In this article, we explained academy-based learning, the principles, models and structures of academy-based learning, the advantages and the challenges.
Definition
Academy-based learning refers to a structured educational environment, similar to a traditional academy, that focuses on a specific discipline or set of skills, often emphasizing a curriculum-driven approach with measurable progress. While the term can be used broadly, it is also associated with specific pedagogical methods like Action-Based Learning, which incorporates physical activity and brain-based learning principles to enhance student understanding and retention.
The Characteristics of Academy-Based Learning:
Curriculum-focused: Academy-based learning typically follows a structured curriculum and aims for measurable progress in foundational skills.
Subject-specific: Academies are often dedicated to a particular subject, such as music, science, or in some cases, professional development for instructors, as seen with the Academy of Inquiry Based Learning.
Higher learning: The term can also describe the world of higher education, such as “the academy,” which implies a higher-level academic focus.
Brain-based pedagogy: This approach is rooted in brain-based learning theories, which state that physical movement can enhance learning, information retrieval, and long-term retention.
Kinesthetic learning: It recognizes that many students learn best through physical activity and incorporates movement to increase oxygen flow to the brain and build neural connections.
Examples: Action-based learning activities include students climbing ladders with content on each rung, using lab stations with physical challenges, or engaging in activities like body tracing and graphing.
Benefits: These activities help develop motor skills, spatial ability, and social interaction, while also improving academic performance across all age groups.
The Principles of Academy-Based Learning:
Student-centered learning: Education revolves around the needs and goals of the student, with an emphasis on student leadership and self-directed learning.
Active and engaged learning: Students are actively doing and thinking, not just passively listening. This includes incorporating hands-on activities, critical thinking, and goal-directed practice.
Collaboration and interaction: Students learn from each other and are encouraged to cooperate on tasks, fostering social learning.
Feedback and assessment: Prompt and constructive feedback is crucial for improvement, and assessments are used to evaluate learning progress and mastery.
Supportive learning environment: Creating a positive, safe, and emotionally supportive atmosphere is essential for effective learning.
High expectations and mastery: Setting challenging but achievable expectations motivates students to strive for subject mastery.
Respect for diversity: Acknowledging and respecting individual differences, talents, and diverse ways of learning is a central tenet.
Relevance and motivation: Lessons are made meaningful by connecting them to real-world applications, which boosts student engagement.
Time on task: Emphasizing that students should spend adequate time engaged in learning activities to build proficiency.
Continuous learning: The goal is to develop lifelong learners who are equipped to adapt and learn beyond the classroom.
Transfer of learning: Students are taught to apply what they have learned to new and different situations.
Self-reflection: Students are encouraged to reflect on their own learning process to become more self-directed.
Models and Structures of Academy-Based Learning:
Blended Learning Models: These combine traditional in-person instruction with online learning, offering flexibility and personalization.
Flipped Classroom: Students learn core content (e.g., lectures) online at home and use in-class time for interactive practice, discussions, and problem-solving.
Rotation Model: Students rotate through different learning modalities (e.g., online learning, group projects, teacher-led instruction) on a fixed or individualized schedule.
Flex Model: Online learning is the core, and students work at their own pace, with teachers providing on-demand, in-person support.
Enriched Virtual Model: Students complete most coursework online but are required to attend a few scheduled face-to-face sessions.
Experiential and Project-Based Learning (PBL): Students learn through hands-on experiences, real-world projects, and reflection, promoting practical skill development. The Finnish Team Academy model is a notable example where teams of learners operate real enterprises.
Inquiry-Based Learning: A student-centered approach where learning is facilitated by inquiry, encouraging critical thinking through activities like case studies and concept mapping.
Mastery-Based Learning: Focuses on ensuring students achieve mastery of a topic before moving on to the next, often allowing them to progress at their own pace.
Instructional Modeling: Teachers demonstrate a skill or concept (the model) before students attempt it themselves, often progressing from “me” (teacher models), to “we” (teacher and students practice together), to you (students practice independently).
The organizational structure defines the hierarchy, roles, and reporting lines within the academy:
Traditional Hierarchical Structure: Features a clear top-down chain of command, typical of many educational institutions. It includes a governing body (e.g., Board of Directors/Trustees), Head of School (Principal/Director), department heads, and teachers, with clear lines of authority.
Functional Structure: Staff are grouped by function (e.g., academics, finance, student affairs), working well for schools requiring specialization in different departments.
Divisional Structure: Used by larger academies or trusts with multiple campuses or distinct divisions (e.g., elementary, middle, high school). Each division operates semi-independently under a central administration.
Flat Structure: Features fewer layers of management, promoting more direct communication and collaboration between staff and leadership, often found in smaller private academies.
Matrix Structure: Combines functional and project-based approaches, allowing for cross-functional collaboration where staff may report to both a functional manager and a project manager.
Network Structure: Utilizes decentralized decision-making, partnerships, and collaborations, common in online learning platforms or institutions that work closely with external partners (e.g., industry, community organizations).
The Advantages of Academy-Based Learning:
Structured learning and focus
Reduced distractions: A physical classroom environment can lead to better focus on lessons compared to online settings.
Teacher-student interaction: The physical presence of teachers and peers can encourage sustained engagement with the material.
Social and emotional development
Collaboration: Students learn valuable teamwork and communication skills through group projects and discussions with peers.
Sense of community: A classroom provides a sense of belonging and a supportive environment for students to build relationships and develop social-emotional skills.
Hands-on experience: Many academies offer hands-on learning through experiments and simulations, which helps students apply theoretical knowledge in practical ways.
Skill development: This practical approach can build specific, industry-related technical skills in fields like engineering or culinary arts.
Problem-solving: Applying knowledge to real-world scenarios helps students develop problem-solving abilities and confidence in their chosen fields.
The Challenges of Academy-Based Learning:
Role transition: It can be intimidating for teachers to shift from being the primary source of knowledge to a facilitator, coach, and guide.
Time constraints: Planning and implementing projects or challenge-based learning (CBL) experiences can be time-consuming, especially with packed schedules.
Student management: Educators may face difficulties in establishing appropriate student discipline and motivating students, particularly when dealing with negative attitudes or resistance to non-traditional methods.
Curriculum and skills: There is a wide array of curriculum content to cover, and teachers need to develop new skills for student-directed learning while also teaching students necessary skills like time management and teamwork.
Assessment: Assessing student achievement in new, active learning environments can be challenging.
Teacher preparedness: Inadequate teacher training, insufficient self-confidence, and a lack of clear guidelines for new teaching strategies can hinder implementation.
Student resistance: Students may resist new approaches like CBL, especially if they are used to traditional methods, viewing them as difficult or a waste of time.
Adjusting to new roles: Students must adjust to taking more ownership and responsibility for their learning, which can be a difficult transition.
Social and behavioral issues: When learning is play-based or group-oriented, conflicts can arise from disagreements over the direction of activities.
Systemic and resource-related challenges
Limited resources: Inadequate resources, including equipment, funding, and stable internet access, can hinder implementation.
Lack of support: A lack of support from administration, policymakers, and parents can create significant barriers to implementing new teaching strategies.
Inadequate infrastructure: Poor infrastructure and facilities can also pose a barrier.
Conclusion
Academy-based learning is an educational model, often used in high schools and higher education, that structures the educational experience around personalized learning communities and specific career interests or subject areas. It is a student-centered approach designed to provide more relevant, hands-on, and engaging education compared to traditional methods.