Ресурсы для учителя/школы

lid-resources

We will keep adding materials here that we think can help those who are planning to implement LiD or who are already underway with the program. We continue to develop additional support materials.

As with most things, the beginning is often the hardest part. LiD does require some preparation. Careful attention to the initial ceremony, for example, will pay off in students’ seriousness in beginning the project and their continued concern with it. And, of course, planning the program with care is always worth the time spent when it comes to putting it into practice. We will continue to add a number of documents here to help with these processes.

We will organize the items we have currently developed into three main categories: Planning; The First Year; and Subsequent Years. You can read on-line or download any of the following:

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Planning

Currently we have only a few discussions of the Planning phase. We are putting just one item here for now but you will also find significant amounts about the planning phase in Linda Holmes’s document below. Soon we will add further items on planning.

  • Bob Dunton’s description of preparations and early implementation in Corbett School in Oregon, in multi-aged classrooms (K-3, 1-3, K-2): Click here
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The First Year

  • Melanie Young’s booklet Getting Started: Suggestions
    ForTeachers
    . This is chock full of ideas for beginning the program in a classroom: Click here
  • In these early drafts she shows how the project satisfies the central requirements of the British Columbia Provincial Curriculum guides (IRPs). Revised explorations of ‘apples” and “money” for grade 1 students which connect to other provincial, state and national curriculum guides are currently in development.
  • Bob Dunton’s description of preparations and early implementation in Corbett School in Oregon, in multi-aged classrooms (K-3, 1-3, K-2): Click here
  • Linda Holmes’s description of the first year in Langley, B.C. with a multi-age class, along with pictures and various documents she prepared. Ms. Holmes, in her pioneering program took on the challenge of implementing LiD after hearing it discussed quite briefly, and before any of the resources that have now been developed were available: Click here
  • David Futter’s report from his implementation with a Grade 6 class in Victoria, B.C. Mr. Futter, in his pioneering program took on the challenge of implementing LiD after hearing it discussed quite briefly, and before any of the resources that have now been developed were available: Click here
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Subsequent Years

“Some operating principles”. This document offers advice about how to engage students’ imaginations in their topics, and how to keep accommodate support for the students as they get older and change the nature of their interest in their topics. Click here.

“Building the portfolio.” A discussion of the practical steps to help the student build the portfolio, and advice about the form and development of portfolios. Click here

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Objections & Responses

This is a rather lengthy discussion of the pros and cons of the LiD program. Or at least it is an attempt to waylay a number of concerns about the applicability of the program, and respond to what are the commonest objections people have made or that we can imagine. Click Here

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