Conglom

Conglom is an opportunity for students and teachers of each class to come together first thing in the morning to start the day on a positive note. This is a time for learners to share feelings, opinions, and ideas. The teacher and students facilitate the interaction so that each thought is respected and valued. The atmosphere that is created is one of trust and community amongst the group. This creates a safe environment, ultimately leading to student well-being.

Agenda Setting & CTL

Agenda Setting is a powerful routine that uses the pedagogy of co-creation to invite the voice of the child in the design of the day – be it with the learning expectations or with spontaneous moments that might emerge. When the Agenda is made visible and co-created, it builds a sense of ownership and well-being. The process allows for collaboration as the teachers and students plan together and students have a choice and voice in allocating the agendas.

Closing the Loop occurs at the end of a session / day / month / year. There is a sense of accomplishment of all that has been done, and reflection on how and what was learned and now to refine it if needed.

Provocation & Installation

Learning happens when interest is provoked in some area and a student is motivated to explore further. Curiosity is the first step that starts the learning process. It may be sparked by chance or constructed intentionally in a learning environment. Although children are naturally curious about many things, learning will only take place once that curiosity is deepened into interest. Interest leads to real learning.
The Provocation process is one such intentionally designed ‘happenstance’ that uses the spark of curiosity from children to help them delve deeper and use all senses to slow down and explore and learn about themselves as well as the area or domain of their interest.

Zero Period

This is a powerful process for all learners ( Teachers and Students ) to take an intentional pause every month and review and reflect on the learning journey so far. It offers the teachers an opportunity to get feedback on the strategies used to teach the month before and see if the intended outcome was achieved or any concepts need to be re taught. It also gives children an opportunity to look at the journey so far and see where they are confident or might need more help. Both learners and teachers are more aligned when setting goals, thereby becoming co travellers and co designers in this journey.

PROGRAM OF INQUIRY

Inquiry based learning is a process that gives the educator an opportunity to use differentiated instruction strategies appealing to the diverse learning styles of students thus allowing them to process content in different ways. The process also demands 21st century skills where individuals build grit, perseverance, growth mindset and self-regulation through individual and collaborative work. It also enables the educator to see the learning styles of the students and plan for sessions in other areas as well. The experiences through the process enables the students to understand how everything they learn is not in isolation and is interconnected in some form or the other.

STUDENT-LED INTEREST CENTERS

It is important to encourage children to explore and exercise all of their intelligences. Creating a rich, nurturing, and stimulating environment filled with interesting materials, lays the foundation for healthier, happier, and empowered children. Students who have these kinds of experiences have the skills to confident with uncertainty. The Student Led Interest Centers uses this premise to help students identify strengths that they use to design and lead sessions that build their competencies as empowered learners. 

Congenial Meets

A key determinant of creativity and growth in a school is the relationship shared between the members of the teaching community as well as the support team - for the strength and trust in the team has a direct impact on the decisions made for the children. Research has shown that colleagues who respect and trust each other are more likely to work from a space of ownership and accountability towards their work and this means they are more willing to innovate and create opportunities for their children.

Board Protocol

The design of the board prompts the teacher to explicitly articulate and make visible how each lesson is designed to catalyse Relevance, Rigor & Relationship.

Our teaching board now acts as our conscience. It anchors not just the lesson plan but also serves as a visual cue that reminds us to intentionally notice the learner. By responding to the various sections on the board, students become active participants in the lesson and not just passive listeners.

Teachers are able to easily save their board work to share their practice with peers as well as the school leaders, thus creating a measure of accountability and credibility.

Classroom Culture

At the core of any shift in mindset, is the culture of empowerment that starts in a classroom. It is what happens daily and consistently that plants the seeds of the I CAN MINDSET. Our Classroom Culture workshop will offer you the strategies and insights to intentionally build a culture of Relevance, Relationship and Rigor in the classroom through the tool of co-creation.

Parent Orientation

The Parent Orientation is the first introduction of the values of the school, the members of the community and the shared expectations for all incoming children and parents every year. It is a time where the parents participate in a thoughtful and intentionally designed learning experience which helps them move from any anxiety that they might have to a feeling of anticipation for the years ahead!

