Open House in the Klax School  16th November 2019 | 11am–3pm

Self-motivated learning

Self-employment in school life

In Klax pedagogy we work according to the principle of "self-motivated learning". At our school, the students are gradually introduced to taking on responsibility for their own learning methods on the basis of individualized learning pathways.

  • Individual learning tokens and appreciative feedback for learning reflection
  • Building on the strengths and interests of the learners


Integration of digital media in the classroom

The students work independently and in a team also across age groups.

Learning with digital media and digital technology is not an end in itself for us, but a helpful tool that helps children and adolescents organize learning by themselves. Our motto is: "From consumer to active producer!" Our guiding principles for the use of digital media:

  • We know that digital media is part of our the world we live in.
  • We are curious, critical and creative. We treat digital media the same way.
  • Digital media are tools that we use to achieve our goals.
  • Digital media never replace the social relationship between people.
  • Digital media are never used in our schools for passive consumption.
  • Digital media helps us be creative and productive.
  • We do not have a computer room, but instead we work daily with all kinds of digital tools!


Learning must also be learned

Learning in small groups

All learning opportunities are offered at different levels of difficulty to suit different "types of learners" and speeds. Because every person learns in their own way. Our pedagogical professionals do not conceive of themselves in the obsolete sense as knowledge keepers, but as modern learning supporters. They regard their students as learning partners and agree with them on individual step plans.

  • Assignments in at least three different difficulty levels
  • Optimal class sizes and mixed-age learning groups


Project-oriented learning

Project-oriented learning

The learning atmosphere at the Klax schools should invite children and adolescents to independently develop questions and their own hypotheses. To this end, we have introduced "project-oriented learning" in which each question generates a new question.

We are convinced that individual experimenting, researching and exploring is more sustainable than simply memorizing. We therefore offer a high proportion of practical projects and interconnect different speciality areas. Digital media are self-evident learning tools for us.

  • We promote a positive error management culture. Experience is more important to us than explaining.
  • Curiosity is our fuel for learning.
  • We prefer recombining and inventing over ready-made answers.


Logbook and portfolio

The Klax Logbook

For self-organization of their individual learning paths, our students use the "log book" and the "portfolio". The logbook is their daily planning and organization tool. The portfolio is a collection of selected documents to consciously track their own knowledge and skill development. Both are proven tools to learn self-motivated and self-confident learning.

  • By learning with and from each other, we build on the prior knowledge and experience of others.
  • We want to integrate everyone and inspire enthusiasm.


Interdisciplinary approach

Interdisciplinary approach

We pursue multidisciplinary learning based on the principle of networked knowledge sharing. To do this, our educational specialists develop challenging, diverse tasks. Independent study phases in the learning studio are held together by common phases and rituals (e.g. morning circle/tutorial and end-of-day circle, shared meals, student conferences).

  • We offer a high amount of practical exercises and playful elements.
  • Instruction phases alternate with learning counters and station work


Individual support

Individual support

Every person learns in their own way. That is why we offer our students individual support. Self-organized learning pathways with individual step plans are just one aspect.

Our teachers set clear, verifiable learning objectives with the children and adolescents. They are supposed to meet the specifications of the framework curriculum according to their individual talents, strengths and interests.

  • Additional offers for faster learners
  • Sustainable support for children in need of assistance


Reference groups instead of classes

Selbstständigkeit im Schulalltag

Pupils of the same age belong to a reference group. They are supervised by a reference teacher, who is also the contact person for the parents. Students spend some phases of the day within their reference group.

Many of the daily learning times are organized so that the students either work on their goals independently or in teams. By combining mixed-age learning phases and reference group times, we enable our students to learn in different social configurations.

  • The technical instructions, morning and closing circuit as well as lunch, all take place together in the reference groups.
  • During open sessions, younger people meet older students.

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