一所学校的独特构架：爱文究竟好在哪里？
爱文的独特之处究竟是什么？使命、学习体验、老师、教育方法与课程多方面都具有强大的感染力。在深圳爱文学生健康和升学辅导主任Douglas Ray看来，爱文不可撼动的优势从构架层面就已经体现出来，并系统贯彻在学生发展目标、师资、项目设计全方位中：
1. 重视学生的全面身心健康。
2. 全球教师团队为同一目标而不懈努力。“单一考试爱好者”不会来到爱文。
3. 学生主导的学习体验。让学生不断自主作出选择，从实践中掌握独立思考和学习能力。
4. 师生均受益于整个爱文的全球资源。
5.大学升学指导体系汇集全球力量 。
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当我告诉别人爱文有意不使用IB、AP、A-Level、GCSE、US Common Core等任何一种由外部创建的课程时，我经常看到对方震惊的表情。震惊的背后是这样一种假设：要把学生送到国外上大学，学校必须选用以上课程体系中的某一种，那些课程体系的最终目标，就是让学生能够参加外部考试。
爱文的使命是培养有能力解决全球问题的未来世界领袖。正是为了给我们的学生以“特殊装备”，使他们能够处理高度复杂的问题，我们决定以迥异于传统的方式教育他们——让他们以新鲜的视角、开放的心灵、熟练的双手和勇敢的精神来看待那些问题。
因此，爱文研发团队花了十余年时间，设计并不断迭代，创造出一种与众不同、目标明确的学校体验：一所全球各校区联动的世界学校，拥有一套独特的教学目标“爱文世界元素”，既包括对基本学术技能的教学，也涵盖了流动的认知技能——同理心（Em）、创造力（C）、计划能力（PI）、识别规律的能力（Pt）和抽象思维（Ab）。
爱文教育的特殊性在于，我们立而卓异、不负使命，自教育设计与学校构架层面便已与众不同。在此，我想尤其强调以下几项特点，它们共同构成了爱文与众不同的优势：
我们视学生全面身心健康为教育的核心。快乐、健康的学生才能够学习和成长。
几年以来，世界各地的学生都经历了全球疫情、情绪与心理压力、以及由未来的不确定性带来的挑战。现实挑战为学习带来了困难。因此，爱文把学生的身心健康置于首要地位。在小学部，由全科老师带领的整个教师团队为学生提供精心照顾，关怀孩子的全面发展与学业进步。从6年级开始，每个中学生都拥有一名导师，导师的唯一任务就是帮助学生做出正确的选择、保证学生在社会情感发展上得到全面支持。从幼教部到高年级项目，全体爱文学生背后都站着一支“学生支持团队”，由语言支持专家和心理学家等组成，为学生提供个性化的支持。这支团队直接与学生和教师合作，确保每一位爱文学生都能获得成功。
我们的全球教师团队具有强烈的目标感，为同一目标而不懈努力。
加入爱文的教师来自世界各地，拥有众多行业和不同类型学校的经验。我曾在美国顶尖的独立寄宿学校和中国的创新型初创学校工作过，而其他同事丰富的工作经验覆盖了以改革教育为目标的特许学校、全球各地IB学校、久负盛名的英国寄宿学校、中国公立学校及高等院校。让我们走到一起的是共同的目标感——我们决心以不同于应试学校的方式教学，因为我们知道要完成更深层次的学习，就需要新型的学习过程。爱文像磁铁一样吸引着与它价值观一致的老师；我们不会招募那些只关注单一考试结果的人。
我们给学生选择的机会，让他们通过实践获得独立思考和学习能力。
在爱文的项目式课程当中，老师会明确地教授必要的技能与内容，但同时，学生也必须作出能够决定学习结果的选择。此外，课外项目为学生提供一系列能深入探索个人兴趣的选项。随着学生发掘自己的个人兴趣领域，他们会创立新的社团、提出创新倡议，因为我们相信学生的力量，支持学生以自己的愿景和声音塑造我们的社区。最后，在我们每一位高中生都必须参与的“研学计划”中，学生会设想、计划、并最终执行一个属于自己的项目，把梦想变成现实。这个项目会如同签名一般代表学生。近期，我们有好几位学生提交申请，进入爱文的全球“种子银行”计划，获得资金和专家资源的支持，扩大项目规模，力求带来更深远的影响。
我们的全球网络每一天都使学生的学习受益。老师不仅与身处相同校园的同事合作，而且与其他校区频繁跨校园合作。在深圳爱文很常见的一幕，正是老师向其他校区的同事请教见解和意见。反过来，其他校区的老师也将深圳同事视为寻找解决方案或机会的思想伙伴。即便在当下，全球旅行受到许多限制，成为世界学校的一部分对于学生来说也意味着诸多开放的可能性。
我们的大学升学指导体系汇集全球23位导师的丰富经验、关系网络、专业知识。
在爱文，不仅老师在教学中受益于整个爱文生态系统的经验共享，导师们也会定期召开会议，制定在大学申请和升学指导方面的全球战略。爱文不是局限于一个地点的独立学校，而是以全爱文之力集体行动的全球体系，这具有巨大的力量。
让我们的学生不仅能应对未来，还能创造未来。
成为工作的创造者，而不仅是完成工作的人。
成为创造知识的人，而不仅是知道事实的人。
成为影响世界的人，而不仅是影响脚下这片土地的人。
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Different by Design:
The Avenues Advantage
When I tell some people that Avenues deliberately does not use the IB, AP, A-Level, GCSE, US Common Core, or some other externally created curriculum, I often get looks of shock. Behind that shock is an assumption that in order to send students abroad for college, schools must use one of these curricular systems, which are built to culminate in taking external exams.
