Think Forward New England: Profiles of Innovation. Nokomis Regional High School

Autor/in	McCann, Sarah
Institution	Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Titel	Think Forward New England: Profiles of Innovation. Nokomis Regional High School
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Innovation; Regional Schools; High School Students; Active Learning; Student Projects; Interdisciplinary Approach; Experiential Learning; Learner Engagement; COVID-19; Pandemics; Educational Change; Student Centered Learning; Maine + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aktives Lernen; Schulprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsreform; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The team at Nokomis Regional High School in Newport, Maine, has spent over a decade laying the groundwork for multifaceted reforms--including interdisciplinary curriculum, project-based learning, education outside of the classroom walls, and meaningful career exploration--all of which are student-centered and aim to deepen rigorous academics into authentic learning experiences. Nokomis is a traditional open-enrollment regional high school that draws nearly 600 students from eight different towns across the rural RSU19 district--an area covering 400 square miles. Despite the distance, a strong sense of community is notable in the longevity of the staff, several of whom graduated from Nokomis themselves. This profile of Nokomis from CRPE and the Christensen Institute details the school's practices that have proven successful, how they have adapted in the face of the pandemic, and how other school communities can begin conversations about adopting similar practices. Other schools can consider these questions based on the Nokomis model: (1) How might educators balance interdisciplinary instruction with grade-level standards for each subject? (2) How might high schools develop a professional culture of risk and reflection in an accountability setting? (3) How might high schools create flexible pathways for students to design components of their own high school experience? and (4) How might high schools ensure a balance between dynamism, coherence, and quality in the student experience? (As Provided).
Anmerkungen	Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01