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Urban Arts - MADEMADE is an Interdisciplinary Arts Program which seeks to build community engagement through the Arts. MADE provides students with opportunities to develop individual and group creative process through the Ontario Curriculum, the teaching team, and workshops with professional artists. Central to the focus of MADE is that the Arts should not exist solely in the realm of the individual; rather, the Arts can be a tool for community-building, cultural development, and profound social change.
MADE seeks to extend the authentic learning opportunities for students through partnerships with Arts organizations and community networks in order to affect positive change within the canvas of Guelph’s urban landscape. C.E.L.P. and HeadwatersCELP is a 4 credit environmental leadership program. As a community of 24, students have a fall canoe or winter snowshoe trip, teach grade fives, take their English, Civics and Careers courses in the context of environmental issues and form lasting friendships over community meals.
Community- Learn in a unique setting
High Tech HighHigh Tech High is guided by four connected design principles—equity, personalization, authentic work, and collaborative design—that set aspirational goals and create a foundation for understanding our approach.
Equity High Tech High is an equity project. Teachers work to address inequities and help students reach their full potential. Our schools are intentionally diverse and integrated, enrolling students through a zip code-based lottery aimed at creating schools that are reflective of the communities we serve. Teachers recognize the value of having students from different backgrounds working together, and employ a variety of approaches to accommodate diverse learners without academic tracking. High Tech High has an acute focus on college entrance and college completion for all students. Personalization High Tech High teachers practice a learner-centered, inclusive approach that supports and challenges each student. Students pursue their passions through projects, and reflect on their learning. Recognizing that identity development and personal growth occur in the context of community, our schools foster relationships of trust, caring, and mutual respect among students and adults through program design elements such as small school size, small classes, home visits, advisories, and student collaborative work. Authentic Work High Tech High school projects integrate hands and minds and incorporate inquiry across multiple disciplines, leading to the creation of meaningful and beautiful work. Students engage in work that matters to them, to their teachers, and to the world outside of school. Students connect their studies to the world through fieldwork, community service, internships, and consultation with outside experts. Our facilities are collaborative workplaces with small-group learning and project areas, relevant technology, and common spaces where artwork, prototypes, and other artifacts of student thinking are created and displayed. Collaborative Design High Tech High teachers collaborate to design curriculum and projects, lead professional development, and participate in hiring, while seeking student experience and voice in each of these areas. With students as design partners, staff function as reflective practitioners, conducting inquiry into equitable teaching and learning, school culture, project design, and authentic assessment. We are all still learning. GrandPalsGrandPals is a project that connects senior citizens with students. Each week students meet with their GrandPals to talk about their lives and the things they find most meaningful. Over the year, students work to develop written pieces of work that capture their GrandPals extraordinary stories. A final GrandPals gala includes readings of the stories and presentation of student artwork to their GrandPal.
The GrandPals project consists of a small network of seniors, educators, librarians, and staff from long-term care or retirement residences. This small network of people has witnessed the power of this rich intergenerational programming. Digital Historian ProjectThe Digital Historian Project is an experiential learning partnership between the Upper Grand District School Board and the Dufferin County Museum and Archives. The DHP is an award-winning, nationally recognized, community-connected program, built upon the principles of project-based learning. It is geared towards Grade eleven students who wish to pursue a deep understanding of Canadian history. Our students are drawn from the three Dufferin County Secondary Schools: Westside SS, Orangeville District SS, and Centre Dufferin District SS.
This is a full-time program running in spring semester in which students earn four credits:
Groh Public SchoolInspired by the vision of principal Helmut Tinnes, Groh Public School is the first public school in Ontario entirely built upon Project Based Learning principles.
Vision Groh P.S. will be a world class school with a community of autonomous learners engaged in meaningful inquiry and project based learning opportunities on a globally-oriented campus. To create this vision, there will be a combination of three essential elements to prepare students for secondary school in advance of preparing them for the workplace:
Strong Museum of Play
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