2016
Learning
Expeditions for
Educators
An
educator
is the
relentless
architect of
possibilities...
to Re-invent schools
The Leverage for change lies in
Systemic Thinking
The fundamental questions that we need to engage ourselves are - How do
Schools may be the
starkest example in
modern society of an
entire institution
modeled after the
assembly line. This
has dramatically
increased educational
capability in our time,
but it has also
created many of the
most intractable
problems with which
students, teachers,
and parents struggle
to this day. If we
want to change
schools, it is unlikely
to happen until we
understand more
deeply the core
assumptions on which
the industrial-age
school is based.
children learn? How can we make teaching and learning relevant, engaging and
Schools that Learn, Peter Senge, et al
The basic unit for teaching and learning in a school comprises of a group of
children that make up a grade/class. Children go through a certain curriculum and
pedagogic structures during a day, a week, a month and a year. The role of a
teacher is to cover the prescribed syllabus from the textbooks, in the classroom
within the given time. Every year a batch of children move from one grade to
another after covering the prescribed syllabus. Children go through this process for
twelve years before they leave school for the real world.
Does the present school system prepare children for real life and its challenges
through the twelve years of schooling?
A huge gap exists between schools and society. What children learn in school is
completely disconnected from the real world. Children find it difficult to see
meaning in what they study in school. It is very abstract for them. It is not easy
for them to comprehend and apply it in their real lives. This is leading to a lot of
stress in the whole system and children.
According to the science of systems dynamics, the structure of the system
determines its behaviour. How we structure the teaching and learning in a school
determines the learning outcomes that we get. The structure comprises of parts of
the system, the inter-relationships among the parts, how the parts influence each
other and the underlying assumptions on which the whole structure is based. The
systemic assumptions about how children learn are important in defining the
structures and processes in a school, which in turn determines the learning
outcomes that we get. Therefore, to re-invent schools we need to understand,
question and redefine learning structures, processes and the underlying
assumptions on which they are based.
joyful for all? How to prepare children for real life?
We the Explorer Khoj Expedition, grade VII, The Heritage School, Gurgaon
as a source of
Experiential Learning
Learning is a process whereby knowledge and understanding is derived from
and continuously modified by the experiences that a learner goes through.
To learn is not the special province of a single specialized realm of human
functioning such as cognition or perception. It involves the integrated
functioning of the total being i.e. feeling, thinking, perceiving and doing.
Questions to ponder
a. What kind of teaching and
learning is taking place in our
classrooms and schools?
b. Are we able to engage and
challenge children with diverse
learning dispositions and
needs?
According to Dr. Kolb’s theory of experiential learning, for effective learning
one needs four different kinds of abilities and they are:
The ability to immerse oneself fully, openly and without bias in new
experiences (Concrete Experiencing)
The ability to reflect upon and observe one’s experiences from different
perspectives (Reflective Observations)
The ability to construct conceptual understanding that integrates one’s
observations into logically sound theories (Abstract Conceptualization)
The ability to use these theories to make decisions and solve real life
problems (Active Experimentation)
Doing
Perceiving
Deciding
Analyzing
Kolb’s Experiential Learning Cycle
Birds & Wetland Khoj Expedition, grade IV,
The Heritage School, Gurgaon.
“The child is curious. He wants to make sense of things, find out how things work, gain competence and control over himself
and his environment, do what he can see other people doing. He is open, receptive and perceptive. He does not shut himself
off from the strange confused complicated world around him. He observes it closely and sharply, tries to take it all in. He is
experimental. He does not merely observe the world around him but touches, tastes, hefts, bends and breaks it. To find out
how reality works, he works on it. He is bold. He is not afraid to make mistakes; and he is patient. He can tolerate an
extraordinary amount of uncertainty, confusion, ignorance and suspense. He does not have to have instant meaning in any
new situation. He is willing and able to wait for meaning to come to him, even if it comes very slowly…which it usually does.”
John Holt
Courage
MYP 4 & 5 students of Mercedes Benz International
School, Pune went for a River Expedition on the
Ganga. One of the big ideas behind the expedition
was to learn how to nurture and act with courage.
Real world.
Real challenge.
Real education.
