Learning the Buddhi Way

Agenda - 24 June, 2023

• 9.30 AM -Welcome
• 9.30- 9.45 - Presentation of Learning Programme Highlights
• 9.45- 9.55- Case Studies & Examples
• 9.55 – 10.30 Q & A

We request everyone to hold their question for Q & A section.

Please restrict your questions to learning processes. If you have
any questions specific to your child/children, please make an
appointment with their teacher for 1x1 meeting. We will email the
presentation to everyone after the session.
 Education is the sum of everything a person learns that supports them towards
living a satisfying and meaningful life.

At Buddhi we strive to provide Self-directed education is learning that derives from

for our young learners the self-chosen activities and life experiences of the
learner, whether or not those activities were chosen
• Freedom to pursue their deliberately for the purpose of education.
interests and passions:
• Responsibility for one's own
learning:. Children have a natural inclination to explore,
play, and learn on their own terms.. They are
• Engagement in real-world
naturally motivated to learn and acquire
activities and experiences as
knowledge when they have a sense of autonomy
part of the learning process.
and control over their learning process. When
• Social connection and children are free to pursue their interests and
collaboration with peers, take responsibility for their own learning, they
mentors, and experts in are more engaged, motivated, and likely to
various fields. learn deeply.
 Four innate drives that are believed to be fundamental to human
learning and have shaped human development and Intellectual Growth

Humans have an inherent drive to explore their environment and seek out new experiences. This
drive for exploration leads to curiosity, the desire to discover and understand the world around us.
Exploration facilitates learning by providing opportunities for discovery, problem-solving, and the
acquisition of knowledge

Play is a natural and intrinsic drive in humans and serves educative purposes complementary to those of curiosity.
While curiosity motivates children to seek new knowledge and understanding, playfulness motivates them to
practice new skills and use those skills creatively. Play is crucial for learning as it allows children to experiment,
practice skills, and engage in imaginative and creative thinking.
Play is not recess from education; it IS education.

Humans are not only among the most curious and playful of mammals, but also among the most social. Our
children come into the world with an instinctive understanding that their survival and wellbeing depend on their
ability to connect with and learn from other people. Children start to tell stories and ask questions at a very young
age and what enhances our ability to learn from one another, is language and our ability to use language to develop
and make social connections which enhances learning.
Humans possess a unique ability to think ahead and make plans and this drive to plan develops gradually
throughout childhood. As children grow older, they become more skilled and motivated to think about their life
goals and actively acquire the knowledge and skills necessary to achieve them. Children who have ample free time
for unstructured play and exploration, both independently and with peers, tend to develop this ability to think and
plan more fully than those who engage primarily in adult-led activities. When children have the freedom to create
their own activities, they continuously practice planning and executing their plans, learning from their mistakes
along the way.
 Self-Directed Education works best when the
following conditions are present...

• SOCIAL EXPECTATION THAT EDUCATION IS CHILDREN’S

RESPONSIBILITY

• UNLIMITED TIME TO PLAY, EXPLORE, AND PURSUE ONE’S OWN

INTERESTS

• OPPORTUNITY TO PLAY WITH THE TOOLS OF THE CULTURE

• FREE AGE MIXING AMONG PEOPLE OF ALL AGES

A major role of adults is to provide the environmental conditions that
maximize children’s abilities to follow and learn from their natural
educative drives.

• Act as facilitators who provide guidance, support, and encouragement to

learners.
• Create an environment that fosters self-directed learning.
• Facilitate connections between learners and the wider community.
• Offer constructive feedback that supports the learner's growth and encourages
self-reflection.
• Act as advocates for self-directed learners, helping to create opportunities and
access resources that support their learning.
 Learning Methodologies @ Buddhi

Disposition-based learning Discovery learning Project Based Learning:

focuses on developing students' is a way of learning that puts A project is the means through
attitudes, mindsets, & habits of children in the driver's seat. which children participate in an
mind, which support their overall They learn by exploring, authentic learning experience
learning and growth. It sets the investigating, & testing the by collaborating to solve a
foundation for children's lifelong world & objects around them. problem in the real-world.
learning habits and attitudes.

Inquiry Learning Community Based Learning Curriculum integration

is embedded in a project based is another important feature of is a crucial aspect of our learning
learning framework along with an our program and encourages approach, and allows learners to
integrated curriculum. learners to look towards their own draw on multiple subject areas
future by exploring issues such as and acquire core academic skills
sustainability, citizenship, while investigating a problem or
enterprise, and globalisation. inquiring on a topic
 Curriculum Structure @ Buddhi
Early Learning Years Guided by New Zealand’s Early Childhood curriculum, Te Whariki
(2 to 6 yrs)

Te Whariki specifies five learning strands: Well Being, Belonging, Contribution, Communication &
Exploration. Key learning goals and outcomes are detailed under each of these strands to cover a
comprehensive development model for learning in the early years
Primary & Middle Years Guided by The New Zealand Curriculum for young learners
(7 to 13 yrs)

The New Zealand Curriculum specifies eight learning areas: English, the Arts, Health and Physical
Education, Learning Languages, Mathematics and Statistics, Science, Social Sciences, and
Technology. The learning associated with each area is part of a broad, general education and lays a
foundation for later specialisation.

