Individualized Learning
Ahead of the Curve
It has been interesting to see how closely the recommendations two recent extensive educational features in The Toronto Star and The Globe and Mail align with our program here at Greenwood.
The Toronto Star series focused on the connection between neuroscience and education. Through advances in technology, we now know so much more about the development of the human brain. One of the key findings of this research is that each brain is different and consequently, develops at different rates. Experts in this area advise educators to leverage this knowledge by customizing the delivery of their program to match the needs of individual learners. In many ways, this is precisely what we have been doing at Greenwood through the use of differentiated instruction. Is there room to grow? Absolutely. But, it is good to know that an emerging body of scientific research supports the general principles that have grounded our educational program for the past eight years.
The second series, from The Globe and Mail, focused on the debate around homework which has been played out in the media for the past several years, and may have even found its way into your home. In working with our teachers over the past years, I have emphasized that homework should be purposeful and designed to extend or support classroom learning. Deliberately, we have tried to ensure that students are not loaded down with homework. Instead, they should have some time outside of school to pursue areas of interest, socialize or simply reflect. This is in keeping with Greenwood’s belief in the education of the whole child. Based on this series, it is reassuring to know that there are other voices out there in the educational landscape that hold the same belief.
Planned Learning Intervention
One of the key indicators of a really effective school is seeing how they respond when it becomes apparent that students are not learning what is identified in the school’s curriculum. At Greenwood, we have a number of systems in place to address this issue.
We issue student progress reports at the end of every eight-week cycle. After each report, we analyze the results listed on each report to determine which students may require learning support beyond that which is provided by the subject teacher on a daily basis. Once these students are identified, teachers gather in grade teams and discuss how they can work collectively to support individual students. In some instances, the student’s adviser assumes the responsibility for this support. Often this simply means spending some time with the student before or after school and helping the student get better organized. We see this quite often with our younger students. In other instances, the issue may be referred to the Success Centre. In cases like this, Kathryn Kelly, the Director of the Success Centre spends some time analyzing the student’s work to see if an underlying learning issue exists.
We finished our first student review this week. Besides supporting students, these sessions also reinforce within our teaching staff a shared responsibility for student learning.
Co-operative Education Program
One aspect of our school that really differentiates us from other independent schools in Toronto is our co-operative education program. I reflected on this observation as a guest at our recent co-op luncheon and fair. This event serves as a culminating event for students and placement supervisors. It is a great way for both parties to celebrate a job well done, and for our Grade 11 students to share what they have learned from the year-long, two credit course with a variety of staff members and guests.
I really appreciate the placement supervisors taking time out from their busy schedules to participate in the luncheon. Their recognition means so much to our students. I took great pride in hearing from placement supervisors that they enjoyed having a Greenwood student play an active role in the operation of their workplace. I was also struck by the breadth of the authentic learning experiences available to our students. The range of career interests represented at the fair really speaks to the school’s mission of individualized education and learning beyond the classroom. Hopefully, a number of students will pursue co-operative education ventures at the postsecondary level.
Our First Music Festival
I spent part of yesterday at Roy Thomson Hall witnessing the 25th Annual CIS Music Festival. As a first-time audience member of this musical celebration, I was overwhelmed by the breadth of musical ability on display. I now realize that the old joke about how do you get to Carnegie Hall (practice! practice! practice!) is pretty close to the truth. Clearly, a great deal of individual and group practice went into preparing for this show. Kudos to the dedicated teachers and guest instructors who helped students prepare for the show!
Seeing as this is Greenwood’s second year as a member of CIS, it was our first opportunity to have students participate. Three of our students–Jessica, Mason and Anne–sang in the Intermediate choir. No doubt the opportunity to be part of this musical celebration will inspire them to greater heights in their future musical endeavours. Hopefully, we will have some students participate in the musical ensembles in next year’s festival.
We often challenge our students to be at their best when their best is needed, regardless of the task or activity. Watching the performers yesterday, it was clear that many, many CIS schools have outstanding music programmes, which is a credit to the fine teaching that goes on in music classrooms throughout CIS schools.
