.:Power Teaching:.

POWER Teaching ©

• The  POWER TEACHING © Training is research based and accelerates Language development while learning through the content areas.

• The  POWER TEACHING © Curriculum combines accelerated Language learning with critical thinking, creative problem solving, sheltered instruction,  synthesis and evaluation, divergent thinking, creativity, emphasis on visual and performing arts, technology, content-based learning using multiple intelligences, with thematic and interdisciplinary units and most important, product and performance based assessment.

•  Project POWER TEACHING (C) is based on Bloom’s Taxonomy; Parne’s Creativity Model; Kaplan’s Currriculum Differentiation Model; Garden’s Multiple Intelligence Theory; Krashen’s Natural Approach; Sheltered language Insteruction; Suggestiopedia (Dr. Lozanov’s work which focuses on the role suggestion plays in learning); oral language development’ active learning; and teaching language through content areas.

• The program is adequately implemented through a prescribed series of steps for each child as well as focusing on the whole child development. It stands the test of being evaluated on its effectiveness in meeting the needs of the students.

•  Early interventions with learning difficulties and curriculum alignment with assessment systems yield prescriptive teaching strategies.

• The POWER TEACHING © Program will implement continuous professional development and staff support and development of instructional leadership.

•  Language Arts component aligns with the best reading practices for reading instruction and embraces the Balance Literacy Classroom Model. 

• Ongoing, innovative, individualized assessment strategies are incorporated to ensure each student receives the necessary and appropriate attention to satisfy his or her educational needs.

• Student empowerment is the goal of instruction.

• We can anticipate that student achievement will significantly increase, as measure by scope and sequence assessments within one year for those schools that apply the new curriculum.

• Students will develop oral proficiencies and multi-literacy in both languages as measured by the LAS Oral and when appropriate, the LAS R/W reading and writing assessment instruments in both Spanish and English. Students will be expected to exceed the “expected gains” as described by Ed De Avila, Ph.D., NCBE, 1997.