Green Valley Pedagogical Plan
The Principal, of Green Valley is the pedagogical leader who orchestrates the long term and short term academic and experiential pedagogical plan for holistic development of students and professional capacity building for teachers. Considering the multi- stakeholder involvement a Pedagogical Plan ago committee is set up at Green Valley School to gain perspectives and expertise for a strong pedagogy.
Pedagogical Plan Committee (PPC)
Convener / Principal
Member KG Department
Mrs. Shanmuga Priya
Member Primary Department
Ms. V. Vinodini
Member High School Department
Ms. Rekha , Ms. Kirubavathi
Member Higher Secondary Department
Goals to be achieved
Annual Goals for the academic year 2019-20:To maintain academic rigor while the focus being on teaching the child and not the subject alone. They are
- Teach the competencies through the subjects.
- Integrating subject topics across grades for inter-disciplinary learning and hands on experiential learning to actively engage the child.
- Focus is to be not just on completion of subject but subject understanding.
- Defined learning outcomes and competencies for each subject.
Implementation strategies for the Annual Pedagogical Plan:
- Teachers to create Integrated Active and experiential lesson plans and unit plans across subjects and grade levels and get it approved by the Principal and PPC
- Each Lesson plan to include detailed Lesson objectives, Learning outcomes and competencies, Pedagogical strategies and resources.
- Walkthroughs (Classroom observation) by Principal and Coordinator daily to continuously monitor the implementation of these lessons
- Regular student feedback and exit slips every month / Quarter.
- Consistent formative assessments in the form of Art integrated projects, exhibits, Role plays, Theatre and drama, Paper writing etc. to understand gaps in learning of the students.
Teacher Capacity building and Professional Development workshops to include: Hands on workshops on active and experiential learning, learning outcome-based lesson plans
OUR ACADEMIC PLAN - Annual Plan for 2020 – 2021
Focus: Critical Thinking, Complex Problem Solving and High-Order Reasoning
Green Valley focuses in teaching critical thinking, complex problem solving and high-order reasoning. A clear link between these skills eventually given success in college and in the workplace. Critical thinking is the acquired skill of gathering, organizing, testing and using information – is the key to understanding and navigating today’s global community.
The 5 Teaching Protocols
Every day in our classrooms, our teachers use a system of proven best teaching practices to help students reach their fullest potential. These techniques include:
Every child learns differently and brings his or her own unique skills, interests and knowledge to the task. Differentiated Instruction focuses on actively engaging students by teaching to each child’s interest and ability level every day and in every lesson. Not to be confused with “tracking” or grouping by ability level, differentiation ensures that each student masters the appropriate skills and concepts before moving on. Differentiated instruction expects teachers to work with students from their Personal Learning Plans (PLPs), and effective differentiators make ongoing adjustments in the areas of content, process and product to meet the needs of each student.
Essential questions do not lend themselves to a singular, factual answer. Instead, they are designed to make students think and encourage them to consider a wide range of approaches and possible answers. Each day, essential questions for every lesson are posted in the classroom and serve to stimulate thought and focus for that day’s lesson. These high-order questions help not only to shape the lesson, but also to focus students’ minds and stimulate their thinking.
Almost all new learning includes unfamiliar language or suggests alternative definitions for familiar words. For this reason, Green Valley School teachers make a habit of posting the unfamiliar words associated with the day’s lesson and employ many instructional strategies to facilitate the acquisition of new vocabulary. By writing vocabulary on the board, teachers and students are reminded of the central role that vocabulary plays in effective instruction, learning and communication. Teachers will know that new learning has taken place when students begin using the new words appropriately when framing their own questions and answers.
High Order Assessment
Green Valley School class instruction works toward deeper understanding in academic areas that are measured by high-order assessments. These daily assessments take many forms (quizzes, short writing assignments, group projects, oral reports, etc.) and are the basis for differentiated instruction the next day. They also help ensure that students are progressing against their PLPs. This type of assessment helps demonstrate how deeply students have been able to think about the lesson’s essential questions and whether the teacher has been successful in building their understanding of the subject and targeted thinking skill, or if changes are needed.
Writing is a skill which, just like playing a sport or musical instrument, isn’t acquired over night. We think in language, and language and thought are so intimately connected that it is impossible to imagine one without the other. Writing mastery requires continual practice from an early age, and all Green Valley School students are expected to write for every class every day. Written work should be an integral part of each day’s lesson, and will continue to play a role in students’
Curriculum mapping is a method of writing and managing school curricula that guides teacher lesson-planning, identifies gaps and repetition in instruction, and ensures that skills and concepts are being introduced in the right order to achieve cumulative and efficient effect.
Global Awareness Touchpoints
Touch points is a unique program developed to bring students to understand, debate and propose solutions to complex problems facing societies around the world. For example, fourth graders spend the year studying the challenge of bringing nutritious food to market; eighth graders examine the plague of international drug trafficking. Each class is paired with another class with Hollyrood (UK).
Individual Growth Assessment
Individual Growth Assessment is an objective measure of a student’s growth in seven key skill domains over the course of a year. For this purpose, Green Valley School plans to uses the CTP4 test of critical thinking and problem solving skills developed by ETS Green Valley School is committed to seeing that all of their students score above their average independent school cohort growth rate.
Student Portfolios and Personal Learning Plans
The Personal Learning Plan is an individually tailored plan focused on achieving unsurpassed student learning and personal growth. Based on objective testing results and teacher observations, PLPs contain focused and specific learning goals accompanied by plans to achieve them. Just as all of our students are unique, no two PLPs are the same. Each PLP not only addresses skills needing improvement, but also offers challenges in areas of student strength and interest.
Student-Led Parent-Teacher Conferences
All Green Valley School teachers meet with parents and their student three times a year to review the child’s progress against his or her PLP. The student leads the final two of these three discussions. Students who feel engaged in their education, enjoy school more and outperform their peers. Students, aided by their teachers, present their work portfolios and review their progress against their own PLP, suggesting changes as needed.