In the Ziauddin Education System our teachers use a range of approaches to ensure that all of our students are achieving ‘mastery’ in their subjects.
Teachers use direct instruction – for example, lectures or teacher-led demonstrations, when important key points or facts need to be remembered.
Our teachers pre-record content (either live or in the Ziauddin recording studio) and design online activity which the students watch at home and engage with, along with completing independent study activities or assignments. When back in class, teachers work on problem-solving and tutoring students by engaging in one-to-one coaching, peer tutoring, small group ‘surgeries’ or re-teaching misunderstood concepts. This approach lets students work at their own pace.
We use this approach because it is based on Multiple Intelligence theory and engages students in applying what they have learned by doing, making or creating. Our teachers plan wide-ranging practical and physical activities for students to perform individually in groups, and can be focused around project-work, investigative inquiry, independent research and discovery, and experimentation.
We do not treat our students as if they are all the same. Our teachers use differentiated instruction in order to tailor the content and its teaching to meet individual student needs. Our teachers differentiate instruction in terms of how they support students to access content, the types of activities students do to master a concept, what the end product of learning looks like, and how the classroom is set up.
Our teachers encourage students to ask questions and consider what they want to know about a topic and use this as a starting point to work collaboratively with students to research their questions, find information and sources that explain key concepts and solve problems they may encounter along the way. When teachers use this method, our students present self-made videos and formal presentations of their research results. In this way, students play an active and participatory role in their learning. When using inquiry-based learning our students make the greatest use of the technology integration we offer through online research sites, social media, and the possibility for global connections with other students.
Our ‘resource-rich’ learning environments mean that learning is always personalised. Through the digital resources we have our students are able to personalise their learning journey and even self-direct aspects of their learning based on their interests and needs.
We have a range of interactive software for students to use so that our students are able to practice, develop problem-solving skills and develop ‘mastery’ of understandings and knowledge. This is a particular approach that we use with our younger students.