Nuestro Colegio

Colegio Granadino has a team of highly qualified professionals who work in differentiated education and where they believe that through this, students can grow and achieve their highest potential. In Preschool, Primary and Secondary, constant support is offered during classes and outside of them for those students who present individual differences in language development and in their learning processes; Likewise, stimulation, prevention and pedagogical intervention programs are carried out, in order to foresee future learning problems in students.

Meticulous work is done to detect any difficulties in time and thus address them immediately.

The work is carried out in an interdisciplinary manner, with all those people involved in the educational process of the students, such as family, teachers, and external professionals.

The “Theory of Multiple Intelligences” launched in 1983 by Howard Gardner, raises the very simple idea that not all children learn in the same way. Some are visual, some are verbal, some have kinetic bodily intelligence, while others may have mathematical logical intelligence. For 25 years, his theory of eight different intelligences has expanded through educational research, new theories about how the brain works, and research related to differentiated instruction and adaptive learning environments. We now know that not only do students have different learning styles, but also that they have different paces and different ways of understanding the world. Therefore, we have a differentiated education approach whose purpose is that students’ learning is adjusted to their strengths, needs, abilities and interests.

Colegio Granadino firmly believes that each of our students is a unique individual, and that, within our responsibility as educators, it is an important task to identify the best way to encourage each one to develop their strengths in an environment that at the same time respond to your particular needs. Through inclusion, we help our students with differentiated learning goals, alternative assessment processes, feedback processes, and multiple opportunities. Additionally, our School works under the Response to Intervention (RTI) Model “RTI is the practice of providing high-quality instruction/intervention tailored to the needs of students to make important educational decisions to guide instruction.” This model consists of three (3) levels of intervention and its philosophy complements the standards-based grading approach, as it is based on differentiated instruction and promotes and encourages the expression of different learning styles. 

Program aimed at Kindergarten 4 and Kindergarten 5 children that seeks, through play and corners, to strengthen aspects in which extra support is required, in order to guarantee an adequate process in accordance with the needs, whether in their language, perceptions. , motor skills, basic learning devices, reading and writing in English and Spanish.

Preventive and comprehensive stimulation program, which seeks to promote the academic and socio-emotional processes of children; includes work to strengthen specific skills such as problem solving, fine motor skills, visual-spatial coordination, communication skills and self-control, among others.

English language development; Students whose English proficiency is below school expectations receive support with English language development in the classroom (push-in) or in ELD elective sessions (grades 11 and 12)
For all of our students with special needs we have developed the IEP Individual Educational Plans, IAP individual accommodation plans, comprehensive learning plans, designed by an expert learning team, implemented by our teachers and monitored by our learning support team.

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