Learner Driven Vs Student Centered Education Model

When it comes to education, there has been a growing movement towards learner-driven approaches. But what exactly is learner-driven education, and how does it differ from student-centered education?

Learner-driven education is an approach to teaching and learning that puts the responsibility for learning on the learner. It emphasizes student agency and allows learners to take control of their own learning journey. This can involve setting goals, choosing learning materials and methods, and self-assessing progress.

In contrast, student-centered education is an approach that focuses on the individual needs and interests of each student. While student-centered education seeks to tailor the learning environment and experiences to the unique needs and preferences of each student, learner-driven education puts the learner in the driver's seat and places a greater emphasis on self-direction and autonomy.

While both learner-driven and student-centered education prioritize student engagement and empowerment, learner-driven education is often seen as more realistic and practical for the real world. In the real world, we are not constantly surrounded by tailored support and resources like in a student-centered approach. Instead, we must take responsibility for our own learning and be proactive in seeking out the resources and support we need to succeed.

This is why learner-driven education is so important. It helps learners develop the skills and mindset they need to be successful in the real world, where they will need to take charge of their own learning and development.

Overall, learner-driven education is a more realistic and practical approach to teaching and learning that empowers learners to take control of their own learning journey and prepare for success in the real world.

Three main reasons to choose Acton Academy

1. Responsibility: Acton Academy's focus on self-directed learning and project-based learning helps students develop a strong sense of responsibility for their own learning and growth. By taking ownership of their education and setting their own goals, students learn to be responsible for their own progress and success.

2. Courage: Acton Academy's approach to learning encourages students to take on challenges that push them beyond their comfort zone, helping them develop courage and resilience. By embracing a mastery based learning approach, students are able to fully understand and master a subject before moving on to the next, rather than moving on before fully grasping the material. This helps students develop the courage and confidence to tackle difficult subjects and overcome obstacles.

3. Love: Acton Academy's core values also include a strong emphasis on love and compassion. The school fosters a supportive and inclusive community where students are encouraged to be kind and compassionate towards one another. This helps students develop strong relationships and a sense of belonging, which is essential for their emotional and social development.

Teacher standing in front of a classroom is no longer effective.

In the 21st century, the role of a teacher has evolved from being a traditional instructor to becoming a guide and facilitator of learning. With the proliferation of technology and the abundance of information available online, the traditional model of a teacher standing in front of a classroom and lecturing is no longer as effective as it once was.

Instead, teachers in the 21st century need to shift their focus from being the primary source of information to being a guide and mentor for students. This means helping students navigate the vast sea of information available online and assisting them in finding and evaluating reliable sources. It also means helping students develop critical thinking skills and the ability to problem-solve and think independently.

Giving students agency over their own learning is an important aspect of this new role for teachers. This means empowering students to take control of their own learning and providing them with the tools and resources they need to succeed. This can involve using technology to allow students to access information and resources from anywhere, as well as giving them the freedom to explore their own interests and passions.

One way teachers can facilitate this type of learning is by using inquiry-based learning approaches. This involves posing questions and problems to students and guiding them through the process of finding and evaluating information to come up with their own solutions. This helps students develop critical thinking skills and encourages them to take an active role in their own learning.

Another way teachers can give students agency over their learning is by providing personalized support. This might involve offering one-on-one tutoring or creating customized learning plans based on a student's strengths and needs. By providing individualized support, teachers can help students stay motivated and engaged in their learning.

Overall, the role of a teacher in the 21st century is to serve as a guide and facilitator of learning, rather than simply being a source of information. By helping students navigate the vast sea of information available online and facilitating inquiry-based learning, teachers can help students develop critical thinking skills and the ability to think independently. Additionally, by giving students agency over their learning and providing personalized support, teachers can help students stay motivated and engaged in their learning.

Every Child is a Genius

At Acton Academy, we believe that every child is a genius. We see it every day in the way our young learners approach challenges, find answers, and create innovative solutions. But unfortunately, the traditional education system is not always designed to nurture and support the genius of every child.

