Our Schools

Ekya / September 11, 2017 Posted by : administrator

“We need to prepare our students for the demands of the future.”

Having started her career as an Electrical Engineer, Ms. Ahlada’s passion for Computer Science brought her to Ekya Schools. Today, she designs the Computer curriculum for Grades 1 to Grade 12 at the Ekya Learning Center. In addition to setting the learning areas of the subject, she also teaches Computer Science at Senior School of Ekya ITPL. With a B.E in Electronics and Instrumentation from Madras University, she also holds an M.S. in Electrical Engineering from Tennessee Technological University, a certification in SAS training and a B.Ed.

Working with artificial intelligence a few years ago versus designing the Ekya curriculum, we sit down with Ms. Ahlada and speak to her about her experience with Ekya Schools and her transition into the role of a curriculum developer and teacher. Here are the excerpts:

Q: What do you do at Ekya Schools? How does your day of work typically go at Ekya Schools?

I work as a curriculum developer for Ekya Learning Center. I develop, maintain and update Computer Science curriculum across Grades 1 to 12.  My typical day at Ekya begins at 8 am and ends by 4.15 pm. My daily responsibilities include:

  • Researching digital platforms that are being used in other curricula and their effectiveness in the teaching-learning process for Computer Science
  • Planning the units for each grade level.
  • Designing learning plans.
  • Creating review papers.
  • Creating resource material for the curriculum.
  • Incorporating meaningful technological integration that would encourage the  students in solving real world problems.
  • Evaluating the designed curriculum by assimilating and observing students’ work.

Q: How is the culture here at Ekya? How is it working here and what do you enjoy about it?

The culture at Ekya is open, warm and welcoming. Ekya stands for the ideal, ‘United as One”. Every morning, students are greeted by their class teachers before they enter the class. Teachers are welcomed by the head of the school with a handshake and a warm smile. Students and teachers at Ekya Schools create Social Contracts, where they decide how the behaviour of a class or a team should be.

At Ekya Learning Center, we engage in lively group discussions and share ideas and resources with one another. I enjoy the bonhomie at my workplace and the healthy, intelligent interactions that help us work well as a team.

Q: How did you transition from your previous role to the one you hold at Ekya right now?

My previous jobs include being part of an R&D project where I performed predictive analysis using artificial intelligence mechanisms for power system contingency studies. I had also worked as a data analyst for a short while after which I took a break due to family commitments. I joined Ekya School, ITPL as a computer science teacher in 2012.  Being able to leave on time helped me take care of family needs and I could compartmentalize work and home as two different spaces.

Q: How have you changed as a person, coming in from a corporate fold?

Being a teacher meant engaging with students, collaborating and exchanging ideas and information with them. This was an immense learning curve for me. I began to understand the importance of the teaching learning process, classroom management, the right ways of communication. This experience has helped me become a lifelong learner. I have also taken away important aspects like empathy, teamwork, social responsibility, personalized teaching and incorporated it in my personal life. This was in stark contrast to my previous job where I was tied to a machine for long hours and had a very monotonous work life.

Q: Have you ever seen yourself be part of an educational set-up prior to Ekya? How has the community here help you find your feet?

No. I felt the need to have work life balance and looked at educational institutions as a way of meeting my expectations. After joining Ekya, I found that I enjoyed teaching. Every single day as a teacher is a unique experience with its own set of challenges. My peer group and the vice principal helped me get my bearing with constructive feedback and support. Ekya helped me feel at home and encouraged my thoughts on how the Computer Science curriculum could be changed to better suit our changing world. After five years as a teacher and understanding the needs of students, I transitioned as a curriculum developer. Ekya continues to guide me as I learn new things and contribute to shaping the future of many, many students in a meaningful manner.

Ms. Ahlada believes that we need to gear our education to create innovators and thinkers who can tackle the challenges of an increasingly tech-dependent world.

And at Ekya, we are doing exactly that! Using immersive and experiential teaching methods that help students live the lesson, our schools enable students to explore, understand, build memories and become lifelong learners. And to help them become lifelong learners, we are looking for space explorers, painters and inventors who teach!

We are hiring! If you are considering to become an educator, to make a career switch to teaching – one that is dynamic and multi-faceted, we look forward to your application here.

