Instructional Approaches & Practices
In support of our mission, CWC Kansas City will employ the following instructional approaches and practices, drawing on our Philosophical Foundations. These approaches and practices do not stand alone, but rather influence each other, and teachers will draw on multiple strategies in planning, delivering and adjusting their instruction.
- Project-Based Learning integrates skills and knowledge through meaningful and fun projects that make abstract learning concepts concrete. In integrated projects, science and social studies concepts are brought to light through life-based activities that engage students in thinking, acting, and interacting with the real world. Click on the video below and see it in action.
- Teaching for Understanding is a framework developed by Project Zero at Harvard University.It is a process for teachers in developing curriculum that ensures connection between learning goals, learning activities, and assessments of understanding. These strategies help teachers take students beyond the mere mastery of facts to the ability to apply learning in new and unfamiliar contexts.
- Differentiated/Personalized Learning ensures that instruction is tailored and appropriate for students’ current understandings, needs and personal experiences. Our teachers take the time to get to know each child as an individual and receive the support, data, and resources they need to adapt instruction and lessons to the needs of diverse learners so that students can connect what they learn to their own lives, making learning meaningful for all.
- Gradual Release of Responsibility presents a process in which the responsibility for learning is released from the teacher to the student. The gradual release of responsibility provides a process to help students become more independent.
- Service Learning is curriculum‐based community service that integrates service with classroom instruction so that students can develop both a sense of responsibility and stronger connection with and for their surrounding community. Service‐learning allows students to put to use what they are learning through the academic curriculum. Even the youngest students can offer service to their classrooms and schools. See these examples of service learning from CWC Hollywood, Silver Lake and Mar Vista in Los Angeles.
Ultimately, our goal is for student “success” to include mastery of both content and emotions, so that students can meaningfully connect with each other, be part of any community, and courageously decide who they are in the world and how they want the world to be.