WHY WE MUST RETHINK EDUCATION
We are at a pivotal moment in history.
Not only is the world rapidly changing, but it has also become more complex, interconnected and unpredictable.
New opportunities to transform and improve current models have emerged so that we can prepare students to thrive in any future scenario.
"Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own lives and contribute to the lives of others"
The future of Education, OECD
According to the Canadian author and former principal George Couros, "The biggest “game-changer” in education is not a thing; it is an open mindset to all of the learning opportunities that come our way."
International Comprehensive is committed to empowering learning communities worldwide by fostering lifelong competencies since they constitute the best asset for students to adapt to any situation and pursue their aspirations.
That's why we created a worldwide inquiry-based, competency-driven and technology-wise program whose goal is to build a transformative culture of learning that empowers learners to thrive in all aspects of their life.
A MEANINGFUL EARLY CHILDHOOD & ELEMENTARY PROGRAM
IC empowers the whole child, so they become lifelong learners who thrive in all aspects of their life and easily adapt as the world changes. The IC program is inquiry-based, technology-wise and personalized to embark every student on an engaging, meaningful, joyful and empowering learning journey. The IC Program is research-informed and specifically designed to meet the developmental needs of Early Childhood and Elementary students. The IC Program starts in Preschool and is also highly compatible with local and national requirements.
KEY ELEMENTS OF THE IC PROGRAMS
Learning is a process. Students develop an ongoing Learning Portfolio to document their journey. Not only does this portfolio display the learner's achievements but its goal is to show the entire process, including the productive struggles experienced by every learner. Capturing the whole learning process is necessary to reflect and improve.
Students participate in a collective action, which aims at responding to an identified challenge that could be either local or global, small or big.
Every student learns an additional language and participates in a Global Awareness program about Social Justice, Environment, or any other issue relevant to their age.
All units are concept-based and include transdisciplinary elements and students are encouraged to make connections and go beyond a fragmented vision of learning.
Conceptual Understanding and Inquiry
Schools use the IC Unit Design method to build concept-based and inquiry-based units supported by thoughtfully planned learning experiences.
A NEW CULTURE OF LEARNING
Shaping a positive, inspiring, engaging, inclusive and supportive culture of learning is essential. Without it, any curriculum becomes either irrelevant or misused. When schools create such a powerful culture, learning becomes easier, fluid, authentic, meaningful, personalized and collaborative.
Explore the key principles of the International Comprehensive Culture of Learning
1. LEARNER-DRIVEN AND PERSONALIZED
Our approach is learner-driven and based on students’ interests. Students and educators are agents of their own growth.
Every learner comes with a unique combination of identity, personality, passions, experience, needs, culture, mindset, toolset and skillset that has to be noticed, valued and taken into account to personalize learning.
THE IC LEARNING FRAMEWORK
A program that equips students for life
The central focus is the lifelong growth of every learner to pursue their aspiration accomplished through inquiry learning, and purposeful use of technology within a culture defined by six overarching forces of environment, languages, time, relationships and external factors.
"We are the authors of our lives".
Renee Brown, Manifesto of the Brave and Brokenhearted
The learning process does not start or end in a predetermined place and time. Through powerful learning experiences and regular reflections, students will activate and develop a set of useful competencies. The term competency embodies skills, knowledge and personal attributes. Skills can be directly taught and are usually specific to a task. For example, being able to edit a video is a technical skill. According to the Cambridge dictionary, Knowledge relates to the understanding of or information about a subject that you get by experience or study. Finally, personal attributes or dispositions refer to the habits of mind or character traits of a person. Competency is a broad term that can be defined as the ability to use a combination of knowledge, skills and personal attributes in various situations.
These competencies empower them to grow as active, adaptable, socially aware and self-motivated learners all along their life both personally and professionally so that they can contribute to the rapidly evolving world in a meaningful and purposeful way.
Learning is a process and it happens through powerful inquiry-based learning experiences alongside ongoing reflection and purposeful documentation of the process with the use of a portfolio.
Creating rich and powerful learning experiences to have learners DO, UNDERSTAND and KNOW requires deep thinking and preparation, but also the capacity for the educator to make adjustments, be responsive, release control, observe, facilitate and reflect. Powerful learning experiences allow students to have some genuine agency and choice, ask questions, explore, generate ideas, try new things, make mistakes, investigate authentic contexts, collaborate, create, go deep, feel curious, challenged and joyful, organically apply technological skills, share and reflect.
Most of all, they are designed to amplify and personalize learning and foster core and curricular competencies and different types of literacy which altogether highly contribute to the learner’s growth and well-being.