At Edopia, we can take a break to feel the wind on our face, bask in the sunshine and hear the cuckoo bird. Or we can work tirelessly to come up with engineering solutions for the energy crisis. Our day is our own canvas.
No One Is An Exemplary Edopian
Here an individual’s freedom is valued. Every child is allowed to develop into the person he would want to be, at his own pace. The child is allowed to tread on his own path to self-actualization.
10 Principles Of Progressive Learning
The responsibility of facilitating the learning lies with the teacher
The learning experiences allow for inquiry and enable children to co-construct
meaning through social interactions
Learning transcends the boundaries of the classroom.
As we engage in our pursuits, we respect the personal space of others.
Freedom to make decisions always involves risk and requires the possibility of
negative outcomes. Apparently negative consequences such as boredom, stress,
anger, disappointment and failure are a necessary part of individual development.
All members of the community have the power to change community
life, through the democratic process.
The responsibility of teaching lies with the teacher. The responsibility
for learning lies with the children.
Mentors help children with self-reflection and making better choices.
Adults are available and supportive when children ask for assistance.
We collaborate with parents as co-educators in meeting children’s needs.
Edopia is a center of learning for all ages.
At Edopia, it is believed that learning takes place best when it is connected to the needs and preferences of a child. A child is not always a passive recipient of knowledge. He co-constructs meaning with his peers and mentors. The Edopian classroom is a dynamic place, with the students moving from group work to individual work in response to their needs and the needs of the inquiries to which they have committed.
Other than the foundation classes, all classes are optional. Foundation classes is an umbrella term for ‘comprehensive’ and ‘concept’ classes. The curriculum used in the foundation classes is internationally accredited. To augment classroom learning, the school uses adaptive softwares that allow children to learn at their own pace.
Starting from the age of 6 and above, children are offered a wide range of electives to choose from at the beginning of the semester. Children partake in these electives in multi learning environments this allow every child to have a very unique daily schedule.
Edopia is a school without walls and learning is not confined by the boundaries of the classrooms. During the choice time, a child can partake in teacher-led projects, work with friends across ages, get extra mentoring, lead independent studies, read, play..even sleep.Periodically, children meet their mentors to reflect on their choices.
After-school classes and workshops are offered four days a week. The workshops are based on various life-skills; coding, robotics, home economics, visual arts and performing arts. The mix of classes and workshops on offer changes every semester.
Life Skills & Community Engagement Weeks
Some examples of our LSCE week are given below.
Survival Training and Overnight Camping
Making Learning Visible
At Edopia, making learning visible is a priority. Diagnostic tests help to identify learning gaps that require intervention. Daily observation of work and learning is the leading type of assessment. Teachers record anecdotes, voice clips and video clips that allow individuals and groups to reflect on their learning. Our small student to teacher ratio guides this ‘‘Family Observation’ and formative feedback.
For foundation courses, we have summatives and examinations. Rather being an end to themselves, these tools guide the future effort.
Creating A Culture Of Thinking
It is important to build a strong intellectual life around children through enculturation. That happens when we become aware of the cultural forces that are present in our existing learning spaces and leverage them to build a space where thinking is valued. By creating a culture of thinking, we value a group’s collective as well as individual thinking by making it visible and by promoting it. The cultural forces that are used as a tool in the process are time, modeling, language, environment, interactions, routines, opportunities and expectations. Teachers employ the practice of visible listening to model the worth of a student's thoughts, while gaining the information necessary to ask them good questions.
Documentation involves being curious about the student learning occurring, recording it with multiple media artifacts to act as a form of group memory, reflecting on the documentation, and sharing it publicly in order to build collective knowledge. Making time for thinking, using a language of thinking, and documenting the thinking processes are just some of the ways that teachers create cultures of thinking in their classrooms.
Role Of An Adult
We collaborate with parents as co-educators in meeting children’s needs. The role of the teacher is to facilitate connections between the student’s prior knowledge and the knowledge available through new experiences. The responsibility of teaching lies with the teacher. The responsibility for learning lies with the children. Teachers also act as mentors, guiding children in making better choices.
In an Edopian classroom, parents are welcomed as partners, with a clear role to play in supporting the community and their own children. Parents stay updated about the engagements at school via the school network.