The end product was a book on ‘Courage’ authored
by the students, intended for teenagers who may
plan to go on an expedition. The book focused on
how to overcome fear and foster courage and is
based on their experiences and learning they had
gathered during the expedition.
Engaged Citizens, taking responsibility
To explore the possibility of making Gurgaon a bike friendly city, grade VII students of The Heritage
School, Gurgaon undertook a Bicycle Expedition. Through the expedition students explored what it
takes for a city to be bike friendly and whether their city is bike friendly or not. They conducted
surveys and collected data to understand the current reality of their city. The expedition culminated
in the form of a bicycle event, through which they built awareness about effective and safe transport
in Gurgaon. Children presented their report on how to make Gurgaon bike friendly to the city
commissioner, who in turn promised to start work on constructing the first bike path in Gurgaon.
Expeditions as Pedagogy for Learning
Expeditions provide engaging experiences that challenge the learner cognitively, physically and emotionally
leading to new awareness, sensitivity and understanding. In an expedition, learners set out to explore the
unknown as a crew and during this journey, they discover and connect with the self and the world around. The
important aspect of an expedition is that it has the element of curiosity and creative anxiety of the unknown at
every step which keeps the learner engaged and excited all through the journey.
To learn more about expeditions and theory of experiential learning, read Disha India Learning Design Principles.
Learning through the local context
In the quest to understand the big idea “to conserve trees, we need to connect with them
at the physical, emotional and cognitive levels”, the students of grade V of The Heritage
School, Gurgaon went through a learning expedition ‘Meet the Tree’. As part of their
expedition, students studied the trees of their school campus, met the experts with their
queries and created a “Nature Trail” for the school visitors. Students also designed a tree
theme based notebook with illustrations and brief descriptions of the trees in their school
campus. The middle program children will use this themed notebook designed by grade V
as their expedition notebook.
The word expedition is
derived from the Latin
verb ‘expedire’, which
means “to free something”.
In an expedition, we leave
behind old habits and
thinking and break out for
the new.
Craftsmanship and Self-reliance
Grade VII students of The Heritage School, Gurgaon set out to explore and understand
craftsmanship and self-reliance through a hands-on expedition of carpentry and
weaving. During the expedition, they learnt skills and processes required to create an
authentic craft product. The students made chaukies and mats for children and the
people of Fattuwala – a remote village in Rajasthan. Through this expedition students
also got an opportunity to interact with the craftsmen and learnt about the challenges
they face and the future that they see for crafts in India.
Expeditions prepare children for life through life.
Courage to Lead
Learning Expedition for School Leaders
Courage to lead is a learning expedition for present and future school leaders who would like to experience
the power of experiential learning. The idea is to understand what it takes to be an experiential learning
school and develop leadership capacity for re-inventing schools based on principles and pedagogy of
experiential education. The learning expedition will help participants in understanding and questioning their
own beliefs about teaching, learning and education as a whole. It will enable them to see structures and
processes that limit them as a leader and find the leverage for change.
Learning outcomes of the expedition are:
1. To understand how children learn from experience and theory of experiential
learning
2. To understand how to design experiential curriculum and how to use expeditions
as a pedagogy for teaching and learning
3. To understand how to build a culture of care, craftsmanship and excellence in the
school
4. To understand the larger purpose of school education and the role of schools in
society
5. To understand personal learning and leadership style and what does it take to be a
flexible learner and leader
6. To understand how to initiate, manage and sustain change in schools and the role
of a school leader
7.
To design a school re-invention plan
Courage to Lead participants of year 2012 created
this book for middle school children as part of their
Jungle Expedition.
8. To develop systems thinking habits and how to see and act systemically
9. To discover personal vision and create a self-development plan
The Expedition Design
Courage to Lead is a 10-day learning expedition where school leaders will go through integrated real-life experiences for developing
the required understanding and skills. It comprises of two expeditions of 6 days and 4 days each respectively. Both the
expeditions are fully residential. The second expedition builds on the experiences and learning of the first one. The expeditions
will be supplemented and reinforced by project work and one-on-one coaching. The purpose of one-on-one coaching sessions is to
assist school leaders in developing a systemic plan for re-inventing their respective schools based on the principles of experiential
education.
