Pedagogy

PEDAGOGY

For Pre-Primary

We have put in a lot of effort in framing appropriate learning material. Our books, work sheets, lab activities that use practical life material, sensorial materials, spindle boxes, metal insets etc. and other learning material has been carefully researched and selected. We have maintained high standards in terms of academics.

Our curriculum is the backbone of Amrit Jyoti. The basic principle of our curriculum is “Child Development” and “Child Learning”. We believe in stress-free learning. Our children are not forced to learn, but encouraged to participate and are involved in various sensory, exploratory, spiritual and interesting activities to foster their holistic development.

Subjectivity
We experience the world subjectively thus we create subjective representations of our experience in terms of the traditional senses of vision, audition, tactition, olfaction and gustation such that when we — for example — rehearse an activity “in our minds”, recall an event or anticipate the future we will “see” images, “hear” sounds, “taste” flavours, “feel” tactile sensations, “smell” odours and think in some (natural) language. Furthermore, it is claimed that these subjective representations of experience have a discernible structure, a pattern.

Consciousness
It is bifurcated into a conscious component and a unconscious component. Those subjective representations that occur outside of an individual’s awareness comprise what is referred to as the “unconscious mind”.

Learning
An imitative method of learning is claimed to be able to codify and reproduce an exemplar’s expertise in any domain of activity. An important part of the codification process is a description of the sequence of the sensory/linguistic representations of the subjective experience of the exemplar during execution of the expertise.

Learning Toys
Our selection is based on the following observation:
“All toys are learning toys, but, the toys that work best” –

are 90 percent child and 10 percent toys
can be used in multiple ways – again and again
inspire creativity and imagination
can be used with others

Meaning: Simpler is smarter. High-tech, high-cost gizmos with digital bells-and-whistles aren’t necessary to elevate your child’s intelligence. Instead, we use vintage toys such as rubber balls, clay, crayons, art supplies, building blocks, and other construction toys that enlist a child’s imaginations and small-motor skills to build castles, forts, and playhouses.

At Amrit Jyoti, we have a list of materials that help children learn, including paper, pencils, crayons, scissors, glue, tape, cardboard boxes, easel paints, water colours, sand, play dough, building blocks, puzzles, dress-up clothes, hats, props, dolls, doll clothes, and simple musical instruments.

For Primary Students (Std. 8th)

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.

The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening. What makes an assessment “formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications.

Common formative assessments include:

Quizzes
Games
Projects
Presentations
Group activities

Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. Generally speaking, summative assessments are defined by three major criteria:

The tests, assignments, or projects are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment “summative” is not the design of the test, assignment, or self-evaluation, per se, but the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught.
Summative assessments are given at the conclusion of a specific instructional period, and therefore they are generally evaluative, rather than diagnostic—i.e., they are more appropriately used to determine learning progress and achievement, evaluate the effectiveness of educational programs, measure progress toward improvement goals, or make course-placement decisions, among other possible applications.
Summative-assessment results are often recorded as scores or grades that are then factored into a student’s permanent academic record, whether they end up as letter grades on a report card or test scores used in the college-admissions process. While summative assessments are typically a major component of the grading process in most districts, schools, and courses, not all assessments considered to be summative are graded.

For High School Students (Std. 9th and 10th)