Riverside framework

Introd u ction to th e
Riverside
Approach

‘Whe re common sense is
common practice’

1
© The Rivers ide S chool

Great Schools all
ove r th e world are an
atte m p t to ans we r th e
big questions … …

2

Are s ch ools a
‘preparation for l ’
ife
or an
‘integral’ p art of l ?
ife

3

Wh at is th e m e aning of
‘childhood ? ’

Are s ch ools for
‘instruction’
or for ‘education’

And finaly… .
l

4

H ow can ch ild re n ‘shape’ th e ir fu tu re ?

5

R ive rsid e b e gan with the sam e
que stions…

We wou ld like to s h are h ow
we h ave e xp lore d th e m to
d e ve lop an ap p roach wh e re
children and their
potentials
b e cam e the ce ntre of the
p rogram m e

6

S u cce s s to
Significance
Can it be
replicated?
Th e R ive rs id e ap p roach is alre ad y
b e ing im p le m e nte d in
6 schools (4000 stud e nts in al) l
and it is now b e ing u s e d as a
fram e work of e xce lle nce for low
income s ch ools in th e cou ntry.

Am rit Vid yalaya, K alol | TG E S , R aj | S ant Kab ir, Barod a | TG E S , Ah m e d ab ad | Te j
kot as
Vid yalaya, Barod a | TG E S , Jam nagar

7

Th e re are 3
com p one nts of th e
R ive rs id e m od e l

1 2 3
Why Ho What
Foundation w
Proces s es C ontent
Framework B ehaviours A s s es s ment

8

1

Why
Foundation
Framework

9

1
Th e S tu d e nt as th e primary
Why stakeholder form s th e
Foundatio fou nd ation of th e R ive rs id e
n ap p roach

Te ach e rs

C om m u nity
Student

P are nts

10

1
Why What d oe s this m e an?
Foundatio
n
Th is b e com e s a lens
agains t wh ich all
d e cis ions on p roce sse s,
b e havior, conte nt,
asse ssm e nt are aligne d

Le arning b e com e s
visible
S h ift from “teacher told me” to “I am doing it”

11

1
Why The learning
Framewor journey
k

AWARE ENABLE EMPOWER

Key S tage 1 Key S tage 2 Key S tage 3
C om p le x to S im p le D e p e nd e nce Ind e p e nd e nce
(Revealing / Uncovering ) to Ind e p e nd e nce to Inte rd e p e nd e nce
(making s trateg ies vis ible) (be the chang e)

12

1
Why The new 3 ‘R’s’
Framewor
k Relevance
The ‘Why’ of Rigor
what we d o The practice and
S tudent
honing of a skil as a
l
Teacher craft
Parent
C ommunity

Relationships
The ‘R e cip rocal’
partne rship s

N urturing and C e l b rating Voice and Choice
e

13

1
Why What d o the se m e an?
Framewor
k

No longer teac hing for the
Relevance tes t – but learning for life

Rigor No medioc rity –
no compromis es

Relationship The s trength of the team
s (enable and not label )

14

2

How
Proces s es
B ehaviors

15

2
How H ow d oe s common s ens e
Processes b e com e common practice?

C hoice and Voice

By your S tudents
Te ach e rs
Be the C hange

Student Revis it, Review, Refine
C om m u nity

Win Win
P are nts A udit

Bridging the G ap

aProC h

16

2
How What d oe s this m e an?
Processes

Th e s e p roce s s e s e ns u re th at
th e non-negotiable goals
are visible and
accessible to all
s take h old e rs

Make s com m on se nse – com m on p ractice s
S h ift from “I am tol to d o” to “I make my own
d
choices ”

17

2
Common Common
How Sense Practice
Processes Planner
C hoice and Voice Incorporate s l arnings from MI,
e
TfU , B l oom s Taxonom y,
D iffe re ntiate d instruction

A ctive Res earch
B y your S tudents
D ocum e nting to l arn
e
P e d agogical Q ue stion -Ad ole sce nt
l arne r
e
Wals as se cond skin
l
Projects
B e the C hange
D isp arity is a re ality
C itize nship p roj cts-Koshish
e

Revis it, Review, Time to Learn
Refine Tim e tab l e
R e fl ction
e
H um il in P ractice
ity
18

2
Common Sense Common
How Practice
Processes
Win Win Profes s ional Development
Maxim ise m y p ote ntial to m axim ise
stud e nt p ote ntial ( 45 d ays of P D )

