* Think creatively while nurturing students' intellectual capacities through the body, mind and soul. * Identify and solve complex and meaningful problems in a differentual environment that meets the needs of diverse learners * Know their passions, strengths, challenges and develop leadership qualities * Communicate and work well with others while expressing their 'voice' within a safe learning environment * Be ethical and caring citizens of a diverse world while engaging in your community
The integrated curriculum for Spartacus Academy will focus on the development of the 21st Century Learner through a variety of disciplines including, but not limited to, The Arts, Physical Fitness, Healthy Choices and the latest Technologies:
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
Project Based Learning is synonymous with learning in depth. A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline.
Project Based Learning teaches students 21 st century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills.
Project Based Learning is generally done by groups of students working together toward a common goal. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.
Finally, Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general.
Yearly Scope of 'Academy' (DRAFT)
Mason County Central Middle School Academy Yearly Scope
Intellectual: Young adolescent learners are curious, motivated to achieve when challenged, and capable of critical and complex thinking.
1. Art a. Various Issues in Aesthetics(What is the purpose or function of Art? What is Art/ What isn't? Can only humans make art? etc.) b. Art Criticism- steps in the critique process, writing an art critique c. Working with the Elements and Principles of Design d. Building and assessing a composition, compositional considerations and methods (Fibonacci sequence, etc.) e. Working with the creative process to resolve issues in design and/or functionality (creative problem-solving, inductive reasoning, trial-and-error, analysis and reflection, etc.) 2. Skilz a. Intellectual Goal setting b. Learning Styles /Differential Learning c. Managing Finances (Personal Finances) d. Personal Aspects with Positive Problem Solving e. Listening for note taking / Study environment with communication 3. Tech a. Developing an on-line portfolio (web, podcast, blogs, resume & ect.) that reflects learning from ALL areas of the students experiences. b. Developing 21 Century Learner Tools (Student directed learning); Integrative technology c. Socratic seminars: engaging students in intellectual discourse. (See: Suggested Books) d. Stay abreast of current and emerging technologies e. Project-Based Learning . . . begin with the end in mind . . . developing 'Driving Questions'
4. P.E. a. Adolescent stages of development b. Healthy Choices / Habits c. Nutritional Decisions / Plan
Social: Young adolescent learners have an intense need to belong and be accepted by their peers while finding their own place in the world. They are engaged in forming and questioning their identities on many different levels.
1. Art a. Exploration and study of the role and/or responsibility of the artist to society (i.e. to reflect the world or shape it?) b. Study and Exploration of Social Themes in art throughout history (celebration, narration, education etc.) c. The Arts as a tool for social communication d. Reaching out to our community (sharing art through student exhibits, organizing student "ArtReach" programs 2. Skilz a. Goal setting / time management b. Resisting drugs & alcohol c. School involvement with Service-Learning d. Attitudes with self-esteem e. Collaborating Problem-Solving 3. Tech a. Cyber-bullying Issues b. Google SketchUp / Google Earth Community Project . . . 3D local communities c. Collaborative Tools within a global learning platform (epals, blogs, wikis & ect.) d. Technology Ethics e. Social Media Issues
4. P.E. a. Community Service project (lawn care & clean-up for elderly members) b. TEAM Building c. Peer Pressure d. Value of Teamwork e. Role of Self within the Group Physical: Young adolescent learners mature at varying rates and go through rapid and irregular physical growth, with bodily changes that can cause awkward and uncoordinated movements.
1. Art a. Action Painting (art created through physical movement) b. Movement as a Principle of Design c. Kinetic Art d. Study of Human Proportion (life drawing, portraiture)
2. Skilz a. Physical fitness goals / healthy choices (nutritional) b. Memory for Learning with Sleep Deprivation c. Physical and Emotional Control d. Drug & Alcohol Issues e. Healthy relationships and risk factors 3. Tech a. Website to monitor progress of physical goals and achievements for each student (weebly.com) b. Compelling digital story to reflect on accomplishments (post) c. Blog, website & wikis to collaborate with others on physical goals and challenges d. P.E. Around The World . . . Skype and/or ePals across the globe on ideas and activities e. Rhythms of Life and NUMEROUS websites that promote physical growth
4. P.E. a. Cardiovascular Fitness b. Strength Training c. Physical Fitness Testing (Presidential Award) d. Application of Personal Goals (Physical & Nutritional)
Emotional and Psychological: Young adolescent learners are vulnerable and self-conscious, and often experience unpredictable mood swings.
