Our Teaching Learning Methodology

At the Bronston Learning Centres, our Teaching/Learning Methodology is based on the principles of Self Directed Learning,  We believe that preparing students to gain admissions into university programs is half the battle. Preparing students to manage the rigorous coursework and learning environment at the university is vital to the future and academic success of students. To this end, we work together with Bronston Canadian Academy to employ the use of teaching/learning strategies that prepare the students for the task ahead.

“U Direct Learning”

Our self directed teaching/learning program, is based on the principles employed at Bronston known as   “U Direct Learning”. This is based on the concept that students learn better in an environment where they are encouraged to play a major role in their learning process. The concept of self directed learning is not new and has been explored by several educational organizations and educators, to achieve the best teaching, learning methodology possible. With the help of  guidance counsellors and teachers, our students play a role in course selections based on their academic goals. The teaching process itself allows students to fully participate in learning through ongoing research, self and peer evaluation, and a mastering of coursework through our Academic Challenge and Student Focus program. The students are thus groomed to become young adults who have learned to take responsibility for their own learning, giving and accepting constructive feedback, as they move along the learning continuum. In this process, students become proficient as self and peer evaluators, a process which is vital in learning and professional life.

 See an illustration of self directed learning by the University of Waterloo.
 

Assessment and Evaluation at Bronston

The Assessment and Evaluation process at our learning centres is conducted by B.C.A. teachers and ensures that our students are provided with ongoing performance evaluation through Formative Assessment.

Following the principles of Formative Assessment, teachers do not progress to subsequent lessons unless they have demonstrated a clear and consistent command of each subject area. In some cases, it may be necessitated for specific students to be provided with extra lessons and or custom time tables in order to successfully complete lessons.

This mode of Assessment and Evaluation allows for the learning development of each student. Assessment is therefore of the nature that results in teacher and student designed interventions towards the acquisition of knowledge by both the student and the teacher.