发布：道尔顿学院 2015年08月25日 点击：
道尔顿学院课程总述 Dalton Academy Curriculum
课程核心元素 Key Program Elements
课程主旨 Organizing Themes
Students are developing quickly in their middle and high school years. The kind of learning we ask of them should reflect that development. Generally, middle school should build the skills needed for the more substantive learning in later years. For the high school years, each year will have an organizing question, chosen as a general response to the developing situation for high school students:
These organizing questions are not intended to constrain teachers, but to allow them to make syllabus choices that might promote conversations around the questions. For example, the theme of change might mean a conversation about a political revolution to a history teacher, or a cultural shift to a literature teacher, or a chemical reaction to a chemistry teacher. By keeping aware of the organizing question for a class, a teacher can encourage students to think across these disciplinary lines toward what the students understand about change as a general concept.
学分分配与毕业要求 Credits Distribution and Graduation Requirements
P.S. About Sciences and Humanities Tracks
The track students choose in Dalton doesn't have to be the same as their track in college. The two tracks, Sciences and Humanities, are just two choices of combinations of credits. Students who fulfill one of the requirements can graduate from Dalton.
助教系统 Teaching Assistant (TA) System
定义与目标 Definition and objectives
A teaching assistant (TA) is an Upper Senior student who, after mastering material related to a course, volunteers to aid the learning of his or her classmates. TAs are student leaders who through their work gain a deeper understanding of the concepts and content they teach to their peers.
助教的角色 Role of a TA
Each TA will serve slightly different roles in and out of the classroom. Before an individual TA commitment begins, the student and teacher will craft a TA agreement that outlines specific responsibilities that might include: assisting in the classroom, making copies or other pre-class preparation, one-on-one support with struggling students, grading (with careful guidance from teacher, and ability from students to follow up with teacher), and organizing cleanup after laboratory work.
TAs are especially helpful in supporting learning in Senior 1 core classes, since students may begin our program with varying levels of comfort with Dalton’s learning style and ability to use English in a classroom setting.
The TAs will have a selection process, training process, regular meetings between the teachers and TAs, and finally a recognition. To recognize the contributions of a TA, common language will be adopted for use on the student’s transcript or school report. This language will emphasize the TA’s role as a leader in the school community. TAs may also be recognized through written awards or ceremonies. They are not granted academic credit or conducting social practice (this should be conducted in the wider community outside the school).
特色课程-鲤鱼周 Carp Week
“Carp Week” is an invitation for the mind to expand itself in play. It consists of a week of special activities designed to help students make connections across interdisciplinary lines and engage in common conversation.
Timing. Four or five days during the middle point (week 10) of each semester.
Theme. Activities are organized around central theme that is sufficiently broad to lend itself to both science and humanities approaches. Themes for the fall 2013 and spring 2014 semesters were “light” and “time,” respectively. Future possibilities that have been suggested include “identity” and “community.”
Morning workshops. Each morning during Carp Week, groups of 10-20 students attend workshops organized by teachers and/or Upper Senior students. These workshops should be closely connected to the Carp theme and engage in hands-on, project-based student learning.
Afternoon seminar. For two or three of the afternoons during Carp Week, the entire academy community is engaged in a common conversation centered on a few selected texts. These discussions are facilitated by two teachers (one serving as the lead) with about 15-20 students participating.
Other activities. Other activities, such as movies and games, are scheduled on afternoons in which the seminars do not meet.
Students are assessed by their workshop teachers, and receive a grade of “Pass” or “Fail” for their participation in Carp Week. Students may also apply for a grade of “Pass with distinction,” subject to the approval of their workshop teacher. Grades appear on students’ transcripts.