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Learning DeeplyCheck out the research about Deep Learning and all the ways it's put into practice in these great halls. Read about real life applications of and encounters with science and synthesis in Ece Terzioglu Kara, PhD's Molecular Biology class, our Adventure Learning program's story of leadership and resilience on the Lycian Trail, the deep learning pathway to building an Ocarina in ceramics by Zeynep Baransel and Maria Sezer. Follow along the team costume challenge in our prep level classes by Andrea Ball, and witness how Jason Leiter builds schema for deeper analysis of literature in his English classes.
This issue includes the work of our students: our Make Learning Better group who engage in research and analysis of current student experience and perspective and our student participants who experienced the last adventure on the Lycian trail. |
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Immersive LearningThis issue focuses on different ways to immerse students in their learning through Outdoor Adventure & Environmental Learning, Immersive Classroom Practice, and Immersive Technology
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Why we PlayThis issue is called "Why we Play", and in it we define play as: an opportunity for interdisciplinary work, for experiential learning, and for designing a space where vulnerability gives birth to innovation.
Browse inside to find inspiration from the faculty of Robert College: read about the science behind serious play in the classroom and how Aysun Barut Bilgili and Cyrus Carter M.Ed. use gamification and simulation techniques in Language and Literature classes. Learn how play is used for teambuilding in AP Biology classes with Ece Terzioglu Kara, PhD and Dunya Onen and how our theater students play through improv. Read about how Lauren Berry uses Minecraft for Education for language development in our preparatory program and how our Head of English Language Learning, Mia Pamuk, explains the language learning benefits of unstructured play time before she shares examples of what that might look like. |
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Using our voiceIn this issue of Impact, RC teachers share the different discussion models they use in classes from AP Calculus BC to English Literature to Biology to Art and our student-led action research team shares their article outlining their research, methodology and conclusions about the best classroom climate for student learning.
Well designed discussion deepens learning and helps students become lateral thinkers and designers of their own growing schema. It shifts the ownership of the course content from the teacher to the student, making it an excellent strategy for student-centered learning. |
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Feeding Back, Feeding ForwardThis second issue examines the ways in which teachers use feedback to help students achieve mastery. Read about the development of our new Teacher Growth System, the feedback practice of teachers in economics, English, science, and math. Gather ideas for quick formative check-ins from our Head of English.
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Finding our centerThis first issue of Impact focuses on how we center our teaching and learning practice on students and student experience, especially during such a difficult year of online learning.
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