Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content. Cooperative learning, problem-based learning, and the use of case methods and simulations are some approaches that promote active learning.

Chris O’Neal and Tershia Pinder-Grover, Center for Research on Learning and Teaching, University of Michigan

We invite you to click on the link below to watch how our frist grade students learn and interact with their classmates. WELCOME!





Playful spacessuch as free play or role-playing are important in the first stage of our education. In fact, children spend a lot of time in a classroom to receive classes, to work on a book or to develop some of their skills, but always is necessary to have different spaces, moments, and activities to complement the development of those skills.



To use playful spaces, we need to consider the environment, some important features as comfort, an easy access, and the most important thing; we must to think in their needs according with the age. We need magic in our playful spaces!!




Playful spaces are created to make funny activities to encourage learning, to socialize, to create, to play, to know and respect others. These spaces are not only for the school, are recommended to implement at home with the family who is part of the educational process of our kids.



By: Johana Cortés


Students work together with specific goals. They have roles where interdependence is established. Each one has skills and individual objectives. Pupils practice some mental operations in order to improve math processes and use different materials to gain their goals successfully.


Learning about other cultures is really important. It expands and finds new ways of thinking, and new ways of approaching problems. Students get fun through several activities.


At the same time, playing is another good strategy for learning effectively. Pupils interact with their partners having communication, meeting mental challenges and helping students process how well their groups functioned.


By Yazmin Moreno

Learning Styles at GCRB

“Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” – Robert John Meehan


Studies have shown that accommodating different learning styles can significantly increase a child’s performance at school. Also, as a parent, you can play on your child’s strengths and help to improve the other learning styles.

At GCRB, we foster different learning styles through different activities. Let’s take a look:


  1. As a visual learner, this student learns best with visual cues or pictures. When information is presented in written form or visually through diagrams or pictures the student retains more information. They prefer to read the textbook rather than listen to a lecture. A teacher who uses a lot of visual aids, such as notes on the board or handouts, will be easier for them to understand in comparison to a teacher who just lectures.

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  1. As an auditory learner, this student gains understanding when s/he hears instructions or information verbally. Learning is most effective when they can hear the information such as teacher lectures and classroom discussions. The student understands and remembers information better if they hear it.

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  1. As a tactile/kinesthetic learner, this student learns best when there is movement or some sort of physical engagement involved during a lesson. This student enjoys hands-on experience where they can manipulate things in order to learn about it. The more they are able to touch and manipulate the information, the easier it will be for them to learn. They learn by doing, in contrast to just simply seeing or hearing.


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Consequently, if your child is a visual learner, they will benefit from flashcards and books. A physical learner will work well with puzzles and blocks and if your child is an auditory learner, reading aloud can improve learning. By figuring out your child’s style, they will be able to learn more effectively.


By: Alejandra Borrego 


If taught properly, learning English is fun!

Being bilingual makes them smarter.

Even at an early age, bilingual children show greater understanding of shapes and patterns.

English is the official language of 53 countries.

English is the most commonly spoken language in the world. One out of five people can speak or at least understand English!


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By learning English, you open a window to other cultures.

Being bilingual means having total control of two languages.

English is the language of science.

English is the language of many textbooks and universities around the world.

Knowing English improves your native language skills, as well.

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Traveling and living abroad is a much more enjoyable and rich experience if you can communicate with local people and/or other tourists freely in English.

Knowing English means they can understand and be understood almost everywhere in the world

Knowing English means they don’t have to use Google Translate

Knowing English means they can watch movies in the original language

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A speaker of two languages can think up two or more phrases or words for each idea and object, and can utilize this talent to sharpen personal creativity.

Knowing English means they can speak to Queen Elizabeth if they meet her in the street!

Helen Doron English


by Angela Castillo

Second Grade


Science in primary is important in many aspects of the daily life. It cultivates a positive attitude with opportunities to experience the excitement of working as a scientist.

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In GCRB Science helps kids to think about what could happen before they do it, to create a hypothesis in their mind. Then kids learn that not everything works the first time. Some experiments fall in a heap and you have to find out what went wrong, and try again.

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  • Science involves a lot of communication with other people.
  • Science develops patience and perseverance in kids.
  • It can help kids form a healthy dose of scepticism.
  • Science teaches kids about the world around them.
  • Science can spark in kids’ minds that they, too, can help solve the world’s big problems.img_3530 img_3533


By Angela Castillo

Second grade


 4One of the most important objectives in Preschool at GCRB is helping our little learners to develop fine motor skills.  We provide activities that allow them to strengthen not only cognitive abilities, but also simple physical capacities such as hand-eye coordination, grasping skills or in-hand manipulation.

Fine motor skills are coordinated movements of the muscles  that involved in small actions in the forearm, hands and fingers. Young children need to have good control of these body parts to be able to write, tie shoelaces or properly use the spoon to eat, and other activities that they will perform during their life time.3

To that end, kids practice fine motor skills by exploring sensory play materials, developing art projects, cutting, sticking, coloring with pencils or crayons, tearing, or getting dressed by themselves. As a result, Preschool learners have the opportunity to learn newideas and practice concepts through these activities. For instance; kids count beans, make numbers using clay, decorate pictures using given resources or learn about plants, touching the soil, water and seeds.


On the other hand, these processes, besides developing motor skills, contribute to some other learning mechanisms too, such as attention and concentration.  Some researches show the link between cognition and motor abilities. Timothy Curby and Abby Carlson, (2014) expresses that learners who have well-developed motor abilities in their early childhood, will be able to navigate and manipulate their environments easier. In consequence, it is vital that parents support this development before school age, and when the child does not perform a fine motor activity correctly, engage his kid in several related activities at home. Fine motor skills practice should be an important objective for both parents and teachers.


By: Nelida Corredor.- Transition Teacher.

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