Draft 1
Draft 2
Final Draft
Chapter for the book “Call of the wild”
Expedition One: Nature our Teacher
Duration: 6 days | Dates: January 3 to 8, 2016
Venue: Jim Corbett National Park, Nanital
Participants will go through a learning expedition in small crews where we will use wilderness,
reflection and service as a pedagogic medium to develop an understanding of:
a. How can we use real life experiences as a
pedagogic medium for developing knowledge,
craftsmanship and excellence
f. The personal learning and leadership style
skills and values among children
b. Framework of a learning expedition
Batch 2008
using Kolb’s Learning Style Inventory 4
g. Personal vision and creating a
c. Why authentic purpose and meaning is
important in education
self-development plan
h. What does it take to act with courage
d. Crew structure and how it enables children
i. The challenges and constraints of teaching
to take responsibility of their learning
and learning in the present education system
e. How to build a culture of care,
Expedition Two: Be the Change
Duration: 4 days | Dates: March 24 to 27, 2016
Venue: Acharya Tulsi Global Meditation Centre, Gurgaon
The second expedition will focus on how we can make teaching and learning experiential and
Batch 2009
challenging inside the classrooms and how to create an experiential learning school. The expedition will
focus on:
a. The purpose of education and the role of
schools in a society
b. Interaction with teachers and students to
understand how an expedition happens
inside the classroom, its effectiveness and
impact on children’s learning
e. What does it take to initiate, manage and
sustain change in schools? The role and
responsibilities of a school leader
f. The science of appreciative inquiry i.e. how to
c. Re-think and re-design curriculum, pedagogy
and assessment based on the principles of
experiential learning.
Batch 2010
that enable experiential learning inside the
classroom
discover the root cause of success
g. Thinking systemically and developing the
habits of a systems thinker
d. How to design learning expeditions and
h. Designing a school re-invention plan
projects? Designing of systems and processes
Programme Fee and Scholarships
The fee for the 10-day learning expedition is Rs. 17,500. It includes facilitation, course material,
boarding and lodging cost for both the expeditions. It also includes travel cost ex-Delhi for Expedition
One. Disha India has scholarships for school leaders. The scholarship criteria are the following:
Batch 2012
“Courage is
the power to
let go of the
familiar.”
Raymond Linquist
School/Participant Pay
Average Monthly Earning of the participant
Scholarship
Less than Rs. 15,000
Rs. 12,500
Rs. 5,000
Between Rs. 15,000 & Rs. 30,000
Rs. 7,500
Rs. 10,000
More than Rs. 30,000
Not applicable
Rs. 17,500
Note: In case you need further financial support, please write to us directly.
Certification
After completion of both the expeditions, participants will be awarded a joint certification from Disha
India Education Foundation, The Heritage School, Gurgaon and Experienced based Learning Systems,
USA.
Courage to Teach
Learning Expedition for Educators
Courage to Teach is a learning expedition for educators who would like to experience and understand
how to make teaching and learning real, meaningful and challenging for children inside the classroom.
The idea is to develop the understanding and skills to use real life experiences as pedagogy for
teaching and learning. It is for educators who prefer to lead the desired change in school by modeling
it inside the classroom. Courage to Teach aims to develop teacher leaders – leaders who will lead the
change by implementing it inside the classroom. They are the true leaders because the change that
has roots inside classrooms is real, relevant and sustainable.
Learning outcomes of the expedition are:
1. To understand how children learn from experiences and the theory of experiential learning
2. To understand what it takes to integrate both curriculum and pedagogy across disciplines
3. To understand how to design learning expeditions for children
4. To understand how to design assessments for and of learning and integrating
assessments with classroom instructions
5. To experience and understand the pedagogy of circle time for building a culture of
care and compassion
6. To experience craftsmanship, excellence and rigour and how to develop craftsmanship
and character through expeditions
7. To understand the bigger purpose of education and the role of school education in society
8. To understand personal learning and teaching style and how to develop the teaching
and learning flexibility as an educator
9. To understand the discipline of teacher leadership and how to lead the change in
school by being inside the classroom
Courage to Teach participants of year 2012 created this
book for middle school children as part of their
Jungle Expedition.
