Innovative practices
As part of the modernization but also the changing learning needs, we have introduced in our study program a holistic diversified teaching, which exceeds the old, outdated teacher-centered model and focuses on each student’s needs. As each student is a distinct entity, our fundamental principle and practice is team-collaboration, creativity, the development of critical thinking and expression.
The above-mentioned goals are achieved through methodological tools we use in the learning process. A basic pilar of our teaching approach is the use of modern audiovisual material, which on the one hand stimulates the interest of today’s students and on the other motivates them to get involved in a variety of material provided to him in abundance.
Diversified / Grouped Teaching
As a philosophical theory diversified teaching is a holistic way of thinking concerning students, teaching and learning based on the fact that each student is a distinct entity. This means that students aquire knowledge after active learning and problem-solving while also learning how to think and learn. It responds to the request of the times for respect to the student’s individual needs, part of which are the different ways of thinking and learning that children have.
Diversified teaching is essentially a teaching mixture in small groups, an individualized intervention and classic comprehensive teaching of the class. The aim is to highlight the value of each student and to include them in the learning environment, by feeling cognitively adequate and emotionally safe, providing conditions which will allow all students to develop as much as possible. With collaboration and active participation, students take initiatives and feel useful, utilizing their potential which remained hidden with traditional teaching. We plan an effective teaching according to students’ needs:
- By applying multi-sensory teaching approaches
- By programming teaching, choosing realistic goals and additional activities for different students’ levels.
- By organizing students’ groups with mixed abilities and encouraging them to cooperate and help each other.
- By valuing and estimating even small progress steps.
- By creating adequate opportunities for frequent success.
- By guiding and closely supervising the student.
- By utilizing new technologies and multimedia.
- By applying different ways of evaluating and performing through observation, oral presentations, computer use, team work.
Our educational values
Deeper learning
We are proud to inform you about the new educational program introduced in our school, initially for proficiency level and gradually for lower classes. A unique innovation in education!
But what is it exactly? Students are integrated in the DL program aiming at developing important English skills. We approach various subjects with critical thinking, as well as analysis, synthesis of philosophical thought and metacognitive understanding. We also learn academic skills like the preparation of a small research project, bibliography compilation, editing and completing a research question.
We mainly acquire life skills, cooperating on a project, being and responding before an audience, researching, self-evaluating, not being satisfied with easy answers, thinking, changing. We finally learn moral values: respect, tolerance, collaboration, acceptance, truth-seeking.
Student evaluation
After mature thought and research, we innovate in students’ evaluation. The grades as we have traditionally known, are static and not useful at all, if we must try to judge something as dynamic as the overall competence of each student. No number by itself could adequately evaluate the unique combination of abilities, talents creativity, initiatives and morality, which constitute the learning profile and make each child special.
JUNIORS
Oral and written descriptive evaluation takes place. We focus on essence which is the love for learning and the student’s evaluation is carried out based on Can Do Statements (Cambridge English).
A-D SENIORS
Again, oral evaluation based on Can Do Statements of the CEFR.
Indicative performance card in Quizzes/Tests and overall performance in tasks in class by percentages.
B1, B2, C2
Oral evaluation and report cards with percentages from Open-book tests, Research-based test, Collaborative test, combined with performance in Mock Exams.
Focus more on learning than grades!