A udit A s s et Tes ts
Q ual fe e d back
ity
C IE acknowl d gm e nt
e

Bridging the G ap Parent/S chool Partners hips
We cant d o this without you

aProC h Initiatives
C ity as m y p l
ayground – a
nostal for the future
gia
19

2
Th e b e h aviors th at cre ate a
How culture of com m on s e ns e
Behaviour
s

Te ach e rs C ollegial

B uddy Interaction

C om m u nity Student A bundance Mentality

Peer and Public S crutiny
P are nts
C los ing the Loop

20

2
How
Behaviour What d oe s this m e an?
s
H ow th e non-
tangibles are give n
e xp re s s ion

The glue that b ind s a p rogram m e
S h ift from “I am tol to d o” to “I am doing it”
d

21

2
Non-tangible E xpres s ion
How
Behaviours Teacher C ommunity
C ollegial D ial
ogue d rive n around the practice
and stud e nt conce rns

B uddy Interaction B uilding C ommunity
N o tal nt is of val unl ss
e ue e
share d

S haring
A bundance Mentality This is not the l gre at id e a
ast
you wil have
l

Outs ide C omfort Zone
Peer and Public
D e -scripting and ap plication
S crutiny
of und e rstand ing

C los ing the loop Now and not later
Ap pl , critique , re sol – now!
aud ve
22

3

What
C ontent
A s s es s ment

23

3 Th e Beacons th at gu id e
What e ach Ke y S tage of
Content
d e ve lop m e nt
Key S tage 1 – J ourney to self
awareness
Language Package

C reative Thinking
Key S tage 1
Intra / inter pers onal s kills

S tu d e nt C rafts mans hip

K e y S tage 2 Logical Thinking
K e y S tage 3 S cientific Thinking

24

3
Beacon C ontent C hoice (aware)
What
C ontent
Language to m ake the com pl x worl sim p l r
e d e
Package

nurturing and celebrating
C reative curiosity which e nabl s hab its
e
Thinking of m ind ( risk taking,
inquiring, re se arch )

s elf awarenes s that l ad s to
e
Inter – Intra knowl d ge of com p e te ncie s -Inte r
e
pers onal s kills p e rsonal l ad s to te am work
e

C rafts mans hip quality d e te rm ine s val ue
b ringing prid e and se l worth
f

25

3
What
Content
B eacon C ontent C hoice ( aware )

Logical thinking provid e s skils (se que ncing,
l
op tions, p rioritizing ) to re ach
d e stination

attrib uting natural phe nom e na
S cientific to re asoning by using the skil of
l
thinking ob se rvation - and not m agic

26

3 Key S tage 2 – Dependence to
Independence ( enable )
What
Language Package
Content
C reative Thinking


K e y S tage 1 C rafts mans hip

Logical /Mathematical Thinking

S tu d e nt S cientific Thinking

Problem S olving
K e y S tage 3 Key S tage 2
C itizens hip
A daptability – Digital Literacy

27

3
Beacon C ontent C hoice
What (enable)
Content Language
p rovid ing s trateg ies to h e lp
trave rse the j ourne y from
Package app re ciation to e njoym e nt

provid ing s trateg ies to nurture
C reative ‘thinking outsid e the box’ to
Thinking ad d re ss spe cific ne e d / ie nce
aud
( C oR T )

provid ing s trateg ies that m ake
Inter – Intra ‘visib l ’ the j
e ourne y of growth, be it
pers onal s kills social p hysical e m otional or
, ,
cognitive

C rafts mans hip p rovid ing s trateg ies to trave rse the
j
ourne y from novice to p roficie ncy

28

3
What B eacon C ontent C hoice
Content
(enable)
Logical provid ing s trateg ies to und e rstand
Mathematical causal re lations in re al world
thinking sce narios

S cientific provid ing s trateg ies to d e ve l the
op
thinking scie ntific te m p e ram e nt
( hyp othe sis to e xpe rim e ntation )

provid ing s trateg ies to id e ntify the
Problem S olving prob l m as a ‘p rob l m ’ and sol the
e e ve
prob l m in the be st possibl m anne r
e e

A daptability – not b e ing he l l ss ‘outsid e com fort
pe
Digital Literacy zone ’ 29

3
Key S tage 3 – Independence to
What Interdependence ( Be the Change )
Content Language Package

C reative Thinking

K e y S tage 1
C rafts mans hip

Logical /Mathematical Thinking
S tu d e nt
S cientific Thinking
K e y S tage 2
C rafts mans hip
Key S tage 3
Problem S olving

C itizens hip

A daptability – Digital Literacy
30

3
What Key S tage 3 – Independence to
Interdependence ( empower )
Content

The b e acons wil ‘empower’ us to
l
m ake the b e st choice s ke e p ing our
‘competencies’ to sol ve
p rob l m s and fashion p rod ucts that
e
are of val in one or m ore cul
ue ture s!

