The constructivist learning theories of Jean Piaget, John Dewey and L.S. Vygotsky are the foundation of Bridges' educational philosophy. These developmental theories support our student-centered, hands-on, active learning instructional approach. Constructivist learning theories maintain that learning is an active process. At Bridges, we believe that students learn most effectively by constructing their own knowledge while actively exploring their environment and interacting with adults and peers. Bridges Public Charter School values the process or experience of learning as much as the product of learning.
Classroom Settings & Learning
Bridges educates and supports the learning of our students in a range of instructional settings. There are General Education classrooms, Resource Rooms, Special Education classrooms and Therapy Rooms. General Education classrooms are inclusive classrooms, as is required by law, where students with and without special needs receive instruction. Resource Rooms are for small group instruction of students. Special Education classrooms are for students who need 100% of their instruction provided to them in a special education setting. Therapy Rooms are for pull-out speech therapy, occupational therapy and physical therapy. Therapy at Bridges is provided to students using by both a push-in to the classroom and pull-out of the classroom model.
The school’s educational program is also supported by the expertise of a Literacy Specialist, Instruction / Curriculum Specialist, Teachers for English Language Learners, an Applied Behavior Analysis / Verbal Behavior Specialist, a Social Worker and an Art Teacher.