Principles

Principles for implementing democratic pedagogy

Choice

Providing option for students to choose (between subjects and areas, and also within a given area) creates motivation to learn, and strengthens responsibility for their own learning. Creating a structured space for choice gives students options to express themselves individually, to state their preference in a given sphere of interest - this in turn enables them to experience success, and respects their uniqueness.

The learner's uniqueness: feedback that generates learning

Observation of the students during their learning process - in order to develop learners with strong emotional intelligence who can distinguish the learning pattern/s right for them. Feedback is performed both as a personal dialogue between student and teacher, and within the learning community. It accompanies students along their learning journey: it does not focus only on outcomes or on the knowledge acquired but also on the process of learning and the students' choices. Each learner discovers which are his/her strengths and areas of growth; how they learn better (alone, in a group, frontal teaching, etc.), what are their goals and targets for learning, how they implement them, and how they should cope with possible difficulties.

Varying teaching methods

All learners have their unique strong points and growth areas, learning pace, and a unique style that suits each one. Teachers feature a wide variety of teaching methods: frontal teaching, group work, creative work, project - focused learning, playing games, watching a film, dramatization, listening to music, brainstorming, storytelling, writing a diary, Socratic dialogue, using images and metaphors, sharing and reflection, board games, worksheets, going outside the classroom space and so on. Teachers aspire to keep abreast of innovative teaching/learning methods in his own country and others. The recommended learning environment is one supports all kinds of teaching/learning opportunities, creates the stimulus to learn, and encourages students to experience new things.

Learning skills

Developing learning skills and coping with new knowledge - skills for searching and extricating information, testing and examining it critically, understanding the context in which the information is found, and its degree of relevance and connectivity to other bodies of knowledge. Developing the skills to distinguish the personal expression regarding knowledge - why is the star is significant for me, how can I add its knowledge to knowledge. Developing skills enabling learners to be independent learners. In whatever area they choose.

Active learning

Encouraging learning through experience and going out into the world, observing it and developing initiative and initiatives.. Learning by doing, by confronting real relevant problems, through contact with authentic materials, while working on personal and group projects.

From a group of learners to a learning community: participatory learning

Making extensive use of working in varied groups, encouraging learners to create a shared knowledge-base, exchange opinions, and support each other. Each group creates a safe surrounding for uniting around a common denominator. This enables genuine coping with conflicts, encourages reciprocal support, sharing and acceptance, while preserving the proper, respectful rules of debate. Featuring group texts that raise morale and symbolise the nature of shared work.

Social activism

Providing students with responsibility for planning their learning process. Students feel autonomous, empowered, and capable of having an impact within their community - their voice counts, their presence is significant, and their contribution to the community creates a sense of satisfaction. They are helped by critical thinking, casting doubt on knowledge, and undermining the "taken for granted". Within the learning community - all these encourage the sense of dissatisfaction which is expressed in the desired way in the broader community where they live and work.