HOW IT WORKS?
Realizing every student's potential.
Students follow four stages that help them learn under FRE
Starting / Ending Points
In the first stage of learning, the student is asked to reflect on a new unit of study and state their pre-existing knowledge. Daily experience, everyday life, expectations, questions, doubts and curiosity become the starting points for this exploration. Students relate prior knowledge to current unit of study, respond to contextualized questions given by the Educator, and hypothesize what will learn and achieve in the unit of study.
In this stage, the student investigates new information about the unit of study through information sources including visual (books, reports, e.g.), audio, audiovisual (videos, e.g.), dialogue, interviews, and direct meetings. Investigation of the new information leads to the development of a knowledge base, which becomes apparent through analysis that the student is required to complete. Learning products produced depend on student ability to synthesize information, and their appearances can vary although clear evidence must exist that the student understands the unit of study. Students may submit their work in forms such as PowerPoint presentations, videos, conceptual maps, and essays, among others. The presentation of the knowledge acquired in a unit of study must also demonstrate that they are capable of researching and organizing information clearly. A reference list must be presented as part of the learning product.
This stage triggers the process of interpretation and the internalization of what has been learned and studied. It represents the central moment of the learning process because the student is required to apply what knowledge they have acquired so far to new applications within the unit of study. The student’s capacity to transform and/or improve the knowledge detected in the first stage is active. This stage also includes a planned activity given by the Educator. Examples include: Exercises and problems (mathematics), laboratory report (science), and essay (social studies). If the appropriate achievement is not met, a supplementary activity will be assigned to allow the student to meet the established key performance indicators for that unit of study. Fontan Relational Education principles dictate that assignments can be modified based on a student’s needs, interests, and learning styles and, therefore, the supplementary activity may follow this rubric for customization and individualization.
After students have researched and understood the unit of study on which they are working, and have achieved the established goals, they relate what they have learned to some aspect of their own “reality.” Students take a critical view of the learning accomplished and, realize what they have learned thus far, and see how much learning is necessary to complete the process. Simultaneously, students will evaluate how their original hypotheses of the unit of study have been modified, validated, or rejected through the learning process.