Not exact matches
It may be an arrangement that factors out different aspects of the school's common life to the reign of each
model of excellent schooling: the research university
model may reign
for faculty,
for example, or
for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the
model for students, or only
for students with a declared vocation to ordained ministry (so that other
students aspiring to graduate school are free to attempt to meet standards set by the research university
model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom
expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the
model provided by paideia so that,
for example, common worship is made central to their common life and a
high premium is placed on the school being a residential community.
Simply put, the facets of a quality school
model with
high expectations will work
for all
students, regardless of race, ethnicity, or immigrant or socioeconomic status.
He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success
for All, and
high -
expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising
models for reform because their success is due to the selection of
students or other factors that can not be replicated on a broader scale.
In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP
model:
High Expectations (
for academic achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).
Differentiation: purple = lower ability blue = middle ability yellow =
higher ability Resources prepare
students for answering Q1 and Q2 and cover the following: - introduction to paper 2 -
expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam)
for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore
model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess
students ability in true or false and synthesis tasks.
Differentiation: purple = lower ability blue = middle ability yellow =
higher ability Resources prepare
students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 -
expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam)
for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore
model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess
students ability in true or false and synthesis tasks.
Author of the article, Geoff Masters, argues that
high expectations model the outcome of hard work
for students and show a belief in the child's abilities.
Develop a culture of
high expectations for all
students by
modelling and setting challenging learning goals.
Some of the most important attributes include explicit
modeling, regular conferencing with
students and families,
high expectations, encouragement, flexibility, cooperative learning arrangements, and ample opportunities
for self - regulation.
Phoenix founder, Beth Anderson, saw great potential
for all
students in this
model but knew that at - risk
students would need specialized supports to master
high standards and rise to
high expectations.
We have done a great deal to
model and set
high expectations for students.
Research shows that black teachers connect more deeply, hold
higher expectations, and provide stronger role
models for black children, who make up nearly 90 percent of the city's public school
students.
Despite their distinctive styles, all these school leaders consciously attempt to
model for their teachers and
students the way free citizens should treat one another in a democracy — with tolerance, respect, and
high expectations.
Green Dot schools provide a
high care,
high structure,
high expectations approach to learning; a personalized learning plan
for students; a traditional school day with an early emphasis in proficiency in reading and math; and after - school programs complementing our mission and educational
model.
South Carolina In South Carolina, accountability redesign has focused on adopting a comprehensive vision
for high school graduates and creating opportunities
for innovative approaches to learning that will support
students in meeting these
expectations, including career - based learning experiences, personalized learning, proficiency - based learning
models, and other novel programs and courses.
Designed to prepare
students to succeed in
high school and continue on a path toward college and beyond, our educational
model focuses on five core values:
high expectations for all
students; small, personalized schools and classrooms; increased instructional time; highly qualified principals and teachers; and parents as partners.
Recommended Strategies: Supportive Provide opportunities
for students to discuss concerns with teachers and counselors Address issues of motivation, self - perception and self - efficacy Accommodate learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery learning Decrease competitive, norm - referenced environments Use cooperative learning and group work Use positive reinforcement and praise Seek affective and
student - centered classrooms Set
high expectations of
students Use multicultural education and counseling techniques and strategies Involve mentors and role
models Involve family members in substantive ways