The Expedition Design
Courage to Teach is a 10 day learning expedition where educators will go through integrated real-life experiences for developing the
required understanding and skills. It comprises of two expeditions of 6 days and 4 days each respectively. Both the expeditions
are fully residential. The second expedition builds on the experiences and learning of the first one. The expeditions will be
supplemented and reinforced by project work and one-on-one coaching. The purpose of one-on-one coaching sessions is to assist
educators in creating a plan for leading the desired change in the school by modeling it inside their classrooms and being a true
teacher leader.
Courage to Teach participants of year 2012 created these illustrations for their book “Roars & Chirps” as part of their Jungle Expedition
Expedition One: Nature our Teacher
Duration: 6 days | Dates: January 3 to 8, 2016
Venue: Jim Corbett National Park, Nanital.
Participants will go through a learning expedition in small crews where we will use wilderness,
reflection and service as a pedagogic medium to develop an understanding of:
a. How can we use real life experiences as a
pedagogic medium for developing knowledge,
skills and values among children
b. Framework of a learning expedition
Batch 2010
c. Why authentic purpose and meaning is
important in education
craftsmanship and excellence
f. The personal learning style using Kolb’s
Learning Style Inventory 4 and what does it
take to be a flexible learner
g. Personal vision and creating a
self-development plan
d. Crew structure and how it enables children
to take responsibility of their learning
e. How to build a culture of care,
h. What does it take to act with courage
i. The challenges and constraints of teaching
and learning in the present education system
Expedition Two: Be the Change
Duration: 4 days | Dates: March 24 to 27, 2016
Venue: Acharya Tulsi Global Meditation Centre, Sector 62, Gurgaon
The second expedition will focus on how to implement the principles and pedagogy of experiential
Batch 2011
learning inside the classroom and lead the desired change in school by modeling it inside the
classroom. The expedition will focus on:
a. Interacting with teachers and students to
understand how an expedition happen inside
integrating assessments with classroom
the classroom, its effectiveness and impact
instructions
on children’s learning
g. Different roles that an educator needs to
b. Re-thinking and re-working on curriculum,
pedagogy and assessment based on principles
of experiential education
perform in facilitating experiential learning.
h. Designing teaching and learning practices that
enable experiential learning inside the
c. How to design learning expeditions for
children
classroom like collaborative planning,
instructional coaching, portfolio, etc.
d. Pedagogy of circle time for building a culture
Batch 2012
f. Designing assessments of and for learning and
of care, compassion and equality
e. Theatre as pedagogy for self-expression
i. The roles and responsibilities of a teacher
leader. Creating a classroom re-design plan
for modeling the desired change in the school
Programme Fee and Scholarships
The fee for the 10-day learning expedition is Rs. 17,500. It includes facilitation, course material,
boarding and lodging cost for both the expeditions. It also includes travel cost ex-Delhi for Expedition
One. Disha India has scholarships for educators. The scholarship criteria are the following:
Batch 2012
Courage is not the
absence of fear, but
rather the judgement
that something else
is important.
School/Participant Pay
Average Monthly Earnings of the participant
Scholarship
Less than Rs. 10,000
Rs. 12,500
Rs. 5,000
Between Rs. 10,000 & Rs. 25,000
Rs. 10,000
Rs. 7,500
More than Rs. 25,000
Not applicable
Rs. 17,500
Note: In case you need further financial support, please write to us directly.
Certification
After completion of both the expeditions, participants will be awarded a joint certification from Disha
India Education Foundation, The Heritage School, Gurgaon and Experienced based Learning System,
USA.
Design and Facilitation Team
Parminder S Raparia
Learning Coach & Expedition Designer, Disha India
Parminder has led several whole school transformation
projects with varying challenges and complexities, including
one at The Heritage School, Gurgaon. In his work with
schools, he has played the role of a learning designer,
teacher mentor and a change leader. Almost a decade ago, inspired by Gandhian
principles of work-centered education i.e. how we can use productive works from
the local context of the child as medium of teaching and learning, he founded
Disha India Education Foundation. He believes that true education is one that
liberates the learner. Parminder is also a long distance runner and a farmer.
Ashish Shah
Meenu Tomar
Learning Coach & Expedition Designer, Disha India
Meenu designs and facilitates learning expeditions for
children and educators. She was a Social Science teacher
for eight years. She strongly believes that for real and
meaningful education, we need to bridge the gap between
schools and society – children need to learn in and through their local context.
