It was a pleasure to welcome our team for a long time delayed presentation.
The main grace of this method is that it guarantees our students go through a proper foundational course before landing on the GRADE 1 syllabus.
One big challenge
One of the biggest challenges consisted in integrating the educational trip of this particular method with the assessment points proposed by our pre-grade levels. In this “beta” version, we used Bartok as the measuring tool to understand when to execute the three assessment points. Later on, the method will have the three milestones correctly marked by Gisela herself.
How to implement the method?
At this stage we will apply the theoretical part of the method until lesson 9. From that point on we will continue by applying the auxiliary PDF included in the same folder.
Does this method replace WKMT’s pre-grade system?
Not really. It complements it and enhances it. It provides much more and better instructions about how to approach and resolve the challenges proposed by the pre grade different syllabuses.
Why is it so much better?
Because it interacts with the student in a much more “up-to-date” way. Gisela designed the process in such a manner that the contents delivered per session are clearly differentiated and wisely compartmented. The latter helps our students feeling more rewarded while they constantly accomplish small objectives which have a clear beginning and a clear end.
How many subjects -called lessons- should we deliver to our students in each session?
The answer to this question is fabulous: as much as you believe is right. We can also say, as much as each students can successfully take. The heavy partitioning of the syllabus encourages our teachers to truly adapt the content to each student’s need, never pushing the boundaries too hard and making sure we encourage the gifted to move fast at the same time.
What is the purpose of applying a process like this one?
The main purpose is to provide team teachers with a solid framework. WKMT operates as a “super pedagogue” that transcends individualities. That means that our teacher team is constantly working together to create this entelechy, which takes care of our students beyond our individual abilities and limitations.
Gisela Paterno’s process summarizes 8 years of teaching, learning, leading and compiling the experiences of both teachers and students. In that way it is a state-of-the-art tailored made teaching approach which is exclusive of our practice and constantly develops itself.