Page 15 - Llibret_socrates_eng

Educational Method Socrates Educa 15
®

We connect our students with real life and the practical application of their
knowledge. Students develop questions, not just answers, in order to strengthen

their critical thinking.

CAPACITY TO LEARN
Students always learn in a unique way, We enable the deepening and consolida - affection and curiosity with activities and
using multiple strategies, in a stimulating, tion of new knowledge because it is only spaces which are planned to meet their
open, respectful environment which pro- when we truly assimilate new learning needs. They are plural and integrated
motes curiosity. This allows us to explore that we can explain it to others. We pro - environments which promote creativity,
our skills, feel satisfied with our successes mote debate, effective questioning, peer inquiry, critical thinking and curiosity in
and deal with mistakes which are in fact a learning, oral presentations, challenges, the child and young person by stimu -
new opportunity to continue learning. problem solving, self-regulation, and lating intellectual dimension as well as
self-organization. emotional and social dimensions. These
The student feels motivated and deci - learning environments focus on indepen-
des to learn. The activity is useful, real, Learning activities take into conside - dent learning where the student is the
meaningful, functional and transverse ration the growth rate of the children creator and protagonist. This is collabo-
without forgetting that the executive and young adults. We design diverse, rative, social and inclusive learning which
functions can also be improved, stu- dynamic and stimulating environments. respects and celebrates the differences
dents develop their memory of the work, This stimulation is generated by the of all, connected to their emotions and
mental flexibility, self-control, capacity to interaction of the students with their motivations, recognising differences, pro-
adapt, the skills of attention and concen- environment, looking, touching, trying moting transversality and the horizontal
tration, the capacity to organise, to plan out, experimenting, interacting ... The connections between different academic
tasks ... teaching staff respond to their need for
dimensions
.