Our Pedagogy, Our Methodology
"The art of teaching is the art of assisting discovery." – Mark Van Doren
Our Pedagogy is what differentiates us, we strongly believe. Dignity of labour, harmony with the five elements, holism and rigor are the foundational beliefs upon which we have based our pedagogy. At DLRC, we believe that we learn best when all elements come together to facilitate learning.
Thematic units are framed around key themes and essential questions from science and social studies syllabus.
CPA in classroom (Concrete, Pictorial and Abstract) approach encourages children to start from modelling a problem with concrete objects, before moving on to pictorial and abstract representations.
The visual and performing arts are woven into the curriculum and daily life of the school.
Proficiency lessons are hour long structured lessons in Math, English, Hindi and science that take place three or four times a week.
Sports and fitness - Sports and fitness are an integral part of the comprehensive program at DLRC. All students are given the opportunity to develop individual and team fitness skills that are appropriate for their age, size, and skill level.
Life and practical skills/ Handwork - Several skills such as carpentry, weaving, sewing, tailoring, and managing house chores are taken up to inculcate the habits of working with hands and solving daily life challenges.
Enrichment programs - DLRC offers an array of workshops to enrich students’ learning. Local artisans and professionals from various fields are often invited to run sessions and talks on various interesting topics.
Peer to peer learning - Peer learning is a form of cooperative learning that enhances the value of student-student interaction, for example: a student who is proficient in a concept can facilitate the learning of their peer, which will also help to build confidence and revise concepts.
Facilitated learning strives to move away from the teaching methodology where teachers are in the classroom to act simply as instructors. We have adapted the role of a teacher to be that of a facilitator and guide by giving students opportunities to discover and develop as active and independent learners.
Self-learning - from middle school onwards, time is set aside for students to work independently. They work towards clarifying doubts, gaining more practice and developing academic skills. This time is allocated to learning ‘why and how to learn’. Children will be taught the skill to self-learn to initiate and develop meta-cognition skills.
Involvement of students in decision making - Using sociocracy and voting to investigate about a certain topic or classroom assignments are some ways we adopt to include student voice in decision making.
Student-led Conferences - Children lead the meeting between the parents and the facilitators. The objective is to present the work of the term, to assess the progress of the child and to set goals with a follow-up schedule.
Learning Fairs – A day-long event where children showcase their skills and knowledge in their special interests, by setting up individual booths.
Current news sharing and discussions - Coined as “News we can use”, children bring 1 local, 1 national and 1 international news item every day to share with the entire school.
Community meet - Held twice a year, including sports day and cultural day, these meets bring together the DLRC Community and bond.