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How did How did your child your child learn till learn till

the age of the age of 2yrs ?2yrs ?

(before school)(before school)

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BELIEFBELIEF

When you face dissatisfaction with When you face dissatisfaction with childchild’’s progress s progress

What you say/ do?What you say/ do?

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BREAK beliefs BREAK beliefs The The ““normalnormal”” education is SAFE. education is SAFE.– It ensures the futureIt ensures the future– Only “teachers” can teach. Only “teachers” can teach. – We have to send to schools We have to send to schools –– everyone is sending. everyone is sending.– World is competitive; Schooling needs to be World is competitive; Schooling needs to be

competitivecompetitive

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New BeliefNew BeliefChildren don’t need to be pushed into a system

rather they can be empowered and trained to flourish the way they want

We don’t need to fit a child into a school

We need a school that builds itself around the child

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Approach at GeniekidsApproach at Geniekids Multiple Intelligence – Cater to different strengths, Multiple Intelligence – Cater to different strengths,

different interestsdifferent interests Learning Style – All kinds of kidsLearning Style – All kinds of kids Thinking is learningThinking is learning Integrated learningIntegrated learning No hurry to No hurry to

find the RIGHT answerfind the RIGHT answer Produce resultsProduce results Establish knowledgeEstablish knowledge

Explore – Experiment – ExpressExplore – Experiment – Express

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Aarohi OverviewExploration, Experience

and Expression

Skills

Modules

ProjectsConcepts

Workshops

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Typical Typical DayDay

Sunshine Time

Reading Time

Module Time

Lunch & Workshop

Project Time

Free Play & Bye Bye

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Project – 4 stagesProject – 4 stagesExploration: Scope, goal setting and

Planning the project.

Research: Reading,Observation, Data Collection, Survey, etc.

Implementation: Doing the project to reach the goal.

Reflection: Collating the experiences and learning

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Project – The WallProject – The WallExploration:

Observe walls around us; What purpose we need the wall for,; what else we can add to our wall; what diff material people use

and so on.

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Project – The WallProject – The Wall

Research: Detail analysis of material, patterns, designs and features of wall made by others. Research

on different materials like bricks, stones etc. Understanding roleof raw material like cement.

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Project – The WallProject – The Wall

Implementation: Exploring differetn patterns, designs and features of our wall. Creating a final design. Making the wall.

Figuring out quantity of bricks. Mixing of sand/cement etc, laying of bricks, pattern of laying; how to ensure wall si

straight, usage of different tools; plastering etc

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Project – The WallProject – The Wall

Reflection: We write about it, do a play, draw about it, sing a song – in many different ways collect our learnings

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ModulesModules• Modules are very focused on a particular concept –

hence Module are objective driven. • Modules are small activities which help the child explore

and understand a specific concept deeply. • These modules are in the form of games, activities,

Expresso etc. • The modules are open – hence children can work at

their level. • Module also introduces child to specific methodology

(procedural knowledge) as well as representation systems (for example how to add and also format of writing an addition solution).

• Child will get opportunity to understand a concept and get practice of procedural skills of the same concept in multiple modules

• Modules are based on robust design features and use peer teaching. They require minimum adult intervention – this way children can repeat the same anytime, anywhere.

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ModulesModules

Number Number BingoBingo

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WorkshopsWorkshops1.1. NatureNature

eg: gardening, animal farming, wildlife conservation, eg: gardening, animal farming, wildlife conservation, environment etcenvironment etc

2.2. Scientific ProcessScientific Processexplore and experiment with any process – to explore and experiment with any process – to develop scientific thinking. Eg: why a ball rolls but develop scientific thinking. Eg: why a ball rolls but dice dosen’t?dice dosen’t?

3.3. Visual ArtsVisual Artseg: Clay work, Drawing, Painting, Sculpturing, eg: Clay work, Drawing, Painting, Sculpturing, Murals, Photography, Fashion Designing, Graphic Murals, Photography, Fashion Designing, Graphic designingdesigning

4.4. Music / Movement / DramaMusic / Movement / Dramaeg: Theater, Choreography, Musicals shows, eg: Theater, Choreography, Musicals shows, Singing, Musical InstrumentsSinging, Musical Instruments

5.5. Community / Civic Community / Civic eg: Community work, Social Service, Civic Issues, eg: Community work, Social Service, Civic Issues, Public EnterprisePublic Enterprise

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WorkshopsWorkshops

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Child’s ROLEChild’s ROLEDECIDEDECIDE Why do they want to learn? Why do they want to learn? Interest, MotivationInterest, Motivation What do they want to learn? What do they want to learn? GoalsGoals How do they want to learn? How do they want to learn? Medium, Ways (MI)Medium, Ways (MI)

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BenefitsBenefits1 Language Development Discussion, Debates, Questioning (talking / listening) Research, Reference and related material (Reading) Documenting, Reporting (Writing)

2 Social Development Work Together – team skills, communication, etc Teach and Learn from each other; Interest, Skill and

knowledge transfer Social Skills – Respecting, sensitivity towards each

other, etc.

