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Lab-rotation model: The student rotates to a brick and mortar computer lab for online learning station. Flipped-classroom model: In this, the students rotate on a fixed schedule or at a teacher's discretion across the classroom learning and online learning after the school hours. The online learning acts as a primary source for the content to ...
The learning centers approach focuses on student autonomy and learning style by giving each student an opportunity to explore his learning environment hands-on in a developmentally appropriate classroom (see Constructivism). Teachers act as facilitators, providing materials and guidance, as well as planning discussions, activities ...
Block scheduling or blocking is a type of academic scheduling used in some schools in the American K-12 system, in which students have fewer but longer classes per day than in a traditional academic schedule. It is more common in middle and high schools than in primary schools.
Northern Highlands has a four-day rotating schedule; days are lettered with A through D. Students are scheduled for eight courses, six of which meet daily. This schedule provides longer segments of time (57-minute periods) to engage in higher-order thinking and performance-based learning.
Flipped classroom teaching at Clintondale High School in Michigan, United States. A flipped classroom is an instructional strategy and a type of blended learning.It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. [1]
Aitkin High School is on an 7-period quarter/semester schedule. Each semester lasts 9 weeks. Class periods are currently 46–52 minutes in length with 4 minutes passing time in between classes. Some classes, such as the ones in the Industrial Arts area are 2 periods in length. Additionally, middle school and high school students share the same ...
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The new academy building was completed in 1865, and its first commencement exercises were held on the growing campus. By then, the school had gained a wide reputation for scholarship. It was recognized and accepted throughout the state as an institution of strong academics, culture, and Catholic learning for young women.