At AISK, we believe that as humans, we learn by asking questions and then following where our curiosity takes us. Here, the classroom is not the place for rigidity. It’s the place for empowerment, the place for creativity, flexibility, and spontaneity—the place for education. Our teachers support curiosity and exploration in every division of the school, encouraging their students to investigate the paths that excite them most. Classroom discussions are led by student interest, and the lesson plans evolve to incorporate those interests as well, thus making learning more meaningful and relevant to the student.

While this student-led approach may sound lax, it is anything but. Hurricanes are held to a high standard of learning, and are encouraged to take their inquiries much further than they would if left to their own devices.

The whole art of teaching is only the art of awakening

the natural curiosity of young minds for the

purpose of satisfying it afterwards. -Anatole France

Our differentiated instruction model uses data to identify which teaching modifications will provide different groups of students with the best results.Twice a year a set of assessment tests called MAP (Measures of Academic Progress) tests are given to the children, who are then grouped with similar learners for specific subject reinforcement. While the childrens’ overall learning goals are not affected, the tools they are given to approach those goals—the content, processes, and materials—are much more flexible.

For example, some children may require more support to achieve their language study goals. Instead of lowering the goals for those children, they would be grouped together and given extra support so they can meet the goals that had been set. This could look like access to alternative materials, extra time within specific projects, or even more time with the teacher.

To complement the Differentiated Instruction model, AISK employs the Personalized Learning theory to help our teachers meet our students where they are, and help them reach their goals through multiple kinds of experiences, not necessarily limiting them to traditional testing and essays.

For example, while one student may do well writing a research paper about the different types of sedimentary rock, another may be able to convey the same knowledge as an interactive model of rock layers, or a dramatic retelling of geologic formation. Providing these kinds of experiences helps our students connect the information they learn to their life immediately, by drawing parallels between schoolwork and activities the children readily understand.