Diversity

Updates for 2022-23

Alignment with Diversity’s newer approach and methodologies

To further promote natural learning and a child-freedom centric learning approach, Diversity plans to incorporate a few amends and new ways of working as a community of Vividers and their facilitators for 2022-23

What are we trying to solve?

Create an encouraging environment wherein a child feels at ease which accelerates the learning in a natural setting than a pressure-cooker situation of rote learning sitting in a classroom.

A child comes to school to live his life, not learn to live life in the future. A school is an extended, warm, and safe family as his home. And if the child can’t find and discover himself through grades, curricula, syllabi, great philosophies, and for that matter with his biological age, the purpose completely is lost.  A school’s job is to give playing grounds to nurture oneself.

A child doesn’t come or be sent to just train himself for certain subjects. He comes as a whole human being to explore himself and the world around him. If things around him help him grow and stay motivated to learn, he learns and we need to be thoughtful about it as a school.

What outcomes parents can expect from this initiative?

Vividers coming to Diversity -in the long run-must turn out to be independent thinkers, deep divers, risk-takers, self-aware, confident with clarity, productive &happy, peaceful& content, respectful & grateful, and responsible &trustworthy.

What is the advantage of implementing it at Diversity?

As some of our old and continuing parents must have witnessed, Diversity always strives to make a meaningful contribution to the developmental journey of our Vividers. In the pursuit of this goal, we had embarked on this journey from the birth of Diversity and embraced the changes in learning techniques as opposed to age-old rote learning, long overdue for an overhaul. Thus, Diversity with its baby steps proudly stands as one of the early movers and is well poised to successfully implement and adopt new age, progressive learning styles which are the need of the hour and calling for a change on the part of educators and schools. 

Whether this approach will be detrimental to a child’s readiness for traditional K-12, i.e., Macaulay education system?

a) Depends on the child’s personality, parenting style, and environment in the child’s family.

b) In most of the research, the findings are if children who have been independent in their pursuits, don’t mind the change in the environment. They settle in any environment sooner or later.

c) Yet, another aspect of this argument, what age you are withdrawing your child from Diversity and why you are withdrawing! This will help you to make the right decision at the time of leaving Diversity.

What are the initiatives/changes in store?

What does a child mean to Diversity and what is our role in the child’s life?

Explanation: At Diversity, we take your child as a complete human being. Every child brings energy, enthusiasm, positivity, and possibility to the system. The studio facilitator will take the child from where he/she is coming from, i.e., milestone, not from a grade or age, e.g., if a child at the age of FOUR is a fluent reader, our job is to allow him to create stories and help document them, hence the preparation around this milestone will be going to the next, not teaching him letters from the beginning as he is a PP1 child and he would have to revise letters and learn their sounds and mixing them. This is when a mixed-age group environment will benefit the learner.

In most cases, children guide us to cover horizontal or vertical spaces of a skill. Given a child’s needs and interests, covering lengths and breadths of skill is done through different approaches by the studio facilitators.

Vividers will go by Diversity’s refined vision and mission of PLAY, PLAY, and PLAY.

Explanation: Our Vividers will play as per their choices. Learning will occur. We will allow them to play without learning as well.

Please note that they are here to live their life, NOT learn to live their life.

 

What curriculum do we use at Diversity?

Explanation: Children’s needs, desires, and interests to explore, learn, and acquire are the real forces to make a learning space worthy to be. Scientifically speaking, liberated learning spaces and educational institutes have been and are motivated to approach a child with simple and silly methods exactly like our life does to us, yes, with an intentional nudge to explore and learn new (if intended so). However, our parent partners can explore, understand, and look forward to witnessing us using different world-class pedagogies and philosophies-Old-age pedagogy of Gurukul education system, Finland education system, Maria Montessori, Fredrich Froebel, Waldorf, Sudbury Valley, SummerHill, Giju Bhai Badeka, Rabindranath Tagore, Reggio Emilia and many more to create an unstated curriculum and paraphernalia for better absorption of what we want them to learn.

