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PLATAFORMA VESS
PLATAFORMA VESS
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Construyendo una cultura de Pensamiento

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Edu1st

Edu1st es una organización pionera y de vanguardia creada en Estados Unidos; que busca, con integridad y pasión, transformar la educación, promoviendo una Cultura de Pensamiento sostenible en el tiempo. Para lograr este propósito Edu1st creó y desarrolló el Modelo VESS. Modelo de transformación institucional, avalado por la Universidad de Barcelona; que está siendo implementado en múltiples instituciones educativas alrededor del mundo.

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Más de 20 años de experiencia en gestión educativa

Edu1st proporciona un sistema de modelo operativo probado y eficaz, con soporte internacional, presente en más de siete países y 120 centros educativos. Orientamos y apoyamos a las instituciones en cómo se logra la implementación de una cultura de pensamiento sostenible: con capacitación, consultoría, sesiones de coaching y herramientas prácticas que aseguran el éxito. Edu1st ofrece un concepto diferente que ha sido desarrollado, probado e incorporado permanentemente a las mejores prácticas a nivel mundial.

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Propietario y creador del Modelo VESS

Modelo educativo bilingüe, internacional, avalado por el Instituto de Neurociencias de la Universidad de Barcelona; implementado en los 6 centros de Edu1st, los 2 colegios internacionales en Colombia y la Red Internacional VESS; que está compuesta por más de 120 colegios en 8 países.

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Premios y certificaciones

  • Avalado por el Instituto de Neurociencias de la Universidad de Barcelona
  • Galardonado en 2022 con los premios: “Best Company Award” y “Outstanding Leadership Award” de Education 2.0 Conference
  • Galardonado en el 2019, con el premio a los protagonistas de la educación por “Premios Magisterio”.
  • Certificado para School Readiness por el estado de la Florida
  • Reconocimiento en el 2016 por parte de la Fundación Telefónica de España a los 50 proyectos más innovadores a nivel mundia en educación
  • Pionero en la implementación del Pensamiento Visible en la temprana edad
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Nuevos servicios y oferta 100% flexible

A partir del 2020 Edu1st amplio su oferta de servicios, creo nuevas plataformas, ofreciendo sus cursos y certificaciones de forma presencial o virtual; adaptándolos a las necesidades de las instituciones.

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Campus Virtual VESS

Edu1st lanzó en el 2020 el Campus Virtual, un espacio que contempla:

  • Proceso de formación y certificación de Formadores VESS
  • Coaching virtual en aula
  • + de 20 cursos en formato hibrido
  • Talleres de profundización
  • Formación en Culturas de Pensamiento VESS (VESS I – VESS V)
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Plataforma VESS

La plataforma VESS es un medio digital para compartir, aprender, acceder a recursos y documentos, así como conectarse y trabajar de manera colaborativa. Está diseñada para proporcionar a los miembros de la comunidad educativa soporte y apoyo en el proceso de implementación de las diferentes estrategias y herramientas que permiten la consolidación de una Cultura de Pensamiento VESS en la institución.

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VESS Edu Journal

VESS Edu Journal es una publicación en alianza con Rima ediciones, con el fin de generar contenido orientado al Vanguardismo Educativo.

Su objetivo es construir en comunidad un ecosistema de aprendizajes significativos.

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6 Centros de Educación Infantil

Edu1st es propietaria de 6 centros de educación infantil, los cuales están certificados por el Departamento de Educación de la Florida.

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Liderazgo, innovación y desarrollo permanente

Edu1st lidera procesos de investigación, actualización e innovación permanentes.

Edu1st, en colaboración con la Universidad de Barcelona, lanzó la primera Cátedra de Neuroeducación en España; siendo los fundadores de Edu1st maestros en el programa de Neuroeducación ofrecido por esta Universidad.

A su vez, esta entidad certifica el programa completo de VESS y juntos buscan continuamente desarrollar nuevos cursos y líneas de investigación.

Edu1st también, lidera la Semana Internacional de Pensamiento VESS, una semana de conferencias internacionales que se realiza anualmente y que reúne a expertos y líderes mundiales en educación.

Su objetivo es construir en comunidad un ecosistema de aprendizajes significativos.

