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One-to-One Teaching

Each program is specially designed for the individual student by the psychologist and is based-on the detailed information that emerges when a neuropsychological lens is placed on the test results in a neuropsychological and educational assessment. Detailed instructions on how to teach to a student’s strengths are provided in the “Principles” section of the report. What to teach is based directly on the gaps in domain hierarchies. Also, the needs for age-appropriate performance are provided in the “Program Details” section of the report.

Armed with this information and their own creative talent, our dedicated and experienced teachers teach the program one-to-one, and it rolls out as an educational journey, so each learner can proceed at their own pace. The teachers, often operating in teams, provide the student with a rich learning experience. The one-to-one format gives the student the full attention of our experienced teachers to ensure rapid, effective and efficient improvement of the learning issues identified in the assessment. Since every teaching moment is based directly on the long-term needs and current issues for each learner, progress is often evident within weeks.

Two models are used in providing one-to-one teaching at the Vancouver Learning Centre. In the first model students who are in school attend 2-6 hours per week, along with their regular schooling. Most students take this part time program. Parents tell us that students love to come, even after a long school day, or at least they do not object.

The second model is for those who are not in school. They attend the BOOST (Buying Out Of School Temporarily) program. This includes 10 hours of one-to-one instruction and 15 hours of supervised learning per week. This provides for a fulltime educational year. Students have to be 12 years old and able to learn independently for some of the time under supervision to be eligible for the BOOST program. Thus while the Vancouver Learning Centre is a learning centre and not a formal school, some students spend their full school day on site, where they have a very rich and intense learning experience as a bridge or transition to the next stage of their learning journey.

To provide convenient learning schedules for all of our students in their one-to-one teaching programs the VLC is available for instruction from 8 a.m. to 8 p.m. five days a week, and from 9 a.m.to 6 p.m. on Saturday.

Credentials at Secondary and Post-Secondary Levels

In some cases, in part-time programs and usually in the BOOST program, the VLC program design is complemented by correspondence courses from the Vancouver Learning Network (VLN) service from K-12, and from Thompson Rivers University (TRU) for the post-secondary level.

The content of these courses is taught in an engaging way to each student one-to-one, using the principles outlined in the program design. The student then prepares the send-in activities independently as would be done in a school situation. The work is objectively marked by an outside marker assigned by the distance education system. In this way students achieve their credentials, which may be used towards whatever diploma they are working on. As well, and most importantly, they learn the ‘how to learn and how to perform’ strategies and techniques (see learning to learn for future successful performance outcomes.

Performance Outcomes

Because students are taught the course content in the way they learn best, grades for these courses are outstanding, usually well beyond what students have been able to achieve in any other academic situation.

Math 10, 11 and 12 and English 11 and 12 and Senior Science are courses that are commonly taken part time. It is often the case that students who are intellectually bright enough to go on to post-secondary instruction are challenged by their long-term difficulties to succeed in these subjects in a school classroom. They have difficulty getting a good enough grade to enter the institution of their choice. BOOST students choose from the wide array of courses offered either in on-line or paper format.

School Collaboration

If the student is participating in a public or private school based program, a special effort is made to collaborate with their current teachers.

When appropriate, the assessment report is provided (with parents’ permission) and discussed either in a school visit or by phone, and a plan of collaborative action is undertaken.

Most often with younger children our VLC signature week-ahead program, which previews one-to-one difficult subject material ahead of the learner’s classmates, makes classroom learning much more successful. It increases confidence and emotional well-being for the learner.

Regardless of the school situation, VLC teachers have the materials, resources, knowledge and experience to work with each learner in a dynamic, proactive way that enhances their educational journey.

 









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