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Our Concept

Why choose active learning?

 

Active Learning is a process where children engage in activities, such as reading, writing, discussion and problem-solving that promote analysis, synthesis, and evaluation of class content.

We, at Primrose Hill, believe that it is our duty to be able to provide the future generation with the necessary tools and skills to be able to be successful in the future. We believe that by using Active Learning, we will be able to supply our children with these tools so they can be brilliant, independent and resourceful in all their endeavours.

 

 

 

 

 

 

 

 

 

 

 

 

It is important to us that we practice Student-Centered Instruction. Student-centered instruction [SCI] is an instructional approach in which our children influence the content, activities, materials, and pace of learning. This learning model places the student (learner) in the center of the learning process. Our educators provide their students with opportunities to learn independently and from one another and coaches them in the skills they need to do so effectively. The SCI approach includes such techniques as substituting active learning experiences for lectures, assigning open-ended problems and problems requiring critical or creative thinking that cannot be solved by following text examples, involving our students in simulations and role plays, and using self-paced and/or cooperative (team-based) learning. We know the properly implemented SCI can lead to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject being taught. Through these methods, our children are thriving in their learning environments!

Student-Centered Instruction

Learning facts and learning to do something are two different processes...

 

 

We emphasise the difference between “knowing that” something is true and “knowing how” to do something. It is increasing clear that the challenge of learning the facts about a physiological mechanism is quite different than the challenge of learning to solve problems with those facts. So, if you expect children to use knowledge to solve any kind of problem, you must provide them with opportunities to practice the needed skills and receive feedback about their performance.

How do we implement these methods?

It is through our exciting Forest trips which our children get their hands dirty in the nooks and crannies of nature, our water-play sessions, rooftop activities, our immense collection of board-games, weekly Friday disco's, artistic literacy sessions and so much more... which our children not only love, but benefit from greatly. 

We are likely to learn more when we learn with others than when we learn alone!

There are now a great many different approaches to facilitating students learning together (as opposed to learning individually). Labels such as cooperative learning, collaborative learning, peer learning, or problem-based learning each describe a different approach to getting students to learn together.

 

There are many factors in a cooperative learning environment, whatever its specific format, that are thought to contribute to the success achieved. One of these is clearly the requirement that our children talk to one another, articulating their understanding of the subject matter, and asking and answering questions.

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