All of our sessions are designed to mirror the Tutorial Method that is used at the Universities of Oxford and Cambridge. Pedagogical research has proven that this is the most effective way to teach students for the following reasons:
Oxbridge is focused on thinking and subject skills. Prospective applicants must demonstrate their ability to think deeply and critically within the paradigm of their subject, in order to increase their chances of admission.
We identify what students are passionate about learning, by introducing them to several topics relevant to their subject interests. We connect our students with inspiring Mentors who can help them grow beyond the limits of their school syllabus.
Students often find the application process intimidating due to its unfamiliarity. We overcome this barrier by enabling them 3 to experience each component of the process in advance.
This approach moves away from a traditional teacher-led model and puts the onus on students. Contact time is maximised, and dialogue assumes a much greater role.
Bloom’s Taxonomy
Doxa’s teaching philosophy draws on the best practices at Oxford and Cambridge, modelling our approach on the Oxbridge tutorial model.
Our Mentors encourage students to develop their capacity for independent thinking and critical analysis. This philosophy is shared by all our Mentors and its success is reflected in the outstanding results we see from our subject tuition.
All Doxa mentoring is guided by current pedagogical research overseen by the professional educator that we have on staff.
Our specialist educator directly supports Mentors and helps them to improve their lessons; we regularly assess our Mentors to ensure the latest research is being reflected in all Doxa teaching.
What is “Flipped learning”??
Our Mentors use the technique of “flipped learning” to ensure students get the most out of every session: Mentors are encouraged to provide the student with study material beforehand, alongside setting homework.
Work between lessons develops the student’s understanding of the subject, allowing time with a Mentor to be used for consolidation and deeper exploration. This has been proven to increase a student’s engagement, and means the Mentor has a greater opportunity to guide and enhance the student’s understanding.
