EduTravel for Credit’s Unique Learning Model and Process
The Learning Model
Our unique and proven learning model allows students to explore their interests as life-long learners and build courses of study that best suit their needs. In partnership with their teacher, students use the curriculum documents to design a program that builds on their strengths as learners. Students choose what assessments and activities will help them to reach the overall and specific learning goals of the course they are studying. They select activities that excite them and create assessments and assignments that reflect their strengths, while remaining true to the nature of the course.
The EduTravel for Credit program supports students as self-directed learners. Students completely engage in their learning at every destination as they choose their own experiences and create their own assignments that reflect this connection. Students receive support from their teachers and other students in reaching their particular learning goals, as a central component of the program is to establish a vibrant, diverse community of learners that runs on principles of mutual respect and understanding. Students are guided towards meeting the curriculum expectations for the particular credit they are pursuing.
The EduTravel for Credit enables students to choose from a wide variety of existing Ontario Ministry of Educatio courses suggested for each destination or they can design an Interdisciplinary Studies course with the help of their teacher that matches their passions and future goals. This unique program provides students with the opportunity to gain a sense of independence and empowerment, to engage fully in their learning choices and to cultivate new and lasting friendships.
Roles and Responsibilities of Key Participants
Teachers:
- To idenfity students' learning styles and facilitate accordingly
- To provide and suggest learning resources
- To empower/inspire participants to seek out their own learning resources
- To assess achievement on an ongoing basis through discussion, cooperative group seminars, and observations and provide descriptive feedback.
- To report to parents at regular intervals about student progress and highlights of the trip using technology.
- To conduct summative evaluations to allow students to demonstrate their learning.
Students:
- To work towards being self-directed and responsible learners
- To be respectful to members of a learning community
- To abide by the EduTravel for Credit and TDSB Codes of Conduct
- To meet overall expectations of their courses as prescribed in the Ontario Curriculum Guidelines with assistance from their teacher
- To desing and follow through on their learning plans with the aid of a daily journal
- To keep in touch with parents/guardians using technology
- To create their own student created assessment pieces using Bloom's taxonomy for foundation
Travel Director:
- To support students as they choose activities as the various destinations that enhance their learning plan
- To assist in making arrangements for attendance at events and admission to attractions
- To help students make connections to local figures for interviews or invited guest speakers
- To support the learning community through leadership and team building opportunities
The Process
Step 1. Program Introduction and Community Building
In the first part of this educational journey, students meet with their teacher to choose their destination and course and begin to brainstorm the many possibilities. This is the first opportunity for students and teachers to cultivate a meaningful learning relationship.
Step 2: Self Assessment and Learning Style
This is where the journey of self-awareness begins!
Students take three simple self-assessment tests that allow them to discover what type of learner they are and where their strengths lie. Every student has gifted talents to exhibit.
Based on their learning style (which may vary from topic to topic, subject to subject), students start to plan the types of assignments that compliment this style. Instead of the teacher assigning a 500-word essay due by a certain date, students determine how they will demonstrate their learning. Students can choose to demonstrate their learning through a Powerpoint, a Bristol Board, 3D Sculpture, 3D Model, an essay, report, a memory box, a survey, a data analysis, a book report, a short story, a play, a video, a board game, a report on a field trip, a narrative, a photograph, an anthology, a journal, a poem. The possibilities are endless as students discover how best to demonstrate their knowledge, skills and understanding. It’s completely up to them!
Step 3: The Course Outline—A Blueprint for Success
With the help of the teacher, students begin to look into the curriculum, research the topics that excite them, and build their course based on these findings. Students may choose expectations that are already in place, or extend the expectations based on their tastes and passions. The teacher and travel director can help the student decide on what exciting attractions and events to experience and what will enhance the program they have designed.
Once the units, topics, and attractions are in place, students determine what type of assessments will best help them demonstrate that they have met the learning goals.
A very important task in this step is the calendar building. The student decides on a timeline that fits their style and plans for success!
Step 4: Assignment Completion and Evaluation—Learning through Assessment
Once students have completed an assignment, they arrange a time to meet with their teacher and present their learning. This is a great learning experience for both the student and the teacher. As students get a chance to display their knowledge and understanding, the teacher listens intently and provides constructive feedback for the student immediately. The student then has the opportunity to build upon their learning as a result of ongoing feedback from the teacher. This flexible process allows students to make adjustments to their program continuously.
Though students design their own assignments, the teacher as their learning partner, directs and assists them in making sure that the Ministry expectations are met.
Step 5: A Community of Learners—Success for All!
Building a sense of community is one of the components of this successful learning model. Over the course of the month, students will form meaningful relationships with their fellow classmates and teaching staff through a variety of engaging and fun exercises. They will have an opportunity to share the knowledge they acquire from their course on an on-going basis and build on their communication skills. Students are expected to share their discoveries and contribute to the success of the whole group. Leadership, responsibility and caring are important aspects towards attaining success.
Step 6: The Final Step—Summative Evaluations
The final step takes place once students have returned to Toronto from their exciting and enlightening experiences. Students will spend the last few days of the program preparing and presenting their culminating assignment. This unique learning model invites students to create a summative evaluation that reflects their strengths and passions and depth of their learning.