Standards-Based Curriculum
Dorchester Collegiate Academy will engage students in standards-based curricula, where goals for achievement are clearly set and communicated to students as well as parents. As students master basic mathematics and literacy skills, they will begin to apply these skills in more complex learning activities that encourages them to think and act like scholars in the primary disciplines of mathematics, science, history, and the arts.
Interdisciplinary Themes and Inquiry-Based Projects
Academy teachers will develop an interdisciplinary curricula centered on overarching themes, for example “Tolerance and Intolerance” that will be weaved into the fabric of every class. Accompanying these themes will be essential questions—such as “should governments distribute wealth?”—that students will address across several disciplines in a variety of learning experiences in order to explore ideas, ask meaningful questions, and test possible theories.
An Aristotelian Approach
In the Nicomachean Ethics, Aristotle explains that the highest intellectual state involves mastering three wisdoms: 1) theoretical wisdoms—the understanding of ideas, concepts and situations 2) productive wisdom— the ability to develop and create; and, 3) practical wisdom—the ability to effectively act in everyday, real world situations. The Academy will apply an overarching pedagogical methodology that will consistently engage students in a balance of theoretical, productive, and practical learning experiences.
For example, in English class, students might read selected poems of Langston Hughes, learning about rhyme scheme and figurative language (theoretical). Students then might write their own poems using themes and language similar to Hughes (productive). Lastly, students might participate in a school-wide poetry slam and send their writing to various literary magazines for publication (practical).
Project Orientated Cooperative Learning
Academy teachers will regularly integrate cooperative learning groups with clearly defined goals and objectives. These learning groups will be characterized by the following four elements:
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(a)positive interdependence—students will work collaboratively and value the contribution of each member, ultimately recognizing that their individual goals are achieved only when the entire group achieves its goals.
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(b)individual accountability—students will be assigned clear roles and tasks in order to accomplish the common group goal.
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(c)interpersonal skills—students will develop and earn trust from their group members, communicate clearly, support each other, and constructively resolve conflict.
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(d)group processing—students will reflect and self-assess the effectiveness of their group and identify areas of strength and areas in need of improvement and collaboratively decide on necessary changes.
Differentiated Instruction
Teachers will understand each student’s unique learning style and use this understanding to provide differentiated instructional approaches. In this model, teachers will adjust their instructional approaches to effectively respond to each student’s strengths, interests, and learning style rather than require students to adjust to one inflexible instructional approach.
One specific approach we will use to support differentiated instruction is designing learning activities that allow students to use their multiple intelligences. We recognize that students possess multiple intelligences (linguistic, logical-math, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal) and teachers will develop instructional strategies to help students understand the many ways in which they are intelligent.
A Focus on Literacy & Mathematics
Reading, writing, and mathematics are the foundation upon which other disciplines depend. As a result, Academy students will focus on the mastery of basic literacy and mathematics skills, particularly in grades 4, 5 and 6, through a variety of engaging and effective activities.
Performances of Genuine Understanding
The Academy will measure students’ achievement using Howard Gardner’s concept of Genuine Understanding. Gardner describes genuine understanding as the ability to demonstrate a mastery of concepts, principles, facts, and skills to such a degree that students are able to successfully apply their knowledge to tackle new challenges. For example, an Academy student reading Richard Wright’s Native Son will not simply memorize characters’ development, themes, and symbolism in order to regurgitate this information as a display of understanding. The student will understand these components but, more importantly, will have learned the skills to understand these components in other pieces of literature that are new and unfamiliar.
