Personalized education - mentors, portfolios and small learning groups

Every pupil on the Louisenlund campus is unique. We love this diversity and offer content, times, spaces and social encounters for targeted individual learning and positive personal development. Teachers, mentors and house parents coach and accompany the students on their way to the intermediate school leaving certificate, the Abitur or the IB and NEASC diplomas. These well-founded, recognized school-leaving qualifications are a prerequisite for national and international university entrance qualifications.

Level Coordinator Georgia Shanna Hennschen presents our new pedagogy in a video and gives exciting insights into the new learning, research and living environments.

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We have done away with classrooms and traditional teaching and replaced them with the Louisenlund pedagogy in the form of personalized education and holistic personal development. In small learning groups and with intensive pedagogical support from personal mentors, the pupils work independently on the learning content according to certain guidelines, depending on the year group, and thus take responsibility for their educational path. They record this in their own Lund portfolios, which, like a kind of school curriculum vitae, record successes and how they deal with challenges, special moments or exciting events. At the end there is a detailed report on their school career at Louisenlund. These basic ideas of the "inverted classroom model" are not only new for learners, but also change the role of teachers to that of learning guides or coaches. Teachers take on the following roles:

Prescriptive role: The teacher informs and explains. This role is performed in seminars, but sometimes also in specialist consultations for learners or learning groups. This role can also be partially assumed by digital forms of presentation.
Activating role: The teacher instructs, asks questions, summarizes. The teacher takes on this role in in-depth forms of learning. These are the core activities in the seminars and in the professional support of the students in independent learning during the Studio Times in the open learning areas.
Accompanying role: The teacher coaches by asking questions about the learning process (planning, implementation, reflection) and provides feedback. These tasks are the responsibility of the mentors when accompanying their students and the subject teachers in situations in which the students work independently in their subject area.

Instead of simply imparting knowledge through frontal teaching, they support the young people in the individual learning phases, are available to answer questions in the learning areas and provide in-depth input during seminar times.