Now, The Woodlands community has access to this stand-out learning model.
“[Our students] become critical thinkers, collaborators, problem solvers and team players,” franchise owner Kelsey Ford said. “They become very innovative when they are trying to solve problems on their own.”
The program blends the discovery and project-based learning of the Reggio Emilia philosophy with the STEM foundation and hands-on approach of Montessori. It also incorporates the Theory of Multiple Intelligences, recognizing that children learn in different ways.
How are concepts taught?
Teachers introduce a concept and then let students’ curiosity guide how long the topic is explored.
“If we see that [the students] are building and developing that idea and concept throughout the day, ... we as teachers will extend the learning through the end of the week, or as far out as the children will take it,” Ford said. “[We wait] until they've either exhausted the idea or fully developed the concept they were working on.”
Ivybrook embraces the idea that the environment itself is a third teacher.
“Nature teaches us all kinds of things by observation that you just can't learn in the classroom,” Ford said.
The school incorporates plants, live animals, science exploration stations and a large outdoor classroom.
“We give the children magnifying glasses, shovels and scoops so that they can go out and actually observe nature and see what nature is doing,” Ford said.
Outdoor activities, such as planting a seed, often connect to larger lessons.
“By actually watching that happen and doing it themselves, it takes them through the whole life cycle of a plant and how that interplays with the human factor,” Ford said. “It’s not always intentional learning. It is unintentional learning they get when they tie things together.”
How many children are in each class?
Small class sizes ensure students receive individualized attention. In older classrooms, there are never more than 10 students per teacher, and in the younger 18-month and 2-year-old classes, the ratio is as low as 4-to-1.
“During the first four to six weeks of the school year, or when a new child comes in, we do a formal assessment of where each child is developmentally, ... [and we mostly] focus on educational development,” Ford said. “Then, we will put them in groups of children that are at the same developmental level.”
This approach helps protect each child’s confidence and enthusiasm for learning.
“If we were to just start by placing children in a room and throwing material at them, they may or may not pick up on it,” Ford said. “That could really affect their confidence level and learning, and also their desire, or lack of desire, to actually be a learner as they grow up. If they already feel defeated, or if they feel like they’re way more advanced than the other children, that can be negative.”
A partnership with families
Teachers communicate with parents daily, sending photos and updates about each child’s experiences.
“If we see a child doing something that raises our curiosity, we will write a note home with a picture to the parent,” she said. “We want to bring those interests into the classroom.”
This ongoing exchange helps lessons feel connected to a child’s life outside of school.
“We consider our students and [their] families an extension of the school,” she said. “We want them to share their experiences at home.”
Ivybrook Academy’s innovative blend of Montessori, Reggio Emilia and the Theory of Multiple Intelligences learning is now open to The Woodlands community.
Click here to dive deeper into their unique approach to learning.
The above story was produced by Multi Platform Journalist Sydney Heller with Community Impact's Storytelling team with information solely provided by the local business as part of their "sponsored content" purchase through our advertising team.
