Creating a Responsive Learning Environment

This stems from the works of Plato, Socrates, Dewey, Pastalozzi and Froebel. Our goal is to create a unique learning experience for each individual. Research directed by Bloom found that of those persons studied who had achieved exceptional accomplishment of international note; all had received individualized instruction both at an early stage and in their specific fields of accomplishment. Participation, necessary to learning, is encouraged to insure the assimilation of concepts. Our responsive learning environment may have a different format for each group of learners; however, there are seven basic characteristics:

• There is an open, respectful and cooperative relationship among the teachers, students and parents; a relationship that can include planning, implementation and evaluation of the learning experience.
• The environment is much like a laboratory or workshop, rich in materials with simultaneous access to many learning activities. The emphasis is on experimentation and involvement.
• The curriculum is flexible and integrative. The needs and interests of the student provide a base from which the curriculum is developed.
• There is a minimum of large group lessons, with most instruction occurring in small groups or between individuals. Groups centered around needs or interests can be formed by teachers or students.
• The student is an active participant in the learning process. Movement, decision-making, self-directed learning, invention and inquiry are encouraged both inside and outside the classroom. Students may work alone, with a partner, or in groups. Peer teaching is important.
• Assessment, contracting and evaluation are all used as tools to aid in the growth of the student. Conferences keep students and parents informed of progress and provide guidance for future planning.
• The atmosphere is one of trust, acceptance and respect.

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