R.I.S.E. Academy is proud to be the very first school in Silicon Valley, offering French, Russian and Spanish immersive primary education!
R.I.S.E. features a terrific student-to-teacher ratio producing our diverse and rigorous high school preparatory environment. We inspire young minds to become confident, compassionate leaders and global citizens. Our curriculum combines the classical time-tested Carden language arts program with the latest teaching methodologies in math, science, STEM, liberal arts, and cultural studies. “Nurturing the Renaissance Child”™ demands a well-balanced daily schedule engaging the whole child, which is consistent with Vygotsky’s Social Development Theory. Physical education every day, music, choir, art and foreign languages are integrated with classic core and technical programming.
Confidence is contagious. Our students build it daily, by challenging ideas and themselves. Extemporaneous speaking, collaborative presentation, speech and debate, and performing arts are woven into school assemblies, concerts, musicals and celebrations within and without the R.I.S.E. Academy. Our students excel in front of a crowd and contribute their energies and artistry to the greater community, traveling to participate in diplomatic exchanges and cultural festivals all over California, Oregon, Alaska, Washington DC, and in the Republic of Panama as well as the Russian Federation.
The R.I.S.E. Academy’s Faculty has worked together for over a decade to deliver seamless support of our students and parents from K – 8th Grade, assisting with their daily homework in study hall while coaching every child towards self-reliance, thinking independently to develop personal communication skills, emotional stability, and earned self-confidence. We work hard to help every child find her/his place in this world we share.
“Of the Parents, by the Teachers, for the Children”™.
Mae Carden developed the Carden Method for learning and opened Miss Carden’s School for Young Children in October of 1934 in New York. Her curriculum is designed for children beginning from the age of three and continuing through each grade, reinforcing and building upon the strengths gained by the student from the previous year.
The Carden Method is specifically designed to help children develop their innate powers of analytical and organized thinking. Mae Carden believed that life and learning are enhanced by the ability to interconnect academic, social, and artistic skills through a strong foundation of knowledge sprinkled with humor and service. A strong basic in Mae Carden’s educational philosophy involves the Carden Standards of Living and the life pattern of Cause and Effect.
In using the Carden philosophy of Cause and Effect in our school curriculum, we are working towards our goal of providing our students a foundation of knowledge along with the self-confidence and communication skills needed to share their gifts with the world.
Social Development Theory, formulated by Russian psychologist, Lev Vygotsky, emphasizes the effect of culture and social factors in contributing to cognitive development. It argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. According to Vygotsky, emphasis should be placed on culture affecting / shaping cognitive development and more weight on the role of language in cognitive development. Vygotsky believes that community plays a central role in the process of learning. He believed that social interaction plays a critical role in children's learning. Through such social interactions, children go through a continuous process of learning. Vygotsky noted, however, that culture profoundly influences this process. Imitation, guided learning, and collaborative learning all play a critical part in his theory.
Major themes regarding social interaction include:
Zone of Proximal Development (ZPD)
The zone of proximal development, is the zone of the closest, most immediate psychological development of the children that includes a wide range of their emotional, cognitive, and volitional psychological processes. It is the difference between what a learner can do without help, and what they can't do without teacher's assistance. Vygotsky argued that a child gets involved in a dialogue with the "knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Our role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning such as skills and strategies
The More Knowledgeable Other
Vygotsky conceived the more knowledgeable other as a person who has greater knowledge and skills than the learner. In many cases, this individual is an adult such as a parent or teacher. Children also learn a great deal from their interactions with their peers, and they often pay even greater attention to what their friends and classmates know and are doing than they do to the adults in their life.
No matter who serves as the more knowledgeable other, the key is that they provide the needed social instruction with the zone of proximal development when the learner is so sensitive to guidance. Children can observe and imitate or even receive guided instruction to acquire the new knowledge and skills.
Lev Vygotsky also suggested that human development results from a dynamic interaction between individuals and society. Through this interaction, children learn gradually and continuously from parents and teachers. This learning, however, can vary from one culture to the next. It's important to note that Vygotsky's Sociocultural Theory emphasizes the dynamic nature of this interaction. Society doesn't just impact people; people also affect their society.
Enrichment is an important part of our children’s school lives And helps create enduring childhood memoriesTop of Page
Exciting enrichment programs help make our school unique. Our diverse activities supplement our curriculum and provide further opportunities for personal growth and development. They include:
Assemblies and performances to develop drama and public speaking skills.
Weekly science labs and annual science fairs.
Student Council to develop leadership and service within the community.
After school clubs and classes include:
Ballroom Dance, Fencing, Clay, Theater, Scuba Diving, Mind games, Music Lessons, Soccer
Languages: French, Spanish, Russian and more
STEM, Engineering, Chess Club, Lego Robotics, Olympic Math and others