Our project is innovative and complementary itself with its all aspects, programme, activities, intellectual outputs and strategies.

We take 5 out of 30 innovative education strategies of Prakash Nair -a futurist, a visionary planner and architect with Fielding ( / 30 Strategies for Education Innovation)- to be implemented into curriculum to develop the quality of our schools education.

The activities include good practices and innovation. The partners will observe one another and transfer the good practices and innovation to their own school programmes.

Our project activities are not common but they are specific to our project theme. We do not have any unnecessary activities. We carefully planned the activities which will be practicable and effective to reach our goals.

The following innovative strategies will be applied:

RO -Cooperative Learning

Cooperative learning is defined as “A method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher.

IT -Peer Tutoring

There is a saying that the best way to learn something is to teach it. At schools across the world, students become better learners as they take the role of teachers and mentors to younger children. Peer tutoring is also valuable because students can often forge stronger bonds with other students than with adults and are more easily able to develop interest and motivation in younger learners. While there are some problems with this approach including the fact that not all students can be good teachers and also the quality of instruction may not be as high as desired, still there are a lot of advantages to peer tutoring as set forth by University of Western Australia below:

  • It involves students directly in the teaching and learning process;
  • The act of teaching others enhances student’s own learning;
  • It encourages collaboration between learners;
  • It can be viewed as a strategy for dealing with individual differences in the classroom.

MK-Team Teaching

Strategies like Project Based Learning can work in isolated classrooms with a good teacher, but they are the most effective when teachers of various interests and abilities work together as a team to deliver a multidisciplinary program for the students. Team teaching is also beneficial because it makes teaching a less lonely profession than traditionally regarded. By working closely with their peers, teachers themselves gain the benefits of cooperative learning. Students benefit from team teaching curricula, not hampered by a teacher’s weakness in any given area because that might be a strength another teacher in the group possesses. Team teaching also facilitates the use of block scheduling that was discussed earlier.

PT -Project Based Learning

This strategy is implicit in various others described here. PBL is a way to make learning meaningful and real. Instead of “learning” material out of textbooks, students work in teams to tackle real-world problems. Often, students will collaborate with peers across the world on global projects, forge meaningful relationships and build virtual communities of learners in the process. There are many advantages to PBL as a way to promote learning, including:

  • it develops collaboration skills;
  • it deals with real-world problems so students can make important connections between what they learn at school and its relevance to the world outside school;

TR -Personalization

Personalization of learning starts with the idea that learners are not products that can be mass-produced by schools. If one accepts the undeniable truth that no two children are exactly alike, then it must logically follow that no one system of education can work for all students. What follows is the notion that a good educational model will “personalize” each student’s learning experience. The idea that each student has an “Individualized Education Program” is not new to those who specialize in educating children with learning disabilities. Personalization includes not only what will be learned in school, but also how it will be learned. While it is possible and perhaps even desirable to postulate certain “standards” which define the kind of skills and knowledge that constitutes robust learning in any given discipline, each student must have adequate and individualized preparation to master these standards.