deep learning

Confident Learners

May 14, 2014 By:Alison McNee

Research: In his argument about the industrialization of schools, Peter Senge argues against the traditional role of the teacher as the locus of control in the classroom, saying that no one teacher should be able to unilaterally judge a child’s performance, ability, style, or behavior. The teacher-as-manager model places undue weight on quantitative measures of performance, fails to acknowledge the subjective nature of assessment, and can negatively influence a child’s confidence as a learner.

Practice: At Chrysalis we recognize the importance of formulating teaching teams to properly assess a child’s progress. Even in our elementary program students are paired with a variety of teachers who coordinate and communicate with one another to gain insight into the needs and nature of the child. Each teacher sees something different in every student, and putting those pieces together to understand how to best serve their needs is one of the things we do best. We share, strategize, and make adjustments until we get it right.

Eliminating Stress to Promote Learning

May 7, 2014 By:Alison McNee

Research: Neurologist Judy Willis argues the importance of eliminating stress from the school environment to promote learning. Just as the brain needs stimulating input, it also needs rest to be able to process it. Overstimulation can lead to burnout, which engages filters in the brain that limit the flow of information and inhibit learning. Neurologists often subscribe to the saying, “the brain downshifts under stress.” By contrast, the brain works at optimal levels in positive emotional states.

Practice: At Chrysalis we know we need relaxed brains to work with, so we create conditions that allow for it: allowing students to work at their “just right” level of challenge, reducing competition, creating a positive social culture, allowing students a say in their scheduling, and giving them time during their day to process what they’ve learned and prepare for their next task.

February 5, 2014 By:Chrysalis School

Research: A new report highlights the need to promote “deep learning” in schools to respond to the needs of the global workplace where “creative, connected, and collaborative life-long problem solvers” are in demand. It argues that this cannot happen unless schools truly reflect what works, citing the following as best practices in education: establishing teachers and students as co-learners, long-term cross-curricular tasks, greater student control and choice, continuous feedback and formative assessment, and greater understanding of the learning process.

Practice: At Chrysalis these practices have been in place for more than thirty years. We base everything we do on our own set of best practices, which stem from continuous research into child development, psychology, education policy, and the brain, in addition to knowledge gleaned from our years of experience. Our dedication to research results in the ability to adapt and encourage innovation in the quest to achieve such deep learning.

Confident Learners

Eliminating Stress to Promote Learning

Deep Learning

News & Events

Student Resources

Our Campuses