By Joseph Dimartino, John H. Clarke
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Extra resources for Personalizing the High School Experience for Each Student
Sample text
The range of PLP and related explorations at Mount Abraham Union High School has begun to stretch the conception of what is possible for high school students to do. One student designed and successfully flew a model 1937 stunt airplane, crashed it—then went on to study engineering in college. Another started a small company designing handbags from brightly colored cloth—then went on to study clothing design in design school. Another designed and built a cabin with her father, became an adequate carpenter—then went on to college much more confident than she had been.
Most profiles and inventories are proprietary, but some are free. The use of these tools should be closely tied to a clear purpose, leading toward steps that clarify the written results. The tools should help students ask questions or set goals for inquiry into the meaning of the results. 4 Methods of Clarifying Student Self-Awareness Method Description Surveys and Inventories: David Kolb’s Learning Style Inventory Comparative view of learning preferences: concrete vs. abstract, reflective vs.
10. Do you feel your child’s advisor satisfactorily guides the advisory group toward meeting the stated purposes of the advisory program? 11. Other comments? Source: Used by permission of Debbie Osofsky, Advisory Coordinator, Francis W. Parker Essential School. 4 Student Assessment of Advisors Dear Advisee, Please take the time to thoughtfully complete this Advisor Assessment. We take your opinions very seriously, and as we discuss our professional practice, these assessments will play a significant role.
