Shifting the Bell Curve

We’re committed to providing rich learning experiences for our students.

At Dwi Emas, students benefit from the full range of learning methods seen on Edgar Dale’s Cone of Learning (as seen above), with emphasis especially on direct, active learning methods. This means they are regularly engaged in activities such as presentations, simulations, and gamification so they engage all their senses and have a more rewarding learning experience. As we have witnessed first-hand over our time in education (and affirmed by learning models like Bloom’s Taxonomy), these higher forms of learning also help students to remember, understand, and internalise what they learn better.

Looking at the traditional bell curve, only 16% of students are considered “high achievers” while 68% are termed “average”. We believe this is a misconception and our ACE EdVenture Schools prove otherwise. One of the key reasons why only 16% are excelling is because passive rote learning (what you see at the bottom of the Cone of Learning), still common in Asia, only suits a small percentage of the population. Education should cater to students of different levels of academic inclinations.

How have we been challenging the convention?

With our ACE EdVenture Approach, unconventional yet engaging learning strategies like simulations, games, and presentations are essential in our education system. By transforming the way education is delivered and incorporating how most students learn best, we’re immediately able to shift the bell curve and move students from being average to high performers.

“The fact is that given the challenges we face, education doesn’t need to be reformed – it needs to be transformed.” – Sir Ken Robinson, The Element: How Finding Your Passion Changes Everything

These are the percentage (%) of A’s and A*’s our students are achieving in the Cambridge IGCSE with the ACE EdVenture Approach:
2016 – Sciences (Biology, Chemistry, Physics) 44-60%, Maths and Add Maths 29-45%
2017 – Sciences (Biology, Chemistry, Physics) 50-100%, Maths and Add Maths 33-50%

These are higher than the worldwide average. Have a look at Cambridge’s statistics as a reference:

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