Outrageously Excellent Christian Education
Outrageously Excellent Christian Education is a Rarified Education
A Master’s School Education is rarified and prepares students to meet yet unknown challenges and to exceed rigorous standards. Our philosophy of education is rooted in the science of learning (Bransford, Brown & Cocking, 1999). Science of learning assumptions include that learning is socially constructed, results in neurocognitive change, has occurred when knowledge is transferred, and that teachers facilitate learning while students actively construct learning. Instruction delivery centers on cognitive apprenticeship and attends to learning along a continuum from novice to expert. Lesson structure reflects a gradual release of responsibility model with patterns of whole group, small group, and individual learning experiences designed to intentionally shift the cognitive load first from the teacher to the teacher and learner, then to the learner in supported practice, and finally to the learner in independent application (Fisher & Frey, 2013). Lastly, following the principles of universal design, instruction is proactively adapted to provide all students equitable access to learning (Scott, McGuire & Foley, 2003).
A Master’s School Education is rarified and prepares students to meet yet unknown challenges and to exceed rigorous standards. Our philosophy of education is rooted in the science of learning (Bransford, Brown & Cocking, 1999). Science of learning assumptions include that learning is socially constructed, results in neurocognitive change, has occurred when knowledge is transferred, and that teachers facilitate learning while students actively construct learning. Instruction delivery centers on cognitive apprenticeship and attends to learning along a continuum from novice to expert. Lesson structure reflects a gradual release of responsibility model with patterns of whole group, small group, and individual learning experiences designed to intentionally shift the cognitive load first from the teacher to the teacher and learner, then to the learner in supported practice, and finally to the learner in independent application (Fisher & Frey, 2013). Lastly, following the principles of universal design, instruction is proactively adapted to provide all students equitable access to learning (Scott, McGuire & Foley, 2003).
Informed by the Understanding for Design model, a backward approach is used to design syllabi and lessons with attention to the essential relationship between learning objectives, activities, and assessment (Wiggins, Wiggins & McTighe, 2005). Assessment is accomplished using proficiency scales (Moore, Garst & Marzano, 2015). Proficiency scales reflect the learning hierarchy first described by Bloom (1956) and updated by others. Proficiency scales support formative and summative assessment as well as student metacognitive processes including evaluating pre-lesson understanding, determining learning needs, setting and monitoring progress towards short, intermediate, and long-term learning goals, and celebrating goal achievement (Marzano & Kendall, 2006). Such goal-directed behavior is central to and increases student motivation, engagement, and success (Bransford et al., 1999). Students equipped in this fashion persist to attain goals and go forth to rock the world!
Finally, our educators are inspirational and inclusive, and model, explicitly teach, and promote positive learning dispositions including but not limited to Godliness, critical pedagogy, persistence, resilience, joy, and curiosity. Students equipped in this way question and disrupt the status quo, particularly those structures and processes that mindlessly reproduce exclusion and marginalization. In learning communities infused in this way, individual differences and similarities are appreciated and celebrated as God ordered, learning is achieved through multiple perspectives, and all individuals are welcomed, included, appreciated, and empowered to achieve God’s purpose.
References
Bloom, B. S. (1956). Taxonomy of educational objectives. New York, N.Y: Longmans, Green.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC, US: National Academy Press.
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.
Gialamas, S., Pelonis, P., & Medeiros, S. (2014). Metamorphosis: A collaborative leadership model to promote educational change. International Journal of Progressive Education, 10(1), 73-83.
Marzano, R. J., & Kendall, J. S. (Eds.). (2006). The new taxonomy of educational objectives. Corwin Press.
Moore, C., Garst, L. H., & Marzano, R. J. (2015). Creating & Using Learning Targets & Performance Scales. Learning Sciences International.
Scott, S. S., McGuire, J. M., & Foley, T. E. (2003). Universal design for instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity & Excellence in Education, 36(1), 40-49.
Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
The Master's School
The Master’s School is an independent, college-preparatory, non-denominational Christian day school enrolling children in preschool through post-graduate in West Simsbury, CT.
The Master's School is fully accredited by New England Association of Schools and Colleges (NEASC).
The Master's School opens its doors to all qualified students regardless of race, color, national or ethnic origin, or religious affiliation. It does not discriminate on the basis of race, color, or national affiliation in the administration of its educational policies, admissions policies, financial aid, and other school-administered programs.
The Master's School is fully accredited by New England Association of Schools and Colleges (NEASC).
The Master's School opens its doors to all qualified students regardless of race, color, national or ethnic origin, or religious affiliation. It does not discriminate on the basis of race, color, or national affiliation in the administration of its educational policies, admissions policies, financial aid, and other school-administered programs.
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