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Transformando la educación en el Mundo

Edu1st está presente en 8 países, y cuenta con un equipo internacional interdisciplinario, que busca generar un impacto positivo en la comunidad a través de la transformación educativa; con el fin de contribuir activamente a la sociedad y formar individuos que lleven vidas Equilibradas con Sentido y Sabiduría.

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Fundada en el 2000

Edu1st fue incorporada en los Estados Unidos en 2000 por Ana María Fernández y Gilberto Pinzón; conferencistas internacionales, cofundadores de la primera Cátedra mundial de Neuroeducación de la Universidad de Barcelona y profesores del Máster y Postgrado de Neuroeducación en la misma universidad.

BIOGRAFÍA
BIOGRAFÍA

¿Por qué elegirnos?

Cutting

Vanguardia e Innovación en Eduación

Edu1st, está en constante búsqueda, estudio e integración de los mejores y más innovadores enfoques en la educación con el fin de construir un modelo que permita desarrollar las habilidades y necesidades requeridas para el aprendizaje en un mundo en rápida evolución.

respaldo

Respaldo y Presencia Internacional

Edu1st es una compañía americana, que cuenta con el reconocimiento de más de 120 instituciones que implementan el Modelo VESS y que constituyen la Red Internacional VESS. Siendo ademas el Modelo VESS certificado en su totalidad por la Universidad de Barcelona.

coaching

Coaching, Actualización y Entretenimiento

Edu1st fomenta la transformación educativa llevando la teoría y la investigación a la práctica. Acompañando, así, a docentes y directivos en sesiones de coaching y entrenamiento permanente; buscando con ello, implementar una Cultura de Pensamiento sostenible.

equipo

Equipo Internacional e Interdisciplinario

Edu1st está conformada por un equipo de profesionales y educadores apasionados que trabajan por generar impacto y promover un cambio positivo en la comunidad, a través de una educación visionaria y transformadora.

flexibilidad

Flexibilidad

A través de su Modelo, Edu1st provee estrategias innovadoras y herramientas educativas para generar un proceso que se adapte, con facilidad, a las necesidades de cada institución y que permita así consolidar un proceso que se adapte a las necesidades de la realidad institucional.

vidas

Vidas equilibradas con sentido y sabiduría

Promueve una educación que fomenta la comprensión y la transferencia de lo aprendido fuera de las aulas. Guía la formación de individuos con el fin de que lleven vidas equilibradas con sentido y sabiduría.

¿Qué ofrecemos?

Asistencia en la gestión y puesta en marcha

Generación de culturas de pensamiento sostenible

Red de Colegios Internacional VESS

Plataforma VESS

Sistema comprobado de modelo operativo

Implementación y Acreditación en Culturas de Pensamiento VESS

Equipo

Nuestro equipo está conformado por un grupo de profesionales interdisciplinarios altamente calificados que desarrollan y fortalecen las diferentes áreas de Edu1st.

SABER MÁS
RED VESS

Portafolio Edu1st

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Bienvenido a Nuestra Sección de Noticias

Mantente al día con los últimos acontecimientos. Desde eventos emocionantes hasta anuncios importantes, este es tu lugar de referencia para todas las noticias y actualizaciones. Vuelve a menudo para ver qué hay de nuevo y mantenerte conectado con nuestra vibrante comunidad.

DIC 01 2023

Nuestro modelo VESS ha sido certificado por el estado de Florida para el Programa de Preparación Escolar.

AUG 26 2024

Nuestro modelo VESS ha sido certificado por el estado de Florida para el Programa de Preparación Escolar.

SEP 06 2024

Nuestro modelo VESS ha sido certificado por el estado de Florida para el Programa de Preparación Escolar.

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Learning autonomy

Learning autonomy refers to the skills and dispositions needed to be independent in one’s capacity to learn new things. It is seen by neuroscientists as a key determinant of life-long success and academic success in school. the VESS educational approach focuses not only in learning academic content but in developing the learning autonomy to be efficient learners of future content, wherever they go.

With an advanced capacity to express and understand more complex information, 4 and 5 year olds are absolutely ready to become aware of their own thinking process (also known as metacognition) if the environment and mentors provide the opportunity with the right strategies.

Our educational program teaches academic content through Thinking Strategies that foster metacognition. These neuroscience-proven strategies include Thinking Routines, Concept Maps, and the Thinking Keys.

