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About us > Horaa Mutemet
Horaa Mutemet
Differentiated instruction
Horaá Mutemet (education for diversity) is the name of the Israeli pedagogic model that allows children to develop their abilities through games, and showing respect for their learning styles and paces. This educational model works in line with the idea of diversity, and precisely for that reason, recognizes different learning styles and paces.
With this model as our foundation, we are aware that meaningful learning is connected with previous experiences, the ones that excite us and pass the test of time, because they are based on the development of higher order thinking skills and on the student’s ability to guide their own learning.
Since we have the responsibility of educating new generations, and addressing the educational demands of a globalized and shifting world to experience it fully and successfully, Colegio Theodoro Hertzl has taken its pedagogy from Israel, a multicultural country that has developed an educational model that can successfully embrace students from all over the world.
Through Game-based learning, multiple intelligences, the development of competences, educational technology, virtual education and the principles of early stage education, differentiated instruction presents entry pathways to knowledge , and develops in students autonomy, decision making skills, motivation towards learning, teamwork, and remains mindful of the diverse learning styles and paces.
Every year, our faculty receive training and update their knowledge on the model, with international experts on this pedagogy, which features the following main characteristics:
Student-centered
Learning expectations are more effective when the are entertaining, pertinent and interesting. The teacher creates situations that are challenging for all the students, which allows them to reach knowledge through different pathways.
It is frequently believed that differentiation is simply giving some students more work than others. Horaá Mutemet seeks to adjust the nature of the assigned work, to cater to the learning needs of the students.
More qualitative than quantitative
Proactive
The teacher is aware of what students have special needs, and plans a variety of ways to approach and demonstrate learning.
Organic
Teachers and students learn together.
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