"The teaching program of Mind Lab is organised according to the age group of students, respecting the individual characteristics of each and the particulars of the curriculum of partner Schools."

Teaching Program
Education Programme

We believe that the best way to contribute to education is by assisting schools in their ongoing efforts to improve educational quality. One of the best ways to accomplish this is to empower the schools’ own teachers with innovative educational programmes and with pedagogical tools that work.

Mind Lab’s curriculum rests on solid theoretical foundations and draws from the ideas of prominent scholars and researchers – from Piaget, Vygotsky, and Dewey’s Constructivist Theory, to Gardner’s Multiple Intelligences, and Feuerstein’s Instrumental Enrichment. Our curriculum translates these theories and widely-accepted ideas to a set of well-structured courses and powerful practical tools, which teachers can implement successfully and systematically in their classrooms.

The courses have been structured in a modular way that enables teachers and students to join Mind Lab at any stage, while the spiral structural aspects of the methodology guarantee a profound learning experience to those who “work their way up” through more rudimentary courses. All of our courses have been designed to meet the developmental stages of students of different ages, to respect the individual skills and learning styles of each child, and to flexibly respond to the curricular preferences and priorities of each school.

Curriculum

 

 

In middle primary (years 4 – 6) , the focus becomes the use of internal instruments in specific problem situations. During this stage of development, the process is focused on needs specific to the beginning of adolescence (social and emotional aspects), such as decision making, planning the use of internal tools in more complex problem situations, higher abstraction.

General Objectives:

  1. Encourage consolidation of concrete operations of thought.
  2. Improve the strategies of action governed by the rules of the game and by the actions of another.
  3. Develop the ability to cope operatively with the rules of the games.
  4. Help overcome the limits of concrete thinking.
  5. Enhance communication skills – capture, analysis and expression of information.
  6. Promote the development of strategies for planning and orderly execution of actions.
  7. Encourage recognition and management of available resources.
  8. Develop the ability to deal with frustration and satisfaction.