In the era of ChatGPT and generative/generalized AI, it is important for learners to be able to discern between authentic and fake information/news This is also a key 21st-century skill as ‘literacy’ increasingly reflects how we are able to use technology, remain informed and gain the ability to cope with information overload.
At Inventure Academy, we believe in building skills for life. Our curriculum is therefore a vehicle to build skills that will remain relevant for our learners beyond High School. The key focus for us has been to build research skills from primary, middle and senior school so that our learners can become independent and discerning curators of knowledge and build their ability to form informed opinions based on the data and sources available.
In order to provide our learners with real-world experiences that are a cornerstone of our Definition of Learning, we use project / problem-based learning across different sections of school. By integrating grade-appropriate guided research and note-taking strategies along with place-based experiences, we have been able to grow our learners’ ability to form data-informed perspectives. Students are exposed to gathering grade appropriate primary and secondary data based on field based experiences and experiments that students are exposed to. Our teaching and learning methodology incorporates concrete learning experiences based on Dewey’s constructivist theory, by providing voice and choice and by encouraging our learners to reflect on their learning using David Kolb reflective cycle. This approach has helped to shape our learners’ mindset and helped us to move from having personal opinions to sharing nuanced perspectives.
In Primary School, we create learning experiences outside the classrooms using Trasect walks, visits to local farms, nature walks and we build reflective skills. Students gather their insights in journals that are designed specifically for the grade levels that are connected to the learning experience and curricular outcomes. Learners are exposed to note-taking strategies that they apply to decoding sources that are curated for them. In Middle school, we further build their ability to gather primary data through empathy conversations, observations and experiments and they also review secondary data connected to their areas of interests. The insights from their research feeds into their understanding of problem statements connected to SDG goals
that are reflected in their learning artifacts that they share with the faculty, peers, and parents. Besides using note-taking strategies for research, they are also exposed to using data to inform their opinions. In Senior school, our learners set into the world of research by working on scientific essays, scientific posters, and science talks in their Science Beyond Curriculum program. They have ample opportunities to develop these skills further through our Choice Projects, Changemaker and INMUN/Model Parliament platforms.
We look forward to sharing this pedagogical design with delegates and helping them craft these learning journeys for their learners using Understanding by Design. As educators invested in pedagogy and practice, we also hope to share ways in which we consistently support our teachers through our ongoing Professional Development programs, so that we can deliver on our promise.
Barell, John. Problem–Based Learning. Corwin Press, 2007.
Boud, David. The Challenge Of Problem–Based Learning. Routledge, 2009.
Duch, Barbara J et al. The Power Of Problem–Based Learning. Stylus, 2001.
Savin-Baden, Maggi. A Practical Guide To Problem–Based Learning Online. Routledge, 2008.
Kolb, David A., 1939-. Experiential Learning : Experience as the Source of Learning and Development. Englewood Cliffs, N.J. :Prentice-Hall, 1984.
Wiggins, Grant , and Jay McTighe. Understanding by Design. 2nd ed., Alexandria, Va., Association for Supervision and Curriculum Development, 2005.
March 2024 - 21CLHK
Job Role Applicability:
- School Leader
- Curriculum Director / Coordinator
- Head of School/Director
- Director of Professional Development
- Board Member
- English/Language Arts Teacher
- Humanities Teacher
- Learning Specialist
- Science / STEAM Teacher
- Social Studies Teacher
- Primary Teacher
- 21st Century Skills
- Social Studies
- Personalized Learning
- Professional Learning
- Lower Elementary [Age 4 - 6]
- Upper Elementary [Age 8 - 10]
- Middle School [Age 11 - 13]
- High School [Age 14 - 17]