“Learning comes pretty easy when children understand how their thinking works” explains Ms. Julia, PK3 and PK4/5 teacher.

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Holistic Development

We consider all chidren as unique individuals with multiple developmental needs. We focus on developing the whole child to his or her unique potential. Every experience is a learning experience carefully crafted by our teachers. We focus on multi-sensory exploration, which naturally develops your child holistically. We use a monthly artist, country and “unit of inquiry” to bring the world to the classroom through novel experiences that are exciting to our toddlers, and covers multiple developmental areas simultaneously: mathematical thinking, communication, scientific exploration, and art, as well as emotional education, thinking skills, our VESS Values, and motor skills.

Our Enrichment classes of Yoga, P.E. and Music further promote whole-child development through an area expert.

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Inquisitiveness

A key goal of our educational program is to nurture autonomous, life long learners, because learning autonomy has been proven to be a key determinant of life success. Learning autonomy starts with sparking curiosity and inquisitiveness – an intrinsic desire to explore, discover and learn. How do we promote inquisitiveness?

• Two year olds are active participants of their classrooms and have a say about the topics to explore

• The Surprise Factor – a neuroscience-proven strategy that focuses on presenting experiences to children in an unexpected and exciting way that invites them to want to explore

• Respecting children’s process and celebrating risk taking: we encourage children to explore at their own pace, plan with their preferences in mind and praise trying something hard or new.

“Surprising a child with a fascinating opportunity to explore generates engagement and emotion, getting the brain ready to really comprehend”, explains Ms. Aura, Edu1st teacher of 15 years

iconB5

Learning autonomy

Learning autonomy refers to the skills and dispositions needed to be independent in one’s capacity to learn new things. It is seen by neuroscientists as a key determinant of life-long success and academic success, and it’s development starts at birth. the VESS educational approach focuses on developing children’s learning autonomy to be efficient learners for life.

We focus first on nurturing children’s love for learning – the first step for becoming an autonomous learner – through crafting learning experiences that are meaningful, surprising and fun We use advanced thinking language in our daily interactions to promote higher-level thinking and embeed this language in children’s thinking process

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Citizenship

Toddler years are the foundation to instill in children the habits and values needed to excel in a global society

Toddlers in our school are seen as active participants of our community and global citizens. our teachers focus on making them participant of classroom responsibilities, assign roles, and encourage teamwork – whether it’s cleaning tables after lunch or passing out the placemats, we learn about community through our daily interactions as collaborators.

Our monthly country and monthly unit expose children to the inmensity of our world, increasing their awareness of how others live and think.

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Innovation & Creativity

Creativity and Innovation are at the core of the VESS educational approach. Every moment and learning experience focuses on promoting creativity.Through our Artist of the Month, for example,toddlers explore artists’ stories, techniques, and how they use colors, shapes and lines uniquely to express their emotions. Our goal is to inspire our toddlers to express through art, innovating their own art techniques and ways of telling us their stories.

In our classrooms, children have access throughout the classroom to art and science materials that they can create with, and are heard when proposing new ideas. Developing children’s citizenship, inquisitiveness, scientific thinking and learning autonomy (see other sections) fosters innovation as children feel capable of contributing in their community.

iconB4

Higher-level thinking

Our VESS curriculum fosters development through strategies that promote higher level thinking skills.

Higher-level thinking refers to our ability to do certain mental processes more efficiently, making us better learners. This ability is fostered by developing what neuro-scientists have called Habits of Mind – a mental process that, with practice, we do routinely and naturally, turning it into a mental habit. The VESS curriculum develops 17 Habits of Mind in children. Some of these include Inquire, Innovate, Consider Perspectives, Manage Impulsivity, Reflect to Learn, Synthesize, Predict, amongst many others.

The first aspect of developing higher-level thinking is a DESIRE TO LEARN, so that our first goal is to foster excitement for learning in children.

Once children are excited to know more, our teachers use neuroscience-proven Thinking Strategies to ask deep questions and get children’s thinking going. Doing this all day, every day, creates higher-level thinking routines that lead to children’s development of our Habits of Mind, and a true ability to be better thinkers and learners.

iconB3

Scientific mindset

Toddlers are in constant discovery of how the world works. With a school environment that values children’s questions about the world comes an opportunity to promote a scientific mindset. Teachers actively observe our toddlers’ interests, plan experiences accordingly and guide them to explore these through a multitude of strategies that develop advanced scientific and mathematical skills. Scientific exploration also teach children about risk taking, persistence, teamwork, careful observation, and objectivity. Sensory exploration in our classroom is a daily experience!

