Transformative and Differentiated Education

Rosedale is committed to advocating for, and implementing, transformative education with a focus on differentiated and higher order thinking skills for high school programs on a global scale. We offer products and solutions to enhance innovation in education, and we deliver education that is growth- focused and provides the knowledge and skills for our future global leaders.

Rosedale’s Transformative Approach To Learning

Our world is filled with questions and problems—and answers can’t simply be found in a textbook. Students rely on experienced educators to help guide their learning to discover new skills and to create solutions for our innovative and technology-driven world. Bringing collaborative and creative problem solving to the classroom is often constrained by curriculum development, time and cost, but Rosedale has shifted the landscape of education to invest in the development of collaborative solutions to advance teaching and learning, ultimately allowing the next generation of students to take ownership of their learning and acquire essentials skills, leading to life-changing learning outcomes—and lifelong success—for our future world.

The Rosedale Global High School Program is rooted in Ontario Secondary School Diploma (OSSD) and our robust curriculum, coupled with our Transformative Approach to Learning, includes the essential resources required to move our teachers in international partner schools beyond the constraints of curriculum development, time, and cost by providing solutions and supporting the mindset and skills development necessary for our students to be at the forefront of applied knowledge and future economic prosperity.

Our Transformative Approach to Learning has five defined pillars focused on: higher order thinking skills, real world problem solving, differentiated instruction and evaluation, personalized learning path and global preparedness. We provide well-structured solutions for each pillar to support our international partner schools to implement our program effectively, while embracing their local expertise in teaching and learning. This approach combines a focus on higher order thinking skills that help to transform our students view of the global world and create meaningful solutions to solve problems, with a differentiated approach offering student choice in how they learn new concepts, develop skills and demonstrate their achievements.

Pillar One: Higher Order Thinking Skills

Higher order thinking skills (HOTS) allow individuals to move beyond facts and memorization in order to solve complex problems, address real world issues and make authentic connections. Individuals who use higher order thinking skills are able to synthesize, analyze, and evaluate complex information and use this knowledge to solve problems, propose innovative ideas, demonstrate insightful reasoning, and engage in big-picture thinking. Individuals with well-developed higher order thinking skills have the ability to think critically and face the challenges of their future.

At Rosedale, we group HOTS in the following eight categories: researching, problem solving, planning, processing, reasoning, presenting, critical and creative thinking, and reflecting. Our program develops, tracks and reports student HOTS development throughout their learning in the Rosedale Global High School Program.

Learn How Rosedale Makes it Happen

Curriculum and Learning Process

  • Rosedale has built an innovative course portfolio with a strong emphasis on HOTS development. HOTS learning activities and assessments are strategically designed to support defined HOTS learning objectives to promote problem-solving, decision-making, critical and creative thinking.

Evaluation and Reporting

  • Rosedale courses include evaluations that allow for HOTS achievement to be measured, tracked and reported for individual students across different subjects during their study in the program.

Teacher Instructional Resources

  • Rosedale provides detailed lesson plans that clearly identify which HOTS arbeing developed at each stage of course. Lesson plans clearly identify activities and instructional strategies that support the development of these skills, such as the use of questioning, promoting student talk, and providing formative feedback.

Teacher Training Programs

  • Rosedale’s comprehensive teacher training programs provide teachers the opportunity to learn, practice and apply HOTS-specific instructional strategies from fundamental to advanced levels utilizing variety of formats, including subject-specific examples, lectures, instruction demonstrations, workshops, teaching in practice and feedback/experience sharing from our expert educators.

Pillar Two: Real World Problem Solving

Real-world problem solving is a philosophy of teaching and learning by which students engage in developing solutions to a problem of importance to them or their community. Students learn and acquire knowledge by taking steps to fully understand the problem, gather research from current knowledge and experts in the field, and apply their knowledge to propose solutions and communicate solutions to others. Real-world problem solving allows students to acquire rich in-depth subject knowledge and apply higher order thinking skills in a practical context.

At Rosedale, real-world problem solving is embedded into all courses of study, allowing students to integrate their learning in different disciplines, make connections to real world issues, and practice methodologies of design thinking and innovation. This learning inspires students to identify and solve problems with significant economic and social consequence and provide students the real-world scenarios to further improve their high order thinking skills.

