| Should you need any help, please email us at help@globalclassroom.in For frequently asked questions, here are some answers: |
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| Why Personalised Learning? |
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Personalised learning means teaching to the individual students to help them achieve their best. There is a clear moral and educational case for pursuing this approach. A system that responds to individual students, takes account of their needs, interests and aspirations, will not only generate excellence, it will also make a strong contribution to equity and social justice. |
For schools, it means a professional ethos that accepts that every child comes to the classroom with a different skill set and God given potential. It means raising school standards by focusing teaching and learning on the aptitudes and interests of students and by removing any barriers to learning. The key question is how collectively we build this offer for every pupil and every parent? |
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| Why GEMS “Dynamic”? |
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In this context, the GEMS “Dynamic” is a unique approach to assessment, teaching and learning process focused on the end result – to bring out the very best in each and every student to make him / her both “good” and “smart”. It is an outcome based model of education concentrating on developing those attitudes, values and skills we want to see developed in every student as they emerge from an educational process. |
In several respects, GEMS “Dynamic” is different to the excellent existing vast range of diagnostic and formative evaluations available. The main difference lies in the reporting; in what form information is conveyed, for example, and in the design of the surveys (measurement of skill level) in both paper & pencil and on-line formats. The reporting is more focussed on transparency for all stakeholders, formation and follow-on targets. The on-line version also provides tips and algorithms on how to solve an incorrectly answered question. |
Most importantly, reporting on performance in GEMS “Dynamic” is followed by matching up with Perbooks, personalised learning materials that fit every child’s diagnosis. |
Finally, the intervention itself is monitored differently. Instead of being a one-time assessment, a baseline survey is followed by a progress survey after a period of ‘formation’, thus reporting more scientifically on progress, comparing like concepts. |
GEMS assessment engages a student in a “Dynamic” process over the years not only because of cycles of baseline and progress surveys going on like a DNA spiral but also because goals that are not accomplished in a cycle are not dropped out but carried on as desirables over the next cycle. Combined with target setting, planning and time management in-built into the implementation of the programme, GEMS provides a different kind of value-added. |
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