愛(ài)文的獨(dú)特之處究竟是什么？使命、學(xué)習(xí)體驗(yàn)、老師、教育方法與課程多方面都具有強(qiáng)大的感染力。在深圳愛(ài)文學(xué)生健康和升學(xué)輔導(dǎo)主任Douglas Ray看來(lái)，愛(ài)文不可撼動(dòng)的優(yōu)勢(shì)從構(gòu)架層面就已經(jīng)體現(xiàn)出來(lái)，并系統(tǒng)貫徹在學(xué)生發(fā)展目標(biāo)、師資、項(xiàng)目設(shè)計(jì)全方位中：

(資料圖)

1.重視學(xué)生的全面身心健康。

2. 全球教師團(tuán)隊(duì)為同一目標(biāo)而不懈努力。“單一考試愛(ài)好者”不會(huì)來(lái)到愛(ài)文。

3.學(xué)生主導(dǎo)的學(xué)習(xí)體驗(yàn)。讓學(xué)生不斷自主作出選擇，從實(shí)踐中掌握獨(dú)立思考和學(xué)習(xí)能力。

4.師生均受益于整個(gè)愛(ài)文的全球資源。

5.大學(xué)升學(xué)指導(dǎo)體系匯集全球力量 。

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立而卓異：愛(ài)文的獨(dú)特之處

By Douglas Ray

當(dāng)我告訴別人愛(ài)文有意不使用IB、AP、A-Level、GCSE、US Common Core等任何一種由外部創(chuàng)建的課程時(shí)，我經(jīng)常看到對(duì)方震驚的表情。震驚的背后是這樣一種假設(shè)：要把學(xué)生送到國(guó)外上大學(xué)，學(xué)校必須選用以上課程體系中的某一種，那些課程體系的最終目標(biāo)，就是讓學(xué)生能夠參加外部考試。

愛(ài)文的使命是培養(yǎng)有能力解決全球問(wèn)題的未來(lái)世界領(lǐng)袖。正是為了給我們的學(xué)生以“特殊裝備”，使他們能夠處理高度復(fù)雜的問(wèn)題，我們決定以迥異于傳統(tǒng)的方式教育他們——讓他們以新鮮的視角、開(kāi)放的心靈、熟練的雙手和勇敢的精神來(lái)看待那些問(wèn)題。

因此，愛(ài)文研發(fā)團(tuán)隊(duì)花了十余年時(shí)間，設(shè)計(jì)并不斷迭代，創(chuàng)造出一種與眾不同、目標(biāo)明確的學(xué)校體驗(yàn)：一所全球各校區(qū)聯(lián)動(dòng)的世界學(xué)校，擁有一套獨(dú)特的教學(xué)目標(biāo)“愛(ài)文世界元素”，既包括對(duì)基本學(xué)術(shù)技能的教學(xué)，也涵蓋了流動(dòng)的認(rèn)知技能——同理心（Em）、創(chuàng)造力（C）、計(jì)劃能力（PI）、識(shí)別規(guī)律的能力（Pt）和抽象思維（Ab）。

愛(ài)文世界元素

愛(ài)文教育的特殊性在于，我們立而卓異、不負(fù)使命，自教育設(shè)計(jì)與學(xué)校構(gòu)架層面便已與眾不同。在此，我想尤其強(qiáng)調(diào)以下幾項(xiàng)特點(diǎn)，它們共同構(gòu)成了愛(ài)文與眾不同的優(yōu)勢(shì)：

01

我們視學(xué)生全面身心健康為教育的核心。快樂(lè)、健康的學(xué)生才能夠?qū)W習(xí)和成長(zhǎng)。

幾年以來(lái)，世界各地的學(xué)生都經(jīng)歷了全球疫情、情緒與心理壓力、以及由未來(lái)的不確定性帶來(lái)的挑戰(zhàn)。現(xiàn)實(shí)挑戰(zhàn)為學(xué)習(xí)帶來(lái)了困難。因此，愛(ài)文把學(xué)生的身心健康置于首要地位。在小學(xué)部，由全科老師帶領(lǐng)的整個(gè)教師團(tuán)隊(duì)為學(xué)生提供精心照顧，關(guān)懷孩子的全面發(fā)展與學(xué)業(yè)進(jìn)步。從6年級(jí)開(kāi)始，每個(gè)中學(xué)生都擁有一名導(dǎo)師，導(dǎo)師的唯一任務(wù)就是幫助學(xué)生做出正確的選擇、保證學(xué)生在社會(huì)情感發(fā)展上得到全面支持。從幼教部到高年級(jí)項(xiàng)目，全體愛(ài)文學(xué)生背后都站著一支“學(xué)生支持團(tuán)隊(duì)”，由語(yǔ)言支持專家和心理學(xué)家等組成，為學(xué)生提供個(gè)性化的支持。這支團(tuán)隊(duì)直接與學(xué)生和教師合作，確保每一位愛(ài)文學(xué)生都能獲得成功。