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Curriculum and Learning Process

  • Engaging lessonsactivities, case studies and projects are designed for students to apply the knowledge and skills they have learned to new situations, where they analyze issues, solve problems, and create innovative solutions. Specifically, in STEM courses, students learn to unlock their creative abilities through problem-based learning and practicing through Design Thinking Processes.

Evaluation and Reporting

  • Project-based evaluations provide students with the opportunity to demonstrate their knowledge and application of higher order thinking skills through real-world problem solving and design thinking processes.

Teacher Instructional Resources

  • Our lesson plans provide guidance for teachers on the strategies and techniques to lead students through the problem solving and design thinking process, including: strategies to lead problem-based learning, generate questions, prompt student thinking and provide feedback. Differentiated instructional resources also provide teachers with additional material to dive deeply into all areas of study.

Teacher Training Programs

  • Our teacher training programs focus on instructional strategies that engage students in real world problem solving and design thinking. Teachers learn, practice and apply strategies with examples that prompt students in how to brainstorm ideas, work collaboratively with others, ask questions, analyze and evaluate information, read infographics and a variety of texts, and test their ideas.

Pillar Three: Differentiated Instruction and Evaluation

We recognize that each student has unique strengths and learning styles, and that a “one size fits all” approach is not suited for today’s global world. Today, our students require a modernized education with no boundaries to fully develop their individual strengths and success. To achieve this, educators need to fully recognize each individual student needs and interests, learning styles, capabilities and goals. Through differentiation, educators create successful learning experiences by tailoring instruction to the individual needs of students, resulting in the rapid development of their unique strengths.

In the collaborative Rosedale Global High School Program, we recognize and value the uniqueness of each individual student and believe each student can succeed in the program and reach their highest potential with differentiation. Differentiated instruction is provided by offering students variety in content, instructional strategies and learning environments. Differentiated evaluation give students opportunities to choose the type of work products that align with their strengths and the preference to demonstrate their learning.

Learn How Rosedale Makes it Happen

Curriculum and Learning Process

  • Our differentiated curriculum provides a variety of learning formats (video, audio, infographics, simulation, gamification and more) and learning activities (group work, case study, peer review, self-assessment and others) around important concepts to meet the needs of all learners and allow them to comprehend learning content using their strengths.

Evaluation and Reporting

  • Rosedale OSSD evaluations offer students choices in demonstrating their learning according to their strength and preference. Students may choose written forms such as essays, letters, and journals; visual forms such as infographics, artwork and presentations; or audio-visual forms such as orations, video journals and dramatic presentations.

Teacher Instructional Resources

  • Each Rosedale lesson includes differentiated instructional resources and differentiated instructional strategies for teachers to select from to accommodate student learning. Our curriculum also provides diagnostic tools for teachers to assess student learning at different stages of the learning process and adapt and apply differentiation appropriately.

Teacher Training Programs

  • Our teacher training programs provide classroom teachers with examples of how to use differentiated strategies and resources to adapt content for the learning needs of a specific group of students. Teachers learn how to scaffold learning content for students facing difficulty and how to enhance learning for high achievers. Teachers also understand and implement the differentiation opportunities in the evaluation activities and guide students to demonstrate their learning through a strength-focused lens.

Pillar Four: Personalized Learning Path

A Personalized Learning Path allows students to take ownership of their learning journey. It is also a student-centred collaborative journey between students and teachers with alignment to core curriculum standards. In collaboration with our international partner schools, we provide diverse curriculum and learning opportunities to empower students to select courses and experiences to create their own Personalized Learning Path—allowing them to focus on areas of interest and strength, and develop skills that are essential to meet their university goals and career pursuits.

We encourage asset (strength) based learning, student choice and ownership. OSSD university admission criteria also support our Personalized Learning Path by allowing students to select the courses that reflect their best capabilities to apply. Together with an Individual Growth Plan, students are empowered with information, skills, and competencies to make informed decisions and take ownership of their goals.