In many schools, the focus is on memorization and test-taking rather than on fostering creativity, critical thinking, and problem-solving skills. Students are often asked to sit passively in a classroom and listen to a teacher at the front of the room, rather than being actively engaged in their own learning. This can be disempowering and stifle a child's natural curiosity and desire to learn.

At Acton Academy, we take a different approach. We believe that every child is unique and has the potential to be great. We provide young learners with the freedom and responsibility to pursue their passions and interests, and we support them in their learning journey. We also recognize that intelligence comes in many forms, and we value and nurture the diverse strengths and abilities of each student.

By embracing this learner-driven approach, we believe that we can unlock the genius of every child and help them reach their full potential. It's not always easy, but it's worth it – because every child has the ability to make a positive difference in the world.

Equipping students with the skills they need to thrive in a rapidly-changing world

The education system has been heavily criticized for being outdated and failing to prepare students for the 21st century. While there have been some efforts to modernize curriculum and teaching methods, the system as a whole is still stuck in the 19th century.

One of the main reasons for this is the traditional structure of schools. Students are often organized into grades and subjects, with a focus on memorization and test-taking rather than critical thinking and problem-solving. This model of education was developed in the 19th century to prepare students for industrial jobs, but it is no longer relevant in today's rapidly changing world.

Another issue is the lack of personalized learning. Many students have different learning styles and needs, but the traditional education system often fails to take this into account. As a result, students may struggle to keep up or may become disengaged and disinterested in learning.

Learner driven schools like Acton Academy are offering a 21st century education that addresses these issues. They focus on experiential learning and problem-based learning, which allows students to apply their knowledge in real-world situations. They also use personalized learning plans to tailor the education to each student's needs and interests.

In addition, schools like Acton Academy place a strong emphasis on character development and social-emotional learning. They recognize that these skills are just as important as academic knowledge in preparing students for success in the 21st century.

Multiage Vs Traditional Classroom

Children learn in a variety of ways, and the type of classroom environment can greatly impact their learning experience. In this blog, we will explore the differences in how children learn in multiage classrooms versus traditional classrooms.

Multiage classrooms are educational environments where students of different ages and grade levels are taught together. This approach to schooling has gained popularity in recent years due to the numerous benefits it offers to students, teachers, and the overall classroom dynamic.

One of the main ways in which children learn in a multiage classroom is through personalized learning. In a traditional classroom setting, all students are expected to progress at the same pace and meet the same learning objectives, regardless of their individual abilities or needs. In a multiage classroom, on the other hand, students are able to learn at their own pace and receive individualized instruction based on their unique learning style and needs. This can lead to a more meaningful and effective learning experience for all students.

Another way in which children learn in a multiage classroom is through social and emotional development. When students of different ages and grade levels are mixed together, they have the opportunity to learn from and support one another. Older students can serve as role models and mentors to younger students, while younger students can provide energy and enthusiasm to the classroom. This intergenerational dynamic can foster a sense of community and belonging within the classroom, leading to a more positive and supportive learning environment.

In contrast, traditional classrooms are typically composed of students of the same age or grade level, and instruction is generally delivered to the whole class at the same time. This can lead to a more rigid and structured learning environment, where students may feel less able to express their individual needs and preferences. While traditional classrooms can still be effective in teaching students the necessary skills and knowledge, they may not offer the same level of personalized or social and emotional support as a multiage classroom.

In conclusion, children learn in different ways depending on the type of classroom environment they are in. Multiage classrooms offer personalized learning and social and emotional support, while traditional classrooms may be more structured and less able to cater to individual needs and creativity.

Hero’s Journey

At Acton Academy, we use the hero's journey narrative as a framework for our educational program. We believe that this narrative, which was first described by Joseph Campbell, is a powerful tool for helping young learners to understand and navigate their own personal and educational journey.

The hero's journey is a story of transformation, in which the hero embarks on a quest and overcomes challenges in order to achieve a goal. In the context of education, we believe that this narrative can be used to help students understand and embrace their own journey of learning and growth.

