Problem Solving Learning Approaches

Building the leaders of tomorrrow through transformative learning

Problem Solving Learning Approaches

Balloon Learning Experiment

It is proven that C students tend to be the future employers of A students in the present school system.  
The reason being: 

A students are gifted at assimilating and repeating volumes of data as presented in a textbook manner. C students require more of an interactive and applied form of learning, which can be a strength.

For example, an A student can pick up a textbook and learn all of the parts of a car to figuratively fix a car in the future, whereas the typical C student would much rather have a car, break it and while fixing it learn why and how the car functions. Both are valid approaches to learning. However, because the C student gains a larger understanding of the direct interconnections of the car, they tend to be better suited to creatively solving problems that are not listed in the text book. It is these interconnected thinkers that draw connections in business and collaborative management while employing the A students to handle the massive amounts of data crunching needed for success.

The Spaulding Method teaches all forms of learning through an applied fashion while learning the fact. This ensures all learning types are supported as well as draws relevance to what each student is learning.  

It is also a proven fact that knowledge gained through solving a problem always lasts longer in memory than information gained by mere dictation and repetition. The same goes for learning though story or song. The Spaulding Method heavily leverages all of these truths by creating learning environments where students can learn by doing and not just by seeing or hearing.  For example, if a class was to be taught about atomic weights: Instead of a teacher standing at the front of a classroom and pointing to elements with numbers on a periodic table to be memorized.  The teacher (given that budget allows) would instead fill a balloon with helium and a second balloon with hydrogen. 

The class members could then feel the difference in buoyancy of each balloon indicating the greater number of electrons in the helium balloon compared to the hydrogen balloon. 
Once ignited, the class would see how one balloon would be set off with a bang while the second goes up in a ball of flame.  Again proving the difference in these materials given their combustion properties.  Lessons like these last a lifetime.  At Spaulding we do our best to apply learning all through the process as each student gains their new found knowledge and understanding.
The following highly-engaging video illustrates the kind of teaching style that will be presented to Spaulding:

Of course each class will be unique and may not have the wealth of object material presented in this video, but our plan is to create educational content equally engaging and captivating as presented in the video. 

Contact Us
Why Spaulding
Why Spaulding
Adaptive Learning Approaches
Problem Solving Learning Approaches
Cross Grade Education
Student Peer Education
Self Guided Learning
Testing Retention Not Attrition
Integrated Art Instruction
Art Breeds a Smarter Student
Real World Education
Celebration of individuality
The Classroom
Grade Approaches
The School Day
Time Management and Extra Credits
A Complete Education

Spaulding School of Arts is a proud subsidiary of: Spaulding Group of Companies Ltd.                      Site Powered By: Core Management Solutions