Learn How Rosedale Makes it Happen

Curriculum and Learning Process

  • We offer a university-based course portfolio with more than 50 courses, including specialty courses, and cross-disciplinary and project-based learning opportunities for strength-focused student selection, which is fully customized for the learning needs of each student and aligned with their choice of post-secondary institutions and career ambitions.

Evaluation and Reporting

  • Rosedale’s Global High School Program is based on the Ontario Secondary School Diploma (OSSD) system, in which global universities take the average of six Grade 12 university/college preparation courses chosen by the students as the academic criteria for university admission. The OSSD university acceptance criteria provide a policy level foundation for the Rosedale Global High School Program to create strength based and university/career aligned Personalized Learning Paths for all students.

Teacher Instructional Resources

  • Rosedale provides comprehensive resources to international partner schools to support the implementation of the Individual Growth Plan to empower teachers and counsellors at local schools in the Global High School Program to effectively co-create a Personalized Learning Path, Skill Development Plan, Post-Secondary Plan and Extra-Curricular Plan with students.

Teacher Training Programs

  • Rosedale’s training program for the Individual Growth Plan equips teachers and counsellors in our international partner schools with the platforms, resources, tools, handbooks, and templates to implement our student-centred program. Rosedale’s team of academic advisors also supports all international partner schools in the creation of Personalized Learning Paths.

Pillar Five: Global Preparedness

Global preparedness refers to being equipped with the skills, attitudes, and values ​​of global citizenship as well as being aware of the educational and career opportunities that exist around the world. Global citizens are able to view issues and ideas from local and global perspectives, demonstrate an understanding and awareness of other cultures and perspectives, recognize the role they play in the world, and are empowered to participate in, and contribute effectively to, the changing world.

Rosedale curriculum is developed in a manner that ensures global preparedness is a primary thread of our lessons—integrating culture, economics, and points of view, while providing opportunities for students to understand both local and global perspectives on a plethora of topics. In our programs , students have opportunities to participate in projects and co-curricular activities in our global learning community, encouraging and supporting collaboration with students from other countries. Students are encouraged to explore education and career opportunities globally through the IGP program and university counselling, and develop the skills required to become global citizens.

Learn How Rosedale Makes it Happen

Curriculum and Learning Process

  • Our courses invite students to explore wide variety of diverse perspectives through carefully selected activities, examples, case studies, real-world problems and projects. Rosedale continuously updates case studies and projects to ensure our learning reflects current global issues, and our global network allows students to work in collaborative environments with their peers in their home country and around the world, supporting student exploration and uncovering global issues and perspectives.

Enrichment Programs

  • Rosedale provides opportunities for students to participate in global mobility programs, short-term learning abroad programs and co-curricular activities with peers around the world. Through a comprehensive Individual Growth Plan (IGP) program, Rosedale offers students in-depth exposure of global university programs and career possibilities, and engages student in the creation of a personal pathway that encourages students to explore opportunities around the world.

Teacher Instructional Resources

  • Our lesson plans and instructional resources provide teachers in our international partner schools the options to adapt and apply learning content and activities to reflect various perspectives and diversity, both locally and globally. Lesson plans include instructional strategies and activities that encourage students to share their ideas, engage in global citizenship and learn from rest of the world.

Teacher Training Programs

  • Our teacher training program and IGP training program provide comprehensive resources and instructional strategies to engage students in global learning and global leadership development. IGP practice training provides the processes and tools that support local counsellors to guide student personal growth beyond classroom and in a global context. In Rosedale training programs, teachers work with other educators around the world, share experiences and learn from each other to help broaden their viewpoints and positively impacts their teaching practice and student learning.

The five pillars in Rosedale’s Transformative Approach to Learning have provided a strong foundation upon which our Global High School curriculum, teaching, assessment and evaluation processes have been built and they serve to guide our partner schools in creating an exceptional learning experience for all our students.

Pam TurnbullDirector of Teaching and Learning, Rosedale Academy

Partner with Rosedale

At Rosedale, we are committed to reshaping the future of global education and working alongside our international partner schools to co-create life-changing learning outcomes for students around the world. To learn more about our delivery of global K-12 differentiated education, or to speak with us about a potential partnership, follow the link below.

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