The major vehicle of instruction at Da Vinci is Project Based Learning (PBL). The primacy of PBL as the vehicle for instruction is based on a firm conviction that students learn better when they see the relevance of skills and content. This is backed by a variety of research that demonstrates students retain knowledge better, gain deeper knowledge, show better test scores, and are more highly motivated when engaged in PBL than in traditional instruction (source, George Lucas Educational Foundation, www.glef.org).

Units of PBL instruction at Da Vinci will consist of the following:

• Team-based projects assignment based upon California academic content standards
• Scaffolding assignments to assist students in accessing content and mastering 21st Century Skills
• Public demonstrations of solutions or products
• Performance based assessments by teacher, student, peers, and guests using a system of Standards Based Rubrics
• Student Assessment of self, their process, and their product
• A process which encourages student driven inquiry

PBL is a curricular approach that is a real-world, hands-on approach to solving problems: first learning and then applying subject matter content. Rather than relying solely on rote assignments from texts, quizzes and tests, students are issued challenging questions or problems to solve in which they must then apply the concepts they have learned. California academic content standards form the basis for the major requirements or components of the projects. Further, these standards are reflected in the rubrics students use to guide the construction and quality of their final project.

How Does Learning Best Occur?
Learning best occurs when the following conditions are present:

• Student interest is stimulated by challenging and interesting problems
• Students are encouraged to seek solutions and answers and apply them to real world situations rather than memorizing ideas, concepts or facts
• The relationship between student and teacher is based on trust, mutual respect and the facilitation of problem solving
• The relationship between students is one of mutual support and cooperation to reach common goals rather than simply friendship or competition
• Individual content objectives or standards are woven into projects that combine learning across disciplines
• Skills or ideas are not taught as isolated single visit concepts, but rather as a sequence of knowledge that builds to greater understanding and depth—what is learned in one unit is applied in subsequent units
• Technology serves to further the inquiry and knowledge of content area studies rather than as an end objective
• There is a close tie between current coursework and future goals
• The environment is supportive, caring, and safe

What does it mean to be an “educated person”?
DVCA seeks students from our community who will acquire the skills to survive, be competitive and prosper in the 21st century. In particular, our DVCA Vision and Mission Statement set forth a view that students:

• Not only learn the California Content Standards, but possess the skills to apply them to real world or career situations.
• Excel at collaborating with others rather than working in isolation.
• Possess technological proficiency, not as an isolated field of expertise, but as an integrated set of tools for communicating and expressing ideas and information.
• Have developed the skills to communicate effectively.
• Tolerate diversity and welcome differing cultures, viewpoints and customs.
• Possess personal skills and values that will contribute to lifelong learning and work place success.
• Understand the necessity and reward of being active and contributing members of their community.
• Have learned to set goals and work successfully towards meeting them.
• Have developed a value system and global view that frames their actions.