Learning Methodologies
We recognize that learning encompasses more than just academics. It involves the development of various aspects, including physical, emotional, social and cognitive growth, which contribute to the overall well-being of every student. By fostering critical thinking, creativity and innovation, we aim to empower students to become life-long learners.
The transformation of information into knowledge occurs when students deeply understand, analyze and internalize its essence. Learning, therefore, is a dynamic process that brings about change and enhances the potential for improved performance and future learning.
In our educational approach, pedagogy goes beyond the mere transmission of information by teachers. Instead, it revolves around creating opportunities for each student to learn in a way that best suits their individual learning style, ensuring that they acquire the necessary knowledge, skills and competencies.
To help each pupil master knowledge and skills, our educators believe and follow:
The Nine Pedagogy Approaches are as:
SPPS ACE IT
The foundation classes are geared for intake at the beginning of the session in April as per the age criteria given below:
S: Student centered approach (Constructivist approach):
Student-centered classrooms include students in planning, implementation, and assessments. Involving the learners in these decisions’ places more responsibility and ownership on them rather than on the teacher. Also, teachers must become comfortable with changing their leadership style from directive to consultative. Meanwhile, students may work in small groups, access centers, and move about the classroom freely. The sppsians play a more active role in their learning and develop a sense of responsibility.
Personalized learning takes the student-centered approach to a new level by, as much as possible, responding to each individual learner’s unique needs, strengths, and weaknesses. Each student gets a learning plan that’s based on what he or she knows and how he or she learns best. Through individualized instruction, learning is tailored to the student. It provides numerous and yet-to-be-discovered advantages for both teachers and students. Studying in a supportive and caring environment promotes respectful student-teacher relationships and even teacher partnership with parents.
P: Project Based Learning
A relatively new teaching method, project-based learning falls within the student-centered approach. As the name suggests, in project-based learning students complete projects. However, these are big, meaty projects in which students acquire knowledge, research, think critically, evaluate, analyze, make decisions, collaborate, and more.
Typically, projects are created in response to an open-ended question such as “How can our school be greener?” or “How was our city planned in the past and how could it be planned in the future?” Another important part of the projects is that they relate to real-world problems. The projects shouldn’t just apply to the classroom but have an impact, too. For example, students might make a radio show for the whole school to hear. Or, they might write a letter to the town council and attend a meeting to express an opinion.
Between projects, the teachers provide scaffolding and smaller bite-sized projects to help build skills such as how to research, how to solve division problems, how to write a letter, etc. Thus, students build on what they know by asking questions, investigating, interacting with others, and reflecting on these experiences. Cooperative learning is enhanced by letting students organize their work in groups.
S: STAD (Student Teams Achievement Division):
Student teams-achievement divisions (STAD) is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. The students are placed in small groups or teams. The class in its entirety is presented with a lesson and students are subsequently tested. Individuals are graded on the team’s performance. Although the tests are taken individually, students are encouraged to work together to improve the overall performance of the group. It is basically a team work, but students are graded individually according to their contribution that they make towards their team. Usually in STAD students are assigned four to five members in a group that are mixed in performance level. Components of STAD are Class presentation, Teams, Quizzes, Individual improvement score, Team recognition.
A: Active Learning:
This method includes “anything that involves students in doing things and thinking about the things they are doing.” It’s a reciprocal process where cognition and demonstration combine to reinforce key learning points. Active learning allows students to analyses, synthesizes and apply knowledge rather than passively receive information. It fosters learner engagement, interaction, and deeper understanding, moving beyond the memorization of facts to cultivate higher-order thinking skills.
It is a learner-centered approach that emphasizes engagement, reflection, and application. At the heart of active learning are three fundamental components as Engagement, Reflection, and Application.
Engagement: This aspect describes a mix of concentration and interest. Students focus on the topic in hand because it is taught in a manner that makes it intrinsically interesting.
Reflection: Students are asked to consciously reflect on the subjects they have been learning. This helps personalize and imprint the knowledge, and the repetition of key points helps fix them in memory.
Application: This aspect focuses on the practical use of key pieces of learning. By making the topic practical, students learn how useful the subject can be, motivating them to remember and focus.
Another key element of active learning is that it’s frequently collaborative. Not only do learners benefit from interaction with the educator, but they join forces in team exercises, or share their opinions and experiences in group discussion.
C: Collaborative Learning:
Learners form a group to learn together, solve a problem, complete an
assignment, work on a project or create products. It involves a lot of group work. However, it also requires a lot of structure and intervention on the part of the teacher to make learning as effective as possible. Some commonly used collaborative learning strategies include “think-pair-share.” https://youtu.be/rWEwv_qobpU
Discussions in small groups or pairs can also be effective, as can a “jigsaw” approach. In the jigsaw model, students are broken into small groups to read or learn from a certain perspective. Then, changing their groups, members spread the information and share it with others.
It improves social skills and critical thinking as during the group work process, students will express their opinions or ideas with the other students in the group providing feedback. This feedback to each student will include critique as well as the interpretation of the opinions or ideas expressed.
E: Experiential Learning
Experiential learning is the process of learning through participating in practical experiences. These can be projects, case studies or lab experiments in the classroom or field trips to places around your school and community. For example, in a science class, you might take a trip to a nearby nature center to learn about the types of animals and plants in your area. This type of approach encourages students to apply classroom knowledge and skills to the real world. It can help them comprehend the purpose of their efforts and return to schoolwork with enthusiasm.
I: Inquiry based Learning Technique:
Inquiry-based learning promotes the idea of learning by investigation, where students can complete projects, ask questions and find answers by themselves. While teachers act as resources in these times, the goal is for students to solve problems and discover information on their own. Upon learning about concepts, they can explain and present the concepts in their own words to further enforce them in their memories. Then, students can advance to higher levels at their own pace. Instead of repeating answers students have been taught, students learn to seek their own answers to questions. So, students develop strong research skills.
T: Tactile Learning:
Inquiry-based learning promotes the idea of learning by investigation, where students can complete projects, ask questions and find answers by themselves. While teachers act as resources in these times, the goal is for students to solve problems and discover information on their own. Upon learning about concepts, they can explain and present the concepts in their own words to further enforce them in their memories. Then, students can advance to higher levels at their own pace. Instead of repeating answers students have been taught, students learn to seek their own answers to questions. So, students develop strong research skills.