Experiential Learning Cycle
The spirit of The Heritage School that defines it and sets it apart from the rest is the Experiential Learning philosophy. In practice, it manifests as a way of life that is pursued by the entire Heritage community.
This hands-on approach enables them to grapple with a problem, issue or concept using all their senses. The learning experience thus becomes multi- dimensional and an internal, cognitive, sensory and emotional process. This engagement leads the children to the second stage.
The second step sees children examine their learning critically and creatively. Through sustained inquiry, they are able to probe further into the problem, concept or task at hand. This takes the child onto the third stage.
After having experienced and reflected upon a problem seek a million plus answers via the dialogic approach. Dialogue helps the child to see the bigger picture, think outside the box, and engage collaboratively with others. It helps to focus on individual and interpersonal learning outcomes.
After having had meaningful experiences, followed by reflection and dialogue, the child arrives at her destination, a richer and more fulfilled being. This helps the child to think and act independently. This manifests itself not only in terms of grades or marks but also real and meaningful understanding.
We believe that each child is born with a unique gift and it is the primary responsibility of educators and parents to discover this gift. The Heritage curriculum acknowledges and celebrates the uniqueness of each child and helps her assume ownership of her own style and pace of learning.
One of our aspirations is to be able to listen to the hundred languages of the child: to understand through her words, physical expressions and language, her silences and her creations. It is only by listening that we can truly educate children.
We live in an era of rewards, incentives, deals and material motivations. The Heritage has eschewed this approach. Instead, we empower our children to draw their sense of accomplishment from within by bringing excellence in whatever they do.
We believe that self-discipline is the most critical element for success in life and that this is best developed at a very early age by interacting with the children and helping them see reason in an atmosphere of mutual respect, focused on solutions rather than punishment . True discipline comes from a person's own sense of reasoning, discernment and awareness. It is more often about the right questions rather than the right answers.
Every year, on an average, a Heritage teacher undergoes approximately 300 hours of training and development. The learning processes never stops. Training includes domain development, curriculum-building, leadership skills, communication processes, child psychology and more. The school organises study missions to the best schools in the country and around the world to learn and exchange views. A culture of collaborative planning, reflection, peer-learning and group-learning permeates the campus. Teachers are constantly challenged to question their paradigms, concepts and familiar methods to evolve new and better ways of reaching out to children.
At The Heritage School, we welcome parents as active partners in the process of nourishing young minds. We are proud recipients of abundant faith and confidence from parents. We organise workshops, orientation programmes, events and festivals throughout the year to engage parents in the process of learning so that they and the school are in sync and take equal responsibility for the child's growth and development.
We believe the school should be seen as the centre of the community. Sustainable changes in society can only happen through education of individuals. Schools are the spaces where this evolution will first conceptualise and crystallise. The Heritage way of being and doing is unique. Breaking away from the industrial mind-set where education often stifles human potential and ability, we have taken the road less travelled to make a genuine difference.
Disclaimer : All efforts have been made to exclude photographs of children whose parents did not grant us permission, any inclusion is inadvertent and regretted
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