• The Wheel of Wonder – an age-appropriate version of the scientific method that guides children through a series of steps during an experiment: I wonder; I think; I try; I observe; I record; I discover.

• Thinking Routines – such as our “X routine”, which asks children to compare materials through their senses

• Weekly Cooking and STEM projects – that are planned based on toddlers’ interests

iconB1

Inquisitiveness

A key goal of our educational program is to nurture autonomous, life long learners, because learning autonomy has been proven to be a key determinant of life success. Learning autonomy starts with sparking curiosity and inquisitiveness, from birth! How do we promote inquisitiveness in toddlers?

• Toddlers are active participants of their classrooms and have a say about the topics to explore – teachers observe and listen carefully, adapting their planned experiences to their preferences

• The Surprise Factor – a neuroscience-proven strategy that focuses on presenting experiences to children in an unexpected and exciting way that invites them to want to explore

• Respecting children’s process and celebrating risk taking: we encourage toddlers to explore at their own pace, plan with their preferences in mind and praise trying something hard or new.

“Surprising a child with a fascinating opportunity to explore generates engagement and emotion, getting the brain ready to really comprehend”, explains Ms. Aura, Edu1st teacher of 15 years

iconB3

Scientific mindset

2 year olds are in constant discovery of how the world works. With a school environment that values children’s questions about the world comes an opportunity to promote a scientific mindset. Teachers actively listen to children’s questions and interests and guide them to explore these through a multitude of strategies that develop advanced scientific and mathematical skills. Scientific processes also teach children about risk taking, persistence, teamwork, careful observation, and objectivity. They also promote pre-literacy skills, as children are eager to express and write about what they have discovered. Some of our strategies used include:

• The Wheel of Wonder – an age-appropriate version of the scientific method that guides chuildren through a series of steps during an experiment: I wonder; I think; I try; I observe; I record; I discover.

• Thinking Routines – such as our “X routine”, which asks children to compare materials through their senses; or “I See, I think, I wonder”, which guides children to reason with evidence about their observations.

• Bar and Pie graphs – introduce children to the concepts of data analysis and data organization

• Weekly Cooking and STEM projects – that are planned based on questions that children ask in the classroom, or previously-expressed interests

by focusing on children’s interests, promoting science, experimentation, mathematics and deep thinking is simple, as children WANT to learn.

iconB5

Learning autonomy

Learning autonomy refers to the skills and dispositions needed to be independent in one’s capacity to learn new things – and its development starts at birth! It is seen by neuroscientists as a key determinant of life-long success.

the VESS educational approach focuses on developing children’s learning autonomy to be efficient learners for life.

We focus first on nurturing children’s love for learning – the first step for becoming an autonomous learner – through crafting learning experiences that are meaningful, surprising and fun We use advanced thinking language in our daily interactions to promote higher-level thinking and embeed this language in babies’ thinking process , which will become habitual vocabulary as they learn to speak

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Citizenship

All children in our school are seen as global citizens, including our babies. Our babies’ voices are heard as teachers are in tune to their needs, wants, and preferences, and respond to them; this is the first step in developing communication skills, self esteem, and embeeding an understanding in our babies that they are valuable members of our world, capable of adding immense value!

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Innovation & Creativity

Creativity and Innovation are at the core of the VESS educational approach. Every moment and learning experience focuses on promoting creativity.Through our Artist of the Month, for example,babies are exposed to artists’ stories, techniques, and how they use colors, shapes and lines uniquely to express their emotions. Our goal is to inspire our babies to express through art, and to develop an understanding that art is a language for them to express through.

In our classrooms, babies have access to age-appropriate art and science materials that they can create with. Teachers are in tune with babies’ expressed needs and interests, carefully crafting opportunities to create that are exciting for babies.

iconB4

Higher-level thinking

Our VESS curriculum fosters development through strategies that promote higher level thinking skills.