 

Explore more

Ekya / March 26, 2024

The Hot Garlic Soup Inspired by ‘The Last Leaf’ by O. Henry

Sue and Johnsy, two young artists, shared a small flat on the third storey of an old house.
Johnsy fell ill in November. She was diagnosed with pneumonia. She would lie in her bed, gazing out of the window. Sue sent for the doctor. The doctor said to Sue, “Johnsy’s condition is not so serious yet. It seems she is unable to recover because she has lost the will to live.”
Sue became extremely worried for Johnsy’s well-being and mental health. She tried to make Johnsy interested in the things around her, but Johnsy never replied with more than a noncommittal hum.
One day, Sue was painting when she heard Johnsy counting backwards. Sue looked out of the window and saw an old ivy creeper climbing on the brick wall. The ivy was shedding its leaves in the strong gust of the wind.
“They are falling faster now,” whispered Johnsy. “Three days ago there were so many leaves. Only five are left now.”
“It is autumn,” said Sue, “and the leaves will fall.”
“When the last leaf falls, I will die” said Johnsy with finality. “I have felt this for the last three days.”
“Oh, that’s nonsense,” replied Sue. “Why do you believe your fate is tied to those old ivy leaves?”
“Human life is fleeting, just like those ivy leaves,” said Johnsy. “I got sick just as the ivy started shedding its leaves. It must be an omen. The last leaf will fall, and I will slip into slumber forever.”
Sue sat on Johnsy’s bed, kissed her and said, “You are not going to die. Plenty of people fall sick in autumn, and they recover soon enough. Do you want some soup?”
“I don’t want any soup. My time is almost up, I’m sure of it,” murmured Johnsy.
Sue decided to change tactics. She was not going to give up on Johnsy.
“It is true that human life is somewhat fleeting, but that’s exactly what makes life valuable. Do you not want to see what life has to offer before you slip into slumber? Will you not miss the cool breeze waking you up, the warm embrace of sunlight? Do you want to give up the feeling of the paintbrush gliding over the canvas?” Sue quavered.
“Look beyond the ivy to that tree over there,” Sue continued. “Even that tree is shedding its leaves, but it is also growing new leaves. It is going to live for many more years, just like you.”
Johnsy contemplated for a while. Then, she looked out of the window and smiled.
“Perhaps I will have some hot garlic soup. You made me realise that life is worth living after all.”
Written by Aahana,
from grade 9A

Ekya / March 22, 2024

Importance of Literature in a Classroom.

"Literature is one of the most interesting and significant expressions of humanity" - P.T.Barnum

We as humans are social beings. We can't imagine our lives to be solitary. Literature facilitates us to understand and communicate with one another in society. It helps us explore the world around us and is a medium to express our views and experiences. So it is of vital importance that the students are introduced to literature at a young age.

Literature is necessary for students as it helps them to develop imagination, improves vocabulary and language skills and even enhances creativity. Literature helps them understand the world outside their home and school.

It is disheartening to see that literature is often not put on the same pedestal as other technical subjects like Math or Science. where it shouldn't be the case.

Literature includes different types of texts like stories and fables, myths

and legends, poetry and drama or even informational texts that help them explore other subjects. It prepares students to read and understand the real world.

There are one too many benefits of including literature at a young age. It is like an exercise for the brain, keeping an individual mentally active and stimulated.

Exposure to cultures from different countries brings in a sense of respect and tolerance, a feat possible through literature. It motivates one to appreciate different lives and their ways and also to graciously disagree with something that may not be right. The different characters the students are introduced to become a source of inspiration. They start to imagine themselves in varied situations. they learn different solutions to problems they come across.

More importantly, reading is fun and literature develops an inclination toward reading and makes them self-learners.

It can be concluded that literature is a gateway to nurturing a child’s life skills more than any assignment or task

can ever do.

Written By:

Shruthi Prakash

English Educator - Primary

Ekya Schools BTM Layout

Ekya / March 22, 2024

A Day to Remember: Juniors Bid Goodbye to Seniors with a Spectacular Farewell Party.

As the academic year draws to a close, emotions run high at our beloved school. The time has come for the juniors to express their gratitude, love, and affection for their departing seniors.

And what better way to do this than by throwing an unforgettable farewell party?

The air was buzzing with excitement as the juniors meticulously planned every detail to make it a night that their seniors would cherish forever.

The audio-visual room was transformed into a place of nostalgia and celebration, adorned with decorations to welcome the seniors. Each performance was filled with energy, enthusiasm, and dedication. Each video played, spoke volumes about the memories shared and the bonds formed throughout their academic journey, blanketing the atmosphere with a mix of joy, laughter, and a hint of bittersweet anticipation.

Our seniors were all dressed up to the nines for the occasion with the girls in a blue and white saree and the boys in black suits.

But how did all of this come to be? I am a grade 11 student and let me take you through behind the scenes of this event and how we prepared for this event.

  • Many girls formed a group and decided to dance to “Paint It Red” and “All Is Well”. Everyone’s efforts are to be appreciated as they come up with new steps and formations. Well-coordinated teamwork led to an amazing performance that got everyone cheering.

