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What Makes for Powerful Learning? Students Tell Their Own Experiences
What works best to engage, motivate, and challenge students to learn?
In the midst of the national fervor to raise the quality of teaching and
learning, educators or policymakers often forget to ask the students themselves.
Yet if we listen to their words and look closely at the work they do,
we can find clues to some of the most pressing questions that face schools.
The interviews, accounts, and samples of work in this issue of Horace-contributed
by Essential school students and teachers-serve as a useful text for discussion
about the key question that links them all: "What makes a powerful
learning experience?" In reflecting on the passages in which students
speak at length about their learning, readers might also ask:
- What has this student learned in the experience described?
- How might a teacher assess and document that learning?
- What did the school do that helped that learning take place?
- What do all these experiences have in common?
In each of these examples, the Coalition's Ten Common Principles show
up as a specific design or strategy a school has chosen in its quest for
more "essential" student learning. When rendered in the students'
own words, these yield a vivid picture of just how individual-and yet
how common to us all-the experience of learning is.
Hixson High School in Chattanooga, Tennessee sends ninth-graders out
to visit workplaces for a day, hoping to forge connections with the real
world that will personalize their learning as the Fourth Common Principle
suggests. Now a senior, Amber Osborne spoke with Horace when she attended
the 1999 CES Fall Forum:
As a freshman I went to a kindergarten class, and that's when I realized
I wanted to be a kindergarten teacher. I had never been around little
kids much, and it was so different for me to see what they were like-how
they learned and how loving and accepting they were. They're so eager,
wanting to learn.
Since that time I've visited a lot at Head Start, because my mother
used to work there. A girl in the class was mentally challenged, and in
a wheelchair; I'd never really been around that, either. Working with
her was so neat; she needed so much help and it made me feel so important
to be able to help her out. I've also visited with other mentally impaired
children, through school and my church. A couple of friends from my church
are in special education programs at school; they're autistic. I don't
work with them much at school, but I go to their houses sometimes and
do things like cook with them. When we see each other in the halls, we
say hi.
From that experience sprang all this other interest in me. I'm taking
a service learning class next semester. Also, I never really liked English
much before but once I realized what I wanted to teach, I knew to concentrate
on little things like my grammar so that I'd be able to become a better
teacher.
By treating its students as workers whom teachers coach to use their
minds well, New York City's Landmark High School gave Carmen Espinal the
opportunity to follow up her childhood passion for stargazing. She writes:
As I lay down on that clear night in the middle of the green grassy
flat plains of the Dominican Republic I told my cousin Ornelia, "Look
up at the stars, aren't they beautiful." The night sky seemed as
if it had been pricked with a million pins and light from the other side
was shining through tiny holes illuminating the earth. After that night
of star-gazing I couldn't stop myself from thinking how things were outside
of planet Earth, and wondering how I could find out more.
Upon my arrival to the United States, my dad told me that I could
no longer continue my stargazing. There were no stars to see because the
lights reflected from New York City to the sky prevented any stars from
being seen. In addition, the city was too dangerous for young children
to be out in the streets at night. I was extremely sad for a while, but
when I enrolled in junior high school, I had totally forgotten about astronomy.
When I began high school, I took my first physics class. I fell in love
with that class when we did a section in astronomy. Then it all started
to make sense. It had to be destiny that had reunited me with what I wanted
to learn about as a child.
As a senior in high school, I have learned innumerable new facts about
the universe and the many things within it. I had the chance to work with
a graduate student at Columbia University and design and conduct a year
and a half of research on low-mass stellar objects in space. I was one
of eight minority students accepted into the Pre-College Collaborative
Program at the Museum of Natural History.
I learned that Brown Dwarf stars are low-mass objects. They are virtually
invisible because of the space dust that blocks them, which makes it impossible
for them to be seen in the optical view of a telescope. Even though I
am studying low-mass objects, I've always had an urge to learn about Black
Holes, the last stage after a star has collapsed. They have such a high
concentration of gravitational force that not even light could escape
from them.
The universe has always been a mystery to me because there are so
many more things to learn about it. We humans are like microbe organisms
compared to the universe. We know so little about our surroundings outside
of earth.
In college, I am considering the possibility of majoring in astronomy
or physics. Someday I hope to help build a spacecraft that could send
humans up to space to explore territory yet uncharted. I want to learn
everything I can about space and like a black hole suck all the information
into my head and not even let the tiniest of details escape.