Higher-level thinking refers to our ability to do certain mental processes more efficiently, making us better learners. This ability is fostered by developing what neuro-scientists have called Habits of Mind – a mental process that, with practice, we do routinely and naturally, turning it into a mental habit. The VESS curriculum develops 17 Habits of Mind in children. Some of these include Inquire, Innovate, Consider Perspectives, Manage Impulsivity, Reflect to Learn, Synthesize, Predict, amongst many others.

The first aspect of developing higher-level thinking is a DESIRE TO LEARN, so that our first goal is to foster excitement for learning in children.

Once children are excited to know more, our teachers use neuroscience-proven Thinking Strategies to ask deep questions and get children’s thinking going. Doing this all day, every day, creates higher-level thinking routines that lead to children’s development of our Habits of Mind, and a true ability to be better thinkers and learners.

iconB2

Holistic Development

We consider all babies as unique individuals with multiple developmental needs. We focus on developing the whole child to his or her unique potential. Every experience is a learning experience carefully crafted by our teachers. We focus on multi-sensory exploration, which naturally develops your baby holistically. We use a monthly artist, country and “unit of inquiry” to bring the world to the classroom through novel experiences that are exciting to our babies, and covers multiple developmental areas simultaneously: mathematical thinking, communication, scientific exploration, and art, as well as emotional education, thinking skills, our VESS Values, and motor skills.

Our Enrichment classes of Yoga, P.E. and Music further promote whole-child development through an area expert.

iconB3

Scientific mindset

Babies are in constant discovery of how the world works. Teachers actively observe babies’ interests, plan experiences accordingly and guide them to explore these through their senses. They model advanced thinking language to describe the experiences babies are living to help them make sense of what they are experiencing. Sensory exploration is a naturally scientific process that also develops risk taking, persistence, careful observation, and objectivity, and in our classroom, it is a daily experience!

iconB2

Holistic Development

We consider all chidren as unique individuals with multiple developmental needs. We focus on developing the whole child to his or her unique potential. Each learning experience is based on our monthly artist, country and unit, and covers multiple developmental areas simultaneously, including mathematical thinking, communication, scientific exploration, and art, but also emotional education, thinking skills, our VESS Values, and motor skills. Doing so presents these areas to children how they appear in the real world, and allows them to understand how all areas relate.

Our Enrichment classes of Yoga, P.E. and Music further promote whole-child development through an expert in the area.

iconB4

Higher-level thinking

Our VESS curriculum fosters development through strategies that promote higher level thinking skills.

Higher-level thinking refers to our ability to do certain mental processes more efficiently, making us better learners. This ability is fostered by developing what neuro-scientists have called Habits of Mind – a mental process that, with practice, we do routinely and naturally, turning it into a mental habit. The VESS curriculum develops 17 Habits of Mind in children. Some of these include Inquire, Innovate, Consider Perspectives, Manage Impulsivity, Reflect to Learn, Synthesize, Predict, amongst many others.

The first aspect of developing higher-level thinking is a DESIRE TO LEARN, so that our first goal is to foster excitement for learning in children.

Once children are excited to know more, our teachers use neuroscience-proven Thinking Strategies to ask deep questions and get children’s thinking going. Doing this all day, every day, creates higher-level thinking routines that lead to children’s development of our Habits of Mind, and a true ability to be better thinkers and learners.

.

iconB7

Citizenship

Children are active participants of our school community and are seen as global citizens capable of adding value to our world. Our PK4-5 program strongly encourages independence, collaboration, and friendship, crucial skills for life in elementary school. Our teachers focus on making them participant of classroom responsibilities, assign roles, and encourage teamwork. Daily group reflection about learning experiences is encouraged, in which teachers guide reflection through questions; children’s voices are heard and everyone participates in problem solving.

Through our “country of the month” and “unit of the month” children are exposed to the inmensity of our world, increasing their awareness of how others live and think, promoting empathy, tolerance, and consideration of multiple perspectives. Through various Thinking Strategies, teachers guide children to find solutions to problems affecting the world or their direct communities.

An ultimate goal of our educational program is children capable of considering multiple perspectives and adding value wherever they go – children who are Citizens of the World, and therefore very ready to take over Elementary School!

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Citizenship

As two year olds turn three, there is a developmental shift from individual play (or parallel play) to shared play. This marks the beginning of an important mindset shift between two and three year olds.

