Learning Approach

In addition to common teaching methods like discussion, demonstration, United School heavily employs strategies of facilitative teaching to make the experiential learning a true reality. Our students play a much more active role in their learning where the prime role of the teacher is to facilitate students' efforts and progress. Students are encouraged to explore problems and come up with their own solutions.

Concept-Based Learning

At United School, we use Concept-Based Learning to help students understand the "why" and "how" behind each topic, rather than just memorizing facts. This approach encourages deep thinking, real-world connections, and problem-solving skills, making learning more meaningful and long-lasting. By focusing on key ideas and practical applications, we prepare students to be thinkers, innovators, and lifelong learners.

Flipped Classroom Learning

At United School, we follow the Flipped Classroom approach to make learning more engaging and effective. In this method, students study lessons at home using videos or reading materials. Instead of listening to long lectures in class, they come prepared and use class time for discussions, group work, and problem-solving activities. This helps students understand concepts better, think critically, and receive more support from teachers. With this interactive learning style, we ensure that students enjoy their lessons while developing important skills for the future.

Co-curricular Learning

At United, students are mandatorily required to participate in different co-curricular classes and competitions. Co-curricular activities enrich and supplement classroom learning. Annually, there are more than 50 events and competitions in which students can participate. Taking part in a co-curricular activity relevant to the topic presented in the classroom helps clarify and reinforce theoretical understanding at a higher level. The classroom is primarily responsible for intellectual growth, whereas co-curricular activities assist in aesthetic development, character building, spiritual growth, physical growth, moral values, and creativity. The skills learned from exposure to different events and competitions help a student figure out how to make sense of the world, based on personal experience and understanding. Students also gain confidence and the ability to learn from mistakes, both of which are crucial in their personal and professional lives.

Cooperative learning

We believe it is vital for our students to work cooperatively and support each other. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning. Cooperative learning activities are given through discussions, class assignments, projects, exercises, and events. Students get to discuss, hear, and see from different perspectives. Understanding an opposing viewpoint helps keep students grounded in a debate and prevents them from characterizing or generalizing people who think differently from them. The goal of cooperative learning is to give students an understanding of how society functions, and it is also a critical skill required in colleges, workplaces, and life.

Project Based Learning

Project Based Learning (PBL) shifts the teaching-learning program from teacher/textbook-based to a student-centred paradigm. Along with learning in-depth strategies, PBL allows teachers, parents, and other members of the community to engage with the students collectively to make their learning successful. Students are able to think critically, developing a sense of curiosity about happenings around them. A strong and genuine sense of curiosity leads to students wanting to analyze and assimilate information and events. In the process, they form their own informed ideas, mostly out-of-the-box ones, and find answers in a logical and rational manner, which in turn improves their creativity. In addition, PBL allows teachers and students get an opportunity to have powerful learning experiences through collaborative planning, designing, or redesigning a project for authentic and varied assessments for a lesson.

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