Secondary Years Offering International GCSE & IAL and NIOS qualifications.
(14 to 18 yrs)
 Laying a learning foundation with a focus on 21st Century skills

21st-century skills are a set of abilities and

competencies that are necessary for individuals to
thrive in the 21st century's rapidly changing and • Critical thinking and problem-solving
technology-driven society. Incorporating these • Communication and collaboration
skills in learning programmes can enhance student • Information literacy: Digital literacy
engagement, critical thinking, and problem-
• Creativity and innovation
solving abilities.
• Adaptability and flexibility
• Global and cultural awareness
Study skills are skills students use to study • Media literacy
effectively, whatever their subject area. All
learners have them and it’s really about • Entrepreneurship and initiative
recognising them, developing them, refining them • Emotional intelligence
and using them more effectively.
 To be successful in the 21st century, students need a strong foundation in
literacy and numeracy skills. These skills are essential for effective
communication, critical thinking, problem-solving, and decision-making. Here
are some key literacy and numeracy skills that we integrate into various
learning modules

• Reading comprehension
• Writing skills
• Oral communication
• Information literacy
• Media literacy
• Numerical operations
• Problem-solving
• Data Analysis & interpretation
• Mathematical reasoning:
• Financial literacy
 DISPOSITIONAL LEARNING -
Learn while you play and play while you learn

FARMERS MARKET

In Farmers Market choice play, children act out different situations

& scenarios. They took turns to be farmers selling their produce
and customers buying it.

Links to Te Whariki :

● Experience an environment where their health was promoted

● Oral communication skills - exploring the names of fruits &
vegetables
● Awareness of math concepts - sorting & counting
● Collaboration & planning in setting up the market that encouraged
to learn with & alongside others
● Creativity & Imagination in using the loose parts
 Community Based Learning
Animal Care

Community Awareness

Field visit to Animal Shelter & Farm, a

Real world experience: Interacting
and understanding basic needs and care
for rescued animals

Well being, Contribution -

sustainable relationship towards all
living beings.

Theatre/ Language Arts

Children directed their own roles in
performing short skits on animal care.
Props - Creativity, Numeracy Skills
(measurement)
 DISCOVERY LEARNING: HOTELS

• Our Young Learners explored travel and the adventures that

comes with it. This topic emerged as they were making
postcards in art class.

• This naturally led us to look at books related to travel and a

book about the most unique hotels in the world appealed to
everyone.

• The children then worked in pairs and created their own

version of hotels. With their thinking caps on our young
learners dived into designing their hotels which included not
only the materials used but also activities to ensure their
guests were well entertained.

• The children went on to present their designs with their

classmates.

• Alongside learning some key skills – reading, oral language,

this project seamlessly integrated art and gave our learners an
opportunity to collaborate and communicate.
 Inquiry in the Lab

● The concept of air pressure was used by the students to extend their knowledge about pressure in
general.
● By experimenting with a Floating plate and Egg in the flask, they arrived at the result of why air
pressure would drop when air is cooled.
Project-based learning – The Table Project

• The students were part of the Table project which

envisaged constructing a table for the library.
• While constructing the prototypes, the children
applied their prior learning on area and perimeter
of rectangles.
• They learnt the skill of finding area and
circumference of circles.
• The students did independent research work on
coniferous and deciduous plants and the types of
wood suitable for making tables.
 Discovery Learning

• The students explored, investigated,

inquired and discovered the different
animal habitats through field trips,
ground explorations, research and
creating models of homes for the
animals.
• The children leveraged their
measurement, scientific and problem
solving skills to make the habitats.
• The entire learning was driven by the
learners wherein they read books,
researched and documented facts
about habitats and animal
adaptations.
The secondary program @ Buddhi is highly flexible &
personalized, and our students are supported in multiple ways to
achieve their individual examination goals

● Small group/paired learning sessions

● Flipped classrooms

● One-on-One tutorials
● Differentiated instruction
● Field & individual projects, internships and vocational activities
● Online tutorials
● Individualized examination schedules
 Student Achievement Statistics
• In the last 10 years over 40 students have successfully completed their IGCSE/IAL
Qualifications as full time students

• A similar number have got their Edexcel qualification as private students using our
centre to write their exams. These students have been supported by our teachers for
exam prep

• 10 Students have completed their Secondary (10th grade) under NIOS board

• All of our full time students have achieved at least a C grade in IGCSE & IAL Exams

• Since 2018, most have qualified with A*, A and B grades in English, Math, Sciences,
Business Studies, Geography etc

• Our students have gone on to study at premier Universities in India, IIT, Dubai , U.K
and the US.

• Many of our students who have completed their tertiary education have been
successful in getting jobs in areas of their interest.