Facilitating Knowledge to Our Students without Barriers
Our school’s mission, vision, values, and guiding statements converge to a student-centered learning and teaching environment where the student is the main player guided by a facilitator and not taught by a teacher. To better describe our pedagogical approach, kindly find below the different strategies and procedures that ensure that all students without exception will attain their daily skills within a differentiated learning and teaching environment:
- Ensuring that our Virginia State Standard Learning Standards based curricula (Reinforced by Next Generation Science Standards and College board Advanced Placement within the guidelines of ADEK’s SCF and MOE curriculum for Islamic Studies, Arabic, Arabic Social Studies and Moral Education) and lesson planning contribute to learning activities that are designed to take into account the students’ prior knowledge and skills via standard based diagnostic tests.
- Providing differentiated support for students who face learning difficulties and higher levels of challenge for more able students via an effective SEN Dept. and SENCOs, and within a complete induction and inclusion strategy
- Introducing more opportunities for students to work independently and collaboratively to undertake problem solving, research, and present their outcomes via CMT (Constructive, Measurable and Timely) interactive feedback sessions and peer- and self-assessment techniques.
- Ensuring that ICT skills are developed through practical computer-based activities instead of a theoretical text book approach.
- Implementing the SAMR Methodology in its high-end level: “Redefinition”, that is by redefining and implementing new differentiated, interactive student-centered learning strategies in the classroom like the Virtual Private Learning Networks.
- Making effective use of assessment for learning to check key points during the lesson that all students fully understand the intended learning via reinforcing the formative assessment, CMT Feedback Interactive Sessions.
- Having Facilitators in our school and not teachers since we need to just facilitate the query for knowledge to our students.
- Identifying the SEN students and make sure that facilitators are following and meeting those students IEPs objectives within customized instructional strategies clearly mentioned in the directorial resources.
- Implementing continuous professional development workshops that prepare the differentiated student-centered facilitator.
- Ensuring that ICT and all other subjects are fully integrated via collaborative planning meetings and strategies through commonly prepared and designed unit plans.
- Implementing the Curriculum Classroom Differentiation which begins by differentiating the curriculum and leads to a perfectly differentiated classroom.
- Creating a complete and diverse horizontal, vertical, cross-curricular, CAS, and ADEK SCF integrated directorial resources, within a fully differentiated and integrated curriculum.
- Implementing student-centered facilitator’s summative evaluation system based on 7 performance standards (Assessment, Pedagogical and Instructional Implementation, Pedagogical and Instructional Planning, Learning Milieu, Communication, Proficiency and Expertise, Professional Development).
- A F.L.I.S. Facilitator Profile will be introduced as of day one with its traits serving the beyond differentiated learning and teaching milieu.
- All facilitators are required to keep a professional portfolio that reflects their professional development, teaching practices, and student progress.
- Facilitators’ Aim Settings Forms will be introduced and implemented as of day one.
- The curriculum, yearly break downs, unit plans, and weekly lesson plans are rich sources of teaching strategies which enable the students to acquire all the learning skills which they are expected to, at the end of their courses. The teaching strategies such as grouping, think-pair -share, 4-corners, and E3RR milieu are integrated in all the lessons to facilitate the students’ acquisition of their learning skills.
- Students are assigned projects in groups (such as: collaborative, STEAM, STEM projects) to apply their learning skills from the key subjects such as Math, Chemistry and Biology.
- Implementation of newly designed rubrics as the measuring scale of their learning skills like knowledge, understanding, application, critical thinking, innovation, analytical reasoning and decision making.
- All levels of students are integrated in every group whether it is a learning session in the classroom or a lab session, and in collaborative projects. This would enable students of all levels to act confidently, think individually, share views, reach to conclusions, and communicate fluently during presentations.
- The course materials taught from grades KG – 12 help most of the students to choose their higher studies in the following disciplines like Civil, Mechanical, Electrical, and/or Electronics Engineering courses.
- A large number of the students’ population will take part in “Innovation Week” where they would present different working models depicting their learning skills acquired in each subject.
- Students will take part in inter-schools academic fairs and competitions conducted by Universities in the UAE; such events are a secure platform to exhibit their learning skills.
- Students taking part in assessment procedures via an effective peer and self-assessment techniques conducted in their classrooms.
- Students take an effective part in teaching other students in lower grades on Saturdays and in after-school sessions.
- Facilitators create a teaching and learning environment based on real-life modeling techniques and approaches to make sure that students find the relevance between their real life needs and their studied material.
- Facilitators facilitate the inquiry of knowledge and acquisition of skills to our students by teaching one subject called “Knowledge” with real life relevant topics and within a nee multi – layered curricular approach.
- Facilitators will step forward of differentiated education to personalized education
All the above will lead to other deductive and factual conclusions:
Students will interact and will collaborate purposefully and productively in a range of learning situations to achieve common goals and regularly make meaningful connections between areas of learning and relate these as well to their relevant, real-life experiences .
The addition of Innovation- Creativity, UAE Culture – Identity and Leadership as 3 major strands in our curricula and the active SCF integration within all aspects of those curricula will back up most of the points cited above that our students are innovative and enterprising and that their inquiry, research skills, critical thinking, and problem-solving skills are the main features of learning.
One Subject Called “Knowledge” Approach