I’m wondering a little bit what exactly we will do together all day long

Things I am planning:

An academic curriculum, steeped in their goals for the future.

The students I will have are from 16-19 years old, have very limited academic skills, a diverse range of language ability (from Anglo to bilingual), and need to learn basic life skills.

Some may ask – why an academic curriculum? I call it academic, though life skills will certainly play a large role. I respect my students too much to not keep my expectations and goals for them rigorous.

Our first unit will be on the theme of Bridges. We’ll explore imagery, poetry, construction, social skills, personal goals…all kinds of things can be explored around bridges.

I also want to use photography. For those who don’t find words to come easily, we will still develop sequencing and story-telling skills through visual essays. VoiceThread should be helpful here.

We will also develop vocabulary – in both English and French. I will be incorporating a word wall into our classroom for sure!

What else…

Possible landscaping. There are these courtyards throughout the building that are filled with overgrown plants and some weeds. But we won’t just be weeding and cleaning up. I’d like to see them possibly design the areas into usable space. There is a greenhouse in the school, so we can do some work over the winter as well.

Morals and Ethics – learning how to take a considered opinion, how to gather data in order to do so – both internal (emotions) and external data.

Math to do with travel, cooking, planning.

But a lot of my planning needs to be done after I meet these students. The curriculum is up to me. So I will be basing it on their very specific needs, interests, abilities, and styles peppered with my own

So, while I have some great ideas brewing, I need to focus on being curious about my students first.

• I will be doing something new for the school
• I will be designing a program that exists in the middle school, but for a different context
• I think I will have about 9 students to start
• According to the principal these students are not expected to graduate
• I will need to explore options…one of which being graduation
• The students are coded at around 24 and 34
  • 24 – moderate to severe intellectual impairments
  • 34 – language disorders

• The school is large – about 1100 students and has many programs to serve different needs
• I will know some of the students at the school – they were at my old school which recently closed (nice to see some familiar faces!)
• I know that I will find out a bit more tomorrow morning, when I go in for a welcome/orientation breakfast for new staff members

Here are some of the things I am reading to prepare myself.

Does anyone have any other suggestions?

Origins
“Developmental Designs for Middle School. … creating middle schools with students engaged in
learning in the context of caring, supportive community. Our goal for
them … responsible independence in the pursuit of excellence.“

Complicity: An international journal of complexity and education

Smith, M.W. & Willhelm, J. D. (2002) Reading don’t fix no chevys: Literacy in the lives of young men and (2006) Going with the flow: How to engage boys (and girls) in their literacy learning

Prashnig, B. (2004) The Power of Diversity: New ways of learning and teaching

Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design: Connecting content and kids.

Henry, R. (2003) Leadership at every level: Appreciative inquiry in education

Elona Hartjes’ blog Teachers at Risk

Safe and caring schools in a complex world: A guide for teachers (2004)

Davis, B., Sumara, D.J. & Luce-Kapler, R. (2000). Engaging Minds: Changing teaching in complex times

Davis, B., Mahwah, N.J. (2006) Complexity and education : inquiries into learning, teaching, and research

The New Frontiers School Board’s Reports and Policies on Special Education

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