Instructional Methods. Rolling Hills Public Charter School is distinguished by the multiplicity of ways in which it seeks to ensure student learning. Some of these are highlighted in the sections that follow. The Charter School uses uncommon means to achieve common ends. Through its multiple methods, all students are potentially successful and capable of fulfilling their individual potential. Rolling Hills Public Charter School plans to use the specific methods mentioned earlier (see “Standard e” in Section III.B. Idaho Thoroughness Standards) and the following instructional methods: The Subject Matter Method presumes that an educated learner needs to know clearly defined skills and concepts that can best be learned in an organized sequential fashion. Traditionally, this approach has been predominately lecture-based. The Charter School plans to add computer-based learning to increase the efficiency of this method and to provide the opportunity for drills which are sometimes necessary. The Inquiry and Problem-Solving Method suggests that learning occurs when individuals think critically and solve problems. The predominant premise of this method is that it is important to know how to retrieve and use the information, not just to have instant recall and possession of the information. The Individualized Learning Method attempts to personalize the learning process to the interests of the individual by allowing students to develop goals for their self-study. The reasons for learning thus become intrinsic--one’s own curiosity and personal applicability of the information learned. The Discussion Method encourages learning through sharing of information and concepts within a group, with the thinking process playing an important role. A discussion leader is prepared to recognize each learner’s level of understanding and can respond at the level most helpful to the learner.
Instructional Methods. Learning best occurs when teachers use critical moments of direct instruction and the student is allowed opportunities for acquisition and application of knowledge. When students are taught using multiple learning opportunities which are relevant, actively engaging, and purposeful, learning becomes exciting. The Village Charter School recognizes that education is more than the assimilation of facts, and uses uncommon means to achieve exceptional results. Classroom teachers follow the Limitless Learning Method. This innovative teaching method relies heavily on student assessment to provide qualitative and quantitative information, which provides a holistic picture of the student’s academic success and struggles. Assessment is critical to understanding how students learn best. When researched formative assessments are used to guide and develop instruction, each student greatly benefits. Instead of reviewing concepts previously mastered, students can build on what they already know and progress, learning new curriculum and concepts. Additionally, assessments demonstrate to teachers the skills that each student has not mastered, and informs the teacher that these skills may need to be re-taught in a different way. TVCS is dedicated to ensure all students, struggling, proficient, or gifted, are successful at fulfilling their individual potential. The students’ come first and are a priority with every decision made. Multiple instructional methods have been developed using available research and practice and they are utilized to reach the unique needs of each student, these include but are not limited to the following:
Instructional Methods. Xxxxxxx Academy instructional methodology hosts three types of learning environments: 1) classrooms similar to traditional high school classes, taught by highly qualified teachers.
Instructional Methods. The evaluation of pilot trainings has furthermore demonstrated similar findings as the needs analysis with the conceptual framework (WP2), i.
Instructional Methods. Asnuntuck offers the following course types to address learning, scheduling and safety considerations for all in our educational community: Traditional (TRAD) On-campus Scheduled on-campus class times based on the published day/time • Traditional in class instruction that takes place on-campus • Traditional in class instruction that takes place on-campus Online (ONLN) All online • Online work may be done anytime (i.e., *asynchronous) • All instruction takes place online • Instructors are available online • Students complete all assignments online in Blackboard and/or a publisher platform • Students need access to a reliable computer with internet connection Live/Remote Online Teaching (LRON) All online • Scheduled online class times (i.e., *synchronous) and other online work that may be done anytime (i.e., *asynchronous) • All instruction takes place online during scheduled class time • Instructors are available online • Students complete all assignments online in Blackboard and/or a publisher platform • Students need access to a reliable computer with internet connection, microphone, and web camera • Live instruction is conducted via a video conferencing platform; students should expect to turn their camera on and access their computer’s microphone during class meeting times. Hybrid (HYBR) Both on- campus and online • Scheduled on-campus class times; Online work in Blackboard may be done anytime (i.e., *asynchronous) • Instruction takes place both online and in person on-campus • Students complete assignments in-person as well as online in Black- board and/or a publisher platform • Students in an HYBR course need access to a reliable computer with internet connection Online with Campus Requirement (OLCR) Online with an on-campus requirement Online work in Blackboard and/or publisher platform (i.e., *asynchronous), on- campus requirement for orientation or proctored assessment(s) as designated by the instructor • All instruction takes place online • Students complete assignments online in Blackboard and/or a publisher platform • There is an on-campus requirement for an initial orientation or proctored assessment(s) as designated by the instructor • Students need access to a reliable computer with an internet connection *Synchronous teaching and learning happens in real time, on a certain day and time, in person in a classroom, or in a virtual environment like WebEx, Teams, or Blackboard Collaborate. Participants listen and respond to each other within the ...
Instructional Methods. Slide with self-read and narrated learning objectives. “Upon successful completion…. • 1-2 slides with pop-ups and explanation of how to navigate between lessons or within a lesson, how to use hyperlinks, module resources (e.g. MUTCD, 4-pager), print, help, etc. • Explain about quizzes, exams, certifications, certificates, as appropriate • Course Outline
Instructional Methods. Mini-lecture 1: cover purpose of signs, challenges of aging on vision, safety related to nighttime driving, and safety aspects of regulatory, warning, and guide signs • Activity 1: knowledge check • Mini-lecture 2: discuss basic issues covered in 2A as background to retro standards, relate this to making the driving/navigation task easy, include 2A.07 – retro or illuminated • Activity 2: Have participant access the MUTCD and answer some basic questions from Chapter 2 • Mini-lecture 3: explain need for sign maintenance – use 2A.22 and refer to 2A.08 (to be covered in later lesson) • Activity 3: knowledge check • Summary
Instructional Methods. Mini-lecture 1: Types and Components of Reflection o slides for 3 types of reflection ▪ daytime visibility (sun+diffusion) ▪ nighttime visibility (sign lighting + diffusion OR headlamps+retro material) o review (from R101) how beads and prisms allow signs to be retroreflective o components of the sign retro system (importance of angles between headlamps, sign, and driver ) • Activity 1: flashlight demo by video o Show different materials have different retroreflectivity o Show difference between roadside and overhead signs) • Mini-lecture 2: o slides showing how the intensity of retroreflection fades with the distance from the cone’s axis and how this translates to differences in sign brightness between large vehicles like trucks and small vehicles like coupes o slides showing how beads and prisms retroreflect along with some explanation of the different efficiency of the reflection o feature sheeting ID guide (brief overview) • Activity 2: knowledge checks on topics 1-4 • Mini-lecture: retro maintenance show degradation curves, shows signs in various stages of degradation • Activity 3: knowledge check topic 5 • Summary slides