Three year olds are active participants of our school community and are seen as global citizens capable of adding value to our world. As three year olds increase their capacity for independence and desire to contribute, our teachers focus on making them participant of classroom responsibilities, assign roles, and encourage teamwork. Daily group reflection about learning experiences is encouraged, in which teachers guide reflection through questions; children’s voices are heard and everyone participates in problem solving.

Through our monthly country and monthly unit children are exposed to the inmensity of our world, increasing their awareness of how others live and think. Through various Thinking Strategies, teachers guide children to find solutions to problems affecting the world or their direct communities.

An ultimate goal of our educational program is children capable of considering multiple perspectives and adding value wherever they go – children who are Citizens of the World – and 3 year olds are eager for the opportunity!

iconB6

Innovation & Creativity

Creativity and Innovation are at the core of the VESS educational approach. Every moment and learning experience focuses on promoting these abilities, not only in the arts, but in science, mathematics, literacy, and every other developmental area. While our PK4-5 program focuses strongly in school-readiness skills (pre-reading and writing skills, and mathematics) you will never see a worksheet or photocopy in our classrooms. Instead, children write new endings to stories, document the findings of their classroom experiment in a bar graph, or complete a web map to express their thoughts.

Through our Artist of the Month, for example, we learn about artists’ stories, techniques, and how they use colors, shapes and lines uniquely to express their emotions, inspiring children to express through art, innovating their own art techniques and ways of telling us their stories.

Developing children’s citizenship, inquisitiveness, scientific thinking and learning autonomy (see previous sections) fosters innovation as children feel capable of contributing and make part of a community that fosters their ideas.

iconB4

Higher-level thinking

Our VESS curriculum teachers academic content and fosters development through strategies that promote higher level thinking skills.

Higher-level thinking refers to our ability to do certain mental processes more efficiently, making us better learners. This ability is fostered by developing what neuro-scientists have called Habits of Mind – a mental process that, with practice, we do routinely and naturally, turning it into a mental habit. The VESS curriculum develops 17 Habits of Mind in children. Some of these include Inquire, Innovate, Consider Perspectives, Manage Impulsivity, Reflect to Learn, Synthesize, Predict, amongst many others.

The first aspect of developing higher-level thinking is a DESIRE TO LEARN, so that our first goal is to foster excitement for learning in children.

Once children are excited to know more, our teachers use neuroscience-proven Thinking Strategies to ask deep questions and get children’s thinking going. Doing this all day, every day, creates higher-level thinking routines that lead to children’s development of our Habits of Mind, and a true ability to be better thinkers and learners.

iconB3

Scientific mindset

Teachers guide children to explore their questions about the world through a multitude of strategies that develop scientific and mathematical skills that far surpass school readiness standards. Scientific processes also teach children about risk taking, persistence, teamworkd, careful observation and objectivity. They promote literacy skills as children are eager to record their data and express what they have discovered. Some of the strategies used to foment scientific thinking include:

The Wheel of Wonder – an age-appropriate version of the scientific method that guides chuildren through a series of steps during an experiment: I wonder; I think; I try; I observe; I record; I discover.

Thinking Routines – such as our “X routine”, which asks children to compare materials through their senses; or “I See, I think, I wonder”, which guides children to reason with evidence about their observations.

Bar and Pie graphs – introduce children to the concepts of data analysis and data organization Weekly Cooking and STEM projects – that are planned based on questions that children ask in the classroom, or previously-expressed interests

by focusing on children’s interests and the questions they themselves pose, promoting science, experimentation, mathematics and deep thinking is simple, as children WANT to learn.

iconB2

Holistic Development

We consider all chidren as unique individuals with multiple developmental needs. While school readiness is a priority, we focus on developing the whole child to his or her unique potential. Each learning experience is based on our monthly artist, country and unit, and covers multiple developmental areas simultaneously, including mathematics, literacy, science, and art, but also emotional education, thinking skills, our VESS Values, and motor skills. Doing so presents academic areas to children how they appear in the real world, and allows children to understand how all academic areas relate.

