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Laurel High Global School

The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.

- Jean Piaget

Learning is dependent on the pedagogical approaches that teachers use in the classroom. A variety of pedagogical approaches are used for nurturing the ability to learn among the students. Laurel High believes in the capacity of their students to learn, and carefully utilize a range of pedagogical approaches to ensure this learning occur in a joyful way.

Learner and Learning Centered Pedagogy

Laurel High pedagogy is learner and learning centred in which learners play an active role in the learning process. Students use prior knowledge and connect to the new experiences. The teacher facilitates this process by creating the conditions for learning. Teachers use local context, including the number of students in the class, the physical environment, the availability of teaching and learning materials, etc. Teachers are flexible and carefully adapt their pedagogical approaches based upon the school environment.

A host of pedagogical practices are promoted in the Laurel High that suits the needs of the learner and the subject knowledge; Teacher spoken discourse (including instruction, explanation, metaphor, questioning, responding, elaboration and management talk); Visual representation (using a chalkboard, writing, diagrams, pictures, digital resources, textbook, learning aids such as stones, experiments, drama) to understand or construct the new knowledge being presented or indicated to the learners;

The act of setting or providing tasks for learners to cognitively engage with new content or develop physical skills, such as experimentation, reading, writing, drawing, mapping, rehearsing, problem solving, practicing; A variety of social interactions, in which language is central between learners or learners and teacher such as pairs, groups, individually or whole-class; Teachers’ monitoring, use of feedback, intervention, remediation and formative and summative assessment of the students or assessment by the students themselves.