brain does. The teacher would establish rapport, use appreciative inquiry and adopt the fair and equitable classroom management practices. The classroom instruction materials would include biographical sketches, inspirational stories, role plays, surveys and case studies which would stir the emotions of the child, get them interested in what they are doing.
A critical thinker and an ability to learn, unlearn and relearn is the t the heart of 21st century teaching learning . To build the intellectual capacities of the young minds such as analytical ability, critical thinking and problem solving skills with an emphasis on finding solutions ; adapting to change and the ability to be visionaries would be addressed in this domain. It is important for a teacher to stimulate the curiosity and allow the learner to explore it in his/her way. The ability to look for options and think outside the box is a critical prerequisite in today’s world. The teaching methods used would be presentations, projects, quiz and use of technology in the form of animations, online games and videos.
The value disposition of the students is of vital significance in their progression as a leader. The focus is on the personal value systems and values that once developed are good for the individual and the society in general. Values will not be preached but identified and demonstrated through the activities, discussions. Every lesson will not be not taught for a concept but the first task would be to identify the values and the student will experience these values through actions. The affective domain will be developed to ensure that the learner realizes the significance.