The Central Board of Secondary Education is a student-friendly and popular education board. Working towards quality benchmarks in school education compatible with the National objectives, the CBSE seeks to attain excellence in every aspect of human endeavour via robust, lively and comprehensive school education. Its mission is to assist our students in growing intellectually, socially and culturally by delivering high-quality education. Several activities are included in the curriculum or the study material, making the process enjoyable, interactive and valuable for the student. Adaptation, innovation, capacity building and empowerment of all stakeholders are critical to the concept of CBSE, which contribute to disseminating a feeling of belief in the system.
Over a while, India has experienced an unparalleled expansion in school education, with an overwhelming surge in the number of students enrolling in CBSE schools in Noida; both Government operated and private schools. As student achievement has steadily risen, so needs better instructional techniques. Traditionally, educators have often been seen donning the mantle of knowledge disseminators rather than facilitators, who push students to become autonomous, self-directed learners. This impression, and to some extent, reality, too, has to change to stay loyal to the spirit and ethos of what makes excellent education.
John Dewey, widely regarded as the most influential philosopher of progressive education, was a proponent of critical or reflective thinking who argued that one-dimensional teaching-learning practices do not equip students with the necessary skills to engage in critical dialogue or philosophical exploration, nor do they develop in them the scientific temper to analyse, decode and decipher. A holistic educational approach aims to develop individuals who have a grasp of the world and everything connected to it by providing chances for students to experience, observe, reflect, critique and communicate.
This Mindset Is Important to the Pedagogical Approach.
It is the goal of India’s pioneers in experiential learning to make a positive impact on the lives of all those involved so that they may all feel empowered to improve the world. The child-centric curriculum emphasises inquiry and discovery as vehicles of learning instead of material. Teachers and students work together in an actual real-life setting to find solutions, contribute constructively and discover their life’s purpose. Expeditionary learning is incorporated into the CBSE curriculum in some form or another. Teachers and students work together to explore all facets of a particular issue as part of Expedition-based learning, which differs from traditional methods like didactics or rote memorisation. The old-school methodology of passively acquiring things, memorising and reciting them is no longer desirable. Children should have the core abilities of reading and numeracy, combined with skills that include planning, critical thinking, reasoning and creativity, visualising and decision-making, researching and data collecting, information synthesising and utilising high-tech tools. In the hands of capable teachers, students may take control of their education by combining these two sets of abilities.
However, many educational institutions are moving away from the tried-and-true methods of instruction in favour of new approaches that make learning a pleasurable and rewarding experience for students.
Experience, reflection, dialogue and understanding are the core pillars that complete the learning process at the top 10 schools in Noida:
Children learn best by doing.
This hands-on approach allows kids to use all of their senses to struggle with a problem, topic or concept. As a result, learning becomes a multi-dimensional, psychological, cognitive, sensory and emotional activity. The children go to the second level as a result of their participation.
Children examine their learning.
The second level involves children critically and creatively examining their learning. They may delve further into the subject, concept or activity at hand by engaging in prolonged inquiry. The child is now in the third stage.
The questions assail a child’s mind.
The mind uses the dialogic technique to seek answers after experiencing and reflecting on an issue. Dialogue helps the child see the larger picture, think beyond the box and cooperate with others. Focusing on individual and interpersonal learning outcomes is beneficial.
The child arrives at her destination.
The kid arrives at her goal, a more prosperous and more contented human, after having had meaningful experiences, followed by reflection and discourse. This encourages the youngster to think and act on their own. This is reflected not just in grades or marks, but also in meaningful and authentic understanding.
Adding the element of fun to learning results in the best possible educational experience. Students are inquisitive and appreciate what they do, and here is where the difference exists!