02

我們的全球教師團(tuán)隊(duì)具有強(qiáng)烈的目標(biāo)感，為同一目標(biāo)而不懈努力。

加入愛(ài)文的教師來(lái)自世界各地，擁有眾多行業(yè)和不同類型學(xué)校的經(jīng)驗(yàn)。我曾在美國(guó)頂尖的獨(dú)立寄宿學(xué)校和中國(guó)的創(chuàng)新型初創(chuàng)學(xué)校工作過(guò)，而其他同事豐富的工作經(jīng)驗(yàn)覆蓋了以改革教育為目標(biāo)的特許學(xué)校、全球各地IB學(xué)校、久負(fù)盛名的英國(guó)寄宿學(xué)校、中國(guó)公立學(xué)校及高等院校。讓我們走到一起的是共同的目標(biāo)感——我們決心以不同于應(yīng)試學(xué)校的方式教學(xué)，因?yàn)槲覀冎酪瓿筛顚哟蔚膶W(xué)習(xí)，就需要新型的學(xué)習(xí)過(guò)程。愛(ài)文像磁鐵一樣吸引著與它價(jià)值觀一致的老師；我們不會(huì)招募那些只關(guān)注單一考試結(jié)果的人。

03

我們給學(xué)生選擇的機(jī)會(huì)，讓他們通過(guò)實(shí)踐獲得獨(dú)立思考和學(xué)習(xí)能力。

在愛(ài)文的項(xiàng)目式課程當(dāng)中，老師會(huì)明確地教授必要的技能與內(nèi)容，但同時(shí)，學(xué)生也必須作出能夠決定學(xué)習(xí)結(jié)果的選擇。此外，課外項(xiàng)目為學(xué)生提供一系列能深入探索個(gè)人興趣的選項(xiàng)。隨著學(xué)生發(fā)掘自己的個(gè)人興趣領(lǐng)域，他們會(huì)創(chuàng)立新的社團(tuán)、提出創(chuàng)新倡議，因?yàn)槲覀兿嘈艑W(xué)生的力量，支持學(xué)生以自己的愿景和聲音塑造我們的社區(qū)。最后，在我們每一位高中生都必須參與的“研學(xué)計(jì)劃”中，學(xué)生會(huì)設(shè)想、計(jì)劃、并最終執(zhí)行一個(gè)屬于自己的項(xiàng)目，把夢(mèng)想變成現(xiàn)實(shí)。這個(gè)項(xiàng)目會(huì)如同簽名一般代表學(xué)生。近期，我們有好幾位學(xué)生提交申請(qǐng)，進(jìn)入愛(ài)文的全球“種子銀行”計(jì)劃，獲得資金和專家資源的支持，擴(kuò)大項(xiàng)目規(guī)模，力求帶來(lái)更深遠(yuǎn)的影響。

04

深圳愛(ài)文受益于整個(gè)愛(ài)文體系的全球資源。

我們的全球網(wǎng)絡(luò)每一天都使學(xué)生的學(xué)習(xí)受益。老師不僅與身處相同校園的同事合作，而且與其他校區(qū)頻繁跨校園合作。在深圳愛(ài)文很常見(jiàn)的一幕，正是老師向其他校區(qū)的同事請(qǐng)教見(jiàn)解和意見(jiàn)。反過(guò)來(lái)，其他校區(qū)的老師也將深圳同事視為尋找解決方案或機(jī)會(huì)的思想伙伴。即便在當(dāng)下，全球旅行受到許多限制，成為世界學(xué)校的一部分對(duì)于學(xué)生來(lái)說(shuō)也意味著諸多開(kāi)放的可能性。

05

我們的大學(xué)升學(xué)指導(dǎo)體系匯集全球23位導(dǎo)師的豐富經(jīng)驗(yàn)、關(guān)系網(wǎng)絡(luò)、專業(yè)知識(shí)。

在愛(ài)文，不僅老師在教學(xué)中受益于整個(gè)愛(ài)文生態(tài)系統(tǒng)的經(jīng)驗(yàn)共享，導(dǎo)師們也會(huì)定期召開(kāi)會(huì)議，制定在大學(xué)申請(qǐng)和升學(xué)指導(dǎo)方面的全球戰(zhàn)略。愛(ài)文不是局限于一個(gè)地點(diǎn)的獨(dú)立學(xué)校，而是以全愛(ài)文之力集體行動(dòng)的全球體系，這具有巨大的力量。

立而卓異，我們的目標(biāo)是：

讓我們的學(xué)生不僅能應(yīng)對(duì)未來(lái)，還能創(chuàng)造未來(lái)。

成為工作的創(chuàng)造者，而不僅是完成工作的人。

成為創(chuàng)造知識(shí)的人，而不僅是知道事實(shí)的人。

成為影響世界的人，而不僅是影響腳下這片土地的人。

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Different by Design:

The Avenues Advantage

By Douglas Ray

When I tell some people that Avenues deliberately does not use the IB, AP, A-Level, GCSE, US Common Core, or some other externally created curriculum, I often get looks of shock. Behind that shock is an assumption that in order to send studentsabroad for college, schools must use one of these curricular systems, which are built to culminate in taking external exams.

