All of our resources are designed using the Understanding by Design (UbD) framework, which is widely regarded as the leading process for planning curriculum and assessment. This means that we first set out what the learner will know, how they will be assessed for this and then work backward to design the journey to that goal.
All of our programs adhere to PBL. The various skills are developed in the context of a range of real-world problems, ensuring transferability of skills and flexibility of thought. Additionally, this format is also effective for developing intrinsic motivation and self-directed learning.
Guided Inquiry model
Our programs are structured in the form of a guided inquiry; taking students from the conceptualization stage to the research stage and finally to the communication of conclusions. Students progressively unlock the “story”, acquiring the necessary skill-sets necessary to move the story forward. The entire journey is highly scaffolded, with an emphasis on demonstrating the manner in which various thinking, research and communication skills apply in a process of inquiry.
By virtue of being online, all of our programs are self-paced and allow students to re-visit explanations as often as required. Further, the resources are designed to convey information using audio, text and visual representations. Most notably, all of the feedback in our modules has been carefully crafted to cater to the specific misconception a student displays when choosing a particular answer.
Big Ideas and Synergistic thinking
All of our modules are built with an emphasis on big ideas and facilitating the ability to generalize from specific learnings. The resources are designed in a manner that students are constantly moving from the specific to the general and vice-versa; with the overall aim of developing synergistic thinking.
Visible Thinking Routines
Pioneered by Project Zero of Harvard University, visible thinking routines enrich and deepen learning by helping students understand their own process of learning. Our programs embed numerous VTRs to guide students thinking and inculcate rigorous and active processing as habits of the mind.
Our process of guided inquiry is designed to be metacognitive, in that students are made aware of the skills they are exercising in order to solve a problem. This is further made explicit through various points of reflection built into the process of inquiry – requiring students to pause, reflect on their journey up until that point, assimilate their new knowledge and reflect upon how they will use it going forward.
It is widely accepted that a lot of what we learn in school is not necessary or immediately useful in the course of everyday life. When students don’t see why they are learning something and how it will help them in their lives, they switch off. All of our programs adhere to the principle of only teaching that which is truly, as David Perkins of Harvard University puts it, “life-worthy”.