In our program, we use the hero's journey narrative to guide our students through a series of challenges and opportunities that are designed to help them develop important skills and qualities. These challenges might include things like working on a project, collaborating with their classmates, or solving a problem.

As our learners navigate through their hero's journey, they get support from a community of mentors and peers who offer guidance and encouragement. They also learn how to embrace failure as a learning opportunity and to persevere through difficult tasks.

Overall, at Acton we believe that the hero's journey narrative is a powerful and inspiring way to help young learners understand and embrace their own journey of learning and growth. We can't wait to see what our students will accomplish on their hero's journey!

Rockets – Final Exhibition… 3-2-1 LIFT OFF

Apollo 11 was the spaceflight that first landed humans on the Moon. Commander Neil Armstrong and lunar module pilot Buzz Aldrin formed the American crew that landed the Apollo Lunar Module Eagle on July 20, 1969.

In that same spirit we at, Acton Academy, took on the challenge of applying our chemistry knowledge to execute 2 tasks as part of our final exhibition.

1.    Demonstrate a Rocket flight to the audience during final exhibition

 Let me explain our Journey towards a successful Rocket launch first. We started with the trial-and-error method at the beginning of our quest and as expected met with failure to launch. Sometimes the fuel was not right and sometimes the delay was not right however we didn’t give and keep improving day by day. We realized that adopting the more scientific method of measuring and calculating help us get better. The more precise we became the better the outcome. We tried different fuels and eventually used baking soda and citric acid.

On the day of our exhibition, we used our knowledge of stoichiometry, prepared all the ingredients and materials required for the launch. This included plastic bottler as rocket, cork to help close the lid and build pressure, Right before the lift off we were faced with a sudden challenge as our measuring funnel broke and we had to improvise. It all turned out well and our Rocket was propelled into the air and landed safely on ground with the help of a parachute. Mission successful…!

I learnt during this quest that chemistry is an interesting science, but one must be really accurate about measurements otherwise the result is not good. In addition, it takes a lot of perseverance as performing the same task repeatedly could be frustrating but obviously giving up is not an option.

2.    Design a space station and pitch to investors

 Our second task was to design a space station and present to our audience on how it will work. This was quite an ambitious project as it needed us to learn about how space stations are designed and how they operate. There were several issues to be addressed such as how to create gravity on the station, how will the food be sourced, how will oxygen be created, how the station will be fueled etc. We did plenty of research and developed a presentation showcasing effective ways to tackle each one of these challenges.

We did stumble a bit during our presentation as our team lead took longer than expected to bring the space station model and we had to start without him however we calmed our nerves and presented our case to the audience.

Our space station had a slightly different angle to it as we designed it to be a commercial venture as well. This means that half of our station was for research and half was commercially available to people who will be ready to pay for it. This idea of space tourism will help us fund the much-needed investment required to design and sustain the space station.

Additional lessons learned 

During this quest I learnt that goal setting and organizing things is extremely important if you want to put up a good show. While we made a great presentation and won the prize, I feel that our teamwork could’ve been better. Task delegation and early goal setting could’ve help us do an even better job. We were not really ready compared to the other team and I felt as if the preparation could have been better. From now on, I will keep these lessons in mind for the future.

 Overall the Chemistry quest was a good one, I learnt a lot about chemistry as well as non-chemistry stuff and I hope I can apply my knowledge in the real world someday.

Chemistry II- Rockets

When you think about the word “Rockets”, what first comes to mind? The landing on moon, NASA, Russian cosmonauts, Elon Musk’s rocket company etc… As kids we are all fascinated by flying and rockets are even more fascinating.

Rockets are traditionally used to launch satellites and Space Shuttles into space and more recently the first civilian crew successfully traveled to space on September 15, 2021. More so, Elon musk aims to send missions to Mars and Rockets will play a pivotal role in its success. 

