“At Glendale, the method of teaching and the hands on activities helps my child go beyond book learning. I appreciate the approach the school has towards learning and teaching”. P. Laxmi Narayana, Parent of Sugandha, Class X
Glendale Academy imparts a blueprint for brilliance for its students with a scientifically designed curriculum and faculty trained to impart brain compatible methodology. Every aspect of learning, and the conscious experience, is connected to the way in which the brain processes information and experience. So in essence, all learning is brain- based. The concepts form the building blocks of all learning.
Example: We use multiple intelligences to help the students to easily integrate into a multi-faceted world we live in. Our philosophy is, "The more ways we teach, the more children we reach".
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, Professor of Education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. Children learn in many different ways. He proposes that each person has eight different intelligences that work together but exist with different strengths in different individuals. One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning.
The theory of multiple intelligences is very intriguing and it expands Glendale Academy’s horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.)Two intelligences - verbal intelligence and logical – mathematical intelligence, have dominated traditional teaching. The five nontraditional intelligences have largely been overlooked in education.
Glendale Academy has, in Hyderabad pioneered to adopt the principle of multiple intelligence and developed ways to teach and learn by engaging all eight intelligences thus increasing the possibilities for students’ success.
The curriculum is planned to enable every child to sharpen his/her respective intelligence:
Linguistic Intelligence: Communicating skills are improved through creative writing, poetry, debates, public speaking, listening, storytelling, explaining, teaching, understanding the syntax and meaning of words.
Musical Intelligence: A ‘Rhythmic mind’ is developed by singing, whistling, playing musical instruments, recognizing tonal patterns, remembering melodies, understanding the structure and rhythm of both classical and contemporary music.
Bodily - Kinesthetic Intelligence : Bodily - Kinesthetic intelligence begins with the control of automatic and voluntary movement and progresses to using the body in highly differentiated ways. The skillful manipulation of one's body or an object requires an acute sense of timing and direction, as well as the ability to transform an intention into action..
Visual-Spatial Intelligence:The visual arts expands creativity with exposure through photography, understanding charts and graphs, imagination, sketching, painting, creating visual metaphors and analogies, manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
Logical-Mathematical Intelligence: Critical thinking skills are enhanced through problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationships, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes.
Intra personal Intelligence: Self-reflection of one’s strengths and weaknesses is important as is being aware of one's inner state of being. Evaluation of one’s thinking patterns and understanding one’s role in the world can be developed by yoga, meditation and development of personal skills.
Inter personal intelligence: The social intelligence is developed through group dynamics, using empathy, understanding other people's moods and feelings, counselling, co-operating with groups, noticing people's moods, motivations and intentions, peaceful conflict resolution and establishing positive relations with other people.
Naturalistic intelligence: One’s interdependent relationship with flora and fauna in the natural eco-system around us can be explored through camping, nature walks, bird watching, nurturing, learning about species and exploring the environment. In this way one understands that nature nurtures and learns how to reduce, reuse and recycle and live in harmony with nature.
This is an excellent example of how multiple intelligences can be used in an assignment.
VEG SUPREME PIZZA FLUSHED
Imagine yourself as your favourite food. Now write a narrative as if you were the food being consumed by a seventh grade student during lunch. You must include specific details about the trip through the digestive system mentioning seven to ten organs which you passed through. Make your narrative humorous and interesting and also remember to include appropriate adjectives and adverbs.
My name is Veg. Supreme Pizza. I was perfectly dressed for the evening with the foundation of mozzarella cheese and a fine make-up of capsicum, onions, tomatoes, olives and chunks of paneer. My beautician 'chef' made me sit on a platter and amidst music and lights; I headed to the table of a seventh grade student.
I was expecting a compliment from him as I was proud of my beauty but to my horror, the boy lifted me and soon the music faded and the lights diminished. Aaaouch! A set of white sharp teeth pierced into my body destroying my make-up and beauty.
Help! I was into pieces. This semi dark area called mouth had in it some liquid called saliva, which made me shrink into a paste, and this was the end of my lovely figure. I tried to hide behind the gums but a roller like pink tongue found me and pushed me into a long, dark tunnel called oesophagus. I still didn't give up and tried with my remaining energy to enter the windpipe but a flap called epiglottis shut this emergency exit. Alas! I sunk deeper because of the jerky movements of peristalsis, a muscle of the oesophagus forcing me to enter into a bag.
This colourful bag (stomach) caused me an equally 2-3 hours of painful experience because it was full of gastric acid which broke me down physically and whatever little, cheap cosmetic called bacteria I had in my make-up of vegetables were killed in the stomach by this acid.
Oh my gosh!! This anguish reached its peak when I entered a coiled tube called small intestine, which agonized me for nearly 6-22 hours. Its walls secreted enzyme, which were breaking my will power and some more enzymes joined against me from the pancreas which was just behind the stomach. I still had fats of cheese supporting me when a gush of juice called bile attacked me from the liver. Now I knew there was no escape because all my energy was mixing and moving into red 'sherbet' like stream of blood all because of tiny finger like villi.
Ohh! Aah! I am just left with water and bits of crust and skins of the vegetables when I reached the large intestine where suddenly I hardened and with great difficulty and force, I was pushed into a swimming pool of toilet bowl and I before I knew... whoosh, whoosh down the drain.
- Verbal – linguistic ( creative writing with narrative skills)
- Visual- spatial ( manipulating and drawing the entire concept of digestive system)
- Logical - mathematical (stages of the digestive system process)
- Bodily - kinesthetics (if acted out)
- Safal - Head Boy Batch - I - 2008-09