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Benefits - 2Benefits - 23 Conceptual Development Experience and Application Integration & Interconnections No limit to learning

4 Self Development Self MotivationSelf Motivation - Child takes his/ her strengths and interests - Child takes his/ her strengths and interests

forward.forward. Self SuccessSelf Success - Child takes ownership & responsibility of his - Child takes ownership & responsibility of his

success. success. Self EsteemSelf Esteem - - Work is not done to impress anyone, no comparisonWork is not done to impress anyone, no comparison Thinking SkillsThinking Skills - - Problem Solving, Decision Making, Analytical

and Creative thinking Habits of Mind: Like Perseverance, Independence, Planning &

Organizing, Emotional Intelligence, etc.

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Child CentricChild Centric ACCEPT the child the way he/ she is.ACCEPT the child the way he/ she is. RESPECT the child - RESPECT the child - choice, struggle, decisions, doing, results, choice, struggle, decisions, doing, results,

REAL life Learning – REAL life Learning – Belief that the real life is NATURALBelief that the real life is NATURAL

FEAR less learning – FEAR less learning – Belief that this is long term. Belief that this is long term.

SELF learning – SELF learning – Belief that the children WANT to learn.Belief that the children WANT to learn.

MEANINGFUL learning - MEANINGFUL learning - Belief that I learn best when I am excited.Belief that I learn best when I am excited.

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Aarohi - Geniekids life SchoolAarohi - Geniekids life SchoolGroup 6 to 8yrsGroup 6 to 8yrs –– Cubs: Cubs: Age of Exploration Age of Exploration

Key Driver: Key Driver: CuriosityCuriosity Key Goal: Key Goal: DiscoveryDiscovery Key Characteristic: Key Characteristic: Width of learningWidth of learning

Group 9 to 12yrsGroup 9 to 12yrs –– Lions: Lions: Age of Experimentation Age of Experimentation Key Driver: Key Driver: QuestioningQuestioning Key Goal: Key Goal: EstablishmentEstablishment Key Characteristic: Key Characteristic: Depth of learningDepth of learning

As we Grow we addAs we Grow we addGroup 13 to 16yrsGroup 13 to 16yrs –– Gurus: Gurus: Age of ExpressionAge of Expression

Key Driver: Key Driver: ClarityClarity Key Goal: Key Goal: Refinement & FinesseRefinement & Finesse (specialization) (specialization) Key Characteristic: Key Characteristic: Application of learning Application of learning – career goals– career goals Take responsibility of board exams, college etcTake responsibility of board exams, college etc

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Learn from life for lifeLearn from life for lifeWhole approach leads to training and empowering Whole approach leads to training and empowering children to succeed inchildren to succeed in

First level – board examFirst level – board exam Second level – Obtaining and pursuing Higher Second level – Obtaining and pursuing Higher

Education Education

LIFELIFE

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EvaluationEvaluation not of the child but of the learning process not of the child but of the learning process Self assessmentSelf assessment Peer AssessmentPeer Assessment Test/ Exams – as a way of learning not to check Test/ Exams – as a way of learning not to check

child’s learning.child’s learning. Open BookOpen Book Kids set the paper Kids set the paper Kids check the paper.Kids check the paper.

Observation by the Facilitators Observation by the Facilitators Discuss with child – find ways aheadDiscuss with child – find ways ahead Add or Modify Learning ModulesAdd or Modify Learning Modules

360 degree assessment360 degree assessment

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Parent’s SchoolParent’s School Parents are part of the SCHOOL – If child fails WE BOTH Parents are part of the SCHOOL – If child fails WE BOTH

are equally responsible. WE work on US not on the child.are equally responsible. WE work on US not on the child. ALL decisions are taken TOGETHER.ALL decisions are taken TOGETHER. Parents go through necessary trainingParents go through necessary training

Understand kidsUnderstand kids Understand learningUnderstand learning Design learningDesign learning

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Hence, As Parents, we do notHence, As Parents, we do not

Expect quick results - No panic – but PatienceExpect quick results - No panic – but Patience Expect same development – instead ACCEPT Expect same development – instead ACCEPT

each child as he or she is – strengths, abilities each child as he or she is – strengths, abilities and interests.and interests.

Compare with the world outside nor within the Compare with the world outside nor within the group – work with individual child’s progressgroup – work with individual child’s progress

Have Preconceived definitions of success – Have Preconceived definitions of success – rather empower the child to search her own rather empower the child to search her own pathways and reach own goalspathways and reach own goals

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Thank YouThank You Do come to Do come to observe observe an Aarohi school session an Aarohi school session

in actionin action(pl take prior appointment).(pl take prior appointment).

Come and met us or email your queries