Classroom- and Non classroom-based Learning Opportunities Classroom-based learning opportunities are described throughout this Exhibit and may include but are not limited to instruction in the subjects set forth, tutoring opportunities, and student projects. Non-classroom-based learning opportunities may incude but are not limited to field trips, programs, and/or events.
Classroom- and Non classroom-based Learning Opportunities Classroom-based learning opportunities are described throughout this Exhibit and may include but are not limited to instruction in the subjects set forth, tutoring opportunities, and student projects. Non-classroom based learning opportunities include: • Girl Scouts: weekly after-school program with girls • Xxxxxxxx County Naturalist: in-school naturalist visit for all students (live animals, conservation, etc.) • Xxxxxxxx County Park District: field trips to nature reserve • Cincinnati Museum Center: free field trips to museum (transportation provided) • Cincinnati Opera: on-site performances • Cincinnati Playhouse in the Park: theatre performances for students • Robotics (University of Cincinnati) • Culturama • Learning Fair • Health Fair Curricular resources include: • Core Knowledge • Expeditionary Learning • Eureka Math • Xxxxxxx Interactive Science • Xxxxxxx Social Studies • Study Island • Brainpop • Learning A-Z • Reading A-Z • Writing A-Z • Science A-Z • Vocabulary A-Z • RAZ KIDS • Reading Tutors Research Base for Core Knowledge Language Arts (CKLA) Combing well-established findings from cognitive science with classroom-based feedback from hundreds of teachers, Core Knowledge Language Arts ensures that children will learn to listen, speak, read, and write well. Researchers established decades ago that reading comprehension and critical thinking are only possible with relevant prior knowledge. Since students should be able to read and think about a wide variety of topics, their education must deliver broad knowledge of a wide variety of topics. But they shouldn’t just jump from one focus to the next. Learning about an academic domain—and acquiring the vocabulary of that domain—depends on staying focused on a topic and progressing from basic to in-depth materials and activities over two or three weeks. This gives students time to digest new concepts and practice using new words. These basic findings from cognitive science form the research foundation for CKLA. CKLA was piloted in ten public schools in New York City and an additional seven schools throughout the country, including rural and suburban schools. The 172 classrooms, two hundred teachers and 4,466 students in these schools were quite diverse. From school to school, the segment of students receiving free and reduced-price lunch ranged from 30 to 99 percent, and the segment of students for whom English is a second language ranged from 15 to 60 percent. R...