Our Enrichment classes of Yoga, P.E. and Music further promote whole-child development through an expert in the area, and we offer Extracurricular classes in the areas of dance, sports and robotics towards this same purpose.

iconB1

Inquisitiveness

A key goal of our educational program is to nurture autonomous, life long learners, because learning autonomy has been proven to be a key determinant of academic and life success. Children under our PK4-5 program learn through asking, learn through doing, learn through thinking and learn with eagerness! This nurtures inquisitiveness – an intrinsic desire to explore, discover and learn – that is key to developing learning autonomy. Many strategies are present daily in the classroom towards this purpose. Some include:

• Children are active participants in the classroom and have a say about the topics to study

• The Surprise Factor – a neuroscience-proven strategy that focuses on presenting experiences to children in an unexpected way that invites them to explore it.

“Surprising a child with a fascinating opportunity to explore generates engagement and emotion, getting the brain ready to really comprehend”, explains Ms. Aura, Edu1st teacher of 15 years

iconB5

Learning autonomy

Learning autonomy refers to the skills and dispositions needed to be independent in one’s capacity to learn new things. It is seen by neuroscientists as a key determinant of life-long success and academic success.

the VESS educational approach focuses not only in learning academic content but in developing the learning autonomy to be efficient learners of future content, wherever they go.

As 3 year olds increase their capacity to express and understand complex information, they are also ready to understand their own thinking process (also known as metacognition)

Our educational program teaches academic content through Thinking Strategies that foster metacognition. These neuroscience-proven strategies include Thinking Routines, Concept Maps, and the Thinking Keys.

“Learning comes pretty easy when children understand how their thinking works” explains Ms. Julia, PK3 and PK4/5 teacher.

iconB6

Innovation & Creativity

Creativity and Innovation are at the core of the VESS educational approach. Every moment and learning experience focuses on promoting these abilities, not only in the arts, but in science, mathematics, literacy, and every other developmental area. As three year olds focus more evidently in school-readiness skills (pre-reading and writing skills, and mathematics) you will never see a worksheet or photocopy in our classrooms. Instead, children write new endings to stories, document the findings of their classroom experiment in a bar graph, or complete a web map to express their thoughts.

Through our Artist of the Month, children learn about artists’ stories, techniques, and how they use colors, shapes and lines uniquely to express their emotions, inspiring children to express through art and innovate their own art techniques.

Developing children’s citizenship, inquisitiveness, scientific thinking and learning autonomy (see previous sections) fosters innovation as children feel capable of contributing and make part of a community that fosters their ideas.

iconB6

Innovation & Creativity

Creativity and Innovation are at the core of the VESS educational approach. Every moment and learning experience focuses on promoting these abilities, not only in the arts, but in science, mathematics, literacy, and every other developmental area.Through our Artist of the Month, for example, we learn about artists’ stories, techniques, and how they use colors, shapes and lines uniquely to express their emotions, inspiring children to express through art and innovate their own art techniques.

In our classrooms, children write new endings to stories, participate in finding new solutions to everyday problems, have access throughout the classroom to art and science materials that they can create with, and are heard when proposing new ideas. This autonomy in their learning process fosters creativity and innovation.

iconB4

Higher-level thinking

Our VESS curriculum teachers academic content and fosters development through strategies that promote higher level thinking skills.

Higher-level thinking refers to our ability to do certain mental processes more efficiently, making us better learners. This ability is fostered by developing what neuro-scientists have called Habits of Mind – a mental process that, with practice, we do routinely and naturally, turning it into a mental habit. The VESS curriculum develops 17 Habits of Mind in children. Some of these include Inquire, Innovate, Consider Perspectives, Manage Impulsivity, Reflect to Learn, Synthesize, Predict, amongst many others.

The first aspect of developing higher-level thinking is a DESIRE TO LEARN, so that our first goal is to foster excitement for learning in children.

Once children are excited to know more, our teachers use neuroscience-proven Thinking Strategies to ask deep questions and get children’s thinking going. Doing this all day, every day, creates higher-level thinking routines that lead to children’s development of our Habits of Mind, and a true ability to be better thinkers and learners.

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Scientific mindset

At 3 years of age, children increase their capacity to express verbally and pose questions about the world around them. What an exciting time! With a school environment that values children’s questions about the world comes an opportunity to promote a scientific mindset. Teachers guide children to explore their questions through a multitude of strategies that develop scientific and mathematical skills that far surpass school readiness standards. Scientific processes also teach children about risk taking, persistence, teamwork, careful observation, and objectivity. They also promote literacy skills, as children are eager to record their data and what they have discovered. Some of our strategies used include:

• The Wheel of Wonder – an age-appropriate version of the scientific method that guides chuildren through a series of steps during an experiment: I wonder; I think; I try; I observe; I record; I discover.

