 | allows students to consider multiple perspectives related to
critical global issues
|
| emphasizes the use of our extensive international literature (books
written in and about other parts of the world) as a vehicle to explore and
understand culture and social issues
|
| engagements around this international literature require students
to think critically, conceptually, creatively and culturally
|
| classroom setting that allows for teacher collaboration and
professional growth (analyzing student work and reflecting on Learning Lab
experiences) while providing valuable instruction for children
|
| teachers bring students to the lab weekly to engage in the
curriculum that is developed in the professional development study group
|
| lessons are connected across grade levels to allow for teacher
collaboration
|
| Intercultural Integration Specialist, Lisa Thomas, teaches the lab
lessons so that teachers can observe students, take field notes, and
gather data for study group analysis
|
| weaving together the Learning Lab curriculum, classroom curriculum
and art experiences (OMA - Opening Minds through the Arts) in a way that
is meaningful and coherent to children
|
| commitment by teachers to explore ideas introduced in the Learning
Lab and discussed in study group in their classrooms
|
| teachers share their work at local and national conferences and
through writing vignettes (Volume
1, Issue 1;
Volume 1, Issue 2) published electronically on the
World of Words website. |