Because Boston Evening Academy expects all its students to reach for
important understandings, it creates in-depth projects that culminate
in an exhibition. Student Felicia Calhoun described to a Fall Forum workshop
how she navigated a term-long boat-building project in the Core Science
Review class taught by Gena Merliss. (For the assignment see sidebar,
page 3.)
[The teacher] made us think about definitions and what we thought
different words might mean. When she proposed the word density to us,
we had to figure out a formal definition in our group. At first I was
confused-I was trying to find a dictionary-but the assignment made me
broaden my horizons a little bit. The first thing I thought of was a cloud,
fog. I just figured it would be dense because all the water particles
are trying to come together and make it compact, a very thick cloud.
The vocabulary helped us a lot because you have to use it in order
to actually build the boat-if you remember certain definitions, you can
use common sense. Most frustrating was getting our definitions together
to make a formal one. We were in groups of five and we tried to brainstorm.
I usually don't like to work in groups at all; I just like to get the
definition and apply it. I like to learn off the board and then do an
open lab.
When the teacher brought this boat project to us, I looked at her
like, "Why do we have to build a boat? How long is this going to
take?" Somewhat into the project I was like, "Whatever."
But then I thought about seeing why a boat floats, not necessarily because
of the weight-all my assumptions were wrong! So it made me want to find
out more. We had to do our design on graph paper, and then the whole thing
of making a model and then making it life-sized and actually putting somebody
in it. I'm not a water person, so deciding what boat I would or would
not get into was important. In real life, I would have to see the boat
first and examine it. I kept thinking of the Titanic!
Overall, it was a good learning experience. I still hate working in
groups, but I learned to accept the fact that I'm going to do what I have
to do. The best thing: It pulled my class together as a whole. It brought
everybody a little bit closer together.
Teachers at Irvington High School in Fremont, California regard themselves
as generalists; they seek to connect course work with issues of decency
and democracy not just in school but in the larger world. An American
Studies class conducted a service learning project called "Hunger
at Home" as part of their study comparing Depression-era policies
with those of the present day. Abeda Bayanzai, Nicole McBicker, Minnie
Whalen, Amanda Pitman, and Sean Asplund presented their learning at the
1999 Fall Forum:
Sean: The hunger education coordinator came to our class from the
Alameda County Food Bank, which gives food out to the homeless and hungry
people in our community. Not every person who needs food is homeless;
many people have jobs and just can't afford food. When we received all
this information we then had to integrate it into a project that would
serve the community and satisfy the school-wide outcome that we were focusing
on.
Nicole: We had to somehow help somebody who can't afford food, and
we had to document it. Some of us wanted to educate kids about what we
learned; some of us wanted to do a food drive; others wanted to change
things out of school.
Amanda: We were planning to go teach a sixth-grade class about hunger
in our area, but we didn't feel we had enough information. To see first
hand how it worked, we went to a local organization that provides a free
breakfast for anybody who needs it, no questions asked. We came up with
a question, "What does this do for hunger- and poverty-stricken people?"
We found that not only does this breakfast program feed people and offer
them food to take home, but it also satisfies a social aspect of their
life. Lots of people in the community don't really care about these people,
so when they go there they talk and have a good time while they're eating
breakfast.
Abeda: Jessica's presentation taught us that anyone could come from
a low-income family; it could be me, you, your friend, someone who you're
sitting next to in the cafeteria. Alameda County conducted a survey: 40
percent of the people benefiting from the food programs are children,
72 percent of all households have incomes of less than $11,500, and only
8 percent of households earn enough to meet babies' needs. In 9 percent
of households with children, the children have missed meals because of
not enough money to buy food.
We shared these statistics with the sixth-grade kids and we talked
about breakfast programs. Breakfast is the most important meal of the
day. If students have breakfast, they have higher test scores and lower
tardiness rates and absences, and they have fewer disciplinary problems
and fewer health problems.
When we first started doing this project we did it just for the grade,
just to get it over with. As we got more involved with the project, we
wanted to actually do the project and forget about our grade. We wanted
to do more for our community, so we just kept doing more.
Sean: When we were gathering information from the breakfast program,
we were getting live interviews with people that use it. And when we went
to teach the sixth-grade class, there were a few students in the class
that used the breakfast program. I saw real life people that I was helping
and trying to make them prosper.
