A well educated mind will always have more questions than answers. - Helen KellerRead More
The school follows the Montessori System of education at the early formative years of a child. The system was introduced by Dr. Maria Montessori in the early 1900. In this system of education, each child is considered as a unique being. Its aim is to help children reach their full potential in all areas of life. Trained teachers who facilitate, guide and help allow the child to experience the joy of learning, the time to enjoy the process and ensure the development of self esteem.
Children are encouraged to engage in self-directed, interactive material centered approach towards learning. Specially designed apparatus has been provided in the Montessori Lab to foster social and academic skills through 'learning by doing'. This method is practiced not only with scientific precision but also with artistic refinement.
De Indian Public School trails Multiple Intelligence, which believes in a systematic approach to nurture and teach children by honouring their individual needs and strengths within a classroom setting. The Multiple Intelligence Theory was developed by Dr. Howard Gardner, a psychologist and professor of neuroscience from Howard University in 1983. Heeding this theory, we believe that intelligence is not a static structure that can be measured and meaningfully quantified, howbeit an open, dynamic system that can continue to develop throughout life. It includes the notion that each person is smart to varying degrees of expertise in all the eight avenues of intelligence i.e. Verbal/Linguistic, Logical/Mathematical, Musical, Visual/Spatial, Body/Kinesthetic, Interpersonal, Intrapersonal and Naturalistic Intelligence.
We have also been able to foster meaningful learning experiences by using multiple teaching tools and strategies. Our facilitators are well sustained in these distinctive teaching strategies, who comb through mountains of characteristics and dozens of behavior patterns to bring out the assessment of the child in the most comprehensive way. This approach provides a framework to identify how children learn and are able to build on their strongest assets through environment that offers a variety of stimulating hands-on materials, helping teachers and parents to find out the best suited domain and measures for the sectors which need more focus and improvement.
The School has introduced Multiple Intelligence Curriculum and Assessment for Classes Pre School and Pre-Primary. We believe that there are effective approaches and strategies of developing and raising a child, to lead him and her to a happy and successful life. Therefore, we have designed our curriculum in such a manner which offers multi dimensional techniques to cater all kinds of intelligences such as Visual, Linguistic, Logical, Kinesthetic, Rhythmic, Interpersonal, Intrapersonal and Naturalist Intelligence. Young children are assessed in a natural setting while doing the things they do every day.
It is however, difficult to assess them accurately because of their activity level and distractibility, shorter attention span and inconsistent performance due to mood swings. Thus, there is no formal examination in the Pre School and Pre Primary level. The curriculum is divided into three terms and an Assessment Report is provided at the end of each term. The facilitator observes and identifies the quality of the child’s performance in different areas such as reading, writing, comprehension, creativity and participation in different activities of the class and the school.
From Class I onwards, scholastic assessment comprises of the assessment of the learner in curricular subjects through assignments, project work, practical, written and oral tests. The term co-scholastic assessment refers to the assessment of psychomotor skills, physical development, life skills, attitudes, values, interests and participation in co-curricular activities essential for holistic development of learner’s profile.