SPLASH PROGRAM

DATE: RD FEBURARY 23 , 2013

ISSUE 2

VOLUME 1

Fall 2012

Page 1: Schedule, Designing meaningful lessons

Page 2: Splash Class Brain Storming Worksheet

STUDENTS BECOMING TEACHERS: HOW TO CREATE INNOVATIVE CLASSES FOR HIGH SCHOOL STUDENTS!

SPLASH Digest
SPLASH SCHEDULE
Nov. 29th..Brain Storm Session 2 Dec. 5th....Brain Storm Session 3 Dec. 6th . Interfaith Holiday Celebration Dec. 7th.Registration Deadline and Paperwork Due Feb 16th....Class Size Finalized and Splash Rehearsal Feb. 23rd.... SPLASH!!! March 1st...Reimbursement Claims due

The Splash dream is to inspire teens to pursue lifelong learning. This is accomplished by SU students creating short classes about the subjects they love. These classes have ranged from the Science of Dreaming to Chocolate to Quidditch!

DONT KNOW WHERE TO START? START AT THE END!

One way that many teachers begin planning lessons is by first considering what they want students to come away with at the end their class. In this way all parts of your lesson will lead to the same goal. For example: If you are teaching a class on chocolate, perhaps you would like your studnets to understand the environmental repercussions and culture surronding its modern consumption. Teaching a class on poetry could have an end goal of opening a forum for student expression and student confidence instead of simply writing poetry. A previously taught class on why people dislike gingers had the objective of helping students understand the way in which physcal appearance affects interactions. These goals are called objectives. Your class is the proccess by which you reach your objective. WHO OWNS THE LEARNING IN THE CLASSROOM? THE STUDENTS DO! Always remember you are not a depositor of knowledge but a sharer. Learning is not a one-way street. The most powerful learning happens when students come to their own understandings. Consider ways you can encourage students to reach their own conclusions while guiding toward your objective. Some ways you can do this are group work, presenting multiple prospective on topics, project based learning, and refraining from explicitly stating your own opinions. An example of this would be if a student asks you was the moon landing a hoax? you could respond by presenting them with evidence and then telling them to form their own conclusion. The idea is that your opinions are secondary to the goals of the class.

March 2nd..TEACHER APPRECIATION PARTY!

March 8th ....Reimbursements Complete