This document outlines the key aspects of the Dewey School. It has no desks, instead using tables, and a project room with various materials and technology. The curriculum is collaborative with no textbooks, instead using a variety of resources. Classroom management focuses on cultivating student leaders and using class meetings to discuss problems. Community and family involvement is encouraged, with businesses providing learning experiences. The school aims to prepare students as future citizens within a framework supporting continuity and interaction. Teachers act as organizers and facilitators with a long-term focus, while administrators mentor. Students are actively involved in their learning.

1. Dewey School Glenn, Sally, Don, and Kory

2. School Mantra Every experience is a moving force

3. What Does it Look Like? No desks – tables will be used instead Project room – variety of materials (technology rich) Collaborative curriculum – no textbooks, but a stacks of resources Group justification of curriculum and rationale “The primary source of social control resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility (p. 56).:

4. Classroom Management Cultivating classroom leaders Class meetings – discuss problems, issues, using a formal process Collaborative Norms “Stop and think” ideology on page 64. Thinking is stoppage to allow for a connection to be made. “The primary source of social control resides in the very nature of the work done as a social enterprise in which all individuals have an opportunity to contribute and to which all feel a responsibility (p. 56).”

5. Community Family and community involvement in creation of the school Family participation is encouraged throughout the learning process Businesses have open arms to welcome our students for learning experiences Students are asked to bring in opportunities from the outside “When external authority is rejected, it does not follow that all authority is reject, but rather that there is a need for a more effective authority (p. 21).”

6. Who is it for The greater community with a focus on the student as the learner The future citizen to provide a framework that supports the theories of continuity and interaction “…the traditional schoolroom…put a great restriction upon intellectual and moral freedom (p. 61)”

7. Roles The administrator’s role is to act as a mentor The teacher’s role is to act as an organizer/facilitator for the student’s learning and to have the long term focus in mind (p. 75-77). Links the education and experience “The teacher’s business is to see the occasion is taken advantage of (p. 71).” The community acts as a resource for expertise and providing experiences The family’s role is to provide a continued focus for the student to stay actively involved in learning The student’s role is to embrace the learning and participate actively.

8. Classroom Pedagogy Formative data: extensive tracking of standards and progress Organizing instruction around ideas and past experiences for linkage Differentiated instruction Constructivists lessons Embrace the technology of the learner