AME Learning Model Outline
Designed for a 2-month cycle where students meet daily for 3–4 hours. This model is flexible and can be adjusted to suit different schedules.

Phase 1: Input Phase

This phase focuses on students acquiring new skills and knowledge about a new topic.

Curiosity

Using the democratic process:

1. Generating Ideas

   • Students brainstorm and generate ideas about topics they are interested in learning.

   • If students already have an awareness of a problem they wish to solve or a product/service/event they want to execute (usually decided in Phase 2), the sequence can be adjusted.

2. Narrowing Down Ideas

   • Students vote to narrow the list of ideas.

3. Unpacking Top Ideas

   • Select 2–3 ideas from the narrowed list.

   • Students analyze each idea and make a case for why one is the best, which can lead to debates.

   • Explore connections between the idea and various subjects and skills, including:

     • Math, Science, Language, Social Studies, Executive Functioning, Social and Emotional Skills.

4. Final Topic Selection

   • Students share their analyses and vote again to determine the final topic.

Neuroscience

• Use diverse strategies to explore and deepen knowledge about the chosen topic.

• Develop awareness of how the brain learns most effectively and build retention and recall abilities.

• Set and track personal goals to monitor:

  • Progress in all domains of development: cognitive, social, emotional, and physical

  • Strategy effectiveness

  • Resource management​

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Communication

• Meet daily to share progress, explain how we grew our brains, celebrate learning, and grow collective knowledge.

• Formally present findings and information that will help the group grow and build our communication skills.

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​​​​​​Phase 2: Output Phase

This phase involves applying new knowledge and skills toward a collective goal.

 Application

• Students brainstorm ways to apply their learning by creating a service, product, or event.

Collective Contribution

• Transition from individual skill development goals to group-oriented goals.

• Emphasize:

  • Collective effort

  • Collaboration

  • Contributing unique talents

Defining Roles and Contributions

(This step may occur multiple times during the output phase.)

• Identify individual strengths and how they can contribute to the group goal.

• If multiple students wish to contribute in the same way:

  1. Develop a rubric with criteria.

  2. Students present their contributions.

  3. The group votes on the best contribution for the selected output.

Finalizing the Output

1. Determine the Collective Output

   • Discuss and vote on the service, product, or event the group will create.

2. Backwards Planning

   • Develop a step-by-step plan to achieve the final goal.

   • Determine roles and responsibilities for each step.

3. Daily Evaluation and Adjustment

   • Assess progress daily.

   • Identify tasks needed to stay on track.

   • Record data to support skill development and strategy effectiveness.

Execution

• Collaborate to deliver the service, product, or event to the larger community.

• Receive, discuss, and evaluate real-world feedback from the community that experienced the output.

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This model promotes iterative learning, collaboration, and real-world application, making it adaptable to various educational and community contexts.

 

 

 

 

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