Taking it to Instruction
How will curriculum and instruction be meshed to achieve desired outcomes?
In Avalon Middle School, our teachers are encouraged to teach outside of their textbooks. The teachers incorporate a variety of instructional strategies that reach their students’ diverse intelligences. The teachers are provided a curriculum map and they follow the Common Core State Standards; however, a large part of instruction will be composed of activities, real world experiences, and authentic teachings. The teachers at Avalon Middle School want their students to achieve not only in their education, but also in their inter/intrapersonal skills.
In Avalon Middle School, our teachers are encouraged to teach outside of their textbooks. The teachers incorporate a variety of instructional strategies that reach their students’ diverse intelligences. The teachers are provided a curriculum map and they follow the Common Core State Standards; however, a large part of instruction will be composed of activities, real world experiences, and authentic teachings. The teachers at Avalon Middle School want their students to achieve not only in their education, but also in their inter/intrapersonal skills.
In what specific ways will instruction meet students' developmental needs?
Our educators use a collection of instructional strategies that address all learning styles, all multiple intelligences, and the students’ levels of cognitive and emotional development. These strategies are promoted by various psychological theories including Howard Gardner’s Multiple Intelligence Theory (Gardner 1989), Abraham Maslow’s Hierarchy of Needs (McLeod n.d.), John Dewey's Contructivist Theory (Hein n.d.), and Benjamin Bloom’s levels of taxonomy (Churches n.d.).
Our educators use a collection of instructional strategies that address all learning styles, all multiple intelligences, and the students’ levels of cognitive and emotional development. These strategies are promoted by various psychological theories including Howard Gardner’s Multiple Intelligence Theory (Gardner 1989), Abraham Maslow’s Hierarchy of Needs (McLeod n.d.), John Dewey's Contructivist Theory (Hein n.d.), and Benjamin Bloom’s levels of taxonomy (Churches n.d.).
- Gardner's Multiple Intelligences
Intelligence, as defined by Gardner, is "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using cultural and biological research, he formulated a list of nine intelligences. A description of these nine intelligences are provided in the following website.
Intelligence, as defined by Gardner, is "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using cultural and biological research, he formulated a list of nine intelligences. A description of these nine intelligences are provided in the following website.
- Maslow's Hierarchy of Needs
Maslow provided a hierarchy of needs which he divided into basic needs, including physiological, safety, love, and esteem, and growth needs, consisting of cognitive, aesthetics and self-actualization. He believed that one must satisfy their basic needs before meeting their growth needs, stating that if one did not have their basic needs met that learning could not and would not occur. Once their basic needs and lower level growth needs have been satisfied, they may be able to reach self-actualization.
Maslow provided a hierarchy of needs which he divided into basic needs, including physiological, safety, love, and esteem, and growth needs, consisting of cognitive, aesthetics and self-actualization. He believed that one must satisfy their basic needs before meeting their growth needs, stating that if one did not have their basic needs met that learning could not and would not occur. Once their basic needs and lower level growth needs have been satisfied, they may be able to reach self-actualization.
- Dewey's Constructivist Theory
Constructivism refers to the idea that students construct their own knowledge both individually and socially as he or she learns. Further description is provided below:
Constructivism refers to the idea that students construct their own knowledge both individually and socially as he or she learns. Further description is provided below:
- Bloom's Taxonomy
Bloom (Dabbagh n.d.) identified six levels of learning that contain the simple recall or recognition of facts, which is the lowest level and referred to as knowing, through increasingly more complex and abstract mental levels that lead to the highest level, which is referred to as creating. A description of the six levels and a list of measurable verbs for each are provided in the following website.
Bloom (Dabbagh n.d.) identified six levels of learning that contain the simple recall or recognition of facts, which is the lowest level and referred to as knowing, through increasingly more complex and abstract mental levels that lead to the highest level, which is referred to as creating. A description of the six levels and a list of measurable verbs for each are provided in the following website.
What will teachers do to address learning styles, multiple intelligences, brain research etc.? What staff development programs will be offered?
Current professional development:
Current professional development:
Student Grouping
Our students are grouped according to grade level due to the size of our school. Each grade forms its own “academy” and is located on a separate floor. Our “academies” are defined as independent groups or communities within a larger school. Every classroom will contain eighteen students. are co-ed, and are heterogeneously grouped, incorporating inclusion into each. When implementing cooperative learning (group work) into the classroom, our educators also place the students into heterogeneous groups.
Teacher Teaming
Our educators work in teams based on grade level and content. Each team contains two teachers who teach the four core subjects and multiple specialty teachers, including one special education teacher, who are fundamental members of each team. These members offer courses such as art, drama, and a foreign language. The core teachers in each team are located in close proximity to one another within the school building. Each team member is assigned a subgroup of students consisting of fifteen individuals and act as their advisory teachers. Our educators’ purpose in this role is to be an initial contact for other school faculty and guardians regarding their students, a role model for their students, and a secondary confidant and provider of advice when it comes to selecting future career paths. They will also discuss any upcoming events for the school and distribute newsletters and reminders regarding these events and other class topics in addition to report cards. These are to be taken home in order to inform their parents or other family members of our school’s activities, their child’s academic progress, and our educators’ classroom and content schedules. Our educators work hard to teach across the curriculum and often develop integrated thematic units that relate the concepts taught in the separate subject areas to one essential theme or topic, increasing the students' comprehension and interest in the content. In addition to this, our educators implement a variety of instructional strategies and activities that are supported by research and appeal to multiple learners. In order to ensure the effective implementation of integration and multiple instructional strategies, they are committed life-long learners and attend a minimum of eighty hours of professional development, which includes programs that address brain research/cognitive development, classroom management, differentiated instruction, cooperative learning, character development, learning styles, and instructional technology.