Shree Ram International School (SRIS) is a day boarding School and crèche, which offers global education in a unique curricular mix. We give specialized Daycare / Creche facilities for Infants and Toddlers. At the primary level we have Playgroup, Nursery, LKG, UKG, Std-I to III. School follows Multiple Intelligence educational systems. The school is equipped with state-of-the-art infrastructure and backed by an Internationally recognized curriculum. The faculty comprises experienced teachers with excellent track record.
SRIS has unique day boarding/ Crèche, weekly Boarding and Term Boarding facility for students. A Savory Blend of academics, highly spiced with Art, Craft, Yoga, Modern Dance, Vocal, Music, Sports, Swimming.
Our “fun learning” method of teaching guides our unique age-specific programs and curriculum, each designed to move your child ahead Physically, intellectually, and socially. The learning environment is warm, nurturing, fun-filled and of course very conducive to making the kids ready for the Middle School.
Shree Ram International School is a day boarding school which offers global education in a unique curricular mix. At the primary level Toddlers,Playgroup,Nursery,LKG and UKG, school follows Multiple Intelligence educational systems. The school is equipped with state-of-the-art infrastructure and backed by an International recognized curriculum.
Our school program nurtures creativity, builds independence and promotes social skills. In our classroom children play, create and bond while developing important school readiness skills, self-esteem and creative thinking.
We offer 2 different class formats for school aged students. For students3-5 years old we have 45 minute drop-off Dalcroze Discovery, Piano Discovery and Arts Exploration classes. And for students 2-5 years we suggest our acclaimed 3 hour drop-off art and music immersion program, Arts Express School.
1. Why did Shree Ram International Preschool use Multiple Intelligence as its core competency?
The Shree Ram International Preschool was put up in response to requests of parents for a continuation of progressive schooling in the elementary years. There is also a lack of non-traditional schools in India that will allow children to give opportunities for meaningful learning. Shree Ram International School seeks to provide an alternative for parents who want a different approach to the role and skill and drill learning that traditional schools are providing. Instead we emphasize teaching for understanding by providing children the opportunity to construct their own knowledge in the classroom as they interact meaningfully with materials and their teachers.
2. How does teaching for understanding happen at Shree Ram International Preschool?
Smaller student-teacher ratios – Unlike traditional schools that have 40-45 children per class, we at the Shree Ram International Preschool have limited class size to 15 students per class. This will allow us to look into individual needs of students in order to provide experiences that maximize their potential.
Teaching through the 8 intelligences – Teaching and learning in the preschool is enriched by providing children experiences that allow them to access their lessons through the 8 intelligences ( linguistic, logical-mathematical, spatial, musical, naturalist, bodily-kinesthetic, intrapersonal, interpersonal). Unlike traditional schools wherein most of the lessons only emphasize learning through linguistic and logical-mathematical means resulting in skill and drill learning via blackboard and workbooks, Shree Ram International Schools makes learning meaningful and relevant. Individual differences and strengths are respected. Because children can access information in various ways they not only learn to love learning but also gain competence of skill because of better understanding.
3. Will the children learn the same content and skills that they will learn in a traditional school?
The children not only learn the content and skills required by the minimum learning competencies of the CBSE boards required for all schools, but we offer richer content in the various disciplines. For example:
Mathematics program – is guided by the standards for Modern Math that emphasizes critical thinking and understanding of mathematical relationships other than just operations and problem solving. Children are exposed to the mathematical materials recommended by the latest research in the teaching of math for the 21st century.
Literacy Program – an interdisciplinary approach is adapted to make reading and writing meaningful across all the disciplines. Children may also read at different reading levels.
Science and Social Studies – in line with the need to develop children in science and technology as well as a greater understanding of the world we live in, children as early as the prep level engage in scientific inquiry even if it is only required in the 2nd grade.
Music, Art and P.E. – children are given the opportunity to gain skills to perform in the disciplines mentioned.
Children learn to play indigenous musical instruments. The Art Program not only teaches children the basic skills but also teaches them Art Appreciation and History as part of a Humanities approach to art. Physical education will include basic movement and sports.
