|At most schools
||At Lumineer Academy
|Students learn primarily from teachers, books, and worksheets.
||Lumineers learn primarily through active, collaborative,
and multidisciplinary project experiences. Our Learning
Explorations tie together curriculum, core skills, and
character development into a cohesive whole.
|Students learn set subjects and how to recall content.
||We teach children how to think, reason, and deduce from first principles. By learning how to understand the most fundamental building blocks underpinning knowledge, and then learning how to construct systems and patterns, they're able to retain, integrate, and use new information much more effectively.
|Students can experience stress and anxiety as learners.
||We're incredibly committed to creating a safe, nurturing environment for each child. Our educational philosophy is grounded in social and emotional well being, and we equip children with the tools to become resilient, self motivated, and engaged participants in their learning journey.
|Teachers set the agenda for classrooms, curriculum, and students.
||Children are guided in partnership with their teachers and parents to set goals, develop agency, and learn how to make choices about their learning journey. Teachers guide learners to develop their own project arcs anchored on lived experiences and personal passions.
|Student assessment is focused on testing and quantitative scores.
||We develop and assess the whole child as a human being, across three Whole Child Development axes: 1. Social, Emotional, and Character Development, 2. Cognitive Development, 3. Design and Making Capacity. Instead of reducing students to numbers, we share portfolios representing student project work, social and emotional growth, core skills mastery.
|Students have mandated homework.
||We guide our learners to develop their own individual goals. We love it when children are so excited about what they're learning that they want to continue exploring these topics in out-of-school hours, but we don't mandate homework.
|There are rigid boundaries between school and community.
||We believe that schools should be dynamic and porous hubs anchoring local communities. We bring in many activators and specialists to work with our children, and we encourage our children to participate in many off-campus activities. We use public parks, tennis courts, oceans rather than private facilities.
|Students interact with the school in a compliance model.
||We encourage and empower our students to co-create as much of our classroom, learning exploration, and school environments alongside us as possible. It's important that students internalize agency and responsibility from even the earliest ages.
|Students stay in one classroom most of the day.
||Our kids move from studio to studio throughout the day, to keep them physically, mentally, and emotionally engaged. Each of our learning studios has its own unique purpose and intention, whether it's for creative, musical, design, collaborative, or reflective work. All of our students spend time in our purpose built makerspace each day.
|Students learn STEM as standalone silo'ed subjects.
||We teach STEM as part of a foundational whole, that underpins all learning and making, rather than as silo'ed subjects. We teach STEM in synthesis with SEL (Social Emotional Learning) and Humanities. For example, when we teach robotics, we integrate the overall context of computational data, design, engineering, human rights, ethics, civics, and algorithm design.
|Students learn through generalized, set programs.
||We develop each child to become motivated lifelong learners, and tailor learning experiences to their personal strengths, weaknesses, and passions.
|Active learning is typically contained to simulations and exhibits.
||Our Learning Explorations have narrative arcs that synthesize over 70% of learning time, culminating in the design and creation of real products that deliver tangible impact for real world customers and stakeholders. Our children learn from day one that they have authentic agency and impact in the world, rather than merely modeling simulated experiences.
|Students receive feedback once or twice a term.
||We provide iterative feedback on an ongoing basis, across our three Whole Child Development axes.
|Students learn how to think in a single, rigid way.
||We challenge our learners to constantly learn and think in new ways, whether it's through creative expression, numerical analysis, scientific observation, dialectic, logic, negotiations, collaborative team work, and so on.