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Takshila Schools

Vision

The Takshila schools aspire to provide education that will build capacity in our students to take the challenges of living and excelling in the global world, emerge as leaders of tomorrow, retain their Indian sensibilities, which will enable them to respect elders, care for the fragile ecosystem and nurture the rich heritage of music, art and culture.

Mission

We at Takshila School make learning a pleasurable experience by imparting knowledge through our unique methodology, which encourages creativity, sensitivity and values with the best use of technology creating space for each, and everyone associated with us.

Values

Values represent one’s highest priorities and deeply held driving forces. Takshila as an institution believes in building moral values in our pupils by developing their individuality and discovering their potential. As learners, children also need to be adaptive enough to meet the challenges of life. As advances in educational science take place, so does Takshila School undergo a constant evolution. Students are endowed with the capabilities required to become future leaders in various fields. As such, Takshila School focuses on instilling in them a strong set of core values by which they will learn to be grounded and aim to reach the heights. Strong moral and ethical codes are provided to them for the future benefit of the society. These are:

  • Values of competency, individuality, compassion, responsibility, & respect
  • Development of innovativeness, teamwork and credibility
  • Respecting humanity through the values of dignity, empathy & generosity
  • Respect for our country's rich heritage and a sense of national pride

Takshila Campus - A vast classroom

Perfect learning is a balance of textbook teaching & practical learning. One of the reasons why children do not like going to school is because they do not find the physical environment interesting.

Takshila believes in the infinite capacity of the young minds to absorb knowledge from the surroundings they live in. So, the School is designed following the ‘the walls speak’, a concept developed by leading school architects, designers, educationist and psychologists.

This holistic thought generation process envisages the whole physical environment of the school as a teaching tool. Thus, the school building and the campus itself serve as an open classroom with hands on activities to engage children in a variety of learning experiences.

Spatial Designs, simple toys based on theories of physics and chemistry, arithmetical and geometrical puzzles embedded in walls and walk-ways, and mapped play areas help children understand and grasp concepts with the aid of teachers.

E-DAC, the unique learning approach

Takshila School applies a unique innovative approach called the E-DACTM approach to learning. The brainchild of a group of leading educationists and researchers at Educomp’s R&D wing, who have earlier created pioneering innovative learning systems like, Roots to WingsTM, Universal Learning System and the Millennium Learning System, E_DAC is based on child psychology and well known principles of learning and pedagogy.

E-DAC - The essence

E-DACTM is an acronym in which each letter signifies each stage of the four-stage sequence and methodology that is applied in the classroom. The learner here learns through a joyous discovery of the self and the world around, leading to positive outcomes. E-DAC™ approach to learning is an innovative yet scientifically designed methodology which is based on the fact that gaining knowledge is a never-ending process.

E-DACTM represents:

  • E – Engage, excite and encourage the learner to learn through environment
  • D – Discover and learn by doing, and document to retain knowledge
  • A – Assimilate, analyze and apply knowledge and skill
  • C – Consolidate, construct and create to build and add to existing learning and skill for

E – Engage, excite and encourage

E-DACTM is based on the belief that learning happens when attitude and perceptions are positive. Since all learners are unique, varied activities are planned to cater to their individual needs and learning styles. This ensures that learner develops a positive attitude towards the learning to be acquired. In other words this stage builds interest and curiosity with which a child will begin her journey to learn. Here, the curriculum also uses the environment—both within and outside the classroom—as a medium of teaching-learning. Therefore, the environment is made conducive through the The Walls Speak concept, where even the walls of the classroom are used as teaching aids.

D –Discover, do and document

The learner internalizes knowledge through experience. Facilitators are equipped with the E-DACTM teaching strategies that help the learner discover and learn through three phases- guided learning (gaining knowledge on a given topic), problem based learning (learning by doing) and expository learning (documenting the learning experience). Itprovides creatively designed textbooks, workbooks along with skill building exercises and projects for the learner to encourage the spirit of discovery and enquiry. With every discovery the learner pauses to internalize and then documentshis/her learning in his /her unique style.

A – Assimilate, analyze and apply

Learning does not stop with merely acquiring knowledge. The most effective learning occurs when a learner is able to use acquired knowledge meaningfully. It is important to note that from this stage the learner starts the ‘processing of learning’. Learners are assigned with the context-specific tasks where they apply their newly acquired knowledge. This stage requires higher order thinking skills in which the learner begins to think on his/her own and puts the knowledge gained to practical use. Here, E-DACTM introduces the learner to problem solving as well as builds life skills through exciting real life situations.

C – Consolidate, construct and create

E-DACTM ensures that the mind acquires knowledge for life through its various sequential stages &allows the learner to make constructive use of the existing knowledge. Its aim is tohelp the learner create and exhibit something new in the form she is comfortable with, so that it is socially useful to the society. This paves the way for the students to evolve and progress.

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