|Traditional Education Model||Cornerstone's Education Model|
|Mixed leadership approaches||Biblical servant-leadership|
|Teacher-centered||Learner-centered; cultivate strengths, interests|
|Cover Content||Learning by doing: projects, teams|
|Memorizing information||Using information-global access|
|Teacher as lecturer||Facilitator/Co-learner/Coach|
|Whole group configuration||Flexible grouping configurations using mobile, modular furniture|
|Single instructional and learning approach||Multiple instruction and learning methods to engage all students|
|Memorization and recall||Higher order thinking skills – creativity, synthesis, handling ambiguity, solving problems|
|Textbook dependent||Multiple sources of information|
|Teachers teaching to one learning style||Teachers addressing multiple learning styles|
|Learning content||Learning how to learn|
|Learning isolated skills and factoids||Completing real world projects|
The Model T didn’t emerge from strapping an engine to a horse. . . when it comes to school design [let’s] rethink its fundamental structure. It’s time to boldly reimagine. . . using the power of human-centered design, the latest adolescent neuroscience and project learning--to usher in a new era of education that prepares students for this century, not the last. . .
Stanford Education Innovation Fellow
Technology Integration in Education
Relevant Tools for Learning
To prepare students for a smoother transition to the workforce of the future, instructional practices must engage students in more relevant, real-world experiences that support critical thinking, collaboration, problem solving and the use of digital tools. To address this shift in the world, all CCALL students are assigned an age-appropriate technology device that they use daily as part of their instructional program. All the classrooms have multiple large displays, smart white boards and mobile furniture to foster collaborative learning opportunities. Students working spaces are carefully designed around the latest brain research about movement, time and attention span, and are adapted to learning and distance learning techniques where needed.
Impact on the CCALL Educational System
Recent research in cognitive science and neuroscience has given educators new insights into how students learn. Typical school curricula are too wide and shallow. The bottom line is that learning connections take time and maintenance. Therefor. When it comes to determining content, less is more! When teachers try to teach too much, too fast, learning does not last.
The goal is to structure lessons that rely less on rote memory because repetition in different contexts means better retention. Helping students access and use more effective types of memory storage and retrieval will literally change student brains. Effective learners organize knowledge not simply as a list of facts and formulas that are relevant to the domain; instead, their knowledge is organized around core concepts or ‘big ideas’ that guide their thinking about the domain.
“The recent research into the brain is helping us better understand curriculum, discipline policies, assessment challenges, cafeteria food, the role of the arts, retention policies, and countless other aspects of the teaching profession. This is an exciting time for education!” (Eric Jenson, Teaching with the Brian in Mind, 2005)