Photo by Brianna Mellings
Our Approach
Many years ago, the Russian psychologist, Vygotsky, coined the term, “zone of proximal development.” This zone is the place where a perfect balance is struck between challenge (what is outside comfort) and ability (what one is already competent at) for a learner. This zone is, of course, different for each person. That is why at PSII we do not pretend that groups of learners will learn optimally from exactly the same activities at exactly the same time.
Not only is the optimal curriculum, therefore, not a universal one, but it also can not be completely predetermined, even when one is thinking of individual learners.
In the inquiry process, learning is organic, with new questions emerging all the time. Many of those questions are unpredictable, making it necessary for teachers to manage and support this emergent nature of learning at PSII. That is not to say we don’t plan ahead; we do! But we plan in a way that allows significant openings at suitable times for emergent learning to fit. Teachers are responsive and learners have agency in their learning.
The PSII Approach to Learning and Teaching
The shape of the learning path at the Pacific School of Innovation and Inquiry is the key tenet and the reason for this school. It is a combination of:
- Emergent curriculum – the idea that what a learner needs or wants to learn becomes apparent through the teaching and learning relationship and is informed by earlier learning and assessment. What emerges for each learner is unique to each learner.
- Common curriculum – There are some learning goals that are universal – either set by the province of BC or that are simply important for all learners to access. Even common learning goals can be addressed through the individual lenses created by and for each learner. PSII teachers co-construct a learning path that is based on personal inquiry and readiness, but that is mapped into the BC curriculum, so that learners can meet BC graduation requirements.
At PSII, learning paths, made up of both emergent learning that arises through the inquiry process and personalized learning lenses for common learning goals look something like this, when seen as proportions of all learning undertaken at the school.