MISSION, VISION, VALUES

OUR MISSION

To discover the psychological profile of each child – fluid intelligence (the fural, logical one) and crystallized intelligence (the one acquired through language), social and emotional intelligence, behavior. Based on all this information, we personalize the educational process.

To educate the character and to learn knowledge with practical applicability, not only theoretical.

Education is a process that requires the building of character and skills. Learning is the ability to have knowledge from various fields and to combine them in a creative, original, innovative way. The combination of the two helps today’s child, tomorrow’s adult, to become a mensch.

Development of the best methods of differentiated education intertwined with pedagogies and alternative teaching methods.

Promoting new, transdisciplinary educational approaches.
Promoting education of excellence at national level through the Renzulli Learning platform.

We carry out the reform through self-discovery (psychological testing), involvement in activities related to the field of passion and motivation to know (personal and group projects, national and international competitions, volunteering for various causes, internship (14+)).

We achieve cooperation through national and international strategic partnerships.

OUR VISION

Starting from the research according to which only 3% of children with high abilities manage to succeed in their adult life, we want to achieve for today’s children, tomorrow’s adults, the framework through which they can find independence and develop their creative side and potential.

OUR VALUES

Testing, from a behavioral point of view and the coefficient of cognitive, emotional, and social intelligence, is to understand the starting point in identifying the interests, abilities, and individual educational needs of each child.

Learning continues throughout all our lives. In addition to children, we also involve parents, as well as teachers to specialize and learn how to work with children with high abilities.

Tutoring – encouraging parents to get involved in the educational process of children / adolescents.

Mentoring – Both children / adolescents and parents have support in the learning process, respectively teaching, by specialists involved in the program, in various fields (training, human resources, sales, public relations, communication, etc.). A mentor’s role is to guide, to advise, to support in the development of the childs potential, to guide the mentee towards development, to orient towards solutions, to create new contexts, to facilitate the learning process.

Vertical acceleration (refers to the child) – increasing motivation, the ability to understand their own learning mechanism, the acquisition of transversal skills, critical and horizontal thinking (refers to the teacher) – which is related to adapting teaching to the learning style of each student, proposed methods and activities, qualitative assessments, leadership and organizational culture. Both take into account the information received during testing.

Transdisciplinarity – we aim at combining as many diverse areas as possible and developing multiple intelligences (adapting to the differentiated requirements of each child in order to maximize potential). The curriculum for children with high abilities starts from the information we have about the field we want to study in conjunction with the information obtained from testing the child-level IQ, EQ, learning style (s) and not from the contents and competencies proposed by the teacher.

Parenting – discovering today’s adult through self-analysis, surrounding personal knowledge to accept and understand the needs of their own children.