We believe that all students should have a chance to learn at a pace and in a way congruent with their individual ability. We aim to keep students engaged and challenged by meeting them where they really are—not where they should be based on their age. Our flexible ability groupings in math and reading allow students to work at their own pace and engage in learning and discussion with like-ability peers.
We see age norms and curriculum frameworks as a reference point—not the goal—as we customize individual learning plans (ILPs) and experiences that engage each child both as part of a school community and in a way that honors their capacities and interests. We employ assessment, ILPs, differentiated instruction, independent projects, and flexible groupings to enable a customized learning experience for each student.
Topics and ideas are explored within a larger context, as teachers customize curricula built around essential questions and define projects and culminating events in which all facets of learning can be developed concurrently and connected to broader topics of inquiry. This enables students’ development of systems thinking capacities, while garnering knowledge in all areas (history, science, engineering, economics, philosophy, world religions, geography) in a meaningful framework.
Along the way, as students ask questions or initiate project ideas, teachers facilitate and tailor the learning pathway to align with high engagement topics. Taking a thematic approach and honoring students’ interests enables them to have a higher sense of purpose in their learning, to be motivated to make progress and gain skills in their areas of deficit, and to have a high sense of engagement—and joy—at school. Real projects are hatched from this inquiry-rich approach and are conducted in partnership among students and teachers, enabling students to test out the impact they can have in their immediate community.
Even our youngest students engage in concepts like engineering, computer science, technology, life sciences, and more. These, we believe, are the keys to unlock student potential and empower them to take on the jobs and challenges of our time.
We seek out future leaders, scientists, artists, mathematicians, musicians, writers and explorers alike. We believe intelligence comes in many forms, and we focus on each. We focus on developing the whole child, with emphasis on each child’s social and emotional well-being. We emphasize social responsibility, self-awareness and character development, encouraging students to make a positive impact in their communities.
Our philosophy emphasizes analysis, synthesis, evaluation, and creative application of ideas to other domains. We expect 80% of class time to be spent in the realm of complex thinking; during these times, students are engaged in asking, writing, solving, and making. With teachers as coaches and guides, students engage in new and complicated topics. We believe that the role of school is to develop students’ capacities to engage effectively within teams, solve problems, and to persist through challenges, all while keeping their innate curiosity alive.
Core to our mission is to offer each individual the freedom to pursue interest, nourish curiosity and foster exploration. In addition to Individualized Learning Plans, each student has a chance to further pursue an area of particular interest. Every Wednesday, students partake in “Creativity” electives. And each year, we hold culminating events where students showcase their work.
Da Vinci Academy functions as a “lab school” where we can invent, pilot, and improve on educational pedagogy, curriculum, and practice. We strive to cultivate student initiative, and then develop students’ skills to be able to do or create something that authentically connects to the world outside the classroom.
Our English language arts instruction includes reading foundational skills (phonics, decoding, etc.) based on the Orton Gillingham approach, textual analysis, writing, spelling, and recitation/performance. Because learners come to school at a range of language developmental stages, most learning is done individually or in small groups, to tailor instruction to students' individual readiness and levels. We center instruction in workshops; students have guided choice in their independent reading, and they work on writing products over time, receiving feedback and refining. To support students' need for movement, our classroom allows students to relax and get comfortable with flexible seating choices, standing, or using stretch bands to swing those active legs.
Designed to allow students to progress individually, and to advance as dictated by their individual abilities, our mathematics curriculum is not only aligned to state content standards but provides ample opportunities for challenging, hands-on, deep mathematical understanding and discourse. In the early grades, mathematics instruction includes math fluency instruction. We embrace technology, to allow our learners to progress toward mastery at their individual pace, and we integrate hands-on learning and problem solving in our daily "math recess." Our mathematics instruction includes a combination of hands-on learning using manipulatives and technology centered around problem-based learning, puzzles, and mathematical challenges.
We believe that a well-rounded education includes opportunities for students to understand the history and geography of the world they live in, and we integrate this instruction into English language arts instruction, reading, writing, and learning about history, geography, and cultures. Our curriculum is organized around thematic units, so that learning flows seamlessly from literature to history to scientific study.
The study of science offers so many opportunities for students to practice their reading and mathematical skills, in a hands-on learning, real-world context. In science classes, we support students' growth in critical and analytical thinking skills, in the framework of life science, earth/space sciences, and physical sciences.
Because gifted learners develop deep passions, our goal as their learning guides is to expose them to multiple opportunities to learn. Our enrichment offerings include technology (robotics and coding), Japanese, art, and music. We also provide a maker space, where our young learners have time and space to create or pursue their own individual interests and passions.
Our learners need time to play, independently or in groups, and movement and activity is important for their development. We incorporate regular breaks into instruction, to support children's need to move, interact with peers, or play independently.
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The Da Vinci Academy admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.
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