Professional Documents
Culture Documents
The programme is designed to move teaching away from didactic approaches whereby
students acquire knowledge without necessarily knowing how it fits in with their local
environment or how it can be transposed across a number of settings. Students are required to
organize their time to complete a series of interrelated tasks in each subject. It merges
elements of technology with analytical reasoning and a choice of means to demonstrate their
learning.
Teachers under the program are not the sole purveyor of knowledge. They guide and advise,
assisting students by helping them when there are ‘blockages’ in their studies. They are
engaged in responsive microteaching for groups and individuals to deepen understanding.
Q Isn’t this making the teacher obsolete? What will they do?
A Teachers have a very important part in the program. Firstly they have to plan the weekly
programme, linking activities very specifically to the standards or syllabus. They will need to
consider the type of task that will be best for their students and make sure they include those
that provide challenge and interest for all ability levels.
In class they will be conducting micro teaching sessions of around 10 minutes. These need
careful planning to ensure they cover everything in that time so students can continue with
their work. Teachers can also hold individual learning conversations with students on the
content of their work, guiding them in areas of research they might explore.
Q Does this remove traditional textbooks?
A No. Textbooks are, as usual, one source of information. Passages from texts can still be
included and activities from them completed. However, additional material in the form of video
clips, podcasts, newspaper articles, items from magazines and online materials will be added to
provide depth, alternative views, interest and, most importantly, local application. This is sadly
lacking in almost all textbooks. We do not want students to believe the contents of the
textbook contain all the information they will require and one vital skill they must learn is the
sorting of relevant information.
Q Won’t this mean it is done by other people such as parents, siblings or tutors?
A This is made more difficult by the fact students need to present to the teacher or deliver some
tasks via media such as film which they must play an active part in presenting. Another check
will be the learning discussion with the teacher that will establish the degree of understanding.
So parents and ‘helpers’ are welcome to hold the poster or film their child, but the content must
come from the students themselves.
Formative comments that tell the student how they might improve the quality of their work will
also be given orally or as written comments on work.
For some very interesting reading on this, click on the link under this table.
Only tasks not completed by about Wednesday lunchtime should be emailed on Thursday by
5pm. Work already marked does not need to be sent again.
Note: We are giving every student the same opportunity to complete work. If additional time is
given to some and not others, this is not fair to those who could have gained more marks if
they also had extra time. In instances of illness or family bereavement, the teacher must be
notified by email in advance. Do not rely on other students or drivers or other people to make
the request because it may not be delivered!
Students who hand work in beyond the deadline will be penalized by a loss of 50% of the
marks. Working to a deadline is an essential skill for the future.
https://www.queensu.ca/teachingandlearning/modules/active/documents/Dales_Cone_of_Experien
ce_summary.pdf