Ingenium Learning System - Signature Practices
At Ingenium Schools we think differently. We think differently in the way we manage the learning process, in the way we develop people, and in the way we approach solving problems and improving performance. The word Ingenium is the latin word root word for engineering. We are continually engineering new learning and management practices. While each of our schools adds their own unique components to educational learning practices, the following Signature Practices are present in every Ingenium classroom and staffroom.
Quality Learning Tools
Ingenium staff and students are proficient at using Quality Learning Tools . These tools enable us to collect and monitor data, focus on the future and work together at the highest levels of cooperation and efficiency. Tools are also used effectively with parents to increase support and involvement. Some tools help us to monitor data, some tools enable us to work together and some tools allow us to plan and implement more effectively.
Imagineering happens when students and teachers imagine their future and engineer their classroom to meet everyone's shared ideals. Throughout the school year, teachers guide students in developing shared guiding documents for their classes that identify for their class the purpose of learning and the dream of what their class will look like someday. This process of Imagining the future and Engineering a classroom to meet the shared ideal is what we call Imagineering
is accomplished through setting a purpose for the class, a vision for the future, and working together to create processes to accomplish this vision. We use tools or methods such as Code of Cooperation, P3T, Flow Charting, Continuum, PERT and Gantt to achieve this aim.
Student Ownership and Voice
Student ownership and voice describe the way Ingenium students engage in the learning process and classroom management. Student Ownership takes place when we involve students in managing their own time and processes to create a self-guided learning environment . Students are the drivers of their own thinking, learning, and behavior. Tools such as Operational Definitions, SOPs, Flow Charts and Capacity Matrices aide in this process. Planning tools such as Gantt, PERT and Control Charts enable students to plan and become accountable for their own learning and timelines. Student Voice emerges when students have input into how decisions are made in the classroom. We use unique tools such as Class Meeting, Parking Lot, DIGA, Loss Function, Multi-Voting, NGT, and Consensogram to ensure that classrooms are truly student-centered. These tools help students build confidence by empowering them to facilitate their own team discussions and provide feedback to the teacher for improvement.
Continual Improvement and Innovation
Continual Improvement exists when students and teachers use strategic methods to measure, reflect and improve. Students, teachers and administrators are coached to aim for continual improvement in everything they attempt. Teachers work with students to create methods to measure progress. Students reflect on on their own progress and also the forward movement of an entire class. Students work with their teachers to identify causes of poor performance or behavior and create new methods to improve learning and/or eliminate problems. We use tools such as Loss Function, Bar Charts, Interrelationship Digraph, Run Charts and Control Charts to track and improve performance.
At Ingenium Schools we refer to Probletunity Thinking, where problems become opportunities for improvement. Students, teachers and administrators use a method called PDSA - Plan, Do, Study, Act when improving targeted areas and developing action plans to reach them. By using the PDSA process, students become more flexible and confident as they learn to embrace successes and study how to improve on setbacks. Teachers continually work with their students to address learning gaps and create Implementation Intentions for improvement. Tools such as Problem Statement, Plus-Delta, Perception Analysis and Potential Improvement Matrices are used in this process.
When striving to create new learning habits or improve behavior, students and teachers work together to create individual and class Implementation Intentions . This process involves identifying specific target areas for improvement, Imagineering the desired state, and clarifying intentions by specifying, time, duration, place and method for tracking performance. The aim is to create new habits for learning and behavior that become automatic in performance.
Capacity Matrices (CapMat)
An essential component of our Ingenium Learning System is the use of Capacity Matrices. Capacity Matrices describe and delineate the essential elements of learning for students, teachers, and parents. We use Capacity Matrices to pre-heat neurons or brain cells to be ready to learn and apply concepts. Capacity Matrices provide focus on the depth and breadth of learning and serve as a guide and reflection tool for students, teachers and parents. Capacity Matrices also enable students to self-assess their progress.
How do people learn? How does the brain work? How do we work together to create new levels of learning and thinking? These questions guide how we create Learning Experiences and how we manage classroom environments. Understanding Thinking , brain research or neuroscience guides all our practices. Mind Maps, 5 Whys and Lotus Diagrams are used in classrooms to reflect how the brain works and creates learning.
Ingenium is a Learning-Based system. Our aim is to create powerful Learning Experiences with students that:
● Create positive attachments to the learning.
● Have a high degree of meaning and relevance.
● Enable Student Ownership of process and outcome.
● Create strong collegial relationships with peers and adults.
● Enable students to meet or exceed standards for excellence.
Ingenium School’s strive to develop deep levels of Intrinsic Motivation in every student, strengthening the inner drive to achieve. We accomplish Intrinsic Motivation through:
● Giving students more control or autonomy over their learning processes.
● Teaching students to cooperate with classmates and teachers at the highest levels.
● Supporting students to own both successes and failures.
● Creating high levels of meaning in their learning.
● Challenging students to define and achieve high levels of learning and behavior.