The core philosophy of the school is to use the diversity of the class group as a learning tool. The school thus integrates students from diverse socio-economic backgrounds as well as diverse abilities into the mainstream classroom. As a precursor to the RTE, MGIS has been providing equal opportunities and inclusive education and has been reaching out to all sections of society including the elite and economically disadvantaged.
Through a project-based approach, learning at MGIS is guided by spiral, experiential learning. Subject knowledge is delivered through a concept based curriculum and is integrated in a multi-disciplinary way through class projects that are meaningful, relevant, engaging and embedded in a real life context. Through the learning process, students create outcomes such as lms, calendars, food, products, booklets, presentations etc which become a resource for further learning by the same group or another. The MGIS pedagogy utilizes the body, all the five senses, space, movement, easily available material, pedagogical tools, the self, the group and abstract thinking as learning resources. Students are active agents in the construction of their knowledge and self govern themselves through the class and school council. Counselling is available.
Generated Resources Learning
The GRL methodology was developed and refined with researchers such as Prof. Jean Biarnes from the University of Paris 13 in 2007 along with the founder of this school Pascal Chazot. It was also the subject of his Ph.D thesis (Chazot, 2006). Thus the pedagogy and methodology of GRL have a strong theoretical basis.
The GRL pedagogy was developed way back in 1999 at MGIS, out of various educational theories based on works of Piaget (1998), Vygotsky (1998), Dewey (1938), (Freinet, 1927), Erikson (1968), Krishnamurti (1974), Kakar (1997), and of course Gandhi (1969) after whom the school is named. The pedagogy also drew from different practices such as Neuro-linguistic Programming (Bandler & Grinder, 1981), Gestalt, Yoga and mindfulness. The active learning strategies and experiential pedagogy in this methodology require children to undertake projects linked to their own real life context, using an enquiry based and problem solving approach.
GRL can be summarised as a pedagogy of a spiral experiential learning. Students are involved in learning through projects that are linked to real life. The pedagogy consists of using their diverse senses and interaction with each other and their environment. Through this, they generate resources such as a short film, recipe/instruction booklets, exhibitions, products etc. that become a resource for further learning by the same or another group. This pedagogy is based on using the available resources in our surrounding that include the body (self, other), the space (class, school, outside), the material resources (toys, books, objects) and the group (class, teacher, community).
MGIS has been evaluated by several agencies such as Pioneer, Digital Learning Magazine, Brainfeed, Education Today among others and has been ranked-
- Number One School in Ahmedabad
- Number One International School in Gujarat
- Among Top 30 Schools of India
This is a testament to its contribution in the field of education at the local and the national level. The school has also been awarded the twice by UK-India Education and Research Initiative Grant. MGIS provides skill based teacher trainings to hundreds of teachers across Gujarat, in partnership with Dudley College, UK.
MGIS faculty and the school have also been awarded by the Election Commission of India, British Council International School Award, Pearson Teacher Award, Apple Distinguished Educator, World Education Summit, Assocham Excellence Awards among others.
The Cafe Project
The Café Project is an innovative pedagogical project helping the students to merge their academic curriculum with real-life experiences. The students plan, cook and sell meals at the school café, while the learning objectives from subjects like science, math, humanities, english, and learning skills like communication, organisation etc.
Body Awareness Module
The school has developed an effective body awareness module to address sexual education at school level to help adolescents develop a healthy attitude and a positive self-image through a scientific and artistic understanding of the human body and the reproductive system.
Personalising the city, students gain an insight into the city’s civic systems, architecture, language (Gujarati), culture etc. They create 3D models of buildings and radio shows about the city, create an Amdavad diary, edit Wikipedia pages, organise a photo walk in the city, meet civic authorities etc.
Creating a Calendar Project
The students create a calendar of the upcoming year, centered around a shared topic of interest like festivals, monuments of the city etc. in order to gain transversal skills like research, planning, and other subject-specific abilities. Students merge research, learning and creativity by identifying, exploring and presenting information on the calendar through models, photographs, written text etc.
Global Reading Module
Reading, being a foundational skill, is inculcated to the students from the primary years. A multisensorial approach has been developed by the school to make the learning experience joyful and stimulating for the students as they grapple with and succeed in learning how to read.
Basic concept building skills in Mathematics is a crucial part of primary years’ education. To make the process more engaging and understandable for the students, the teachers create innovative teaching methods, making use of easily available materials like multi-colored beads, paper plates, etc.
Theatre productions and performances are an integral part of the Theatre Arts course offered to the students of Diploma Program and is an important teaching tool used in all classes. The students learn several aspects of theatre like scripting, lighting, acting, etc. and put them into practice by devising powerful pieces of performance as part of inter-disciplianry projects.
Students of higher secondary section are offered a course in filmmaking, where they explore its technical and creative aspects. They take up an active role in both learning and devising the teaching methods, as they create educational films, enhancing their learning experience and subject understanding in science, language, mathematics, art and technology.
The Periodic Table Module
Students usually find it difficult to understand the abstract and scientific cognitive concept of atoms and elements and its classification in the Periodic Table. Concrete pedagogical tools, visual memorization techniques, spatial understanding etc. are used to make the learning easier and fun.
Content Development for ECI, Gujarat
For the Legislative Assembly Elections in 2012 the first batch created voter’s education films for SVEEP or Systematic Voters Education for Electoral Participation campaign launched by the Office of Chief Electoral Officer of Gujarat. These films were screened on local cable television and reshot for national television, Doordarshan. They were distributed to higher education institutions across the state.
Films for AMC
Shri. Guruprasad Mohapatra, the then Municipal Commissioner in Ahmedabad Municipal Corporation (AMC) invited MGIS to participate in the International Solid Waste Association Video Award 2013 as official entries from AMC. The theme of the competition was waste. Makalp Patel won the third prize. Thereafter, MGIS made several films for the Solid Waste Department, AMC.
Interactive Language Method
MGIS uses the Pourquoi Pas audio-visual method to teach communicative French to first time learners using a structuro-global methodology. With recorded audio, audio-visual situations, worksheets and structured activities that gradually build on language competence, learning is spiral and global. It progresses from listening and speaking skills to reading and writing skills.
History Comes Alive
Students learn about French history using technological tools such as the iPad to make it more engaging to learn about the life stories of kings and queens, the French Revolution etc. Bringing characters to life using storytelling apps, they learn to look at history from a more personal perspective.
Cafe to learn grammar
Students learn how to make crepes and other recipes. They use the recipe as a tool to learn vocabulary, play games to build on their understanding of different verbs… finally students apply the recipe to make real crepes and eat them! Through experiential learning, they acquire language skills and real life skills of cooking.