4. How are children graded and assessed?
There are two forms of assessments that children undergo. They are exposed to taking standardized paper pen tests to be competitive with traditional school counterparts but they are also given opportunities for performance-based tests that allow them to show their understanding in different ways. Children are conscious of their own performance as they view assessment as a means of improving their work rather than passing judgement on their abilities. Each child keeps a portfolio of work that they are proud of. Children are given quizzes and tests and are given a respective grade. The report card will show a letter grade as well as a checklist containing the breakdown of skills and the child’s corresponding performance.
5. Is the M.I. famework used in other countries?
The Multiple Intelligence theory of Howard Gardner has given birth to more and more schools applying the framework in the U.S. and around the world. There are schools that have participated in the research at Harvard University called SUMIT (Schools Using Multiple Intelligence Theory) that have looked into the impact of the practices in these schools. Children in these schools have been found to exhibit competence of skills and are more engaged in the construction of knowledge. They have greater awareness of their strengths and weaknesses and use their intelligences to acquire and express what they know. They are good communicators, problem solvers and critical thinkers.
Multiple Intelligence school
|Emphasis on Teaching||Emphasis on Learning|
|Emphasis on Parts||Emphasis on the Whole|
|Isolated knowledge and skills||Integrated knowledge and skills|
|Student as passive recipients||Student as active constructor of meaning|
|Teacher as Information Giver||Teacher as Co-learner and Facilitator|
|Limited View of Intelligence||Teacher of Multiple Learning Styles|
|Sorting and weeding out of students||Equal access to instruction and content for all|
|Learning as an individual learning||Learning also as a social activity- collaboration enhances learning|
|Homogeneous Grouping||Heterogeneous Grouping|
|Only Teacher-Directed Learning||Also Student-Directed Learning|
|Emphasis on product and content||Emphasis on process, metacognition-learning how to learn|
|Primary emphasis on Form||Primary emphasis on Meaning|
|Learning Decontextualized||Learning grounded in “real world” contexts|
|Language as a Separate Skill||Reading, writing, thinking, communicating across the curriculum|
|Only answer-one way, correctness covered only in English||Open ended, non-routine multiple solutions|
|Western Bias||MMulticultural, global views|
|Criteria, goals given by teacher; not explicit or public before instruction||Shared development of goals and criteria performance|
|Tests that Test||Tests that Teach|
Howard Gardner’s theory of multiple intelligence provides the framework for teaching and learning at Shree Ram International School.
At the core of this theory is the recognition that people think and learn differently and that intelligence can be expressed in a multiple way.
Our multifaceted approach to teaching incorporates each of the eight major intellectual domains defined by Dr. Gardner and provides opportunity.
1. Visual/ Spatial:
Involves visual perception of the environment, the ability to create and manipulate mental images, and the orientation of the body in space.
2. Verbal/ Linguistic:
Involves reading, writing, speaking, and conversing in one’s own or foreign languages.
Involves number and computing skills, recognizing patterns and relationships, timeliness and order, and the ability to solve different kinds of problems through logic.
Involves physical co-ordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities.
5. Musical :
Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music.
6. Interpersonal :
Involves understanding how to communicate with and understand other people and how to work collaboratively.
7. Intrapersonal :
Involves understanding one’s inner world of emotions and thoughts, and growing in the ability to control them and work them consciously.
8. Naturalistic :
Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well.
“Multiple Intelligences is psychological theory about the mind. It’s a critique of the notion that there’s single intelligence which we’re born with, which can’t be changed and which psychologists can measure. It’s based on a lot of scientific research in fields ranging from psychology to anthropology to biology. It’s not based on test correlations, which most other intelligence theories are based on. The claim is that there are at least eight different human intelligences. Most intelligences tests look at language or logic or both – those are just two of the intelligences. The other six are musical, spatial, bodily/kinesthetic, interpersonal, and naturalist. I make two claims. The first claim is that all human beings have all of these intelligences. It’s part of our species definition. The second claim is that, both because of our genetics and our environment, no two people have exactly the same profile of intelligences, not even identical twins, because their experiences are different.”