Independent Curriculum Group

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How to Succeed with Creating a Learning Community

2010-08-06T07:01:06-05:00

A constructive learning community is one in which all students feel they are an important part of the team. In this environment, each individual is valued and the learning process is ranked as highly as content. Teaching and learning purposes are transparent, and students are positioned to collaborate, think, inquire and act more effectively.

This book features guidelines and strategies for focusing learning, and establishes core rules, routines and a discipline plan that guarantee success. The authors share their many years of success working with teachers and students in the classroom, and present teachers with a guide for establishing a powerful learning environment.

A few useful bookmarks

2010-12-03T02:12:44-05:00

Places to visit in Boston
Shopping Centers
Auto accident attorney in Boston

What are learning communities?

2010-08-06T06:59:06-05:00

In higher education, curricular learning communities are classes that are linked or clustered during an academic term, often around an interdisciplinary theme, and enroll a common cohort of students. A variety of approaches are used to build these learning communities, with all intended to restructure the students time, credit, and learning experiences to build community among students, between students and their teachers, and among faculty members and disciplines.

The three general types of learning community structures are as follows:

1. Student Cohorts/Integrative Seminar

Learning communities can be structured as programs in which a small cohort of students enrolls in larger classes that faculty do not coordinate. In this instance, intellectual connections and community-building often take place in an additional integrative seminar.

2. Linked Courses/Course Clusters
Learning communities may involve two or more classes linked thematically or by content which a cohort of students takes together. In this instance, the faculty do plan the program collaboratively.

3. Coordinated Study

Learning communities may involve coursework that faculty members team teach. The course work is embedded in an integrated program of study.

These are broad categorizations along a spectrum of learning community activities. Dozens of adaptations of these types exist to fit the needs of specific colleges and universities.

Building Innovative Curriculum

2009-10-28T07:03:20-05:00

Here is the link to the slides from the session on “How Schools Build Innovative Curriculum” presented by Emily Jones of Putney, Deb Merriam of the Francis W. Parker Charter Essential School, and myself.

The discussion, incidentally, was yeasty and compelling, with much focus on the need for communication in the process—goals, purposes, responsibilities. Equal billing was given to listening to all “levels” during a process of change—classroom teachers, department leaders, administration.

The link: http://www.slideshare.net/pgow3/building-innovative-curriculum

What Talked About in Boston

2009-10-29T08:04:46-05:00

Thanks to all who helped make our conference in Boston a success. For those of you who did not attend the conference, a copy of our agenda is attached in a Work file, and pasted below:

Re-Imagining High School
Saturday, October 27, 2009
Beaver Country Day School

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8:30 a.m. – 9:00 a.m. – Coffee and Welcome

9:00 a.m. – 9:20 a.m. – Welcome, Peter Hutton
Introduction to ICG, Bruce G. Hammond

9:30 a.m. – 10:45 a.m. – Real World as Classroom

The panel will explore how three schools extend learning into the larger community. Topics will include how to cultivate connections with those outside the school, the coordination of classroom learning and off-campus learning, the benefits of closer ties to the larger community, and how community involvement can create powerful learning opportunities.

Paula Evans, Head of School, Community Charter School of Cambridge
Jane Moulding, Head of School, Cambridge School of Weston
Rodney Yeoh, Coordinator, Hiatt Center for Social Justice Education, Beaver Country Day School

11:00 a.m. – 12:15 p.m. – How Schools Build Innovative Curriculum

Nothing is more central to schools with independent curriculum than the continual design of new academic programs. The group will discuss how schools can develop a culture of curriculum development that includes the entire faculty, and how a shared vision can inspire everyone in the community.

Emily Jones, Head of School, Putney School
Peter Gow, Director of College Counseling and Special Programs, Beaver Country Day School
Deb Merrium, Academic Dean, Francis Parker Charter Essential School

12:15 p.m. – 1:15 p.m. – Lunch and National Report

Bruce G. Hammond, Executive Director of ICG, will offer a national perspective on the movement away from test-based advanced curriculum. Major trends include: longer class periods, projects instead of exams, interdisciplinary and non-disciplinary learning, trimesters instead of semesters, more off-campus learning, and a reassessment of participation in the AP program.

1:30 p.m. – 2:45 p.m. – Re-Imagining the Senior Year

When schools move away from curriculum that culminates in standardized testing, a world of active learning opportunities opens up. The panel will discuss the development and implementation of project-based capstone experiences that cross disciplinary lines and carry students beyond the walls of the school.

Amy Carrier, Director, Ventures Program, Fenway High School
Sara Macaulay, Co-Coordinator, Independent Learning Experience, Winsor School
Lynn Randall, Co-Coordinator, Independent Learning Experience, Winsor School
Deb Merriam, Francis Parker Charter Essential School

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Conference Web Site
An area for post-conference document sharing will be created at http://www.independentcurriculum.org/forums. Please log on there to share documents and continue the conversation.

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Upcoming ICG Conferences and Meetings
• Friday, January 15, 2010 Fieldston School
• Thursday, January 28, 2010 Westtown School
• Wednesday, February 24, 2010 Annual Board Meeting at the NAIS Conference

Learning Communities: Building Gateways to Student Success

2010-08-06T07:02:50-05:00

“Gateway to Learning: Promoting Student Success “ draws its inspiration from the city of St. Louis, the gateway city to the American frontier, and the pioneering spirit of countless Americans and immigrants who passed through this gateway to settle the West. In their spirit, I would like to take a few minutes this morning to share with you stories of the pioneering efforts of a growing number of colleges who have sought to construct their own gateways on campus. Specifically, I would like to tell you about the way increasing numbers of colleges, two and four-year, have utilized learning communities to promote student success, especially among first year students. I do so with the hope that the stories of their successes and the lessons we learn from them might provide you with additional ways of thinking about your own efforts to promote student success on your campus.