Avenues’ mission is to educate world-wise leaders who are uniquely equipped to solve global-scale problems. But in order to “uniquely equip” our students to engage with problems of deep complexity, we must educate them in a different way—to see these problems with fresh eyes, open hearts, skilled hands, and courageous spirits.
As a result, Avenues’ Research and Development Team has spent over a decade designing and iterating a different, purposeful school experience: a world school of globally connected campuses that uses our own curriculum, the Avenues World Elements, which includes instruction in essential academic skills but also fluid-cognitive ones like empathy, creativity, planning, pattern recognition, and abstraction.
The value of an Avenues education is that we are different by design in order to meet our bold mission. I want to highlight a few program features that are parts of the Avenues Advantage.
We put student wellbeing at the center of education. Happy, healthy students are able to learn and thrive in the world.
In recent years, students across the globe have experienced the challenges of a global pandemic, emotional and psychological stress, and uncertainty about the future. Learning under these conditions can be difficult. As a result, Avenues has prioritized student wellbeing. In Primary School, students are cared for by teams of teachers, led by a Homeroom Teacher, who attend to the child’s overall and academic development. In grades 6-12, each student is assigned a Dean whose full-time job is dedicated to helping the student make good choices and to supporting social-emotional growth. Throughout Avenues, from our Early Learning Center to Upper Grades, we have a Student Success Team comprised of Language Support Specialists and Support Specialists who individualize support programs for different students. This team works directly with students and also with teachers to ensure that all students admitted to Avenues are set up to succeed.
Our global faculty are driven by purpose.
Teachers who join Avenues come from all over the world and with experience in a range of industries and from a variety of types of schools. I have worked in top independent boarding schools in the US and innovative start-up schools in China, while my colleagues have deep experience in reform-oriented charter schools, IB schools across the globe, renowned British boarding schools, Chinese public schools, and colleges and universities. What brings us together is a shared sense of purpose to teach differently from exam-based schools because we understand that deeper learning requires different processes. Avenues is a magnet for values-aligned faculty and it also pushes away those who only focused on single exam results.
We give students choice in order to practice more independent thinking and learning.
Our curriculum is project-based, so while teachers explicitly teach certain necessary skills and content, students also have to make choices that dictate the learning outcomes. Furthermore, our extracurricular programs give students a range of choices to explore an interest with more depth. As students develop their own passions, they are able to propose new clubs and initiatives because we believe in the power of the students’ vision and voice to shape our community. Finally, in our Mastery program in which all Upper Grades students engage, students dream, design, and execute a project that becomes their signature. Recently, several of our students submitted applications to receive support from Avenues’ global Seedbank Program, which provides financial and expert resources to help students scale their projects to bigger impact.
Global resources benefit our local campus.
The influence of our global network has regular, daily impact on student learning. Teachers not only collaborate with colleagues on campus, but across other campuses; it is common for a teacher in Shenzhen to reach out to colleagues at other campuses for insights and opinions. And the same works for other campuses who reach out to Shenzhen colleagues as thought-partners in finding solutions or opportunities. Even at a time when barriers to global travel have been a reality for Chinese students, being part of world school has opened up possibilities.
Our college counseling strategy leverages the experiences, relationships, and expertise of 23 global deans.
Just like our teachers who benefit from shared experiences across the Avenues ecosystem, our deans meet regularly to develop a global strategy for college applications and placement. The sum of our collective impact across Avenues is much greater than if we were to function as an individual school limited to one location.
The intention of
being "different by design" is：
To set our students up not only to respond to the future but to create it.
To be job creators, not just "doers."
To be people who create knowledge, not just those who know facts.
To influence globally in addition to locally.
动心了吗？想参加爱文举办的升学系列活动，可抢先预约线上直播！
11月19日，爱文将举办Open.Ed公开教育论坛，讲解最新的海外大学录取趋势，探讨中国学生的更优规划方案。 12月上旬，我们还将举办“育见”圆桌分享，特邀爱文升学导师天团，现场讲解该如何精准定位与学生完美适配的大学。
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
