How Learning Best Occurs. Ref. Idaho Code § 33-5205(3)(a) The curriculum will reflect our belief that learning best occurs when:
How Learning Best Occurs. Palouse Prairie School accepts the Design Principles of Expeditionary Learning Schools. We believe learning best occurs in a safe yet stimulating environment, where challenge and support help children discover their abilities, values and passions. Learning is a personal process of discovery as well as a social activity. Students and teachers are strengthened by acts of consequential service to others. Teachers begin their careers full of excitement and ideas that, if encouraged, can help each classroom become a place of discovery and enthusiasm. The flexibility of Palouse Prairie School’s environment allows the greatest opportunity for both children and teachers to experience the best kind of learning.
How Learning Best Occurs. The founders of Heritage Community Charter School believe that learning best occurs in an environment that challenges students academically and encourages them to excel. HCCS believes that students will learn when provided with a strong foundation in the core content areas, language development opportunities and elective choices that are engaging. HCCS also believes that learning occurs best in an environment that promotes respect for others and strong character development. HCCS will provide students with this type of environment and educational opportunities designed to help all students succeed. Curriculum Overview For the sake of academic excellence, greater fairness, and higher literacy, schools need a solid, specific, shared core curriculum in order to help children establish strong foundations of knowledge, grade by grade. Heritage Community Charter School will remain aligned with the general goals and curriculum of the Idaho State Standards while incorporating the concepts of classical education as outlined here: Solid Foundations - Many people say that knowledge is changing so fast that what students learn today will soon be outdated. While current events and technology are constantly changing, there is nevertheless a body of lasting knowledge that should form the core of the curriculum. Such solid knowledge includes, for example, the basic principles of constitutional government, important events of world history, essential elements of mathematics and of oral and written expression, widely acknowledged masterpieces of art and music, and stories and poems passed down from generation to generation. Sequenced - Knowledge builds on knowledge. Children learn new knowledge by building on what they already know. Only a system that clearly defines the knowledge and skills required to participate in each successive grade can be equitable and fair for all students. For this reason a clear outline of content to be learned grade by grade will be developed. This sequential building of knowledge not only helps ensure that children enter each new grade ready to learn, but also helps prevent the many repetitions and gaps. Specific – A classical education curriculum sequence is distinguished by its specificity. By clearly specifying important knowledge in language arts, history and geography, math, science, and the fine arts, the curriculum presents a practical answer to the question, "What do our children need to know?" Shared - Literacy depends on share...
How Learning Best Occurs. 3.2.1 Heritage language acquisition best occurs through early and sustained immersion in the target language. Two distinct heritage languages are spoken on the Fort Hall Indian Reservation:
How Learning Best Occurs. What the Research Says and the Programmatic Implications that Follow Simply put, learning best occurs in programs that are highly personalized and accessible, particularly for high-need students. This theory builds upon a short list of significant research findings about educationally underserved students and learning that drive specific features of the USC HHS model as illustrated in the following Table 4. Table 4: Summary Research Findings and Consequent Program Features Research Findings HHS Program Features High-need students respond better in school cultures where there are consistent and high expectations for appropriate behavior, academic achievement, and life goals. - Challenging annual promotion and graduation requirements for all students: Surpass the California A-G course requirements by passing all courses Perform well on the ACT exam Pass the CAHSEE exam Pass the Physical Fitness Exam Complete community service requirements Maintain strong attendance and behavior records Complete an annual cross-curricular project - Extended school day that allows for more robust courseload Research Findings HHS Program Features Personalized learning plans increase academic persistence and success among high-need urban students, especially when plans address specific areas of deficiency. Innovative blended learning model that allows for students to receive half of their instruction in an online, self-paced format. Students who need more time or additional support can take the time that they need or access additional explanations and practice online, while students who achieve mastery faster can advance through content as quickly as they are able to. Increased time on the right instructional task increases academic achievement for at-risk students. A strong commitment to increasing optimal learning moments for every student by prioritizing the right learning environment, eradicating anything that gets in the way of student learning, and ensuring “xxxx to xxxx” instruction in every classroom every day High-need students persist and achieve better in schools where they see themselves as “connected,” i.e., where they identify with and are proud of their affiliation with the school, feel trusted and respected, have positive social interactions with adults and peers, and feel cared for. Students assigned to consistent advisors over 4 years Culture-building activities, including advisory groups, group projects, sports, and celebrations of ac...