  • Meanwhile, my batchmate, Lara,  and a few teachers were preparing to sing songs dedicated to the seniors. Lara sang a melodious rendition of “When You Believe” and the teachers sang a medley of songs which got the seniors singing along as well!

  • The boys planned on dancing to the song “Galti Se Mistake” and their performance was full of creativity and humour. The choreography was inspired by the original music video of the song and they worked hard together and taught each other the steps. This performance got everyone giggling and cheering so loud!

  • It did not end with the students, even the teachers chose to step into this grand celebration. They danced on a variety of songs and each song made the seniors hoot louder. Even though they had a very busy schedule they would still take time and dedicate it to the dance practice during after-school hours. Huge kudos for their coordination and effort!

  • Mohana and Arshia came up with a very engaging script which had the attention of the audience. A small game was organised for the students where they had to write something good about one of their batchmates. Everybody put their hands together and made 32 crowns of appreciation for their seniors. A video of the seniors was made including photos and videos of their dearest memories. Last but not least, our teachers also prepared a video message for the seniors bidding farewell and wishing them the best for their future endeavours.

The day finally came. The 10th of February came. It was the day - the day for which we had been preparing for days. The graduation.

The place was set, the background screen was ready, the mic was ready and the sound system was ready. Our seniors came one by one and the auditorium was filled with chatter until the anchors came in and the event started.

After a few minutes, the head boy gave a heartfelt speech, followed by the chit game of affirmations then Lara’s beautiful performance.

The girls donned black kurtis and sunglasses and danced to “Paint It Red”, which got a round of applause. The seniors loved the “Galti Se Mistake” dance by the boys for its creativity and comedic execution and what made it better was the shorts with shirt and tie combination. The dance finale was to the song “All Is Well” which got the audience cheering for the dancers with lots of enthusiasm.

Then a video filled with the memories of the seniors was shown which made most of them emotional. The dance which everybody was eagerly anticipating started - it was our beloved teachers who completely rocked the stage with their amazing performance.

Then a few teachers gave a very emotional message followed by songs dedicated to their students. The event came to an end with video messages by the teachers,  a crowning ceremony and high tea.

In conclusion, the event was successful, and enjoyed by all the students - juniors, seniors and teachers. It wouldn’t have been possible without everyone’s contribution and teamwork. It was an emotional roller coaster for everyone and a day which will never be forgotten.

Written By:

Stutee Samantray

(Grade 11, Ekya BTM)

Leave a Comment

Leave a reply

Your email address will not be published. Required fields are marked *

Decoding the role of Growth Mindset in Education

At Ekya, we strongly believe that a person’s ability and intelligence can be honed through practice, hard-work, dedication and motivation. This is why we invest our time and efforts towards creating an environment that promotes and develops a 'Growth Mindset' among the educators and students alike. What is Growth mindset? Growth mindset is a concept that has been developed by Carol Dweck, a professor of Psychology at Stanford University. An individual with a Growth mindset thrives on challenge and sees failure as a heartening springboard for growth and for stretching his/her existing abilities. A student may have the brains and talent but what is more important is his/her ability to be able to stay motivated, display grit and perseverance in completing a task and growing significantly more each day. This view creates a love of learning and a resilience that is essential for great accomplishments in every area of work and life. What is on the other side of the spectrum? Fixed mindset, on the other hand is a notion that our character, intelligence and creative ability are inherent qualities – they are static and we can’t change them in any meaningful way. People with a fixed mindset believe that you are either born with these qualities or not, and nothing can change that. They think what they are is predetermined, that which cannot be developed or improved upon. Ms. Dweck notes that such individuals strive for success and avoid failure at all costs become a way of maintaining the sense of being smart or skilled. What does “Growth Mindset vs Fixed Mindset” seem like? From excerpts of her latest book, Mindset: The New Psychology of Success, Ms. Dweck talks about the difference between the two:
In one seminal study, we offered four-year-olds a choice: They could either redo an easy jigsaw puzzle, or try a harder one. Even these young children conformed to the characteristics of one of the two mindsets — those with “fixed” mentality stayed on the safe side, choosing the easier puzzles that would affirm their existing ability; those with the “growth” mindset thought it an odd choice to do the same puzzle over and over if they aren’t learning anything new.
In other words, the fixed mindset kids wanted to make sure they succeeded in order to seem smart, whereas the growth mindset ones wanted to stretch themselves, for their definition of success was about becoming smarter. How does either mindset react to feedback? Through her research, Ms. Dweck noticed that with a fixed mindset were only interested in hearing feedback that reflected directly on their present ability, but tuned out information that could help them learn and improve. They even showed no interest in hearing the right answer when they had gotten a question wrong, because they had already filed it away in the failure category. Those with a growth mindset, on the other hand, were keenly attentive to information that could help them expand their existing knowledge and skill, regardless of whether they’d gotten the question right or wrong — in other words, their priority was learning, not the binary trap of success and failure. These findings are especially important in education and how we, as a culture assess intelligence. Hence, when we as educators value effort over ability, we are setting a culture of Growth Mindset in our classrooms, making challenges seem motivating and learning more fun. This will enable our students to view themselves as lifelong learners and their personal success will be about working their hardest to become their best.
Ms. Dweck on the importance of picking on such a mindset at an early age
At Ekya, our focus is more on the child's learning than achievement. Yes, we celebrate our success but we value the trials and tribulations that got us there. By adopting the Growth Mindset, we allow our students to love what they do and not hold them back from what they are capable of.

