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The MPS Approach to learning

We believe that every child can learn. To validate this statement, MPS has put together a framework that links the whole school improvement approach and classroom practice. In other words, teaching and learning cannot be restricted to only the classroom. Our school leaders, teachers, staff, parents and caregivers must focus on high impact initiatives. We must drive these initiatives through evidence based decisions about teaching and learning. It means continuously improving learning outcomes for students and providing the best conditions for learning. The goal is to equip students with the knowledge, skills and dispositions for lifelong learning, and to shape the world around them.

The framework consists of four components:

  • Component
  • 01
Vision for Learning

Our vision for learning could be described as a unified set of values and beliefs to drive a high performance learning culture. It guides our thinking and actions towards what our school culture should be and the kind of professional practices we implement. We must work around the fundamental questions such as: Why are we here? What do we stand for? How do we achieve our goals?

With students at the center, the vision outlines our aspirations for all students to achieve and grow as learners – to empower them to take ownership of their learning, to make purposeful contributions to their learning environment and to tackle issues arising in the world around them.
  • Component
  • 02
Practice Principle
The Practice Principles for excellence in teaching and learning are nine signature pedagogies which make the difference in improving student achievement and motivation. Teachers use these to evaluate their practice, sharing with colleagues their reflections and understanding of what works in their classrooms. Teachers need to critically evaluate areas requiring attention and set improvement goals for both students and their own development needs.
  • Component
  • 03
Pedagogical Model

The Pedagogical Model describes what effective teaching looks like in the classroom and helps teachers apply the practice principles.

Teachers play a vital role in improving student outcome. Student learning is at the center of planning and implementation. There are five domains that teachers are expected to apply in their classroom, not in isolation but switching between domains, depending on student needs and learning programs.
  • Component
  • 04
High Impact Teaching Strategies
When teachers work together to develop a shared understanding of what excellent practice should be, students will learn more. There are ten instructional strategies that we use that are proven to reliably increase student learning wherever they are applied. They do not in any way replace other teaching strategies teachers might already be using with success. But with a combination of these high impact teaching strategies and what other successful strategies are consistently applied, it creates a learning environment that is vibrant, dynamic and engaged.

Finally, all of the above ideals can only be sincerely followed through and bring the desired results if there is a common value system. We strongly believe in providing all round development which must include educating the heart and mind. We have committed ourselves to implement Social, Emotional and Ethical learning (SEEL), a comprehensive framework and age specific curriculum for the cultivation of social emotional and ethical competencies in K-12 education. This was developed at Emory University’s Center for Contemplative Science and Compassion-Based Ethics under the expert advice and guidance of some of the leaders of the world of SEL in the science of compassion and trauma, and resilience-informed education. His Holiness the Dalai Lama has been the inspiration behind this program.