Abeda: I really felt like we made a connection with the sixth graders,
and they had a deep understanding of what we were trying to teach them,
from their responses and the way they were acting. Everyone wanted to
share their stories with us. It was really touching, and I also think
it was really important. They had these awesome intellectual ideas. I
was learning from them!
Embracing the Coalition's metaphor "student as worker," Eisenhower
High School in Houston, Texas puts students in the driver's seat when
it comes to technology education. A group of students who call themselves
the "Lab Rats" provide coaching to staff, students, and community
in the school's new Eisenhower After School Technol-ogy (East) Center.
Though previously inexperienced in technology, they have became indispensable
in their school of 2,200. Brandy Fonteneaux and Anjali Oza were two of
the students who described their experience at the 1999 Fall Forum as
follows; the others were Rafiq Dhanani, Yared Marquez, Eliza Martinez,
and Ted Nguyen.
Brandy: I set up the network of Pentium III PCs, using different ports.
It was hard work. We learned their different functions, and if people
have trouble, they raise their hand and we come help them.
Working with other teachers and other students, you can't have the attitude
that "I'm better than you." We're all here together; we all
have to do this as one, as a team. When we were doing staff development,
a lot of teachers didn't know how to use Adobe Photoshop. We helped them
understand the program so they could go back to their classrooms and teach
it.
This year a lot of students are working on their presentations at
the center. If a student gets an attitude with us or isn't having a good
day, we work patiently with them. If they don't understand something we
teach them more slowly, or we try to work out the problems and help them
out. We're there beside them, we demonstrate things, but we don't want
to do it for them because then they won't learn.
Even though you know something is wrong, sometimes it's hard to tell
somebody what they're doing is wrong; you have to kind of cope with it
and ask them questions rather than giving them the correct answer. Guide
them step by step. And you learn how to work with others. This is our
workplace. We share all our knowledge to each student and teacher, so
they can share their knowledge to other people-and we become better students,
a better campus, a better school.
Anjali: Last year in the science club we created a presentation at
the East Center on personal hygiene, which we took to several elementary
schools. This year, for the Key Club community service organization, I
plan to use the Center to put photos I've taken into Premiere to make
a video that we'll present at our banquet-a cumulative thing of what we've
done over the year.
I've also used the East Center to search for information for colleges,
to download files, applications, to look for research on colleges. It
provides us with so many opportunities to do research. The Associated
Press has every photo that they take, and you can download all the pictures-you
can find things about historical events or any photograph that you need.
Things like that, you can't do at home-or even at the library. You have
access to so many things like that, which give you a broader perspective.
It has helped me in my whole educational experience.
Because budget decisions make teaching and learning a priority, CES schools
often find themselves strapped for supplies. But Far West High School
in Oakland, California turned this into a learning opportunity and a chance
to practice democratic action. Students in a Community Investigation and
Action class won a grant from a community agency to increase community
understanding and awareness of their 100-student school, which lacked
even a sign to identify it. Sophomore Natanael Marino and senior Nicholas
Shere talked about the resulting projects at their 1999 Fall Forum presentation:
Natanael Marino: Our class focuses on social, environmental, and labor
topics in the community. We worked together in groups on a grant to the
Community Health Academy, asking for about $4,000 to improve the school.
Our projects included computer upgrades, landscaping, and plumbing repair.
A disabled student also worked on making the school compliant with disability
laws. Everybody was feeling like they could learn by working with each
other, not having the teachers giving us all the directions, because all
the students had different choices.
One project advertised for a physical education teacher, and tried
to get greater resources like basketball hoops to bring the P.E. facilities
up to date. We got together in a group and learned to write up a newspaper
ad, and after two weeks we had five people to interview. The students
had a chance to interview the people who applied, not just the teachers
and the principals like they always do.
When we started with the mural we had a contest in school for the
students to draw sketches. We picked one we thought was the best and then
the people who did the sketch did the mural, as well as other students.
We went out as a class to ask for donations from different stores around
the area.
To get our grant accepted, we had to go into the agency and make a
presentation. One of the questions was how we were going to prove to them
that we used the money the proper way. I decided I should make a video
on the grant, and I did. It's still in editing. It took me about six or
seven months to finish. I did some footage of the P.E. classes and of
students working on the mural-footage on everything.
