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Similaire à Riverside training program ppt
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Riverside training program ppt
- 1. Introduction to the
Riverside
Approach
‘Where common sense is
common practice’
1
© The Riverside School
- 2. Great Schools all over
the world are an
attempt to answer the
big questions ……
2
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- 4. What is the meaning of
‘childhood ?’
Are schools for ‘instruction’
or for ‘education’
And finally….
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- 6. Riverside began with the same
questions…
We would like to share how
we have explored them to
develop an approach where
children and their potentials
became the centre of the
programme
6
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- 7. Success to Significance
Can it be replicated?
The Riverside approach is already
being implemented in
6 other schools (4000 students in all)
and it is now being used as a
framework of excellence for low
income schools in the country.
Amrit Vidyalaya, Kalol | TGES, Rajkot | Sant Kabir, Baroda | TGES, Ahmedabad | Tejas
Vidyalaya, Baroda | TGES, Jamnagar
7
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- 8. There are 3
components of the
Riverside model
1 2 3
Why How What
Foundation Processes Content
Framework Behaviours Assessment
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- 9. 1
Why
Foundation
Framework
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- 10. 1
The Student as the primary
Why stakeholder forms the
Foundation foundation of the Riverside
approach
Teachers
Community
Student
Parents
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- 11. 1
Why What does this mean?
Foundation
This becomes a lens
against which all
decisions on processes,
behavior, content,
assessment are aligned
Learning becomes visible
Shift from “teacher told me” to “I am doing it”
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- 12. 1
Why The learning journey
Framework
AWARE ENABLE EMPOWER
Key Stage 1 Key Stage 2 Key Stage 3
Complex to Simpler Dependence Independence
(Revealing / Uncovering) to Independence to Interdependence
(making visible strategies) (be the change)
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- 13. 1
Why The new 3 ‘R’s’
Framework
Relevance
The ‘Why’ of Rigor
what we do The practice and
Student
honing of a skill as a
Teacher craft
Parent
Community
Relationships
The ‘Reciprocal’
partnerships
Nurturing and Celebrating Voice and Choice
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- 14. 1
Why What do these mean?
Framework
No longer teaching for the
Relevance test – but learning for life
Rigor No mediocrity –
no compromises
Relationships The strength of the team
(enable and not label )
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- 15. 2
How
Processes
Behaviors
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- 16. 2
How How does common sense
Processes become common practice?
Choice and Voice
By your Students
Teachers
Be the Change
Student Revisit, Review, Refine
Community
Win Win
Parents Audit
Bridging the Gap
aProCh
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- 17. 2
How What does this mean?
Processes
These processes ensure that
the non-negotiable goals are
visible and accessible to all
stakeholders
Makes common sense – common practices
Shift from “I am told to do” to “I am doing it”
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- 18. 2
Common Sense Common Practice
How
Planner
Choice and Voice Incorporates learnings from MI,
TfU, Blooms Taxonomy,
Differentiated instruction
Active Research
By your Students
Documenting to learn
Pedagogical Question - adolescence
Walls as second skin
Projects
Be the Change
Disparity is a reality
Citizenship projects
Revisit, Review, Time to Learn
Refine Time table
Reflection
Humility in Practice
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- 19. 2
Common Sense Common Practice
How
Win Win Professional Development
Maximise my potential to maximise
student potential ( 45 days of PD)
Audit Asset Tests
Quality feedback
Bridging the Gap Parent/School Partnerships
We cant do this without you
aProCh Initiatives
City as my playground – a
nostalgia for the future
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- 20. 2
The behaviors that create a
How culture of common sense
Behaviours
Teachers Collegial
Buddy Interaction
Community Student Abundance Mentality
Peer and Public Scrutiny
Parents
Closing the Loop
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- 21. 2
How
Behaviours What does this mean?
How the non-tangibles
are given expression
The glue that binds a programme
Shift from “I am told to do” to “I am doing it”
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- 22. 2
Non-tangible Expression
How
Teacher Community
Collegial Dialogue driven around the practice
and student concerns
Buddy Interaction Building Community
No talent is of value unless
shared
Sharing
Abundance Mentality This is not the last great idea
you will have
Outside Comfort Zone
Peer and Public
Non-scripting and
Scrutiny
application of understanding
Closing the loop Now and not later
Applaud, critique, resolve – now!
