"Small schools in vertical grouping and self-paced multi-level curriculum organization with intensive teacher training enhance learning outcomes significantly since they make individual guidance and remedial instruction possible from level to level for continuous progression of learners," says Dr Lalit Kishore, who has implemented the system in Pehchan Shalas of CULP-NGO of and done a study of on such practices in India on behest of UNESCO.
Dr Kishore visited a small residential school called Plenum School, Himchal Pradesh, in December 2021, to teach physics and review the educational practices being followed by teachers. He found that small classes were apt for accelerated learning through dual code learning material and art-integration. Though development of dual code learning material is a challenge for the teacher, nonetheless, it is worth it since the outcomes over weigh the challenge, he holds while stressing the need for transforming the school and curriculum organization.
The evidences reveal that the following small school factors result in multiple benefits in children's learning outcomes.
Creating small vertically grouped classes which work as mini-schools within the school with 15-30 students per teacher
Defining 8-10 learning levels per grade and creating level-based study-units and learning material such as activity sheets and worksheets
Grouping and regrouping after every unit test for individual guidance, remediation and corrective reinforcement
Implementing self-paced continuous progress system of education with portfolio file of each learner
Quarterly review of the progress of children and the system for improving practice and material to keep the system dynamic through change-over
My experience informs that with a robust teacher training, support and review system, a small school is capable of becoming a pace-setter school that is robust in social pedagogy (conducive to socialization, equitable relationships, respect for diversity, individual attention, cooperation, inclusion, accommodation, sharing of resources) and instructional pedagogy (teacher-led learning, group learning and individual learning/practice) leading to high academic outcomes with a high criterion reference (80 X 80) as measure of quality.
Only small schools can be innovative or change-maker institutions since they can create a flexible learning programmer and offer social climate that fosters empathy, care-and-share and holistic well-being that a large highly structured, impersonal and routinized school is incapable of doing. Such schools create a learning community with flexible educational practices to foster and support learning among students.
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