Instruction

We see the importance and value of embedding social-emotional learning throughout our school day. Research has been clear that academic learning is impacted by social and emotional competence. In being mindful of these priorities, our strategic roadmap includes the incorporation of best 21st century practices, the inclusion of differentiated learning strategies, appropriately and seamlessly integrated technology, and global educational experiences. 

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We believe that the most effective learning occurs when students are both focused and engaged in their work. Woven throughout our teaching and learning is a project-based learning approach – one in which students acquire deeper knowledge by actively exploring real-world problems and authentically engaging in content. As project work is cross-curricular, students learn to apply skills, knowledge, and strategies from varying content areas and curriculum standards are addressed all the while developing critical thinking, problem-solving ability, collaboration, communication, and creativity. 

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We have two state of the art STEM (Science, Technology, Engineering, and Math) labs on campus. One is housed in the Styslinger Learning Center and serves third through fifth grade, and the other lab is in the Middle School Building and serves sixth through eighth grade. Lower elementary students in grades 4K through 2nd grade experience STEM learning through guided collaborative learning experiences, use of the Tinker cabinets, and with STEM in the Gym. 

STEM lessons in all grades are student-centered and collaborative and include key reading and writing pieces along with creative thinking and collaboration.  STEM education is interdisciplinary and is a powerful means to provide integrated learning.  By adding Arts to the acronym (STEAM), we have a way of further integrating both artistic endeavors and creativity into the content areas.  Since authentic integration is an avenue to facilitate meaning, there is tremendous potential for students to thrive in an ever changing world.

In regard to educating for global citizenship, the National Association of Independent Schools (NAIS) states: “Present a view of the world that invites and rewards curiosity concerning the richness and diversity of all human societies and encourages respect for all people.” As our world grows ever smaller, Highlands School seeks to enhance and broaden our students’ understanding of the world as well as to foster appreciation of other cultures through our Festival of Arts and Culture, which combines authentic global learning with practical applications of 21st Century Learning (creative thinking, problem-solving, communication, and collaboration). 

Highlands School Middle School students participate in Junior United Nations Assembly (JUNA) which is a model United Nations. The program is designed for students to internalize how the United Nations works, understand the importance of diplomacy and world issues, and to develop a global perspective with regard to problem-solving. Highlands’ students participate in a two-day event in which they are in groups representing a country in which they identify a problem, craft a resolution, and propose a solution to the problem. Through this opportunity, students (dressed in the native garb of their country) are able to further develop leadership as well as problem-solving and public speaking skills. 

Individualization is a way of teaching; it’s not a program or package of worksheets. It asks teachers to continually strive to know and to respond to each students’ needs and provide each one with experiences and tasks that will improve learning.

At Highlands, one of our primary goals is to maximize the capacity of our students. Through the development of a growth mindset, we seek to develop within our students the ability to “embrace challenge, persist longer, and view effort as critical to success.”  Our mission guides what we do, and one of our beliefs is that “every student is a valued individual with unique social, emotional, and intellectual needs.” While customizing the learning for our students, we are purposeful in differentiating instruction for our learners. We seek to accommodate the different ways students learn and to be purposeful in planning for and attending to students’ different phases of learning in the classroom. In our classrooms, you will see students learning as an entire class, working in small groups and individually on projects which not only capture their interests but also inspire them along their learning journey.