In a nutshell: Please don’t worry about these names: Great philosophers and pedagogies always have advocated and propagated liberation and enlightenment of the child through their education methods and approaches.

How are mathematical skills developed at Diversity?

Explanation: Developing mathematical skills in a child is like opening the universe to a child and it must be done thoughtfully.

For financial literacy, in a layman’s language, according to the NEP-2020, the number world must make sense to the child at least as much as he can go alone for a brief shopping by the age of EIGHT in a well child’s case.  The children with differently-wired abilities might take more or less time.

How is reading taken care of at Diversity?     

We apply many approaches to achieve learning reading. Nurturing reading further is taken care of by conducting programs like spell-o-thons, word-o-thons, and many more such activities throughout the year.

How are writing skills understood at Diversity?

Explanation: Writing is a big and complex skill and takes time and support to work on. Since our Vividers are being exposed to it from their childhood, studio facilitators will be given liberty to choose the mode of writing and flexibility of achieving various milestones for each child. Spending more time on writing at school and depriving a child of other activities will not serve the purpose. Each child has a personality and we will guide each parent, how to support us and what to look forward to.

This niche skill is to be carried out with a goal in mind all the time and the parents will be guided as per the child’s personality.

That said, it is a beautiful skill to help sharpen your child’s brain. Parents out there are requested NOT to hurry it or be pushy.

 

Studios will allow mixed-age groups

Explanation: Our Vividers can go anytime in any zone with no time restrictions from adults around.

Please note that children know how to find compatible people, eventually, they will discover their peers irrespective of their age. However, we have discovered that children love their age children and gang up with them. No need to worry about the same-age play.

Note: Diversity invites all types of personalities, social strata, and neurodiversity.  We don’t have a quota system. However, children with neuro-difficulties (with no labels given) need to be taken care of differently and would require a shadow adult to support the child and the system. This requires one-on-one meetings and discussions before the enrolment.

Vividers will make their timetables

Explanation: Children come to school with the trust that it is a safe community to grow in being away from their families. Diversity is not a prison or a jail and our children are not inmates. They have all the right to make their timetable like we do in real life. They will learn to follow the school rules with us and discipline themselves. Diversity understands a great definition of discipline.

Please note that children will set and follow their timetables according to their needs, interests, and trust around the environment. Diversity is going to camouflage/disguise what things are needed to teach to keep adults’ FOMOs and insecurities away.

Exploration and understanding of environmental sciences will be what a Vivider wants

Explanation: Our Vividers can choose to do and not to do as per his interest and needs things related to info gathering and exploring it. Diversity is not going to shove/push info in their minds.

Please note that learning and life will happen to them what they want, not what a child should know as per the syllabus or in competition what other schools’ children know.

Vividers can eat at any time, i.e., means whenever they are hungry, they can go to the café area and eat.

Explanation: Please note that at Diversity, we will not force our Vividers to eat a portion that you are sending or put them in a timetable eating schedule. They can go by their hunger time.  Also please note that children are social beings. They will love to eat with their friends. Following a discipline will happen by itself. Diversity will give it time

School-timings: 8:30 am to 3:30 pm with the flexibility of having the Vividers with us for FIVE hours.

Explanation: Our parents can choose the drop our Vividers between 8:30 am to 10:30 am and get their child to attend any FIVE hours session. Vividers will get to choose and go to the Studios where their facilitators are available at that time.

At Diversity, the adult-child ratio is 1:1 to 1:20 depending on the activity being conducted.

Explanation:  Diversity works in a Studio model, not in a classroom model. Facilitators around them are to support all types of growth of our VividersSome activities require adults to be active partners whereas, in others, they are not required to be handholding or spoon-feeding children. The pertinent question should be how inclusive and warm the environment at Diversity is.

Curiosity, Discipline, Finishing Skills, Respect, Gratitude subsequently-peacefulness and happiness in every community member will be part of the Diversity culture.  We will keep reinforcing with our conscious efforts relentlessly to uphold the culture of fairness and equitability. 