But have you ever thought how rockets operate? How are they built up? What’s the science behind these great endeavors? Surely, you’ve heard the phrase rocket scientist. But what makes a good rocket scientist? Well, my research suggests that it requires proficiency with physics, chemistry, aerodynamics, propulsion, communications, and mathematics.

Over the years, people have done a lot of research, experiments, and calculations with rockets to get these massive machines flying through space. This is exactly what our latest quest is all about. It’s a tiny peak into the science behind launching a Rocket into space.

Our quest began with learning how to design a rocket. The key objectives were to establish what the Rocket needs to do, draw out basic details of what it would look like and what it would be made of. We made diagrams of our rockets which looked a bit funny in the beginning, but it slowly started to take good shape.
Secondly, we researched on how to make fuel for the rocket as it is the most important component. As part of our chemistry course, we learnt about the periodic table and found through research that most rockets use Hydrogen as fuel. It has the lowest molecular weight of any known element and burns with extreme intensity of 5,500°F. The process of burning and exit through the engine at high velocity provides the power or thrust, required to get the vehicle into space.

However, Rockets can be launched with different fuels. In our quest we decided to use our Alka Seltzer and water as fuel for our test launch. Alka-Seltzer is a combination of sodium bicarbonate, aspirin, and citric acid. When you mix Alka Seltzer with water in a sealed container, a chemical reaction happens and it creates many, many bubbles of carbon dioxide gas which acts as fuel for the rocket. 

We experimented with launching our Rockets in an open safe space. At first our experiment failed due to one reason or the other but after a few attempts we had “Lift off” and it was a proud moment for our team.
We also completed the task of minimizing fuel requirements by working with different masses of different elements. It helped us understand how different combinations of elements can affect the fuel cost and the energy or thrust of the chemical reaction. This will determine how high the Rocket will go and at which speed. Overall, it may seem like a lot, but it was fun to experiment with rockets and along the way, learn a lot. 

Stop Leading

Leadership is usually thought of as a person or group of people giving orders and delegating tasks, but what if being an effective leader meant taking the backseat? As a leader, the job is to get a specific job done within a set amount of time while guiding a team to work on different aspects to bring together at the end. The norm is thought of is a direct control approach, bringing forth ideas and telling each member what they have to do to bring that vision to life. This usually leads to uninspired team members, failing to get motivated, that end up having to be reminded for the umptieth time of the dreadful deadline coming up. As someone who has spent a few solid years leading teams in various projects, I have learned that there is a far more profound way to lead, not by taking direct control but by guiding the team to greatness. 

I have led teams with a direct control approach many times but was frequently met with ‘I haven’t done it yet’ or ‘I need more time’. The projects I led in this matter came out ‘ok’ and we got the job done, but there was always something missing. Altough I assigned tasks based on strengths and interests, the team was never fully engaged. 

The next time I led a project, after realizing this lack of enthusiasm, I tried something new. Why don’t I just give them the brief I was given, and let them discuss and brainstorm ideas? So instead of bringing a set plan, I went with only the brief. The team had a tough time starting the brainstorm, not used to having the control of coming up with the ideas, but soon, the meeting became a creative, engaging discussion.

- New Norm for Collaborating -

Every team member got to express their ideas, debate, and participate in the creative process. The team members even decided who was going to do what task, with minimal guidance from me. Allowing them to decide reasonable deadlines while reminding them of the final deadline, helped give them the proper amount of time needed. I gave everyone equal control, and so they were more engaged, excited, and enthusiastic to work on the project. 

Leadership is about facilitating your team members’ ideas, giving just enough guidance and motivation to stay on track, but ultimately, the best results come from when everyone has a say, and it’s not just one person telling the rest what to do. Coming to this discovery, I decided to do some research and found that MIT’s Human Dynamics Laboratory has done research and found that the most successful teams are those in which all members speak for an equal amount. So my team’s success was science-based, and I realized that the reason my team’s work came out amateur before, was because I was the most dominant speaker. Now, by letting my team formulate ideas and plans, with guidelines and a structure; coming from me as a leader, it fosters a community where everyone is respected for their ideas and feels safe and valued, inspired to create projects they are truly passionate about. 