1. Art a. Art Therapy b. Study and Exploration of related movements in Art History such as Expressionism, Surrealism/Fantasy c. Creating Art as a means of Self-Expression and discovery; exploring and managing emotions, stress and mood
2. Skilz a. Personal control b. Self-esteem c. Stress management d. Conflict resolution e. Mood Management 3. Tech a. Using Technology to solve problems (Large or Small Scale) b. Negative impact on self and others from social media c. Social, environmental, civic, and economic consequences of technology.
4. P.E. a. Changing Bodies b. Affects of Biological Process on Self c. Self Image
Moral: Young adolescent learners are idealistic and want to have an impact on making the world a better place.
1. Art a. Art as creative and intellectual property; copyright issues,etc. b. Role of religion in Art History c. Art as a tool to address moral and social issues; a tool to enact change d. Aesthetic issues such as censorship and the responsibility of the Artist to society and his/her community 2. Skilz a. Healthy relationships b. Self-respect c. Healthy relationships with family members d. Healthy relationships with Peers e. Risk & Protective Factors / Drug & Alcohol Abuse / Prevention 3. Tech a. Copyright infringements, music downloading (Music Industry), authorship & etc. b. What is the fair-use policy and what does it REALLY mean? c. Building & Collaborating 'Meaningful' content on the web d. Ethical and legal standards for technologies e. 4. P.E. a. Leadership Qualities b. What is Sportsmanship c. Concept of Fairness d. Morality of Human Interaction
Points To Ponder:
A. Recent constructivist theories of learning help explain the relationship between intellectual and social development of children; that is, social norms and social interactions play a powerful role in all learning, especially in learning to communicate and empathize with others and behave in culturally acceptable ways (Vygotsky, 1978; also see Dewey, 1938). Adolescents tend to learn social behaviors and values from role models and from experiences that personally involve them rather than from direct instruction (Dewey, 1909/1975; Gardner, 1963/1981; Hartshorne & May, 1928). Thus, in schools, teachers' actions speak louder than words.
B. The links between intellectual and moral development have been less explored than the intellectual/social connections. On the intellectual side, Dewey (1933/1960) argued forcefully for active and engaged learning that involves inquiry, insisting that "on the intellectual side we must have judgment" (Dewey, 1909/1975, p. 51). However, he also argued that "the development of character is the end of all school work" (p. 49). Inquiry, judgments, and character all involve values and therefore fall into the realm of moral education. Additionally, all represent a search for knowledge as well as careful thinking and reflection throughout the process. Thus, "teaching, if it is a reflective enterprise, is necessarily an ongoing effort at moral self-improvement. And moral self-improvement is impossible without the continued quest for self-knowledge and the knowledge of others" (Katz, 1999, p. 71).
C. Authors such as Noddings (1992) have begun to explore the holistic notion of intellectual, social, and moral development of students as it applies to the curriculum. Noddings wondered what a curriculum would be like if it were not limited to `the cultivation of cognitive abilities,' but instead focused on helping students flourish as human beings in a complex society. Her work has renewed interest in the holistic development of students. The increased awareness is timely, given that information technology is already impacting teachers and its effects are forcing a reexamination of teaching and learning in an "information age" and "knowledge society." As the remainder of this article indicates, widespread access to computer technology in the classroom brings with it a plethora of social and moral issues that teachers have not previously faced.
D. Goodlad (1984) also found that the "cultivation of cognitive abilities is paramount" in secondary schools (p. 47), but that for some students, academic work "intrudes into the personal and social" aspects of their lives (p. 78-79). The literature indicates that adolescence represents a strong growth period in intellectual and social development. As adolescents develop cognitive capacity to reason, think symbolically, make judgments, and engage in formal operations, they also become interested in social relationships and social issues (e.g., Chang, 1992; Oppenheimer, 1990) as well as values and moral issues (Bloom, 1956; Heath, 1994).