Flow India is an education organization that develops learning experiences empowering students with 21st century skills. It brings real-world contexts into the classroom through project-based learning to encourage critical thinking. Its mission is to empower learners with 21st century skills by transforming local culture into sustainable learning resources. It views the real world as a robust learning stimulus and believes cultural engagement fosters creativity and self-awareness.

1. EMPOWERING INNOVATION
IN LEARNING

2. Flow India is an education and culture
organization with a human-centered
design focus.
We develop learning experiences that
empower students with 21st
century
skills by making local cultural capital
accessible and relevant to them.

3. We view real world as a robust
learning stimuli.
We believe that building engagement
with culture fosters human capacity
to perceive connections across
disciplines, fuels human ingenuity
and builds self-awareness.

4. We bring real-life context to the
classroom through experiential
interdisciplinary project-based
learning, to encourage the students
of today to become self-sufficient,
critical thinkers, and lifelong learners
of tomorrow.

5. MISSION.
To empower learners with skills of
the 21st
century by transforming
local cultural capital into
sustainable learning resources.
VISION.
To embed this approach as a
‘must-have’ component within
the Indian learning system and
not a mere ‘good-to-have’.

6. The Indian School System is
characterised by rote-learning
& subject silos. This fails to build
learners capacities in adaptability and
preparedness for the 21st
century.
In most classrooms there is a skewed
teacher-student ratio. This poses a
challenge in shaping engagement and
personalised attention.
THE INDIAN SCHOOL SYSTEM

7. Our approach builds a strong connect
between external stakeholders, the
educator community and the students,
creating a fluid learning conduit that
connects the classroom with the real world.
Inspired by the Flow Theory, our work
supports learners to find the right balance
of motivation and skills to be optimally
engaged.
APPROACH
2
We design innovative learning frameworks that
help students engage with the real world, express
themselves creatively and self-reflect on their
learning.
1
We work with educators to make a systemic shift
in viewing out-of-school learning as an essential
strategy of learning, developing capacities in
utilizing local environment & communities to
design creative learning experiences along with
project specific assessment tools such as self
evaluations, set questionnaires, reflection sheets
and mood meters.

8. • Practices & beliefs in a
place and time
• Stories, buildings, films,
art, writing, plays,
media, oratory, songs,
statues, paintings,
religious objects, tombs
etc.
• Understanding the
‘how’ and the ‘why’
of our practices and
beliefs
• Understanding the links
between our cultural
production and our
practices and beliefs
• Social, historical,
economic structures
that shape us
• Influences, reasons,
how things change.
• Self-discovery
• Creative
• Critical-thinking tasks
• Collaborative tasks
• Learner centered
• Relevant
• Questioning
• Open-minded but
critical
• Self-reflective
• Empathetic
• Collaborative
• Deeper understanding
of difference
• Positive self image
• Curious
• Creative, innovating
CULTURE CULTURAL
LEARNING
ENGAGED
LEARNING
DEVELOPMENT
OF VALUES
+ +FOSTERS
METHODOLOGY
ENGAGED CULTURAL LEARNING

9. 1.
INTRODUCING
STIMULI
2.
DEVELOPING
REQUIRED
SKILLS
3.
REAL-WORLD
EXPLORATION
4.
CREATIVE
PRODUCTION
5.
SHARING AND
REFLECTION
> > > >
PROCESS TO FACILITATE
OUR Methodology

10. CLIENTS

11. STAKEHOLDERS

12. ENGAGEMENT STRANDS
School
programmes & products
Development and delivery of
experiential learning modules and for
learners and educators that use local,
social, cultural and environmental
capital as sustainable tools to support
curriculum delivery
InSTITUTIONAL
OUTREACH
Developing outreach around specific
cultural stimulus in the form of
exhibitions, displays, performances
and others for institutions across India
SOCIAL
PROJECTS
Support NGOs and Foundations
working in the sectors of Education
& Culture to conceive and execute
projects that provide capacity building
and experiential learning opportunities
for their key beneficiaries

