The learning environment in the protagonist schools 발음듣기
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The learning environment in the protagonist schools
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We advise our school designers not to start with a school schedule when they advise schools.발음듣기
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And the reason is, blended learning is this big open canvas and what you do when you start with a schedule is you basically drop a thousand constraints.발음듣기
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And I don't care if it's 30 kids or it's 90 kids and let's not think too much about the space at this point.발음듣기
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Think about the experiences that you want students to have academically, socially and let's not do too many, but let's just think through if we wanted to do three or four of these different experiences during a certain block of time.발음듣기
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See, you start putting boundaries around these experiences, how do you create these experiences for students?발음듣기
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The ideal student learning experience here at Denali all starts with a culture of high expectations that puts the students in the driver's seat for their own learning.발음듣기
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This means that from the moment they walk in the door to all the time they're spending in our building, that they know that there's high expectations for them for academic growth, but also for character development.발음듣기
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And as teachers, and as leaders at the school, it's our job to really facilitate their growth in all of that, but mostly to facilitate their ability to direct their own learning.발음듣기
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The ideal learning environment for kids would be where they can work at their own pace and aren't to like, this is what's you're going to learn in this amount of time and if you don't learn it, too bad.발음듣기
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I wanted an environment where kids can learn at their own speed and at the same time, get the support they need and have projects to support their learning so it's not just rote memorization or like spit out the information, but like apply what you've learned to situations in the world.발음듣기
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We are trying to both challenge each kid individually on learning the content that they need to learn when they're ready for it in a way that's just right for them.발음듣기
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Those skills that go across the disciplines that are important no matter what type of work you're trying to do.발음듣기
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And we really focus our time as teachers on those skills because we think that's what's most important.발음듣기
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There's time they work on content and they're really focusing just on developing content knowledge.발음듣기
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And then there's time when they're working on developing skills and they are just focusing on developing those skills.발음듣기
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When I get to go at my own speed, that means that like I could go fast at the things that I already know or slow at the things I'm having trouble at.발음듣기
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I think it's really good for teaching kids like stuff that they want to learn plus the stuff that they should be learning.발음듣기
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So like, you're learning the stuff that you should be learning, and then it's like, if you want to do something else for fun, you can do that.발음듣기
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The teachers here that are doing is that they're like really focusing on the students and they're really like wanting to know about them and they want to make them feel comfortable and they want to make them feel like you want to go to school every day.발음듣기
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So I think the greater the variety in a student's day, the better it is for the student for many different reasons.발음듣기
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And by breaking the school day up into different chunks, you find even younger students stay much more engaged.발음듣기
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They're going for 45 minutes in the computer lab, 45 minutes for reading, 45 minutes for a math class, 45 minutes they pull out their Chromebooks and they're working in the computer lab.발음듣기
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So it's all these little chunks that in a traditional classroom you don't really get because it's one teacher teaching all day long and eventually that just becomes the culture of the student's experience.발음듣기
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So when we were thinking about forming the school, the first visions of a school was that students and parents and teachers would understand that the second kids set foot on campus, that they are on a special place, that they are kind of, we would say this, they know they're on holy ground.발음듣기
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And from then on, every single piece of the school was around high expectations for academics and for behavior.발음듣기
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We realized that using, for example, the technology allowed us to have students practice perfectly over and over again.발음듣기
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So one of the things I was sure of when founding Comienza was that when our students entered second grade, they were going to be at grade level.발음듣기
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Now, when our students come to us in kindergarten, they are years behind their affluent counterparts.발음듣기
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So they're already coming with, you know, not knowing English, not having vocabulary, not having the support at home for literacy for math. And so we're playing catchup.발음듣기
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We have to do sometimes three to four years of instruction if we're truly going to get our students to walk into second grade at grade level.발음듣기
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When we thought about what we wanted for Comienza, when I thought about what I wanted for my classroom, my primary goal is to make sure that my classroom is a joyful place where students are successful.발음듣기
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So we create the joy by having school be a fun place, having school be a place where students are finding their passions.발음듣기
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Because I'm interacting with them in small group environments to make sure that they're getting exactly what they need. That everything is differentiated.발음듣기
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So I like being challenged. You can't just copy off the teacher, you have to do your own thinking and that will get you to college.발음듣기
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