Goals: To access other services in our community to provide information and support for ourselves and our students. Goals: to collaborate with other Education Assistants in the division to share strategies to gain knowledge and insight. How can we best support the vast spectrum of needs that our students have? How can drama and performing arts teachers ensure our programs are rigorous and challenging when we sometimes lack financial and/or collegial support?įinally, how can we offer our very best to our students and program while also guarding against burnout?Įducation Assistants Collaborating to engage students with special needs
How do high school drama and performing arts programs foster student success, engagement, and support through real-world opportunities in the Fine Arts? How can we enhance these opportunities further through cross-curricular projects? This cofp will include new CTF template ideas, art samples and new collaboration ideas, sharing of summative evaluation scoring. *Please note that all photocopying should be done at your own school prior to attending. At the second C of P we will continue with material creation and include time for refection about successes and material usage with students.
#SAMPLES MINDUP CURRICULUM SERIES#
Please reference the "Tasks Galore" book series or or other resources for your ideas. Those attending should be prepared with their own materials and resources they will use to create for their exceptional students. This C of P focus is on material preparation and creation based on the "Tasks Galore" series.
Becky Bailey's book, Conscious Discipline.Ĭreating and exploring resources for exceptional needs What does the use of the Conscious Discipline philosophy look like in the classroom? What are sucesses and road bumps along the way of implementation? Will student's Social-Emotional Health and self-regulation improve? How does Mind-Up compliment and enrich Conscious Discipline practices? Participants will implement at least four connectedness and sense of safety activities guided by Dr. In this Community of Practice, we will examine Character Lab which identifies three different types of character strengths: interpersonal strengths like gratitude, which enable harmonious relationships with other people intrapersonal strengths like grit and self-control, which enable achievement and intellectual strengths like curiosity, and zest.Ĭharacter Lab is a researched based approach that aligns well with many of our 21st Century Learner Competencies (globally aware, civically engaged, communicator, collaborator, and problem solver). What is character and how do we teach character intentionally and in a meaningful way?įollowing Aristotle, we use "character" to refer to all intentions and actions that benefit both the individual and society at large. YOU DO NOT NEED A DOG TO PARTICIPATE! Everyone is welcome! This CofP will require some commitment outside of scheduled CofP days. Our goal is to support individuals and schools who would like to become involved with the Chestermere Therapy Dogs programs, as well as to promote the benefits of animal assisted activities in areas such as literacy and social/emotional health to our schools. We are working with this organization to spread the benefits of canine therapy by bringing their "Caring Tails" and "Reading Tails" programs to RVS. This C of P is partnered with the Chestermere Therapy Dogs Association. Note: For the Mindfulness Well-being sub-group, we are using the workbook entitled "The Mindful Education Workbook: Lessons for Teaching Mindfulness to Students" by Daniel Rechtshaffen (please note there is also an accompanying textbook if you are interested) - approximate cost $30 available at Chapters As educators, we connect with learners and, thus, connect them TO and WITH learning and learning opportunities in order to promote and empower their personal and intellectual well-being and growth. Under potential sub-groups, staff will focus into well-being areas attached to mindfulness and other wellness aspects pertaining to learning on the premise that well-being and learning mutually reinforce each other. Staff will develop skills and implement into practice strategies to enhance learning community well being for learning at BVHS. How do we engage learners for well-being and learning that is meaningful at BVHS?
Well-being for Learning In a High School Setting
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