13. PRODUCT STRANDS
3.
ACC-tivate
Activating Advocacy, Championship
& Citizenship among middle school
students through engagements with
local civil society organisations
5.
GAMIFIED LEARNING
Game based learning tools for
educators specifically developed and
made available on the award-winning
Finnish gamified learning platform,
Seppo
6.
LEARNING toolkits
Supporting self-directed learning with
a comprehensive set of tools - lesson
plans, student journals and evaluation
frameworks
4.
Optimised Resources
Learning & TEACHING
Equipping the teaching community
to facilitate experiential learning by
harnessing participatory methods
of learning in the classroom, while
incrementally developing learners’ skills
1.
CITY SCHOOL
PROJECT
Limited edition programme strand that
introduces the city of Delhi as an
eco-system for learning
2.
Integrated Creative
Enquiry Programme
Year long, project-based learning
modules fostering the development
of future skills

14. The Flow City School Project explores the city as a
thriving eco-system for learning.
AIMS:
• Elucidate concepts within the curriculum through
the exploration of a variety of external stimuli
• Build the learner’s awareness about these
environments.
city school project

15. ACC-TIVATE PROGRAMME
(Advocacy, Championship, Citizenship)
ACC-Tivate programme introduces a service learning
methodology that empowers middle school students
to engage with local communities and civil society
organizations
AIMS:
• To serve as a beginner’s guide to community
engagement.
• To understand and reflect on how one may make
useful contributions to society through service and
social action.
• Focus on value-based learning with emphasis on
skills of empathy and understanding of pluralism.

16. MasterClass in Museum Learning supports
committed educators in exploring object-based
learning in a substantial way to integrate within
their own classroom strategies.
AIMS:
• To introduce the pedagogy of museum learning to
social studies educators.
• To bring to the forefront a range of international
best practices that allow a seamless integration
of museum objects and environments to support
classroom themes of the Indian School curriculum.
• To build and support a community of practitioners,
fostering dialogue and exchange of ideas.
MuSEUM LEARNING MASTERCLASS

17. Supporting museums to strategize and utilize
their collections to activate learning for a diverse
stakeholder groups.
AIMS:
• Demonstrate the trans-disciplinary learning
potential of cultural capital.
• Foster the development of 21st century skills via a
creative enquiry methodology.
• Build cultural confidence in learners.
Educational outreach for museum collections

18. Optimised Resources Teaching & Learning
programme introduces and supports innovative
classroom strategies for teachers & students to
make most of available classroom resources.
AIMS:
• To build core skills of literacy, numeracy, scientific
thinking, and 21st Century skills in students in
gradual cascade over a 3-year period.
• It focuses on enabling educators to enhance their
skills in utilising innovative classroom strategies
OPTIMISED RESOURCES TEACHING & LEARNING

19. In a first-of-its-kind collaboration,the Mayo College
Museum Toolkit project maps collections from it’s
museum to primary and secondary school syllabi.
AIMS:
• Elucidate concepts within the curriculum through
the exploration of a variety of external stimuli
• Build the learner’s awareness about these
environments.
MAYO COLLEGE MUSEUM TOOLKIT

20. EXPERTISE
Designing engaging
learning experiences for
learners of all ages
Conducting hands-on and
interdisciplinary research on
learner needs
Implementing
learning experiences
Teacher and facilitator
capacity building
programmes in engaged
cultural learning and creative
enquiry methodologies
Documenting
feedback and success
factors for impact
assessment
Building stakeholder
reach and liaising
programme roll-out

21. 6
45,000+
20
900+
70+
300+
YEARS
OF WORK
EDUCATORS STUDENTS WORKSHOPS
INDIAN
CITIES
REAL-WORLD
LEARNING
ENVIRONMENTS
IMPACT OVER THE YEARS
5%
Satisfactory
93.7%
Positive
1.3%
No Comments
93%
MORE THAN
STUDENTS HAVE
HAD A Positive &
VALUABLE LEARNING
EXPERIENCE

22. www.flowindia.com