Why 100 mark papers are a thing of the past

The first standard measure for human intelligence was developed in the early 1900s. French psychologist Alfred Binet designed the formal IQ test which was administered in 1905 and measured the mental age of students entering the mass system of education at that time. Since then, the traditional IQ test has undergone several revolutions and scientific understanding of human intelligence has matured alongside. Today, intelligence is hardly seen as a singular ability. Instead, Professor Howard Gardner’s Theory of Multiple Intelligence – a theory that suggests there are six types of intelligence - is now widely accepted. Another kind of intelligence strongly predicts lifelong success and that is Emotional Intelligence (or EI). To add to that, context specific traits like grit and perseverance, along with student mindsets contribute tremendously to lifelong success.
Standardized assessments in education over the years
With so many factors at play, what is the best way of assessing student learning? Throughout the 20th century, paper pencil standardized tests have been most common and popular. A standardized test is an assessment that is rigid, has a pre-determined marking scheme and is administered to a large base of students. The 1900s saw the institutionalization of such a test for measuring/selecting almost everything – student learning, employee psychometric, job entrances and even artistic ability.

"Such tests emerged in the post-industrial era when factories and large business units required many labourers but few thinkers."

As a result, a test that told you a little about everyone was preferred to an alternative that told you a lot about one person. This was especially so because the former was more cost effective. Additionally, collecting and analyzing data on individuals placed a heavy demand on time so it was deemed impossible given the lack of technology at the time. To understand the history and application of Standardized tests, please watch the following video: Today, technology has made it feasible to design and analyse assessments that track not one but multiple facets of a child. However, the obstacle now is not one of technology. It is one of mind set. Teachers, policy makers, educationists and even parents often prefer a traditional system where students can be assessed from time to time, neatly marked and then put away until it is time to test them again. The system – as everyone says – has been working. And everyone is not wrong. The system has been delivering what it intended to deliver – a workforce that can fit into neat job descriptions. But the world today is no longer neat. The freelance economy in the US and Europe has grown tremendously in the past decade and 9-5 jobs are shrinking[1]. Add to that the leaps being made in Artificial Intelligence (AI) and one confronts a future very different from the present we find ourselves in. For this reason, when it comes to education, HOW students learn has become as important as WHAT they learn;

"It is imperative that children develop a strong learning process and the right attitude towards learning."

And so, varied assessment systems need to be in place so that children have multiple opportunities to express what they know and understand. This way, each child’s learning can be guided in a way that eventually promotes mastery for all children. A fitting analogy for learning any concept or skill is the scaling of a mountain. The end goal is to get all children to the summit but a single test based approach for measuring learning tells all children to scale the mountain by walking up the same path. It does not allow students to explore other paths where some choose to climb over rocks, others rappel their way up, and still others climb steadily. By giving children varied learning experiences and by using a variety of approaches to measure learning, we arrive at a more holistic understanding of where a child is and where she/he needs to go. At Ekya, the assessment pattern has been developed by taking into consideration these insights. You can read more about our assessment pattern here. Along with formal assessments, students’ capabilities are gauged through assessments like “Project Based Assessments” and “Group Assessments” that not only test for subject understanding but also highlight a child’s resourcefulness, creativity, ability to take concepts from concrete to abstract, ability to work with others, and much more that is not captured by a two dimensional paper pencil test. For more on 21st Century thinking around assessments, please pick up a copy of “The End of Average: How to succeed in a world that values sameness” by Todd Rose, Director Mind, Brain and Education, Harvard University.   [1] According to a report by the McKinsey Global Institute the freelance workers constitute 30% of all workers and this trend is on the rise

Find A World Beyond Boundaries

Enquire Now