The Helix model, developed at Brotmadrid, was born as a firm commitment to developing and expanding our school’s working method. Since 2011, it has served students who need an alternative to the traditional method, the reproductive school, and has achieved a successful model.

With the Helix model, we learn cooperatively, through challenges or problems; through research; observing our surroundings, making, manipulating, associating, and expressing what we’ve learned through models, lectures, artistic expressions, and so on. We use the teacher as a guide in the classroom, accompanying, sparking interest, helping students understand the why, teaching them how to think… Everyone always enjoys every activity! Through close-knit experiences, understanding the principles and content and connecting them to their reality, thereby achieving deeper learning.

In collaboration with experts, teachers, educational centers, those affected by specific learning difficulties (SLD), and families, as well as with various universities, we promote research by promoting theoretical and experimental work and conducting scientific studies that allow for the establishment of reliable data and improvements in teaching.

To continue growing and improving, we need research in the field of SLD to be a constant feature of our Aprender Model project, an open project, always in a continuous process of advancement, which encompasses the Corat Assessment Model and the Helix model for schools.

Because improving learning difficulties outside of school—with oneself, with family, at home, on the street—is just as important as educational renewal and innovation in the classroom with active methodologies: research, discovery, experimentation, association, and expression.

MAIN OBJECTIVE

Our main objective is to ensure that children with normal intelligence, whether or not they have dyslexia, achieve academic success. This entails:

• Achieving the objectives of the curriculum design, specifically considering the cognitive and practical difficulties of our students. We seek to achieve the same objective but in a different way, through different paths.
• Developing each student’s cognitive abilities through the appropriate methodology: the Helix model.
• Developing competency-based skills, not just academic ones: relating to others, assuming responsibilities, collaborating, confronting and solving problems, developing critical thinking, being creative, innovative, entrepreneurial, and so on.
• Fostering or, if applicable, restoring students’ psycho-affective stability, achieving greater security and self-confidence with higher self-esteem.
• Ensuring that students learn and enjoy doing so, and positively value their progress, overcoming the lack of motivation and sense of failure so characteristic of students with dyslexia.