JCBS uses an experiential , experimental and innovative approach that makes it possible to adopt a cutting-edge didactic and educational style. The child is not seen as a "container" to be filled with rules and notions, but as the protagonist and creative creator of his own growth process and knowledge .
The teachers, in teams, plan the activities in an interdisciplinary way , guaranteeing the acquisition of contents / knowledge, and favoring the learning and achievement of the skills and competences of the various subjects.
In particular, the disciplines of history, geography and science are designed and managed in co-teaching by the English mother tongue teacher and the Italian mother tongue teacher. During the lesson hours dedicated to these subjects, the two teachers manage the class group together, allowing students to consolidate their language skills and exposing the children to both languages at the same time, thus allowing them to experience an authentic bilingual model .
INNOVATE IN TRADITION
ONE OF JCBS'S GOALS IS TO CONSTANTLY INNOVATE ITS TEACHING METHODOLOGIES, ALWAYS IN RESPECT OF OUR TRADITION.
The natural consequence of this type of organization is the use of methodologies such as:
Inquiry Based Learning (IBL), through experience and experimentation, stimulates and involves the child to ask and ask questions, formulate hypotheses, observe, research, develop methods of verification, analyze data and present results.
Research Based Learning (RBL) based on the idea that learning can be guided by a process of independent investigation and research of the child, was created to facilitate the integration and synergy of knowledge and skills, especially in the field scientific.
Cooperative Learning favors the development of the ability to think, plan, decide, act and evaluate in a group. In this context the teacher becomes a facilitator of the group itself, working with the pupils, making them protagonists of their learning, according to the achievement of common and shared objectives.
ALONE WE CAN DO SO LITTLE; TOGETHER WE CAN DO SO MUCH
The evaluation of the student is to be considered a fundamental moment of a didactic activity as previously described.
Safeguard the harmonic uniqueness of each individual pupil ;
It includes both data collected from the observation of the learning process, and data regarding the final result of the various activities;
It is placed in a dialogical dimension (teacher / pupil), so as to help each one to know both his own strengths and his own weaknesses (self-assessment).