Every student should read this page, especially the section where we outline the exit documents and every student should send us an e-mail to firstname.lastname@example.org acknowleging to have read it and agree to it, along with the comments that they want to make.
YOUR EMERGING CURRICULUMYour emerging curriculum (your academic work) starts where you are with the knowledge you already have and it follows the natural brain process, the order of events might be different for different people. We suggest to start these events when you are relaxed and ready, you may benefit from writing down your reflections to questions/statements similar to:
- What brought you to Evergreen?
- Being in Evergreen, what brought you to the Heritage program?
THE HERITAGE PROGRAM:
We are committed to taking advantage of all available instructional technology resources in Evergreen to become an environmentally friendly program and apply the most favored educational theories in Evergreen to build a community of free thinkers. One important task is to participate in the development of a Covenant that honors hospitality, recognition and respect to all participants.
1. We facilitate this Heritage program to allow participants to telecommute as much as possible by:
- Attending tuesday, thursday or saturday community hours/sessions/workshops by invitation, although we are located in the Longhouse, our classroom is the world.
- Frequently visiting our Heritage webpage and perhaps contribute building it.
- Joining and participating in our Heritage program list.
- Joining and participating in our Heritage program web crossing site.
- Encouraging co-learners to use their evergreen email, their web space, all resources, events and facilities on campus.
- Encouraging co-learners to use the available most advanced means of communication, Internet, KAOS Radio, Cooper Point Journal and TCTV.
2. We respect the courage of students who can think out of the box and celebrate with them the creation of their own educational path by responding to the following 4 questions as a starting point to build their emerging curriculum.
- What do you want to learn? (content and goal)
- How are you going to learn it? (use multiple intelligences, Choice Theory, Pedagogy of the Oppressed)
- What do you plan to do with what you've learned? (the move from theory to practice, i.e., praxis)
- What difference will it make? (build in reflection and assessment, from which springs the next round of the four questions)
3. We are currently experimenting with a student-centered assessment that will best respond to the needs of our co-learners who are highly self motivated and completely responsible for their own education. When it is time to end their participation in the program we ask them to write the following exit documents:
- Choose a date and email us an invitation to the presentation of their work to email@example.com
- Carefully write and email us to firstname.lastname@example.org an academic essay in the 3rd. person about their own work and addressing the credits that will reflect their learning.
- Write their formal self-evaluation and take it to Registration.
- Write their formal faculty/program evaluation and take it to our Program Support Office in Lab I First floor.
To better understand our approach to education you may read some aspects of the foundations of our program, our program:
- belongs to the Twenty Year Vision long range plan NAS on campus programs.
- is the praxis (in the Freirian sense) of our own educational philosophy.
- is a student-centered learning environment based in Paulo Freire's Pedagogy of the Oppressed, (in our learning environment we apply Choice Theory)
- emphasizes the Evergreen five focii and the expectations of our Evergreen graduates,
- follows the brain natural learning function (you learn what you are interested in learning),
- puts strong emphasis in developing communication skills and use of instructional technology (for distance learning praxis) we share our learning during community visiting time (every tuesday or thursday), in our Saturday Theory to Praxis class, or via email using our program list or using our web crossing site, and by presenting our projects at the end of our Heritage experience.
- uses Howard Zinn's A People's History of the US to help us find out more about who we are and why we are what we are, (search for identity)
- applies the Multiple Intelligences Theory (everyone is a learner, everyone is an intellectual),
- is a community of co-learners and each one of us is in charge of our instruction, our curriculum and our assessment and our main tool for this is Bloom's Taxonomy,
- is committed to building community by creating our own Covenant and by making together this program the dream program each one of us always wanted.
We construct/justify our program process by studying/internalizing (reading, seminaring, creating/delivering workshops, discussing in small/large groups, writing our reflections via email, web crossing, self evaluations, talking during conferences, discussing in study groups. and applying/using) concepts from the following books:
-Pedagogy of the Oppressed by Paulo Freire
-A Peoples History of the United States by Howard Zinn
-Choice Theory by William Glasser
-Intelligence Reframed by Howard Gardner
-The Dancing Wu Li Masters by Gary Zukav
-Ceremony by Silko
-Broad and Alien is the World by Ciro Alegria (travellers to Peru).
Pedagogy of the Oppressed by Paulo Freire-0826412769
Intelligence Reframed by Martin Gardner-0465026117
A People's History of the U S by Howard Zinn- 0060528370
The Art of Changing the Brain by James E. Zull-1579220541
Native American Testimony-Peter Nabokov- 0140281592
Teaching to Transgress by bell hooks-0415908086
Choice Theory by William Glasser- 0060930144
Decolonizing Methodologies by Linda Tuhiwai Smith-1856496244
Natives and Academics by Devon Mihesuah- 0803282435 Genocide of the Mind by Marijo Moore-1560255110
Acceptance and Commitment Therapy by Steven C. Hayes-1572309555
Methodology of the Oppressed by Chela Sandoval-0816627371
How to Quit School & Get a Real Life & Education by Grace Llewellyn
The Schools Our Children Deserve by Alfie Kohn
Embracing Contraries by Peter Elbow
Human Brain Human Learning by Leslie Hart
Our yearly Generations Rising event
(read page 3)