Principles behind the design of the curriculum and methodology

In the previous topics we have learnt about the purpose and vision of TIDE and what we are trying to achieve and impact. In the process, we have answered many questions that led us to our approach towards teaching, the learning environment, and attitudes and dispositions. Now we come to the principles that influence the design of our methodology.

Let us understand each of these principles one by one.

• Principle behind design of the “Learning map”

As discussed earlier under the topic, “How do children learn?”, we understand that students learn at their own pace and according to their abilities. They are at different levels and hence cannot be pushed to learn and complete activities at one go.

Activities have been designed for every grade based on  the concept and placed on a “Learning Map” in such a way that students will be able to do the activities at their own pace without the pressure of completing activities at the same time as their peers. It follows a basic sequence of introduction, reinforcement, practice and assessment activities. The map takes the concepts and breaks them down into a simple route or map to follow. Students have access to the map always and they can trace their learning progress along this map.

• Principle behind choosing the types of activities

Every student learns differently. It is important to design activities that enable learning in more than one way. Some students may learn while the teacher is teaching or while doing an activity. Some students might practice the activity several times to be able to understand the concept, while some might learn by doing an outdoor activity, a role play, through online activities, and so on. Hence, you will see that there are a variety of activities that are designed and placed on the learning map

• Principle behind designing a “Logo” for each type of activity

You will find that there are logos for each type of activity that are placed on the learning map. These designated logos for every activity define the type of the activity. The logos are carefully designed to help students/ learners identify the type of the activity and prepare to do the activity themselves rather than waiting for the teacher to direct every activity. Logos are designed in such a way that they are mostly self-explanatory and since students/ learners are trained to understand what these logos mean and how they work, it is easier for them to plan and carry out their learning.

• Principles behind the choice of grouping (teacher led, peer, self)

Learning in a classroom should reflect the natural way of life as closely as possible. The child will, at different times, engage with oneself, with a group or take the support of an elder. Therefore It is important that students develop independent thinking and learning strategies, as well as peer / adult supported strategies. The design principle of grouping students is based on  this idea and enables learning to occur through different types of interaction – self, grouped, with the teacher.  It is not necessary that every concept starts with a teacher led activity. For example, students can first do a survey independently, work with peers, and then present their learnings to their teacher.

• How CCE is naturally inbuilt into the methodology

Our methodology focusses on the “process of learning” rather than “completion of the syllabus”.

It ensures that requirements of a state / country syllabus are met, but approaches the system by keeping the child at the centre of learning, rather than a peripheral stakeholder who must “complete syllabus”. By following students’ progress on the Learning Maps, which clearly indicate completion of small, yet recognisable learning components, the progress of each child is measured continuously and naturally.

Completion of activities, along with concept-based assessments at suitable intervals enable teachers to be aware of every student’s progress on an on-going basis, rather than at longer intervals and formal assessments. 

The focus is more on how best students are learning and how teachers can best facilitate learning. The Learning Map in itself is a CCE tool as its progress continuously charts the students learning naturally.

• How is Curriculum design influenced by all the principles

Each of the above principles has influenced the design of the various elements of our curriculum. The “curriculum” is not a set of textbooks and workbooks, with some physical Tlm’s (Teaching-Learning Materials like blocks). It is a combination of materials designed for various users and uses.

The Learning Map for each grade and subject, teacher instruction cards for teachers to use while teaching teacher-led activities, student activity cards, different types of activities (indoor and outdoor games, role plays, circle times), puzzles, experiments, many tactile and physical TLMs, a tablet with a percentage of online learning materials, workbooks, all constitute “curriculum” at TIDE.

Every item of curriculum reflects a principle. A Learning Map and student activity cards enable autonomy. Different types of activities teaching the same concept allow for children of different abilities to learn.  Puzzles and experiments encourage learning-by-doing and inquiry.

A teacher who understands this and enables herself through this methodology recognises the dynamism of learning. She enables the same in the curriculum and ensures that learning does not become static.

We hope you have had some insights into the ideas and principles of our philosophy, around which our learning programs are based.

As you experience the program, we hope you will be able to see the connect between the basis of our methodology and how the same is brought into the classrooms.