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We support learning that moves from a paradigm of teacher-led and pupil-centered instruction to one that is pupil-led and teacher-created together. It is about co-creating learning with and beyond the prescribed curriculum, enabling a better life now and in the future.
We are cultivating a functional learning culture and integrity, rooted in individuals' need for progress, development towards inner peace, and fulfillment. We are dedicated to fostering learning to support individuals who aspire to contribute to the world. This is about creating a positive impact at every moment.
We are shaping a school where children preserve or rediscover their authentic actions, where they are heard, and where they collectively develop skills such as acceptance, collaboration, support, and authentic sharing of thoughts, experiences, and insights. This fosters new opportunities for inclusion and collaboration. Consequently, pupils become partners in the learning process, both amongst themselves and with teachers, creating a trusted environment for optimal growth and development.
In the co-creation of learning, there's also ongoing assessment by both the learner and the teacher regarding the impact and the subsequent path of learning, as well as summarizing what has been learned. This involves planning and incorporating formal and informal forms of evaluation and measuring learning outcomes. The goal is, after all, the optimal and holistic development of the individual. This takes place through dialogue and self-assessment by the learner. It's learning supported by technology with the aim of optimizing learning and development.
Teaching is a creative process, involving collaboration and contribution, that is fulfilling for both the learner and the teacher. Teaching is an art. The purpose of learning is the development of the learner's holistic personality and the ability to confidently forge one's own path.
We incorporate the principles of formative knowledge assessment as a process for improving learning and feedback in the form of advice for enhancing understanding (D. Wiliam: Embedded formative assessment).
In addition to formative knowledge assessment, we also incorporate the insights of Visible Learning (www.visiblelearningmetax.com), which discusses what has an effect on learning and teaching.
Key principles that we are introducing into the classroom:
SETTING PERSONAL GOALS, PLANNING THE PATH TO THE GOAL, CO-DESIGNING EXPECTED ACHIEVEMENTS AND BENCHMARKS, (SELF-)ASSESSING THE QUALITY OF THE GOALS ACHIEVED. The learner sets his/her own goals, uses benchmarks to identify and assess the quality of the goals achieved, with a view to improving and planning the next steps. The learner is given control and supervision over his/her learning and is involved in a process of self-regulation of learning.
The individual elements of formative assessment (prior learning diagnosis, goal and learning planning, evidence gathering, benchmarking, self-evaluation) are linked together to form a meaningful whole.
The performance indicator is the impact on the learner's knowledge, progress and development. Observe what works. What does not have an effect, drop it.
After a year of implementation, teachers notice:
- learners are independent and active (working, thinking, questioning) and are not just passive listeners;
- pupils taking responsibility, showing awareness of the goals they have achieved, assessing what they know and what they do not yet know, and developing self-help strategies;
- more dialogue between pupils and between pupils and teacher;
- empowerment of the learner in the gradual introduction of self-regulation of learning and improvement of the learner's self-image;
- diversity in the demonstration of knowledge (collecting evidence of knowledge);
- the use of quality feedback between learners, support and improvement of relationships between them;
- reducing the knowledge gap between learners from more and less supportive backgrounds;
Formative results in 2 - 3 times more progress in learning;
Appropriate feedback doubles the speed of learning;
Reduces differences between boys and girls and between pupils from more and less supportive backgrounds;
Assessment affects ego, triggers an emotional response and has little impact on effort and achievement;
Assessment stops the learning process and does not contribute to improving knowledge. It even has a negative impact on learning (D. Wiliam: Embedded Formative Assessment).
Grading is not quality feedback because it does not tell the learner what, where and how to progress (N. Komljanc).