Embed Size (px)
Citation preview
CHS English 11 (2.0)
The Student-Centered
Classroom
“The aim [of education] must be the training of independently acting and
thinking individuals who, however, see in the service to the community
their highest life problem.”
--Albert Einstein
CHS English 11 (2.0)
“Empowering ALL students to be
college and career ready.”
Student-Centered Learning
in the 21st Century
Objective:
The primary objective of English 11 is to ensure that all
students are college and career ready. This means that
students meet the benchmarks in both the English and
Reading portions of the ACT, in addition to completing a
rigorous and self-paced, student-centered learning curriculum.
Student-Centered Learning:
A learning environment in which knowledge is constructed by
students and the teacher is a facilitator of learning rather than
(merely) the presenter of information.
Self-Paced Classroom:
Students will be in control of their own progression through
this course, therefore taking ownership of their own learning
and concept mastery. See the attached information.
Updates:
The following is a revision to the now outdated Student
Handbook distributed at the beginning of the school year.
CHS English 11 (2.0)
The Self-Paced Learning Classroom:
A Student-Centered Action Plan
Student-Centered Learning:
A learning environment in
which knowledge is
constructed by students and
the teacher is a facilitator of
learning rather than
(merely) the presenter of
information.
The Self-Paced
Classroom
Self-paced instruction is any kind of instruction that proceeds based on learner response.
The content itself can be curriculum, corporate training, technical tutorials, or any other subject that does not require the immediate response of an instructor.
Self-paced instruction is constructed in such a way that the learner proceeds from one topic or segment to the next at his/her own speed.
This type of instruction is becoming increasingly popular as the education world shifts from the classroom to the internet. (Wikipedia).
The Self-Paced
Classroom
Key Educational
Elements:
1. Students as
Leaders
2. Leaders
Developing
Leaders
3. Competency-
Based Teaching
4. Personalized
Learning for All
5. Teacher as
Facilitator
The Self-Paced
Classroom:
Objectives:
1. Students will control their own learning.
2. Students will obtain knowledge in a multitude of ways.
3. Students will assist others in their learning process.
4. The teacher’s role is to guide, motivate, encourage, challenge, and assist all students—NOT to simply instruct students through “sit and get” strategies.
5. ALL students will be college and career ready.
The Self-Paced
Classroom
All students will work at their own pace
to ensure that everyone has the ability
to master as much content as possible.
They will also have options for what they
want to learn.
Once a student has proven they have
mastered the standards of a particular
assignment and/or unit, they will move
on to the next.
This allows for those who can regulate
their own learning to do so—while those
who need more direction from the
teacher/facilitator can obtain that
assistance.
The Self-Paced
Classroom:
“Self-Paced” means that the student
works at the speed which best suits
him/her—it DOES NOT imply that you
should work as quickly as possible to
get done OR drag your feet just
“because you can.”
Students will have set deadlines for
completion/mastery. You may advance
if you have mastered the skill, you may
not until you do.
If students do not meet their deadlines
for submissions, exams, etc., then those
assignments, etc. will be counted as
“zeroes.”
The Self-Paced
Classroom:
The entire premise of this learning style is that
students develop the necessary skills to be
competitive in a collegiate environment and/or
whichever workforce they may enter.
Although students work at their own pace,
deadlines, etc. are necessary evils—college is
designed for you to control you learning and if
students cannot meet deadlines, then they
must suffer those consequences—this process
will mirror those expectations.
Students cannot move on to the next
topic/standard/unit until they have achieved
75% mastery of those standards/skills.
As long as students have submitted their work
on time, they will retake/resubmit any work
that does not meet 75% benchmark.
CHS English 11:
The Student-Centered Week
DAY /
Agenda MON TUES WED THURS FRI
Group 1 Lit
Circle Enrichment
Lit
Circle Enrichment
Wri
tin
g
Wo
rksh
op
Group 2 Enrichment Lit
Circle Enrichment
Lit
Circle
Group 3 Lit
Circle Enrichment
Lit
Circle Enrichment
Group 4 Enrichment Lit
Circle Enrichment
Lit
Circle
Group 5 Lit
Circle Enrichment
Lit
Circle Enrichment
Group 6 Enrichment Lit
Circle Enrichment
Lit
Circle
CHS English 11:
The Student-Centered Week Grammar/ACT Prep: practice exercises, notes,
video lessons, etc. ALL available on the English 11
online classroom. Each student will work on
practice work of their selection, or as guided by
the facilitator, then complete a STUDY ISLAND
TEST to determine if they have mastered those
skills. Once a student has scored a 75%, they
may move on to the next phase.