Avenues’ mission is to educate world-wise leaders who are uniquely equipped to solve global-scale problems. But in order to “uniquely equip” our students to engage with problems of deep complexity, we must educate them in a different way—to see these problems with fresh eyes, open hearts, skilled hands, and courageous spirits.

As a result, Avenues’ Research and Development Team has spent over a decade designing and iterating a different, purposeful school experience: a world school of globally connected campuses that uses our own curriculum, the Avenues World Elements, which includes instruction in essential academic skills but also fluid-cognitive ones like empathy, creativity, planning, pattern recognition, and abstraction.

Avenues World Elements

The value of an Avenues education is that we are different by design in order to meet our bold mission. I want to highlight a few program features that are parts of the Avenues Advantage.

01

We put student wellbeing at the center of education. Happy, healthy students are able to learn and thrive in the world.

In recent years, students across the globe have experienced the challenges of a global pandemic, emotional and psychological stress, and uncertainty about the future. Learning under these conditions can be difficult. As a result, Avenues has prioritized student wellbeing. In Primary School, students are cared for by teams of teachers, led by a Homeroom Teacher, who attend to the child’s overall and academic development. In grades 6-12, each student is assigned a Dean whose full-time job is dedicated to helping the student make good choices and to supporting social-emotional growth. Throughout Avenues, from our Early Learning Center to Upper Grades, we have a Student Success Team comprised of Language Support Specialists and Support Specialists who individualize support programs for different students. This team works directly with students and also with teachers to ensure that all students admitted to Avenues are set up to succeed.

02

Our global faculty are driven by purpose.

Teachers who join Avenues come from all over the world and with experience in a range of industries and from a variety of types of schools. I have worked in top independent boarding schools in the US and innovative start-up schools in China, while my colleagues have deep experience in reform-oriented charter schools, IB schools across the globe, renowned British boarding schools, Chinese public schools, and colleges and universities. What brings us together is a shared sense of purpose to teach differently from exam-based schools because we understand that deeper learning requires different processes. Avenues is a magnet for values-aligned faculty and it also pushes away those who only focused on single exam results.

03

We give students choice in order to practice more independent thinking and learning.

Our curriculum is project-based, so while teachers explicitly teach certain necessary skills and content, students also have to make choices that dictate the learning outcomes. Furthermore, our extracurricular programs give students a range of choices to explore an interest with more depth. As students develop their own passions, they are able to propose new clubs and initiatives because we believe in the power of the students’ vision and voice to shape our community. Finally, in our Mastery program in which all Upper Grades students engage, students dream, design, and execute a project that becomes their signature. Recently, several of our students submitted applications to receive support from Avenues’ global Seedbank Program, which provides financial and expert resources to help students scale their projects to bigger impact.

04

Global resources benefit our local campus.

The influence of our global network has regular, daily impact on student learning. Teachers not only collaborate with colleagues on campus, but across other campuses; it is common for a teacher in Shenzhen to reach out to colleagues at other campuses for insights and opinions. And the same works for other campuses who reach out to Shenzhen colleagues as thought-partners in finding solutions or opportunities. Even at a time when barriers to global travel have been a reality for Chinese students, being part of world school has opened up possibilities.

05

Our college counseling strategy leverages the experiences, relationships, and expertise of 23 global deans.

Just like our teachers who benefit from shared experiences across the Avenues ecosystem, our deans meet regularly to develop a global strategy for college applications and placement. The sum of our collective impact across Avenues is much greater than if we were to function as an individual school limited to one location.

The intention of

being "different by design" is：

To set our students up not only to respond to the future but to create it.

To be job creators, not just "doers."

To be people who create knowledge, not just those who know facts.

To influence globally in addition to locally.

動(dòng)心了嗎？想?yún)⒓訍?ài)文舉辦的升學(xué)系列活動(dòng)，可搶先預(yù)約線上直播！

11月19日，愛(ài)文將舉辦Open.Ed公開(kāi)教育論壇，講解最新的海外大學(xué)錄取趨勢(shì)，探討中國(guó)學(xué)生的更優(yōu)規(guī)劃方案。12月上旬，我們還將舉辦“育見(jiàn)”圓桌分享，特邀愛(ài)文升學(xué)導(dǎo)師天團(tuán)，現(xiàn)場(chǎng)講解該如何精準(zhǔn)定位與學(xué)生完美適配的大學(xué)。