Responsive Classroom is a social curriculum explicitly taught by the teachers at IDCS to enable children to CARE: be cooperative, assertive, responsible, empathetic and self-controlled. These skills allow children to contribute to a conducive and diverse learning community.
Students in Pre-K to 8 engage in research at IDCS. This gives them input into the curriculum, allows for greater creativity, and instills a sense of empowerment, personal pride, and intellectual curiosity. To understand a topic fully, several subjects need to be integrated and explored.
Families as Partners:
Families at IDCS choose our school community because they embrace the philosophy allowing them to have productive partnerships in all aspects of our environment. This allows them to have a greater role in supporting their child's education. Partnerships occur through home support, classroom support, the school community, Keepers of the Flame, IDEA, IDCS Foundation, and Board membership.
At IDCS, we teach and learn about our connection to all things.
Actions impact living things whether it's in the classroom, our homes, the community, or the world.
Integration of a Critical Curriculum:
Critical thinking is valued at IDCS. Teachers at IDCS have embraced critical pedagogy as a means to support critical thinking in all content areas.
All content areas are integrated to the fullest degree possible to allow students to make connections from multiple perspectives. As a HOT (Higher Order Thinking) School, we promote teaching and learning in, about, and through the arts in a democratic setting. There is emphasis on strong arts, arts integration and democratic practice.
All students learn to impact their community and the world through action projects. They identify a need, research it, and educate an audience. This creates a sense of responsibility and solidarity with the world.
Developmentally appropriate practice means meeting the learners where they are. A focus on process vs. product results in higher order learning and higher achievement. Student progress is assessed and curricula are differentiated as needed. Research demonstrates that integration of the arts results in higher academic achievement.
Teachers and students have the opportunity to contribute to ideas and input into the school community. Decisions are then made, always through the lens of our philosophy, to benefit the total community or class as opposed to any one individual need.