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Pedagogy and Teaching Methodology

Freedom from FEAR of teachers

Freedom from stress

Freedom from boredom

Freedom from psychosomatic disorders

Freedom from humiliation

Freedom from physical punishment

Freedom from repression

Freedom from trauma

Freedom from tuitions

Freedom from pressure

Freedom from passivity

MGIS Pedagogy, what makes our school unique

Our pedagogy is experiential and utilizes all five senses, space and movement and makes optimal use of human and material resources within the learner’s surrounding. We integrate new technologies into the learning experience. Through our project-based approach, learning is guided not by subjects, but by challenges and the need to overcome them. Learners construct their projects and confront problems that help them develop creative problem solving a much needed skill in later life. Active learning pedagogy and methodology are the core competencies of the school. Learning is achieved through group dynamics and diversity is a valuable learning resource. The students are active learners and do projects linked to real life. The subject areas are delivered through a concept based curriculum, and is nearly and totally integrated in a multi-disciplinary way through projects. These learning processes are the foundation of our educational philosophy.


The school organises orientation programs for the parents to ensure their thorough understanding of the curricula offered.

The school follows a time-table which is flexible to the students’ learning needs, the cycle of learning and planning of the timetables is variable according to evolving needs and circumstances.

The tools used in our teaching methodology

The teaching methodology includes tools such as the iPad, Cuisenaire Rods, Montessori material, theatre, multimedia, sports, technology etc to engage the learners with different learning styles and abilities. The pedagogy incorporates strategies from different movements: Neuro-Linguistic Programming (NLP), art therapy, drama therapy, gestalt, yoga, technology infused teaching etc. The body and the senses are an important tool and the classroom pedagogy incorporates this dimension for a holistic learning. Our methodology promotes differential learning and multiple intelligences, it also exploits the creativity of every student. Music, painting, dance, games are used as an approach to learning the content, art is not divorced from academics but an integral vector to learn it.


The different facets of learning and teaching in the classroom 

An atmosphere of freedom prevails in order to allow children learn to be responsible.  Children have the freedom to explore, to experiment and to discover during their learning process.  The pleasure of learning is a central component of the pedagogy. Diversity is a tool in the learning process, so that children grow with an awareness and appreciation of different cultures including their own. Academic rigour, creativity and life skills are imparted to the learners.The school promotes internationalism in the curriculum, in its learning community and encourages international exchange programmes. Students are also exposed to the local language, culture and history through class projects across grade levels. Students also learn their mother tongue through a mother tongue retention program. The learning community and the institution function as a real human community, where real situations lead to real learning.


Teaching and learning are not divided into different subjects

Teaching and learning are not divided into different subjects, the teaching methodology is project based. When important cognitive and/or transversal skills are not covered, they are addressed through short modules.

Learning is not driven by home-work

Learning is not driven by home-work. Students do take assignments home to complete but there is no punishment if it is not completed, through group dynamics they learn to collaborate and meet deadlines by giving their personal input and work.

Memory is an integral part of the learning process but it is not the objective

Learning does not solicit only the visual and auditive mode of learning, memorisation of facts and data. Memory is an integral part of the learning process but it is not the objective. With the revised Bloom’s taxonomy placing remembering at the bottom and creativity at the top, it is an indication of the direction MGIS pedagogical practices have taken as a precursor to change, riding the wave of change in the field of education.

MGIS teachers will not force students to learn ABC

MGIS teachers will not force students to learn ABC or multiplication tables. The focus is on building concepts- for instance in primary the concept of words and sentences, concept of numbers and multiplication enabling students to understand and apply it in real life.