Nicholas Shere: Our class took certain goals and we achieved those
goals, and it came from and was executed by students, universally. One
teacher served in an advisory position, but it was the students who were
doing the work. That was important to a lot of us, particularly students
who weren't necessarily the most successful in other regions of schooling.
It was really good for people to see that they could produce a real visible
change.
There were other aspects to the class, too. At the beginning of the
year, students grouped together by neighborhood and went out and did a
visual and statistical research project for each neighborhood. We came
back with presentations comparing the different areas of Oak-land, which
is a very diverse place.
I think student-centered learning is whatever draws on the student's
own mind and experience, whatever sends the student back to him or herself
or back to his or her own experience, cultural background, neighborhood.
As to how it meshes with the state and district standards, well, that's
hard. I don't think we had our class worked out on the transcript until
halfway through the year.
Curriculum in Essential schools often emerges from school designs in
which teachers and students know each other well enough to inspire breakthroughs
in learning. Michael Ferguson, a senior at the Francis W. Parker Charter
Essential School in Devens, Massachusetts, posted this note to the school-community
e-mail discussion group there:
I had a realization today about education, at our school in particular,
[after] a friend of mine in Pennsyl-vania recently decided to drop out
of high school. She said she didn't like what it did to her, and she wanted
to be done with it.
I've been taking great art classes these past two quarters. I've never
thought of myself as an artist; I've certainly had no training or experience
with art. I thought I would be doing painting, but I ended up creating
all sorts of things from materials I would never even consider as art.
We completed many exercises and projects, all aimed at visually representing
an idea or a concept. Sometimes I just attached ripped-up pieces of paper
to string; other times I used an old 3.5-inch disk drive from my closet.
Not all of it was spectacular, but I really surprised myself. Here I was
making "art" and visually representing my ideas.
The most amazing thing to think about is that I would never do anything
like this on my own. I would never wake up one morning and decide to alter
a piece of copper wire in three ways; I would never attempt to visually
represent the digital divide; I would never think of rearranging Paul
Simon lyrics in a line. I probably would just forget about art altogether,
I would never even bother. Yet I've found that I really enjoy a lot of
the things that I've done in the art classes.
This isn't just about expanding my horizons and trying new things;
it's something deeper than that. It's something about years of projects,
experiments, lessons, and explorations. There is so much to learn from
these things, but I couldn't possibly ever get myself to do them on my
own. There are plenty of amazing people around me, who are not just smarter
than me or more experienced, but know about something they are willing
to share with me. And I'm willing to stick with it not just because I
can learn more and expand my horizons or some cliché like that.
I know I'm not mature or responsible enough to create those opportunities
for myself yet. If I can't do a project that is due next week, how can
I ever expect myself to do something that I really want to do in my life?
If I can't do a research project on a genetic disorder, then I probably
can't be a musician, or a writer, or an artist, or environmentalist that
is trying to save the rainforests.
I can think of many problems with the education system, but I think
that if I look at it as an opportunity, a possibility for who I am practicing
to become, then it works very well. And because we focus so intently on
developing skills and responsibility at this school, I'm even more confident
about the way it is affecting me.
The Boat-Building Project
Ahoy maties! Your challenge for this term is to design a boat that
can carry you. And unless you want to get wet, it better be a good,
sound boat! Each student will design a boat and create a small cardboard
model of it. On October 20, we will test the boats to see which
one carries the most weight. The winner of the contest will receive
an exciting prize! Then the class will get to build that boat. The
final test will be when we put it in the water with someone inside.
The Learning Goals
In order to advance in academic standing at Boston Evening Academy,
students must demonstrate proficiency in 5 competencies: Math, Science,
Humanities, Technology, and Personal Development. The benchmarks
needed to reach the competency in science include skills and habits
of mind. In the Science competency, we address these benchmarks
in this term:
Design Process
Propose a design to a given problem or challenge
Implement a solution that conforms to design constraints
Communicate the problem, process, rational and solution
Data and Results
Take scientific measurements
Observe
Construct table of data using Excel
Summarize results concisely
Materials and Methods
Conduct experiments
Communicate experimental procedure
Identify variables
Define variables operationally
Design investigations with appropriate methods of recording and
- interpreting data
Content
Physical science-fluid mechanics: density, pressure, buoyancy, Archimedes
principle, water displacement
Accurately use scientific and technological vocabulary, symbols
and models
Demonstrate an understanding of scientific concepts in writing and
orally
Identify the relevance of scientific concepts and their connection
to real life
Teambuilding
Build a boat with other students
Condensed from an assignment by Gena Merliss at Boston Evening Academy.
