The New Village Academy incorporates a variety of educational theories into all curricular areas. The approach used for any given lesson is determined by which subject it is, the content to be delivered, and the age of the children. The following models, in alphabetical order, are incorporated into our educational philosophy:
Constructivist Model – Learning is an active, hands-on process, whereby students learn best by constructing new ideas based on prior knowledge, experimentation and not by being told what will happen. Content is derived from cultural and social aspects of students’ lives and their motivation to learn a concept. Students make their own inferences, discoveries and conclusions. This model also emphasizes that students learn the new information that is presented to them by building upon knowledge that they already possess. This model is particularly useful in subjects that lend themselves to inquiry, such as science and social studies.
Developmental Theory – Developmental principles were first proposed by Jean Piaget whose saw children as having capabilities and understandings both socially and academically based on their developmental age. Educationally, this translates to children being taught according to where their brain is developmentally, rather than what their chronological age is. Looking at a child’s developmental age is very helpful in determining appropriate placement in our Early Childhood Program.
Montessori - Developed in the early 1900s by Dr. Maria Montessori, this teaching philosophy stresses self-directed learning, that there are “sensitive periods,” otherwise known as developmental stages, in which curricular material is optimally taught, and that children learn through discovery. Additionally there is a focus on very young children in the belief that ages birth through six are crucial stages for absorbing information. NVA uses many of the Montessori materials in our Early Childhood Program.
Multiple Intelligences - Developed by Howard Gardner, this model separates the innate intelligences people have in the following areas: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, naturalistic, interpersonal and intrapersonal. Gardner’s theory emphasizes that rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curricula tailored to the needs of each child, as children process information based on their intelligences. NVA recognizes this theory widely in our individualized programs.
Progressive Education – Centered on the work of John Dewey during the end of the 19th century, this philosophy maintains that children learn best in experiences that are of vital interest to the child, and that learning takes place in activity. NVA incorporates a progressive approach in many subject areas, especially science and technology.
Project-Based / Inquiry Instruction – This model begins with a “driving question” that is anchored in a real-world problem using multiple content areas; students collaborate with each other and teachers to investigate, apply and present information. NVA incorporates cross-curricular projects in all subject areas.
Reggio Emilia - This educational approach is incorporated at NVA in our early childhood program. This philosophy stresses that children must have control over the direction of their learning and that they must be able to learn through experiences of touching, moving, listening, seeing, and hearing. Children must have endless ways and opportunities to express themselves, including through playing with other children.
Study Technology - An educational model developed by L.R. Hubbard, study technology focuses on three principles. First is the use of “mass” (manipulatives and hands-on experiences) to foster understanding – children need to see and feel what they are learning about. Second is the attention to the “gradient,” which ensures sure students master one level before moving on to the next. Third is the “misunderstood word,” in which students master word definitions and are taught not to read past words they don’t know the meanings of in order to understand completely what they are reading and learning. NVA uses study technology as an umbrella methodology woven through the subjects.
Traditional Educational Models - Seek to transfer knowledge into students’ memory through a more controlled environment and curriculum. Traditional education uses a content-first approach, emphasizing efficient, teacher-driven lessons and standard exams. NVA uses a traditional approach often, especially when learning skills such as phonics.
ZERI Learning Initiative – Developed by Professor Gunter Pauli, through an integrated design of curriculum, physical structure, multi-media and games, children are exposed to breakthrough technologies and innovative sciences while acquiring a positive attitude towards the challenges they, our communities, the ecosystems, and the world face every day. The ZERI Initiative is a comprehensive model that has shifted our teaching mindset to looking at entire systems, rather than one cause and one effect.
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