Home Visit

The process of Home Visits is a way to make the family feel welcome - whether they are just joining the school or are continuing families. This is the time when the teachers visit the family and forge a bond of comfort and trust.

STUDENT LED CONFERENCE

As the name suggests, the Student Led Conference is a portfolio of work that a student compiles that makes visible their personal journey of growth. It is made of up work that shows evidence of what they might have enjoyed, been challenged with, put in effort and are personally proud of. The children spend a week to curate the work that will finally make it in the portfolio and are supported in this process by their buddies and teachers. They then have a peer scrutiny and use the feedback to refine their final presentation - which is to their parents. All of this is towards building confidence and self awareness in children on strategies that they have used for their personal growth.

Celebrate the Child (CTC)

This process is to designed to celebrate a more complete story of a child. It is a meeting with parents where anecdotes, data and strategies are shared to make visible a more plural identity of the child - thus moving parents from being 'concerned' to feeling a sense of 'confidence' that their child is noticed, respected and celebrated.

Funderstanding

As the name suggests - this powerful process is designed to offer all children an opportunity to share with their parents and peers the 'how' of 'what' they have learned. It is a personal decision that a child makes on choosing the subject, process or skill that they are most confident about and also choosing the 'strategy' by which they will demonstrate this to the public. Reflection and feedback are the ingredients that make this process complete so that all children have the time to hone and refine their presentation for maximum impact.

Surplus

Surplus is a simple mindful process through which children, teachers and all support team members add value to the ecosystem. There are multiple opportunities in each day (the bus ride, the lunch time, the bathrooms, the time between sessions, etc.) to leave the world a little bit more just, a little bit more beautiful and a little bit more kind - and the Surplus process is designed to help all stakeholders be more observant and more intentional.

Planning For Early Years

Participants will be offered a simple template to help them intentionally plan to teach concepts to motivate, engage and reflect.
Along with template, participants will also learn multiple strategies for content delivery and assessment which includes the voice of the learner.

Think Through

To imagine a more just and equitable world is often thought of as a responsibility of adults - but to bring our young children's notice and attention to the world and it's inequities is a responsibility of education. The Think Through is a simple process that allows children to experience and empathise, then imagine a world that 'can' be - by offering their solutions and strategies. Over time, this cultivates a mindset of I CAN - I am not helpless, Change is possible, and I CAN drive it.

Pre-Math

The Pre Math workshop will introduce the participants to the core and foundational concepts that form the building blocks of a child's understanding of logical mathematical thinking. It will be through hands on and minds on activities that will allow the participant to feel confident and bring meaning and joy into the teaching.

Story Telling

Stories are all around us and they are a great way to engage, inspire and build imagination in children of any age group. It empowers the children with the creative freedom to express their thoughts and feelings without having to worry judgement or validation. Participants will learn how to use the various techniques of story telling - from simple vocal skills to dramatic play to props and play.

Phonics

Phonics is the foundation on which language and comprehension is built on - it offers children the logic of how letters 'sound' and once children understand the association, they are able to build words, which then become sentences...all of these leading to comprehension and meaning.

HUMANE FRAMEWORK

This workshop will take participants through our Design Thinking framework - FIDS (Feel, Imagine, Do, Share) to show how we create processes that bring values to life.

The participants will learn to use the framework to
1)build a culture of iteration
2)use co-creation as a tool with all stakeholders (students, parents, staff, and community) The workshop will use case studies from Riverside to highlight the FIDS method.

The workshop will demonstrate, that if you are anchored by strong values built for the learner first, and follow a design thinking framework, you can shape HumanE citizens with an I CAN Mindset, who are rooted in empathy, ethics, excellence, and collaboration.

School Tour

The school space doubles as a 'home' away from 'home' for all children - and to have a sense of community and ownership with the space and their peers, adults and the programme of learning will make the journey that much more enjoyable. The School Tour unit is one such process that helps all learners build that sense of 'family' through the understanding of the why, the what, and the how of the way the school system functions.