For more information contact merliss@yahoo.com.
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A Student and Her Exhibition: One Teacher's Portrait
by Peggy Silva, Souhegan High School, Amherst, New Hampshire
Peggy Silva, an English teacher at Souhegan High School in Amherst,
New Hampshire, followed several students' experiences closely in
the process of writing a book about this Essential school founded
in 1992. Here she describes a student preparing for the Division
One Exhibition Souhegan requires midway through the high school
career, a rite of passage at which tenth-grade students present
work at a roundtable before family, teachers, and friends.
Alyce slouched, smoked, gossiped, cut classes, and fought with
her parents. She became annoyed when teachers recognized flashes
of brilliance-when she wrote an exquisite line of poetry, or when
she became Mayella Ewell in the courtroom scene of To Kill A Mockingbird.
Alyce was locked in a power struggle with her parents that prevented
her succeeding in high school. Dad was a college professor; what
better way to stick it to him than to fail at academia?
"Helping Alyce to prepare for her Division One exhibition
was almost impossible," according to her adviser, John Dowd,
who coached her through the preparation for this rite of passage.
"When questioned about behavior or missing work, she became
very upset and acted badly. It was hard to have a substantive conversation
with her because she always walked away, but when I could get her
attention, she could acknowledge the truth of what I said. The one
saving grace is that we both knew that she would eventually have
to sit across a table from me and her parents, and discuss her work.
She hated that."
"I didn't want to be here, I didn't like it at all,"
Alyce responds. "I didn't want to be in school. . . . Truthfully,
no adviser would have made a difference to me, but I focused a lot
of anger on John."
The night before her Roundtable, Alyce says, "My mom, two
friends and I were frantically pulling work together, and I could
see that I had been a complete jerk. I had the work I needed-it
pissed me off when I realized that, because I had spent so much
time running away from it.
"It was tough. My mom was late, and it was awful waiting.
I was so nervous. I was really freaking out because I knew it was
going to be a lousy time. I couldn't have done it without my peer
advocate. She just kept calming me down. My letter to my Roundtable
was good because I can write and express myself well, but mostly,
I just wanted to get through. And, in the end, I did. I passed."
Alyce's mother remembers vividly the days leading up to Alyce's
Division One Exhibition:
"Alyce was almost paralyzed by nerves as she tried to organize
her work. I was struck by the way her friends responded-not that
they had responded, but that she had asked for help. There was so
much activity; the dining room table was covered, the kitchen was
filled with Alyce's stuff. Those days, she just kept saying over
and over that she was not going to make it. But she did.
"I was blown away by her Roundtable. I didn't fully appreciate
what it meant to her to have to gather herself like that in front
of teachers and parents and friends. This was so big. I was struck
by how poised she was, despite her nerves."
Alyce's dad was also impressed by her friends' participation at
her Roundtable. "It was so effective to formalize the role
of a student advocate," he says.
Alyce impressed her Roundtable panel with her dignity and composure
as she engaged in a difficult conversation about the choices she
made throughout her high school experience. She laughs today as
a friend calls her a soap opera, full of high drama and rolling
eyes. She is also very honest in her assessment of herself. She
credits John Dowd as "one of the major contributors of my entire
experience. I feel terrible when I think about how mean I was to
him, how unwilling I was to help myself, but he continued to pull
for me. My guidance counselor is great, and my freshman English
teacher has stuck with me for four years of my being crazy.
"The thing that frustrates me most is that I brought most
of the bad stuff on myself. Anger almost destroyed me, and when
I finally woke up at the start of my senior year, I told the Dean
of Students that I recognized I wasn't giving him much to go on.
I want to get it done, however, I want to leave this school. . .
. I did connect in a couple of science courses. I hated Conservation
Biology at first, but Melissa finally threw me in the river, and
I discovered that I loved the work and the science of living things.
"My parents and I don't argue about school anymore. I learned
that it's going to make my parents feel better if I let them help
me, and they learned it is going to make me feel better if they
don't help me too much."
Alyce says that her "transcript looks like crap," and
that her future is hostage to choices she made in high school. She
plans to go to a local branch of the state university to build her
grade point average. She makes eye contact when she talks about
life after high school. She seems to have finished fighting with
herself.
