The Chrysalis ThinkRoom includes systematically documented lesson plans that integrate learning experiences using a four-phase approach called E2R2 –(Engage, Explore, Reinforce, Review). This structured framework provides a consistent flow to the teaching-learning process, helping to achieve the objectives of learning experiences, ensuring that learners meet the intended outcomes, and offering facilitators opportunities to gather evidence of learning. It also incorporates Social and Emotional Learning (SEL) competency domains and features multimedia engagement strategies such as songs, experiments, games, and the use of manipulatives.

A child-centered pedagogical approach in the foundational years program (FYP) emphasizes experiential learning and inquiry-based methods. This educational philosophy prioritizes fostering critical thinking, creativity, and emotional intelligence instead of rote memorization. The approach includes the following key elements:

• Inquiry-Based Learning: Encourages students to ask questions, explore, and actively participate in their learning process.
• Experiential Learning: Provides hands-on activities and real-life experiences to enhance understanding and retention of concepts.
• Emotional and Social Learning: Prioritizes emotional intelligence and self-awareness to help children understand and manage their emotions while fostering a supportive and inclusive environment.
• Holistic Development: Focuses on the overall development of children, including cognitive, emotional, physical, and social aspects, ensuring that they grow in a well-rounded manner.
• Active Teacher Facilitation: Teachers act as facilitators, guiding children through their learning journey while providing support and creating an engaging learning environment.

This approach helps children develop deeper conceptual understanding, problem-solving skills, and a love for learning, catering to their individual learning styles and needs.

Systematically documented Lesson Plans are included in the LM curriculum. To integrate 'What' and 'How', we follow the Unit/ Thematic Approach and this is brought out clearly through our lesson plans for ease of the facilitator.

The day to day lesson plans for each month for each level helps in standardisation and also in ensuring quality of the teaching process. Innovative and creative lessons plans along with the required worksheets, flash cards, story cards, teaching aids and formative evaluation sheets are documented for each period and cover all skill areas. Each lesson is a comprehensive guide for the educator and makes classroom interaction between the educator and the learner lively, fun and easy.

Each lesson plan has an assessment rubric in place, the aim of which is to guide the facilitator towards skill building. It ensures that the child is the focus, developing in the best possible manner and achieving its highest potential level.

Once the learners have understood the concept, it is necessary to give them enough opportunities to use it at different levels. For this purpose, the Bloom's philosophy is followed.

Objective

To check the learners' understanding of the concepts.

Implementation

The questions are solved in pairs or in groups in class to encourage peer interactions and create a learning atmosphere. Simple strategies are present in the lesson plan to ensure this.

Learning Outcome

The learners are able to apply their knowledge and answer multiple levels of questioning, thus improving concept understanding.

Satisfying the innate nature of the MLS I learners to ask questions in search of answers, every chapter ends with a research oriented, application based project.

Objective

To actually use and apply the concepts that the learners have learnt from the chapter in daily life situations.

Implementation

Every project is carried out in double periods in class. The learners are encouraged to display a research based presentation at the end of the application of the concept, which is actually assessed and reported in their report books.

Learning Outcome

The learners are able to apply the concept and reinforce it through the project.

Chapters in these classes are larger, more complex and at times, consist of terms and concepts that are introduced for the first time to the learner. While the 'Processing' section helps them revise the concept, it is also necessary to aid the learner to have a wholesome picture of the chapter. The parts that make up the whole need to get slotted or placed at the right spots and also be cross-linked at the correct places, so that these connections on paper make a permanent impression in the mind of the learner also. Therefore, after the entire chapter is dealt with, the learners get a chance to see how much and what they recall of all the key elements of the chapter.

Once the 'Add to Favourites' section is filled, the learners are ready to answer questions of varying degrees of complexity. To aid in this process, this section has questions belonging to different levels of the Blooms Taxonomy.
Since the learners use the knowledge of the content to apply them in various situations, skills are built in them simultaneously. They become comfortable with higher order thinking and learn to think out of the box. The enrichment of the knowledge is a side effect of this section as they often have to do some research in order to answer them. All these factors ultimately help them to be at ease in situations that demand a higher level of concept understanding than is possible with mere rote based questions.

The learners in this age group have advanced cognitive abilities and are capable of thinking through challenging situations with a degree of finesse. In order to provide opportunities to help the learners develop further in terms of skills such as information processing, application and presentation, a set of concept related projects have been designed for them. These also have inbuilt methods for development of life skills. Thus the CCE requirements are met through these component as it provides a platform for giving the learners an activity based assignment.

The Little Millennium approach is an amalgamation of the best of various approaches followed by different schools of thought. The salient features of the well known and accepted methods of imparting preschool skills were taken and developed into an eclectic approach to transact the process of learning.

Naturalistic Approach

In simple words, it means the 'Playway Method'. It believes that what flight is to a bird, is play to a child. The child learns to play and behave in a social manner.

Sensorial Approach

In this approach, the emphasis is on concrete or 'hands on learning' rather than abstract learning. Sensory learning aids help the child know the impression that each of our five senses can receive.

Integrated Approach

A theme is an effective way of motivation. It helps the child focus is on a single topic.

Activity Based Approach

This approach focusses on applying and not imparting knowledge/skills. It encourages 'whole class' involvement and fosters independent thinking, self confidence and social responsibility.