Reading Selections: students will work in
LITERATURE CIRCLES in order to self/peer-teach
the reading materials. There are roles for each
student to fulfill and, when they do, students may
advance to the next selection and unit. An
abundance of materials will also be available
online. Groups will shift often in order to meet the
needs of students who are ready to progress to
the next unit of study.
Writing Workshop will continue (with slight
adjustments) in order to improve student
performance on the On-Demand assessment.
Participation grades will still be given daily based
on the Eagle Expectations chart and criteria.
Eagle Expectations
Eagle P.R.I.D.E. = Personal Responsibility in Daily Excellence:
RESPECT: People (Everybody Love Everybody), property (EVERYTHING), and the pride & tradition of
Campbellsville High School.
READY: Be on time. Be prepared for class (class work, bell-ringers, etc.). Be a proficient learner.
RESPONSIBILITY: Think before you act or speak. Display honesty, trustworthiness, and consideration
for others. No excuses, only results!
Classroom Procedures:
Participation and effort are vital to success in this class. Student performance will be based on a
behavior/participation chart, which makes up 25% of the student’s overall grade. In addition, full-faith
effort on all work completed in and out of class is the primary key to student success.
Every day, students will receive a CHECK or an X based on their performance. Students receive 20
points for a CHECK and zero points for an X. Three X’s in one week automatically results in a detention
and/or further disciplinary actions.
Conduct that will result in loss of participation points includes: SLEEPING, DISRUPTIVENESS, or
DISRESPECTFULNESS will not be tolerated; repeatedly coming unprepared for class, being off-task, or
any other classroom distractions will be subject to corrective action, as well.
Each student MUST have tickets to exit the classroom for any reason. No exceptions. These passes
may be used to take a restroom break, go to the library, main office, counselor, etc. NO STUDENT
WILL BE ALLOWED OUT OF CLASS IN THE FIRST TEN MINUTES AND LAST TEN MINUTES OF THE CLASS
PERIOD.
No food is allowed in class. Drinks are allowed unless they become a distraction or constant mess.
Students are expected to abide by ALL regulations of the CHS Student Handbook. This includes school
regulations on dress code and cell phone use. There is to be no cell phone use unless otherwise
directed by the teacher.
Attendance for this class is mandatory. After an absence, students MUST produce their Admit Slip
from the office. According to school policy, students have two days to excuse an absence. All
UNEXCUSED absences will result in an ý for that day. This includes in-school suspension. If a student
does not complete and submit their work while in BR, they will lose their participation points in
addition to the value of the assignment. Tardies will also result in a loss of participation points. You
must have a valid note from a school employee if you arrive late to class.
All work will be submitted according to classroom instructions.
Late work will be accepted on the following basis: FIVE POINTS will be deducted for every day an
assignment is late and late work will not be accepted after one week. Students must present an
EXCUSED admit slip in order to receive credit for a missed assignment. Acceptance of late work is left
to the discretion of the teacher.
Literature Circles
1. Literature Circles are student-centered
reading groups guided primarily by
student insights and questions.
2. Students form small, temporary groups
for discussion and other activities
intended to demonstrate student
independence, responsibility, and
ownership.
3. Students and groups choose what they
want to read.
4. Groups meet on a regular, predictable
schedule to discuss their reading.
5. Students use written or drawn notes to
guide both their reading and discussion.
Literature Circles
6. Group meetings should be open, natural
conversations about the reading, so
personal connections and open-ended
questions are welcome.
7. Students will perform a variety of roles,
experiencing various perspectives on a
reading.
8. The teacher serves as a facilitator, NOT
instructor.
9. Literature Circles ARE NOT
unstructured, uncontrolled "talk time"
without accountability.
10. Evaluation is by teacher observation,
student self/peer evaluation, and
demonstration of knowledge on
personalized exams/assessments.
CHS English 11 (2.0)
Accountability/Assessment
Category Value
Literature Circles 25%
Enrichment:
Grammar, Writing,
ACT Prep, etc.
25%
Participation 25%
Learning Checks
(Unit Exams) 25%
Acknowledgement
I hereby certify that I have read and understand all expectations for CHS English 11 (2.0).
Student Signature:
__________________Date:______
Parent Signature:
__________________Date:______
Teacher Signature:
__________________Date:______