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- 23. 3
What
Content
Assessment
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- 24. 3 The Beacons that guide each
What Key Stage of development
Content
Key Stage 1 – Journey to self awareness
Language Package
Creative Thinking
Key Stage 1
Intra / inter personal skills
Student Craftsmanship
Key Stage 2 Logical Thinking
Key Stage 3 Scientific Thinking
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- 25. 3
Beacon Content Choice (aware)
What
Content
Language to make the complex world simpler
Package
nurturing and celebrating
Creative curiosity which enables habits
Thinking of mind ( risk taking, inquiring,
research )
self awareness that leads to
Inter – Intra knowledge of competencies -Inter
personal skills personal leads to team work
Craftsmanship quality determines value
bringing pride and self worth
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- 26. 3
What
Content
Beacon Content Choice ( aware )
Logical thinking provides skills (sequencing,
options, prioritizing ) to reach
destination
attributing natural phenomena
Scientific to reasoning by using the skill of
thinking observation - and not magic
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- 27. 3 Key Stage 2 – Dependence to
Independence ( enable )
What
Language Package
Content
Creative Thinking
Intra / inter personal skills
Key Stage 1 Craftsmanship
Logical /Mathematical Thinking
Student Scientific Thinking
Problem Solving
Key Stage 3 Key Stage 2
Citizenship
Adaptability – Digital Literacy
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- 28. 3
Beacon Content Choice (enable)
What
Content Language
providing strategies to help
traverse the journey from
Package appreciation to enjoyment
providing strategies to nurture
Creative ‘thinking outside the box’ to
Thinking address specific need/audience
( CoRT )
providing strategies that make
Inter – Intra ‘visible’ the journey of growth, be it
personal skills social, physical, emotional or
cognitive
Craftsmanship providing strategies to traverse the
journey from novice to proficiency
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- 29. 3
What Beacon Content Choice (enable)
Content
Logical providing strategies to understand
Mathematical causal relations in real world
thinking scenarios
Scientific providing strategies to develop the
thinking scientific temperament
( hypothesis to experimentation )
providing strategies to identify the
Problem Solving problem as a ‘problem’ and solve the
problem in the best possible manner
Adaptability – not being helpless ‘outside comfort
Digital Literacy zone’ 29
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- 30. 3
Key Stage 3 – Independence to
What Interdependence ( Be the Change )
Content Language Package
Creative Thinking
Intra / inter personal skills
Key Stage 1
Craftsmanship
Logical /Mathematical Thinking
Student
Scientific Thinking
Key Stage 2
Problem Solving
Key Stage 3
Citizenship
Adaptability – Digital Literacy
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© The Riverside School
- 31. 3
What Key Stage 3 – Independence to
Interdependence ( empower )
Content
The beacons will ‘empower’ us to
make the best choices keeping our
‘competencies’ to solve problems
and fashion products that are of value
in one or more cultures!
Be the Change
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- 32. 3
Feedback and strategies to
What help the student become an
Assessment empowered learner
Pre-Assessment
Ongoing (formative and
summative )
Peer Assessment
Self Assessment
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- 33. 3
What
Assessment
Checks the current level of readiness or
Pre-Assessment interest in order to plan for appropriate
instruction
A process of accumulating information
Ongoing about a student’s progress to help make
Formative instructional decisions that will improve
his/her understandings and
achievement levels.
Ongoing A means to determine a student’s mastery
and understanding of information, skills,
Summative concepts, or processes.
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© The Riverside School
- 34. 3
What
Assessment
Enables you to understand ‘WHAT’ is
Peer Assessment good work – thereby helping you to give
and get constructive feedback
Self Assessment A process of looking at the rubrics and
self directing your course of learning
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© The Riverside School
- 35. 3
What
Assessment
Key Stage 1 Key Stage 2 Key Stage 3
Evidence File Evidence File Self directed -
Evidence File
Student Led
Portfolio - Digital Teacher Progress
Student Led
evaluation
Portfolio Teacher Progress
evaluation Board Exam cum
Jury system
First Exam cum
Teacher Progress
Jury system –
evaluation
Grade 7
35
© The Riverside School
- 36. How do we know the model works?
Data driven - ASSET
Global Recognition
School Design Award-designshare
Ashoka Fellowship for ‘Knock Out’ idea
Partnerships with IIM / NID
36
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- 37. Asset Results
Comparision with all
schools : Comparision 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
Winter 2006 Winter 2006
Class English Maths Science Students Class English Maths Science Students
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
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- 38. Comparison with all schools : Comparison with top-10 schools
Winter 2005 Winter 2005
Class English Maths Science Students Class English Maths Science Students
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
Winter 2004 Winter 2004
Class English Maths Science Students Class English Maths Science Students
3 - 127.84% - 12 3 - 110.71% - 12
4 70.14% 115.74% 100.88% 6 4 51.39% 84.44% 83.52% 6
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© The Riverside School
- 39. Riverside believes that the purpose of
education should be to make our children
more competent and less helpless …..
If we can do this on a daily
basis, they will emerge
empowered with a sense of Well
Being and therefore, succeed
more and struggle less.
39
© The Riverside School
- 40. Therefore we need to ask ourselves….
How do we make this
approach common
practice for all children.
40
© The Riverside School