Our Model
Bridge21 is for the way we learn now.
Our model is designed with the learning process in mind. We believe that how we learn is as important as what we learn.
To develop the model we’ve borrowed from the best of collaborative learning research that we can find. We’ve also drawn on the Scouting movement and a host of academic, social, and leadership development theorists, turning their great ideas into practice.
All our programmes are designed to incorporate the following components:
- Team-based
- Technology mediated
- Project based
- Cross- curricular
Through these components our model allows for creativity, problem-solving, peer-learning and collaboration- all essential skills, we believe, for thriving in the 21st Century.
Team-based
Teamwork comprises a large part of our model. We believe it can have a positive impact on academic progress, pupil behavior and relationships between teachers and pupils and between the pupils themselves.
Technology mediated
Collaborative sharing of ICT resources within each team is actively encouraged.
Each team is given access to enough equipment to enable sharing and collaboration while avoiding the individualisation of workstations, helping to build team interdependence and peer learning.
Project based
We enable a structured project based approach to learning. Teams are presented with challenging projects, often involving technology, and given a deadline. Through the project cycle, the team is supported with mentors to help them reach the deadline and encourage reflection on the learning process.
Cross-curricular
Projects work across the curriculum. Whether Maths or music, English or art, our group model of learning can be adapted to meet content needs.
Learning Space
We think the physical space of learning is important. We configure the learning space to provide for group learning with breakout areas and alcoves, each facilitating information exchange, team collaboration and individual reflection. We also incorporate a presentation area, for group discussion and reflection. In this way both open space learning and private conversation is supported.
Within the space, mentors and teachers become guide and facilitators, learning alongside the pupils.
Putting it all together….
Here’s what the students have to say about their learning experiences…
“We were asked to Brainstorm and we made a video on how children are taught and what we would like to change. We also made a survey of what the other students thought about school, teachers and the curriculum.”
“All in all we think it went well, as the team worked together and we finished on schedule. We think this way of teaching is great! Peer education will go a LONG way!!”
“We thought that the whole thing was a great experience, and hope that by us participating in this ‘experiment’ we could help future student learn better.”
This diagram shows the key features of the Bridge21 learning model:
