reproduce them. principles. Encourages broader reading. Learning Provide stations or collections of Ensure learning-centre tasks Draws on and develops materials learners use to explore that require transformation advanced thinking, Centres topics or practise skills. and application. reading, research and Provides study in greater technology skills. breadth and depth on interesting Build in student choice, and important topics. rather than requiring all Allows for independence. students do all tasks at all centres. Monitor what students do and learn at centres. Mentorships/ Student works with a resource Match the mentor with Allows students to work teacher, media specialist, parent talent/interest area. on expert-level problems student’s Apprenticeships volunteer or community member and tasks in relevant to develop a project. Helps Document agreements context. students develop skills of concerning roles, goals and production in a field and career progress for mentor, student, Allows adult-level awareness. teacher and parent. conversation. Introduces student to meaningful yardsticks of performance. Draws on creativity. Contracts/ Establishes an agreement Focus the contract on Eliminates need for between student and teacher concepts, themes or unnecessary skills work Management outlining arrangements for problems and integrate basic and places skills in Plans agreed-upon tasks and methods skills into required projects relevant, high-interest of completion. or products. tasks. Allows for independent, advanced, Establish clear and rigorous extended study on topics rules and standards for of interest, to generalize, success in writing at the make connections and be outset. original. Appendix E Learning Plan Samples – Adapted from The Cluster Grouping Handbook: A School wide Model by Susan Winebrenner, M.S., and Dina Brulles, Ph.D.
reproduce them. principles. Encourages broader reading. Learning Centres Provide stations or collections of materials learners use to explore topics or practise skills. Provides study in greater breadth and depth on interesting and important topics. Ensure learning-centre tasks that require transformation and application. Build in student choice, rather than requiring all students do all tasks at all centres. Monitor what students do and learn at centres. Draws on and develops advanced thinking, reading, research and technology skills. Allows for independence. Mentorships/ Apprenticeships Student works with a resource teacher, media specialist, parent volunteer or community member to develop a project. Helps students develop skills of production in a field and career awareness. Match the mentor with student’s talent/interest area. Document agreements concerning roles, goals and progress for mentor, student, teacher and parent. Allows students to work on expert-level problems and tasks in relevant context. Allows adult-level conversation. Introduces student to meaningful yardsticks of performance. Draws on creativity. Contracts/ Management Plans Establishes an agreement between student and teacher outlining arrangements for agreed-upon tasks and methods of completion. Focus the contract on concepts, themes or problems and integrate basic skills into required projects or products. Establish clear and rigorous rules and standards for success in writing at the outset. Eliminates need for unnecessary skills work and places skills in relevant, high-interest tasks. Allows for independent, advanced, extended study on topics of interest, to generalize, make connections and be original. Appendix E – Learning Plan Samples Adapted from The Cluster Grouping Handbook: A School wide Model by Susan Winebrenner, M.S., and Dina Brulles, Ph.D.
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