Education is not the filling of a vessel, but to inspire students to acquire more.
Lucton aims to cultivate students to become proactive and generous worldcitizens with Lucton spirit, good character, independent thinking andproblem-solving skills. Outstanding academic ability is also undoubtedly one ofthe important qualities for their future development. In Lucton, our teachers all keep students motivated and empower them.
There is some truth in everything. Keeping curiosity and being keen on questioning is the first step in learning. A teacher is the one who could propagate the doctrine，impart professional knowledge and resolve doubts. In addition, teachers in Lucton are also very good at asking students questions, which is called enlightenment.
In the physics class, Mr Godwin Okochi asked ''Why can a vacuum flask keep warm?"
“Although most of the students have used a vacuum flask before, they have never seen the internal structure of the vacuum flask but on this occasion, they were able to view the inner structure of the vacuum flask and learnt that every part of the flask has been designed to reduce heat losses by conduction, convection and radiation processes.”
Following this common phenomenon, our students first thought of the feature of the vacuum flasks, which have two layers of stainless steel with a vacuum. Then, their answer is perhaps this layer of vacuum cannot be transferred by heat. Following this question, they learned about heat energy, the conditions of heat conduction, and the transferring of heat through materials.
Part Two理解 Comprehension
Understand Knowledge and Grasp Concepts
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Observing a phenomenon with questions and then explaining it, is a process of understanding knowledge.
Maths encompasses a growing variety and depth of subjects and is closely connected to daily life. Many students struggle with Maths because it is hard to understand, especially abstract concepts. Explaining these concepts simply and intuitively is the greatest strength of our Maths teacher Vikas Bagla.
“Year 13 Mechanics group is working on centre of mass chapter recently and to understand the practicalities of centre of mass we went to the football field to do an experiment of balancing a meter ruler on fingertip. We also saw how vertical line behaves when Lamina is suspended freely by removing the 3 pins of poster on the notice board. Another experiment is that we did practical experiment in the poolroom to see vividly the process of collision under elastic and non-elastic situation along with head on and oblique collision. A collision of snooker balls on the pool table allowed students to see how the line of centre acts in an oblique collision to transfer the momentum.”
Learning is inseparable from thinking, and discussion is necessary as well. In our class, discussion is an opportunity to exchange views. Not only Individual opinions are consolidated or revised through self-evidence or being questioned, but also the opinions from others are absorbed to make our original opinions perfect and comprehensive.
In the Biology class of Cassie Chen, there was an interesting debate:
“Year 10 students in biology class did a debate about “Intensive farming”. This belongs to Ecology part in Biology. After learning the definition of “intensive farming”, they used one week to prepare the debate. During the class, they have been divided into two teams, positive sides introduced the advantages of intensive farming, however the negative sides illustrate the disadvantage of it. After opening and first two statements, they also had a free debate part which they can ask questions or respond to previous questions. After all points were made, closing statement were followed. They all made a fabulous performance in this debate. Besides all the biological influence they learned during the class, they also considered the economic and ethical effect on it.”
A fierce debate makes knowledge unconsciously accepted and understood and inspires deeper thinking. Through the debate, our students not only learned knowledge but also cultivated the ability of logical thinking, language expression and summarization.
Part Four 实践 Practice
Deep Understanding and Put Theory into Practice
在莱克顿的足球场上，化学老师Dawie De Villiers带着学生们做了一个有趣的实验——“以水为动力的火箭”。
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On our football pitch, the Chemistry teacher Dawie De Villiers led the students to do an interesting experiment, "water-powered rocket".
This is a "rocket" made by discarded water bottles. In the experiment, students should pour a certain amount of water and use an inflator to inflate the air to a certain amount before launching. The principle is to use the mass ratio of water and air (the density of water is 771 times more than that of air), and the water is forced out by compressed air from the nozzle of the bottle at high speed. The "rocket" shoots straight up like a missile.
During the experiment, students changed the height, distance, directionand angle of their “rocket” after observing phenomena. The principle of the experimentis essential to learn, and they learned that the “rocket” shape, water level, atmosphericpressure and launch angle all affect the final result. Students put the theoryinto practice, and the practice will better perfect their theory.
"The Y10 students engaged with a Business board game that allowed the students to recap theory. Through a series of Q&As presented in a more interactional mode, the 'race' elements fostered healthy competition amongst the students. The fostering of team work, collaboration and consolidation of theory and work covered is great to see."
“For my Year 11 and Year 10 students, they did a group presentation based on different topics. Year 10 students worked on specialized cells. The whole class was divided into four groups and each group presented a specific cell. Year 11 students were working on different types of animal behaviour, they searched information about example and explanation of those behaviour. At the end, they all did a great job on this group project.”
As Kahlil Gibran said: " For the vision of one man lends not its wings to another man." However, we can develop our own “wings” through education. In Lucton, students can learn with enthusiasm, pursue self-directed learning and discover their talents by the enlightenment education, deep understanding, free discussion and the experience of putting theory into practice.