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Home > Universe Wiring > Theory:
Why the Creed Project Works
Whatever you do in your teaching career, never discard
the Creed Project. To some students it may have been just another
project, but for students like me, it helped to deal with problems
and obstacles that have affected me nearly my whole life. For
a school project to do this, it is truly amazing.
- Megan Wood,
American High School, June 2003
Theory: Why the Creed Project Works
Note: The following material is explained in full detail in Part
Two of The
Personal Creed Project and a New Vision of Learning.
A New Look Toward Learning
- Learning is the core drive of human advancement.
- The central aim of learning is the growth and development
of a fully-realized, well-balanced personality.
- The personality develops best, and is most satisfied, when
learning is balanced among the mastery of facts, the composing
of meaning, and the discovery of values. [The Learning Continuum]
- The Personal Creed Project is itself an example of a Continuum
Learning experience. [Creed Project Connections to the Learning
Continuum]
- 21st Century teaching and learning practices should be growth-centered
rather than skills-centered, integrative rather than isolative,
should harness natural curiosities and urges rather than artificial
motivation to learn, employ service as a means of harmonizing
learning among learners from diverse backgrounds, acknowledge
that the wise separation of church from state was never intended
to result in the unnatural separation of learning from spirit,
and should allow frequent opportunities for learners to teach
and teachers to learn. [A Beginning Model of 21st Century Learning.]
- Each branch of study should have personal learning at its
center, so that personal learning becomes the curricular core
that integrates and brings meaning to the academic parts. [Cross
Section of 21st Century English Curriculum]
- To begin implementing this model of learning in classrooms
and programs and curricula, rather than to suddenly abandon
the present emphasis on teaching and assessing academic skills,
it makes sense to begin with a Two-Legged approach to course
and program design. In a Two-Legged approach, members of a local
school community--teachers and administrators, students, parents,
and other community members—create personal learning goals
in response to a consensus on the perceived needs of a present
generation of children. To meet these goals, teachers then collaborate
to create a parallel Personal Leg of curriculum to be woven
alongside the more skills-oriented Academic Leg. [Two-Legged
Curriculum: Sophomore English at American High School - Part 1 ] [Two-Legged Design: Sophomore English at American High School - Part 2 ]
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