The Division One Exhibition was a highpoint in a low year for Alyce,
and her happy ending is still in progress. After a disastrous junior
year, Alyce began to focus on her learning. Her senior project,
according to her mother, is a highly personal topic. "She has
decided to study nutrition because she has always had a nervous
stomach. It seems to me that her choice of topic is a sign that
she is trying to take charge of herself in a positive way, in order
to know herself better."
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Coaching Students to Think and Speak for Themselves
by Jan Grant
A theatre arts teacher and a Critical Friends Group coach for the
Narragansett, Rhode Island school system, Jan Grant works closely
with teachers in three Essential schools-elementary, middle, and
high school. Her work with high school students there sparked the
following reflection:
The concept of Collaborative Inquiry was easy for me to accept
when I first encountered it at a week-long summer conference. Though
I found it more challenging to apply to practice in our own schools,
it became clear that this idea could work in some form with my high
school students. When I came back from the conference, I wrote to
every student with whom I had worked during the previous year, inviting
them to a meeting to hear about Collaborative Inquiry. Fourteen
students ranging from ninth to twelfth grades came on an appointed
evening.
We discussed the possibility of a small group of students working
on extracurricular collaborative inquiry projects they would design,
develop, implement, and document themselves. Students would decide
their own goals and objectives, and they needed only a little prodding
to initiate a complex and enthusiastic discussion about the endless
possibilities, or "strands" of focus, open to them.
Although the Collaborative Inquiry process was as yet ambiguous,
their intellects caught hold of the idea that each individual would
design his or her own project and process. With mentoring, they
would have ownership of this work as a group and as individuals.
They would be in charge, responsible for the success or failure,
the mediocrity or excellence of their plans.
As these students set out to learn "to know what they did
not know," their voices became increasingly important. I asked
them to address a number of tasks and issues in future agendas:
their group norms, overall goals and objectives, additional ideas
for their own strands and projects, and methods of facilitation
and giving feedback.
Their chance at facilitation started soon. Our meetings were held
from 7 to 9 p.m. on a school night, and the person who volunteered
to be recorder for one meeting would facilitate the next. Soon the
meetings began to be as important as the projects being designed.
The group was beginning to look like a Critical Friends Group.
This ever-changing group of truly extraordinary young people is
now in its third year carrying out activities and projects. Amng
other things, students have researched and developed materials for
teacher evaluation; looked into a student "hotline" at
the high school; mentored elementary and middle school projects;
and videotaped their schoolwork for teachers to examine in their
own study groups.
The skills they practice stand them in good stead. Meeting regularly
provides them with a structure to support and encourage their own
work. They are learning:
- to facilitate and use the methods and protocols of
"reflective practice"
- to make public their ideas and opinions courageously
and with appropriate methods
- to develop leadership skills
- to present at conferences and other public forums
- to know that their ideas can become viable projects
- to work with other faculty through "I-messaging"
- to move in and among a variety of groups and
cliques at the high school
- to have confidence and build their self-esteem
- to have a voice.
This learning happened through the powerful process of creating
a safe, non-judgmental environment, learning to create and respect
their own group norms, taking part in workshops designed to develop
interpersonal skills, learning that forthrightness and honesty matters,
realizing that their truths are important, practicing teambuilding
techniques, airing differences and diversity issues in order to
work toward acceptance, honoring confidentiality and becoming real
people with one another.
Some may argue that we don't have time for this kind of process.
I argue that we do not have the right, in good conscience, to eliminate
it. Our content and process pieces must work together in balance.
Knowledge is remembered and held dear when created on a foundation
of respect, encouragement, and self-esteem. Don't we forget the
rest? What teachers do you remember? Why? What knowledge remains
with you? Why? Which students emerge as leaders? Why? Where and
when do at-risk students succeed? Why? How?
Jan Grant may be reached by e-mail at grantj@ride.ri.net.
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Code: H16:2
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This resource last updated: June 19, 2002
Database Information:
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Source: Horace. Vol. 16, 2#. March 2000.
Publication Year: 2000
Publisher: CES National
School Level: All
Issue: 16.2
Focus Area: Classroom Practice
STRAND: Classroom Practice: instruction
Instruction: Personalization, Student-as-Worker, Cooperative Learning
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