Bibliography:

Pentland, Alex “Sandy,” and Anita Woolley and Thomas W. Malone. “The New Science of Building Great Teams.” Harvard Business Review, 15 July 2015, hbr.org/2012/04/the-new-science-of-building-great-teams. 

MS Art Gallery Exhibition

Last weekend I went to the Middle School Studio’s Art Gallery exhibition, which was how they showcased their work from the Art and Creativity Quest they completed. Entering the room, I was met with the exceptional work that they had worked on throughout the session.

As I walked around, I could see all the different forms of art; from paintings, pen sketches and graffiti, to landscapes and line-drawings, to obscure and abstract.

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The variety and creativity in the pieces was an engaging experience overall. 

Is Death the Final Authority?

We embarked on an epic journey this session, Biology III: Embracing Life and Facing Death, where we dove deep into what it means to die, biologically, spiritually, how death is taken into account in the medical field, and how we can truly embrace life, and when the time comes, face death. 

We started this Quest to find out how we can, as a community and as individuals, embrace life. Watching the ‘last lecture’ on how this middle-aged man, who is going to die within months, isn’t afraid of death, and on the contrary, welcomes it as he has fully embraced his life, lived it to the fullest, and has even completed his bucket list. After this, we wrote our own bucket lists of the small and large tasks we hope to accomplish in our lifetime. Another way we learned about embracing life was spending time with the elderly and interviewing them to learn about their life. Along with this we got to research hospice and how to communicate with those who are dying, roleplaying to step in those heroes’ shoes.

Not only did we really reflect on our deaths, by writing eulogies and obituaries on how we would want to be remembered, which drives us to fulfill our wishes and become better people, planned our funerals, and analyzed different poems on life and death, but we learned about the different moral dilemmas which take place in the medical field, regarding death. We debated over medical directives, which are instructions written by a patient, beforehand, so that if they are no longer able to communicate, their wishes may be fulfilled. We researched and discussed when doctors should tell a patient that they are going to die, we found this great TED Talk on the same topic. Not long ago these difficult topics became a part of medical biology, and during the Quest we used our biology knowledge to back up these ethical dilemmas. It was fascinating to not only get a glimpse of what doctors are taught and have to handle in their fast-paced field, but to be able to roleplay different scenarios that doctors go through on the daily. 

In this session we also began exploring what the time of death actually is. Is it when your heart stops beating, or when your brain ceases to work? This question is constantly debated world-wide in the medical field as different technologies, like CPR have allowed us to resuscitate people and have enabled us to transform what it means for us to truly die and leave this world. With such rapid advancements, will it ever be possible for us to become eternal, through cryogenics, cloning, and organ transplants? 

Click the image to play the Virtual Autopsy Game

We also put ourselves in the doctors’ shoes and thought of, at what point would we pull the plug? Who would make the decision of pulling the plug? And is a persistent vegetative state, enough to pull the plug? These questions really brought forth the reality of all the different ethical dilemmas that plague the medical field and gave us a sense of how this integral part of biology plays out there. 

Another aspect of death that we covered were autopsies. We spent time virtually investigating the causes of different deaths by looking at the bodies, organs, background information, etc to come to the conclusions. This allowed us to step into the shoes of coroners and see how they actually work in the field. 

Death, the final stage of life is usually hidden from sight in these modern times, but this Quest really allowed us to connect with this natural, and inevitable part of life, understanding it even better. The final part of this session was watching the harvesting of a goat, which sacrificed its life for our needs. We witnessed a death before our eyes, and were able to fully grasp the complexity and sacredness of the process. After, we sat around a fire and read out our prepared pieces on how we will embrace life and face death: personal stories, eulogies, stories on loss and everything in between, were shared. This was the most sacred part of the whole Quest, the most impactful end. 

Biology, the study of life, includes the final part of life, death, and being able to explore the different notions on death, individually, community-wise, and globally, really gave us a sense of what it means to embrace life, and in the end, face death.