She went through the Outward Bound Classic 15-day course to experience the
power of experiential learning and how it helps a person discover and
understand oneself. She has also gone through the Learning Expedition for
Educators at Expeditionary Learning, USA and Systems Thinking level 1 course
at Waters Foundation, USA. She loves traveling and exploring new places.
Janani Iyer
Outdoor Education Facilitator
Ashish is an experienced and passionate outdoor facilitator.
He has been working with children of all age groups on
various outdoor expeditions for last 16 years. He has also
created, developed and executed curriculum
and outdoor learning programs for children. Some of the programmes that he
has developed are Ganga Ek Antaryatra, Green School programs and studying
the villages. He truly believes that education is about sharing of knowledge and
wisdom that enables young people to contribute positively to the process of
sustaining and developing the human world.
Jayshree Iyer
Middle Program Leader, The Heritage School, Gurgaon
Jayshree, currently the Middle Program Leader (Teaching
& Learning) in the The Heritage School, Gurgaon has
been an active member of the core team that drove the
change process that enabled experiential learning
curriculum and pedagogy in the middle school. A trained Science teacher, who
believes passionately that education should be rooted in real life, she has
designed several multidisciplinary learning expeditions for her students that
have enabled them to reach out and create an impact in their school as well as
in the city of Gurgaon. She has headed curriculum teams and has done intense
work on enhancing practices for hands-on teaching and learning as well as
culture and character building by leading the process from inside the classroom
as well as by coaching and mentoring other educators.
Reshmi Dastidar
Educator, The Heritage School, Gurgaon
Reshmi has been teaching middle school students for
several years now. She has been actively involved in
developing a hands-on discovery based approach to
Science teaching. She has also worked intensively in the
field of Assessment, trying to design classroom assessment practices that
empower students to take charge of their own learning. Reshmi holds a
masters degree in Science, and has trained as a teacher from the Regional
Institute of Education, Bhubaneswar.
Progressive Educator and Guide
Having sixteen years of experience in a wide variety of
schools, Janani became interested in concepts like circle
time, storytelling, classroom management etc. to help
children express their conflicts and develop self esteem.
Over the past 10 years, Janani has been practicing and teaching how the circle
time approach can lead to enhancing the emotional wellbeing amongst
children, raising self esteem and creating constructive relationships within the
classrooms. Janani was honoured with the “Best Teacher for innovative
classroom practices’ award in 2009 at The Shri Ram School.
Prerna S Mannan
Middle Program Leader, The Heritage School, Gurgaon
Prerna has been working towards bringing the Social
Science curriculum alive for students through experiential
curriculum and pedagogy, rooted in real work and service.
Worked on the design and implementation of expeditions
such as Carpentry, Bicycle, Green School and the history Expedition - ‘Bridging
our Yesterday and Today’. She believes in igniting student interest towards
socially relevant issues in order for them to become sensitive to their
surroundings and in the process becoming active citizens. Works towards short
term and long term planning of the program and teacher and parent capacity
building workshops in the area of experiential learning. A Post graduate in
Sociology from Delhi School of Economics.
Jaya Iyer
Educationist & Social worker
For the last eighteen years, Jaya has been working in the
field of development theatre and social education. Trained
in participatory theatre skills, she has designed and
trained field workers, teachers, activists and young people
in India and abroad. She has been associated with Pravah, a non-profit
organization working with young people for a decade and was its CEO for three
years. Currently, she is involved in setting up a National Children Centre at
NMM, developing a leadership curriculum in environment for WWF and takes
classes for B.El.Ed in Delhi University. She is also a dancer and trekker.
Illustrations by Courage to Teach participants of batch 2011 for their book ‘Cycle-Nama’ as part of their bicycle expedition.
