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How does the AICE Cambridge Pathway and Future Problem Solving align?

Our Future Problem Solving process fulfills a wide variety of education standards, including those measured by the Cambridge Pathway plan around the world. Educators easily tailor our content to meet their ​​specific education system and local requirements as needed. Future Problem Solving’s interdisciplinary program provides teachers with standards-based and skill-based resources to meaningfully engage students while building knowledge and skills.

Cambridge International works with schools worldwide to develop learners who are not only knowledgeable, but who also go on to make a positive difference in a changing world. Students who participate in the Cambridge Pathway have the opportunity to tailor their studies to their individual interests, abilities and future plans within an international curriculum. Future Problem Solving aligns with many Cambridge Advanced International Certificate of Education (AICE) class content areas and connects to the five Cambridge learner attributes.

Cambridge Learner Attributes

Future Problem Solving aligns with Cambridge International in supporting schools to develop learners who are confident, responsible, reflective, innovative, and engaged, as shown in their Cambridge Learner Attributes.

Confident

Students interact with ideas and topics outside of a standard classroom curriculum. They must communicate clearly, think critically, and present information to many audiences.

Responsible

Our programs encourage academic integrity, community collaboration, and a global mindset.

Reflective

Our rigorous evaluation and feedback structure allows students to reflect on their own progress as they develop their problem-solving skills.

Innovative

Through the 6-step problem-solving process, students learn how to tackle any issue they may encounter in the future. Students use current knowledge, trends, and research to determine plans for a better tomorrow, or implement them into their communities today.

Engaged

Students  make an impact on the world around them through community projects that are self-selected and student-driven.

Program connections

Global Issues

Students research real-world issues and use the 6-step problem-solving process to design solutions for the future. This prepares students directly for the Cambridge Global Perspectives and Research course, in which learners are asked to broaden their ideas of global issues through analysis and reflection.

Community Projects

Students engaged in self-selected community projects will deepen their understanding of interdisciplinary learning, develop stronger communication skills, and learn to respect the connections between culture, context and community. This is in direct alignment with the desired learner attributes developed on the Cambridge Pathway.

Creative Writing & Storytelling

When students are challenged to write and perform stories about an imagined, but research-based, future, they develop their critical and creative thinking skills. These skills are necessary for success in a changing world. The act of creation in storytelling helps set students up to be more innovative and creative as they approach their post-graduation studies.

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April Michele

April Michele Bio

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in Gifted Education. She earned the National Board Certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board Assessor for the certification of others. She was trained and applied the International Baccalaureate Middle Years Programme (MYP) in Humanities, which helped widen the educational scope and boundaries beyond the U.S. In addition, April facilitated the Theory and Development of Creativity course for state level certification of teachers. She has also collaborated on a variety of special projects through the Department of Education.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.