• Thinking Routines – such as our “X routine”, which asks children to compare materials through their senses; or “I See, I think, I wonder”, which guides children to reason with evidence about their observations.

• Bar and Pie graphs – introduce children to the concepts of data analysis and data organization

• Weekly Cooking and STEM projects – that are planned based on questions that children ask in the classroom, or previously-expressed interests

by focusing on children’s interests, promoting science, experimentation, mathematics and deep thinking is simple, as children WANT to learn.

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Holistic Development

We consider all chidren as unique individuals with multiple developmental needs. We focus on developing the whole child to his or her unique potential. Each learning experience is based on our monthly artist, country and unit, and covers multiple developmental areas simultaneously, including mathematics, literacy, science, and art, but also emotional education, thinking skills, our VESS Values, and motor skills. Doing so presents these areas to children how they appear in the real world, and allows them to understand how all areas relate.

Our Enrichment classes of Yoga, P.E. and Music further promote whole-child development through an expert in the area, and we offer Extracurricular classes in the areas of dance, sports and robotics towards this same purpose.

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Inquisitiveness

A key goal of our educational program is to nurture autonomous, life long learners, because learning autonomy has been proven to be a key determinant of life success. Learning autonomy starts with sparking curiosity and inquisitiveness – an intrinsic desire to explore, discover and learn. How do we promote inquisitiveness?

• 3 year olds are active participants in the classroom and have a say about the topics to explore

• The Surprise Factor – a neuroscience-proven strategy that focuses on presenting experiences to children in an unexpected way that invites them to want to explore

• Respecting children’s process and celebrating risk taking: we encourage children to explore at their own pace and praise trying something hard or new.

“Surprising a child with a fascinating opportunity to explore generates engagement and emotion, getting the brain ready to really comprehend”, explains Ms. Aura, Edu1st PK3 teacher of 15 years

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Learning autonomy

Learning autonomy refers to the skills and dispositions needed to be independent in one’s capacity to learn new things. It is seen by neuroscientists as a key determinant of life-long success and academic success. the VESS educational approach focuses on developing children’s learning autonomy to be efficient learners for life.

We focus first on nurturing children’s love for learning – the first step for becoming an autonomous learner – through making learning meaningful, surprising and fun We use advanced thinking language in our daily interactions to promote higher-level thinking and embeed this language in children’s thinking process

 
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Citizenship

“It is amazing to witness how children go from playing by themselves at the beginning of the year, to discussing amongst themselves how to complete an activity together by the end,” – Ms. Daniela, Edu1st. Two’s teacher of 10 years

Two year olds in our school are seen as active participants of our community and global citizens. our teachers focus on making them participant of classroom responsibilities, assign roles, and encourage teamwork – whether it’s cleaning tables after lunch or passing out the placemats, we learn about community through our daily interactions as collaborators.

Our monthly country and monthly unit expose children to the inmensity of our world, increasing their awareness of how others live and think, as teachers guide them to find solutions to problems affecting the world or their direct communities.

An ultimate goal of our educational program is children capable of considering multiple perspectives and adding value wherever they go!

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Inquisitiveness

A key goal of our educational program is to nurture autonomous, life long learners, because learning autonomy has been proven to be a key determinant of life success. Learning autonomy starts with sparking curiosity and inquisitiveness, from birth! How do we promote inquisitiveness in babies?

• We respond to babies‘ expressed needs and desires, always, including during exploratory activities – teachers observe and listen carefully, adapting their planned experiences to their preferences

• The Surprise Factor – a neuroscience-proven strategy that focuses on presenting experiences to children in an unexpected and exciting way that invites them to want to explore

• Respecting babies’s process and celebrating risk taking: we encourage babies to explore at their own pace, plan with their preferences in mind and praise trying something hard or new.

“Surprising a child with a fascinating opportunity to explore generates engagement and emotion, getting the brain ready to really comprehend”, explains Ms. Aura, Edu1st teacher of 15 years