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.
Changing role of educators
We have done away with traditional classrooms and conventional teaching methods, replacing them with the Louisenlund educational approach, which emphasizes personalized learning and holistic personal development. In small learning groups and with intensive educational guidance from personal mentors, students work independently on the curriculum—in accordance with specific guidelines and based on their grade level—thereby taking responsibility for their own educational journey. They document this progress in their own Lund Portfolios, which—much like a school resume—record their achievements, how they’ve handled challenges, special moments, and notable events. The result is a detailed report on their school career at Louisenlund. These fundamental principles of the “inverted classroom model” are not only new for students but also transform the role of teachers into that of learning facilitators or coaches. In this context, teachers fulfill 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.