Learning Partners
Courage to Lead and Courage to Teach, learning expeditions for educators, is an initiative of Disha India Education
Foundation in learning collaboration with The Heritage School, Gurgaon and Experience based Learning Systems, USA.
disha india
Disha India Education Foundation is an educational initiative striving towards
Experience Based Learning Systems is a research and development
re-defining education and learning and thereby facilitating the re-invention of
organization founded by Dr. David Kolb and Dr. Alice Kolb for the advancement
schools and the education system at large. The idea is to construct a theory of
of the theory and practice of experiential learning. To achieve the
experiential learning and design an integrated curriculum that uses real-life
organizational mission, EBLS is committed to building on the legacy of scholars
experiences from the child’s local context as a pedagogic medium for
whose innovative ideas continue to contribute towards learning and education,
developing knowledge, skills and character. Disha India‘s work involves
stimulating research and disseminating scholarly findings on experiential
designing experiential curriculum and pedagogy, whole school design and
learning, offering resources that help individuals develop their own learning
development, educational leadership development, teachers’ capacity building
potential and providing tools for educators, parents, and consultants that
and designing learning expeditions for children.
promote learning.
Since the last eight years, Disha India has worked intensively with The Heritage
Experience Based Learning Systems offer following self-scoring inventories
School, Gurgaon on the design and implementation of the experiential
based on the theory of experiential learning - Kolb Learning Style Inventory
curriculum and pedagogy in the elementary program. Disha India has been
(LSI) version 4.0, Kolb Learning Skills Profile (LSP), Kolb Team Learning
working in collaboration with teachers for the creation of experiential
Experience (TLE) and Kolb Adaptive Style Inventory (ASI).
curriculum and its implementation in classrooms.
Dr. David Kolb is a professor of Organizational Behavior at the Weatherhead
Disha India is engaged in an intensive action research on project-based
School of Management, Case Western Reserve University. He is the author of
learning with the objective of understanding the Gandhian principles of
Experiential Learning: Experience as the source of learning and development,
Nai-Talim in today’s context i.e. how to use productive works as a pedagogic
and the creator of the Kolb Learning Style Inventory. Dr. Alice Kolb is the
medium for learning in schools.
president of Experience Based Learning Systems Inc.
Disha India designs and facilitates KHOJ - The Outbound Learning Expeditions
To know more about EBLS, visit www.learningfromexperience.com
for children, based on curriculum needs, children’s interest and life skills.
Disha India Education Foundation is a non-profit social organization registered
under section 25 of companies act, 1956.
The Heritage School, Gurgaon, uses experiential learning as pedagogy for
teaching and learning where students work on real life issues, in the real
context in order to develop the required understanding and skills. The vision is
to prepare children for life through life. The school community through its deep
engagement with questions about the purpose of education, how children learn
and what is worth learning continues to re-invent education, curriculum and
pedagogy.
In partnership with Disha India Centre for Experiential Learning, the school has
been working intensively over the last decade to make teaching and learning
both real and engaging.
The Heritage School is a pioneer in designing progressive practices, including
experiential-based recruitment and admission processes, parent induction,
teacher retreats for development of the self, skill based physical education
program and visual arts workshops for students and educators within the
school educational domain.
To know more about the school, visit www.theheritageschool.com
“Once a student creates work of value for an
audience beyond the classroom - work that is
sophisticated, important and beautiful - that
student is never the same. When you have
done quality work, deeper work, you know you
are always capable of doing more.”
Ron Berger
What do educators speak about us...
“Being a part of The Courage to Teach Expedition 2013-14, has opened up the
leader and learner in me. I personally went through a journey of knowledge
and skill development as a facilitator as well as a designer. Personally, I was
also able to experience, observe, conceptualize and experiment what
Experiential Learning is all about. The learning that I have taken back has
definitely found leverage for change and growth in my school.”
Sujatha Khannan, Principal, The Little Kingdom Senior School, Theni
“Four member of our leadership team have attended the Courage to Lead
program so far. The major change in the school has been in the thinking and
attitude of the leadership team. This is constantly prodding us to see
possibilities and take decisions based on our vision and values.”
Manjula Jhunjhunwala, Chairperson, Jingle Bell Academy, Faizabad.
”A very engrossing experience in learning. Very well structured and effective
training for educators. Children would love to be taught like this. All puzzles got
solved in the second module.”
Geeta Varshneya, Education Director, Khaitan Public School, Sahibabad
“I wish I would have attended this program earlier... Must attend for all the
educators... I can definitely visualize how an experiential school looks like and
feels like. I think Disha India conducted this expedition remarkably well and
they were successful in making all participants realize how children learn...”
