|
| About GEMS |
|
| GEMS – Global Education Model of Schooling |
| A Model of the COUNCIL FOR GLOBAL EDUCATION, USA / Iceland / India |
|
Providing both support and challenge at the level of a child, GEMS is: |
|
|
| A new Way to Assess |
|
| each child against his / her own potential with diagnostic and formative tools.
Schools provide one to six such reports to the students each year. |
|
• |
Is every child making progress? GEMS objectively measures a child's
progress. |
|
• |
Is every child doing the best against his / her own potential? |
|
• |
Progress is measured against a child’s potential (competition with oneself). |
|
• |
GEMS is all about the future. It does not matter what the starting point of
a student is. It matters where we are taking him / her now. |
|
• |
GEMS is a dynamic assessment process, focused primarily on
improvement and progress as measurement of individual success. |
|
• |
GEMS assessments incorporate goal-setting, transparency, accountability
and partnership in their design. |
|
|
|
|
|
| Premise 1 |
| Compete With Yourself! Every child is special. All
children are gems! |
|
| Premise 2 |
| Pedagogy Based on the Four
Building Blocks of Education
as promoted by the Council
for Global Education. |
|
|
| GEMS Goals of Education |
|
| The purpose of GEMS is to: |
|
• |
Develop an Intrinsic Love For Learning |
• |
Nurture Cooperation and Team Spirit |
|
• |
Promote Discovery |
• |
Inspire Leadership Skills |
|
• |
Encourage Competition With Oneself |
• |
Prepare for the Unknown |
|
• |
Inculcate Lifeskills |
• |
Develop Global Citizenship |
|
• |
Instill Values |
• |
Motivate from Within |
|
|
|
|
|
|
| A New Set of Personalised Materials |
|
| Personalised workbooks and textbooks help each child excel. They are |
|
• |
Personalised |
|
|
|
• |
Interactive |
|
|
|
• |
Connected to Values |
|
|
|
• |
Based on Council for Global Education's |
|
|
|
|
four building blocks and twelve governing
principles of education
(www.globaleducation.org) |
|
|
|
|
|
| A New Personalised Education |
| The role of education is to bring out the gems latent within each child
—to polish and help refine each rock until it shines like a GEM! |
|
| A New Set of Tools for goal-setting, planning, timemanagement
and life skills! |
|
| Teacher Guidelines,
Descriptors, Training and
Classroom Materials that empower teachers to be effective in
imparting education |
|
|
 |
 |
|
|
|
| The best way to
shape the future is to nurture it |
|
Leaves and Branches - Skills and Capabilities
|
| Fruits - Outcomes |
|
• |
The role of the teacher is that of a gardener; to provide each little sapling in the garden the right conditions for its optimal growth and development. A teacher does not create the potential. This is already inherent. A spruce tree will be a spruce tree, a mango tree, a mango tree. A teacher creates the best conditions for every child’s growth. |
|
• |
Just like different plants need different soils and different amounts of
sun and water, so must each child be trained as an individual. |
|
• |
To get good results, we must visualize a good outcome. We must
already see a child as a successful human being first, capable of
becoming a good member of his family, his community, his country
and the world, in his / her personal, unique and special ways. |
|
• |
A person has three characters: Innate (God given), Acquired (what one
acquires from home and society), and Inherited (from family).
Education shapes a person’s acquired character. A good education
aids every child’s highest and best development. |
|
|
|
| Teacher, a Gardener |
| Three Characters of a Person |
|
| First: Innate Character |
| Second: Acquired Character Which Is Shaped In the Classrooms |
| Third: Inherited Character |
|
|
|
 |
|
| Values Integration |
| GEMS creatively weaves in values |
Human values and life skills are interwoven into all aspects of a child’s planning from the earliest childhood. It is far more important that a child be good, endowed with all the human virtues, than a child be smart. Of course, if a child is both “good” and “smart”, the result is light upon light. |
|
| Nurturing
Self-Confidence |
Research shows that students with high self
confidence do much better in school and in
life than those with low self-esteem. By
focussing on progress, the GEMS
Programme endorses a child positively every
step of the way. |
|
| Inspiring
Every Child to Become
Both “Good” and “Smart” |
The GEMS approach to the teaching learning
process, its focus on competition with oneself
and its use of peer and self-corrections, when
implemented in their true spirit, are consistent
with the preparation of a child for life beyond
the classroom. GEMS promotes self study and
the consolidation of topics before moving on.
It develops an inner desire to excel. |
|
|
