Learning through Inquiry at CFCI
CFCI teachers and administration work to implement methods such as inquiry-based
instruction, providing student choices, as well as other innovative initiatives.
Students are actively exploring interests and taking ownership of their learning through:
- asking questions
- working together
- thinking and problem solving
- reflecting and sharing new understandings
Teachers are creating a safe environment and guiding student learning by:
- accepting mistakes
- respecting students’ ideas
- sharing leadership with students
- knowing students well enough to address individual needs and interests
- helping students make new connections
- nurturing a sense of wonder
- encouraging students to create their own understanding
CFCI definition of Inquiry: Inquiry is a rigorous discovery process driven by
curriculum and curiosity that requires exploration, analysis and problem-solving.
Social Emotional Learning at CFCI
Treating others with respect and being responsible for one’s own actions are the goals of the social curriculum at CFCI. We want our students to learn how to interact in a supportive, cooperative learning environment. Through the social curriculum, Responsive Classroom, students internalize rules and procedures and develop self-control and self-confidence. Students are taught and encouraged to learn the principles of cooperation, honesty, responsibility, and compassion as part of their social-emotional learning (SEL) and growth.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) are
leading experts in the field of social-emotional learning and define SEL as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” CFCI utilizes this framework in conjunction with the Responsive Classroom approach, as the foundation of our language and instruction when addressing student strengths and needs.