Prashant Muley, Principal, Podar International School (ICSE), Aurangabad, M.S.
“I learnt a lot about myself. I learnt that deep learning often comes not through
hectic sessions and power points, but by experiences... by letting things
Schools that have participated
So far around 150 educators from 50 different schools across India
have been a part of the learning expeditions. Some of these schools
are…
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Welham Girls’ School, Dehradun
Azim Premji Foundation, Bangaluru
The Daly School, Indore
Presidium Schools, New Delhi
The Little Kingdom Senior School, Theni
MitrShala Foundation, Lucknow and Agra
Mayoor School, Ajmer
Delhi Public School, Surat, Pune, Gurgaon,
Patna, Tapi, Guwahati & Ludhiana
G.D. Goenka Public School, Dwarka, New Delhi
Bal Bharati Public School, Pitampura and Noida
Podar International School, Ahmedabad
Akanksha Foundation, Pune and Mumbai
Sangamitra High School, Hyderabad
Al- Ameen Mission Academy, Kolkata
Nisarg Batika, Kathmandu, Nepal
Sri Venkteshwar International School, Dwarka, New Delhi
Tagore International School, New Delhi
Sanskriti - The Gurukul, Guwahati
Educational Initiatives, Ahmedabad
The Heritage School, Gurgaon and New Delhi
percolate... by relaxing with colleagues, by working with my hands... by coming
out of my comfort zone. I learnt that anger is often my response to fear and
“Courage To Teach taught me that education is multi-dimensional.
learnt about my fears... the first step for overcoming them. I learnt about the
Literacy is only a small part of it. I learnt that the real purpose of
importance of plans and planning (the two are different). It was in this session
education is to help children evolve… I myself evolved with each session… It
that I made the real connection between education and schools. All of us have
has made a change in my perspective and now I look at teaching in a different
questions that bother us, which we ask at every chance we get... at Courage to
and more meaningful light.”
Lead, I found my answers to some of them... within me.”
Sanjala Wazir, Academic Dean, Welham Girls’ School, Dehradun
Shalini Sachdev, Principal, MCD School run by Akansha Foundation, Pune
“The Courage to Teach programme is extremely educative and empowering.
“As a newcomer to education but wanting desperately to bring change, I found
The Theory of Experiential Learning with reference to real life issues helped me
my experience with Disha India and the team extremely useful in letting me
to go beyond the curriculum and take my students out of their comfort zone. It
know how to harness these energies towards setting up my school. I learnt how
was indeed a great learning.”
to develop a clear vision for the school as well as how to conceptualize my
Gary Everett, Dy. Headmaster, The Daly College, Indore
ideas of what the school should represent. The clear focus in each session were
invaluable in making me understand all the different components one has to
bear in mind when running a school - from the holistic to the practical. Thank
you Disha India - I've opened my school a month ago and a lot of credit for
what has been accomplished so far goes to you.”
Ritesh Pandey, Founder, Takshila Academy Akbarpur,U.P.
“Disha India helped me to break all the pre-conceived notions I had about
education and myself. It opened a pathway, which was well-defined and worth
treading on. CTT has not only helped me comprehend that true education
cannot be bound within the four walls of the classroom but also to evolve as an
individual.”
Jyoti Bhatnagar, Educator, Jaipur School, Jaipur
Service Learning- An important part of the expedition design
During service, learners are encouraged to work with communities on real life issues so that they can learn how to contribute
meaningfully towards the larger community causes and experience the joy of working selflessly. It helps children in experiencing
what it takes to live big ideas and values in life. It also helps them in empathizing and connecting with issues of equality, justice
and denial.
Jungle Expedition, Courage to Lead 2012
“Never doubt that a small group of thoughtful, committed citizens
can change the world. Indeed, it is the only thing that ever has.”
Margaret Mead
Preparing children for life through life.
disha india
Disha India Education Foundation
Sector-62, Opp. The Heritage School
Gurgaon - 122003
M: +91 9810646129 | T: +124 3243724
E-mail: [email protected]
www.dishaindiaeducation.org
Disha India Centre For Learning
Design- www.accessgraphics.in