Each School partner customizes their partnership with us based on the goals we have for the year.
Learn2Learn Comprehensive School Partnership Program
Our signature program works with multiple stakeholders in the school, leadership, teachers, students and parents, and brings curriculum, assessment, teacher mentoring, and leadership and culture work together for whole-school transformation.
We resonate with this philosophy and want a comprehensive solution → Learn2Learn
Leadership
What changes in a classroom holds only when the school around it moves too. So we work with leadership as a journey of its own, in four parts. Each part can also be taken on its own.
Two to four in-person sessions with management, principal, coordinators and heads. We align the school's vision with competency-driven pedagogy and assessment, agree what "working" looks like at six months and one year, and name the real constraints: timetable, resources, systems.
With the whole school and parentsBuild the culture
A classroom where a wrong answer is worth staying with needs a school that works the same way: observation and appraisal, staff meetings, timetable, what the school says about marks. Parents are part of it: one session on why their child is taught this way, and what changes on a report card.
Quarterly reviews with your leadership through the year, and a written end-of-year report: what was run, what changed in classrooms, what the baseline and endline assessment shows. Written for a management committee.
With the school officeBuild the systems
Teacher recruitment and onboarding
Competency-based tests and values-aligned interviews, so new teachers fit your pedagogy.
Admissions process redesign
Reasoning over recall, with observation-based tasks and children's work on show.
Teachers can bring inquiry into their classrooms only once they have experienced it for themselves. So teachers' mentoring also runs as a journey, in four parts. Each part can also be taken on its own.
Day-long workshops where teachers experience inquiry and discovery as learners first, then discuss how to carry it into their classrooms. Subject-wise or whole staff, 4 to 12 workshops a year. The most common starting point.
A subject-by-subject picture of what your teachers know and can do, covering both halves of pedagogical content knowledge: the subject, and how children go wrong in it. Shows where each grade team is strong and where mentoring should start. Repeated at the end of the year, it also shows what changed.
Fortnightly subject and grade team meetings, every chapter discussed before it is taught: the concept at the teacher's own level first, then the misconceptions children bring to it.
Our facilitators observe classes in action and co-facilitate where it helps. Three facilitators with different subject expertise, four visits a year, five to six days a visit. Each visit ends with a review with your leadership.
Resources for classrooms where children observe, question and build the concept for themselves, K-12. Discovery-based and inquiry-driven, and at the same time curriculum-oriented.
Children are naturally inquisitive. Clubs tap into that inquisitiveness outside the regular lesson, with themes explored from many perspectives and simple, easily available materials.
Possible themes: gardening, robotics, computational thinking and AI, maths and science tinkering, design thinking, paper explorations, kolams and rangolis, cooking, music, folktales, weather investigations, inquiry and research, creative reading and expression, and more
Run in your school, one afternoon at a time, hearts-on, heads-on and hands-on
Led by a facilitator who is not marking anything; teachers are welcome to observe
Assessment that shifts the focus from evaluating knowledge to evaluating skills: what a child understands and can apply, not only what they can recall.
One way to develop the attitude of exploration is by creating an environment that encourages it. Every space we set up is curriculum-integrated and teacher-owned: design, materials, learning triggers, lesson plans, teacher training and follow-up visits come together.
A space to take students through a stimulating process of mathematical thinking, through manipulatives, puzzles, strategy games and inquiry, built on your curriculum
30 to 40 maths interactives that engage 40 students in groups
80 to 100 activity lesson plans across age groups
Interior design and set-up, facilitator hiring and mentoring, four to five follow-up visits a year
Learn2Learn: Comprehensive School Partnership Program
For schools that resonate with this philosophy and want the whole of it, brought together into one multi-year program.
We acknowledge the time constraints of teachers and the support they need to bring a constructivist, student-centric experience into their classrooms. Through Learn2Learn we engage with everyone involved in a child's learning, within regular working hours and within the prescribed syllabus, so that classroom implementation by teachers happens smoothly and lasts.
Learn2Learn School Partnership Program
Teachers
Dialogue on Learning workshops
PCK competency assessment
Fortnightly pedagogical mentoring
In-classroom facilitation and reflection
Nurture app resources for lesson planning and assessments
Students
Anubhooti textbooks or Ponderbooks
Exploratory kits
Competency-based assessments, baseline and endline
A joyfully challenging learning!
School and leadership
Visioning and goal setting
Mistake-friendly enabling culture
Parent engagement
Impact tracking and review
Holistic Progress Card
What each group in the school receives through Learn2Learn.
Schools grow Learn2Learn over three to four years, scoped to their teacher numbers and grade bands. The full picture is on the Learn2Learn page.
"I can vouch for the immense changes that this team has brought, with their willingness to challenge traditional teaching and learning methods, and in the process have empowered both the teachers and the students. The technique of creating curiosity, questioning previously held beliefs and testing the accuracy of established truths through exciting but rigorous scientific and mathematical procedures has propelled both the teachers and students on a path of discovery."