Be the Change

31

3
F e e d b ack and s trate gie s to
What h e lp th e s tu d e nt b e com e an
Assessme empowered le arne r
nt

Pre-A s s es s ment
Ongoing (formative and
s ummative )
Peer A s s es s ment

S elf A s s es s ment

32

3
What
Assessme
nt Checks the current level of readines s or
Pre-A s s es s ment interes t in ord e r to p lan for ap p rop riate
ins tru ction

A p roce s s of accu m u lating inform ation
Ongoing ab ou t a s tu d e nt’s p rogre s s to h e lp m ake
ins tru ctional d e cis ions th at will improve
F orm ative
his /her unders tanding s and
achievement levels .

Ongoing A m e ans to d e te rm ine a s tu d e nt’s mas tery
and unders tanding of inform ation, s kills ,
S um m ative conce p ts , or p roce s s e s .

33

3
What
Assessme
nt

Enables you to unders tand ‘WHAT’ is
Peer A s s es s ment g ood work – th e re b y h e lp ing you to give
and ge t cons tru ctive fe e d b ack

S elf A s s es s ment A p roce s s of looking at th e ru b rics and
s elf directing your cours e of learning

34

3
What
Assessme
nt K e y S tage 1 K e y S tage 2 Key S tage 3

E vidence File E vidence File S elf directed -
E vidence File
B right Minds S hine
Teacher Progres s
Funders tanding S tudent Led
evaluation
Portfolio - Dig ital
Board Exam cum
Teacher Progres s
S tudent Led J ury s ys tem
evaluation
Portfolio
F irs t Exam cum
J ury s ys tem –
Teacher Progres s Grade 7
evaluation
35

How do we know the model works ?

Data driven - A S S E T
G lobal Recognition
S tanford
ARK – Britain
Creative Partners hip-UK
Akanks ha

S c hool Des ign A ward-des igns hare
A s hoka Fellows hip for ‘Knock Out’ idea
Partners hips with IIM / NID

36

Asset Results
Comparison with all
schools : Comparison with top-10 schools
Winter 2007 Winter 2007

Class English Maths Science Students Class English Maths Science Students

3 146.34% 141.18% 131.82% 21 3 109.89% 112.34% 103.57% 21

4 133.08% 134.02% 128.89% 23 4 100.29% 105.56% 102.65% 23

5 138.99% 149.75% 133.33% 25 5 106.06% 113.86% 104.11% 25

6 138.30% 137.50% 127.01% 21 6 102.02% 107% 100.37% 21

7 123.93% 127.54% 124.12% 21 7 96.19% 102.33% 100.82% 21



3 143.01% 136.25% 123.28% 25 3 109.92% 110.10% 99.57% 25

4 144.17% 140.71% 121.83% 25 4 111.25% 114.80% 100% 25

5 134.80% 145.02% 126.77% 19 5 107.55% 113.33% 112.05% 19

6 130.58% 138.07% 111.17% 13 6 100.80% 106.11% 93.09% 13
37

C omparis on with all s chools : C omparis on with top-10 s chools



3 - 135.14% - 24 3 - 108.70% - 24

4 136.50% 129.48% 115.60% 14 4 112.19% 113.77% 105% 14

5 110.58% 113.19% 109.24% 12 5 91.01% 86.55% 90.54% 12



3 - 127.84% - 12 3 - 110.71% - 12

4 70.14% 115.74% 100.88% 6 4 51.39% 84.44% 83.52% 6

38

Inter School Results
2007-08
K h o kh o ( girls ) -
FIRST P oe m s com e alive - SECOND
K h o kh o ( b oys ) -
FIRST C ollage m aking - SECOND
R e citation - SECOND E locu tion - FIRST
WON The Girls Football InterSchool ( Under
C ollage - SECOND 14 )

Group B A ctivity
K h o kh o - FIRST C ollage m aking - SECOND
E locu tion - FIRST G rou p d ance - SECOND
P roj ct p re s e ntation ( on
e Q u iz - THIRD
citize ns h ip ) - FIRST
Ad m ad - FIRST JAM - THIRD
WON The Boys Football
Interschool ( Under 11)
Q u iz - THIRD
39

R ive rsid e b e l ve s that the p urp ose of
ie
e d ucation shoul b e to m ake our chil re n
d d
m ore competent and less helpless … ..

If we can d o th is on a d aily
b as is , th e y will e m e rge
e m p owe re d with a s e ns e of
Well Being and th e re fore ,
succe e d m ore and struggl l ss.
e e

40

The re fore we ne e d to ask ourse l s… .
ve

H ow d o we m ake
this ap p roach
com m on p ractice for
all ch ild re n.

41

Thank You

42

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