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GOAL - CHALLENGES AND OPPORTUNITIES |
DESIGN AND PRESENTATION |
SUPPORT AND ENCOURAGEMENT |
|---|---|---|
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Languages: Communicate in target language, work in everyday things, appreciate alternate cultures |
Create dialogues, use pictures, use audio tapes, printed script, create dialogue, think about meal customs, etc |
Use internet, use to improve native language (english grammar) - connect both inside and outside class |
|
English: read and comprehend subject and language, evaluate own skill level, appreciate potential next achievements |
Small group and peer evaluation of writing samples, identify errors in handouts, |
Less successful students one to one with teacher talk about own capabilities, adjust assignments to students own evaluation of progress |
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Science: problematic situation, use scientific principles to analyze, evaluate (building a bridge) |
Mix in groups students with different learning styles, give assignment to each group (build bridge with popsicle sticks) |
Provides both structure and freedom (group size important) |
|
Social studies: comprehend core historical concepts, apply to modern events (more "bridging"), do research, appreciate different points of view |
Free form writing assignments using limited facts; role playing, student generated lesson assignments, group work |
Teach pieces through whole, whole through pieces, back and forth |
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Theology: interpret sacred scripture; comprehending, staying on task; live out scriptures, deeper appreciation of religious services |
Writing, artwork from reading |
Connect to real world/life situations |
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Administrators: whole school context - create "ladies and gentlemen" - is counter-cultural, difficulty of family contexts; opportunity inherent and in available time |
Modellling: respect for student, always looking for good in student; persistant non-violence, exemplar of openness, creativity |
Retreats |
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Mathematics - being sensitive to students with non-verbal disabilities |
Working with computers, multmedia, graphing calculators, visual aids, coooperative learning groups, writing to learn |
Working with computers, multmedia, graphing calculators, visual aids, coooperative learning groups, writing to learn |
|
Guidance: time to think/change rather than "just getting to work" |
Identify differences among students; be flexible for different learning styles |
Peer tutoring, various "seedings"; give assignments so students can reinforce recent learning |