Explanation: For our Vividers’ happiness and peacefulness and their whole being, all of the above characteristics are of utmost importance. Children coming from diverse backgrounds will eventually find themselves in harmony with the culture. They will take their own sweet time to get an understanding of the culture; Diversity will lay the playing grounds for effortless adaptation of the same. Diversity finds parents as its cohesive partners and seeks help as and when required.

a) Our Vividers will have the facility of attending Weekly General Meeting (WGM) where each stakeholder including our helping staff can raise their concerns, share their ideas, and get their problems solved. Even the youngest will have a vote to raise his/her problems and get them solved.

b) The Fairness Committee (FC) will help solve their problems in their hands and get them justice. Our parents can choose to participate and work in our WGMs and FC.

What side effects that our parents may expect during settling in such an independent learning environment

Explanation: Parents can expect misplacing belongings, unfinished tasks, unfinished tiffin boxes, soiled clothes, messy clothesopen lids of tiffin boxes, complaints of feeling bored at school, and many more. Vividers will be given time, opportunities, and required emotional and physical support to fix their basic self-management and life skills. It can take one day to one year or longer. Our partner parents are made aware to stay informed and support us in children’s self-discovery and self-sufficiency. 

What learning opportunities and spaces are currently available in Diversity

Numeracy (financial literacy) and number world, languages (English, Hindi, and Telugu), music (Hindustani classical, semi-classical, and light music of rhymes), dance (freestyle and eurhythmics), stories, drama& talkie, leadership & presentation programs, unstructured sports and outdoor play, art &craft, needlework, mud and sand, culinary arts, projects around real-life skills (as small as learning arranging books in the library to big like design-thinking real-time project), project-based learning (like making a model for exhibitions), festivals and cultural events, reading, sciences, and other do-it-yourself activities.

 

Individual, partner, and team outdoor and indoor play, and sports (Invasion Games, Net Games. Fielding & Striking Games, and Target) will be unstructured and go by their choice.

Explanation: Vividers are at their liberty to explore and play any games until the age of 12. However, for their all-around physical developments, we will play all sorts of games with no specific goals in mind but their physical development.  Designing such games according to their growing needs with a scientific approach, Diversity keeps itself abreast all the time. 

a) Please note that Yoga will be compulsory for all the Vividers. Given the age of the children, it is not possible to make them do it forcefully; however, Vividers will have to be in the environment in the same Yoga room, they will gradually start liking it.

b) Under the sun play will be compulsory for all the Vividers in the park near the dog park in the vicinity.

What is NOT available currently at Diversity

A full-fledged computer lab

Fully-developed percussion and instrumental music, however, a regular unstructured way of doing is available per the needs of our Vividers.

Being a busy or naïve parent, what should I do at home for basic numeracy and literacy and other EVS subjects, does the school provide books or studies materials.

Explanation: The school will procure and facilitate Cambridge books for the grades agreed by both the school and the parents and recommend some books according to the child’s milestones, the parents can buy from outside to help the child and the school for reinforcements of the concepts.

After Covid-era, the school will work in all modes (Online, in-person, and blended) to take care of different requirements of different children at the discretion of the school. This will NOT be a replacement for a regular in-person school  

Explanation: Optimizing resources and results, saving time, reaching better, increasing efficiency of operations, and above all diversifying ways of meeting the needs of the stakeholders are always part of Diversity.

Parents’ partnership and volunteering will also be incorporated in some capacity

Explanation: We will explore together.

Assessment system of the progress of a child’s developmental milestones and skills at Diversity will be continuous and formative in various forms and technology-assisted.

Explanation: At Diversity, grades, marks, or any scales are NOT used to measure the dynamic growth of a Vivider. It is not logical. Rather, it is a documentation and presentation of the ongoing growth of exposure and learning experiences. Interpretation and analysis are done to take the corrective measures to stay on the path and to decide the action plans. Such exercises are done to correct the system errors, modify facilitators’ training and education, and mend parenting styles. This is a continuous exercise. A transcript is given twice a year to parents for the child’s record’s sake.