Preparation: Includes planning activities and providing students with the knowledge needed to participate in and benefit from the upcoming simulations and speakers. Prior to simulation/speaker identify the need for the experience. This experience not only addresses key Social Justice goals which are outlined in the school’s accreditation process we hope to increase students awareness about people with disabilities, promote a culture of tolerance and encourage the acceptance of differences within our school.
Action: This phase is the actual experience both students and teachers will have when parent volunteers, community agencies, and speakers engage classrooms in hands-on simulations. These simulations will have meaning because they directly relate to the program’s mission. These simulations and speakers are designed to be age-appropriate, connect to the academic goals and objectives in a variety of religion and health lessons, as well as provide opportunities for students to have a sense of “ownership” of their specific grade-level topic.
Reflection: This is the structured opportunity for students to critically think about their experience with the simulations or a given speaker. Teachers should ask students to apply their learning in a broader academic, social, and personal context. Reflections prevent the hands-on experiences and memories from the speakers from fading away. Reflections keep the concepts of this program alive.
Celebration: This final phase recognizes the students’ contributions. It also provides closure for the activity. Students will have a chance to celebrate all that people with disabilities can achieve.
Action: This phase is the actual experience both students and teachers will have when parent volunteers, community agencies, and speakers engage classrooms in hands-on simulations. These simulations will have meaning because they directly relate to the program’s mission. These simulations and speakers are designed to be age-appropriate, connect to the academic goals and objectives in a variety of religion and health lessons, as well as provide opportunities for students to have a sense of “ownership” of their specific grade-level topic.
Reflection: This is the structured opportunity for students to critically think about their experience with the simulations or a given speaker. Teachers should ask students to apply their learning in a broader academic, social, and personal context. Reflections prevent the hands-on experiences and memories from the speakers from fading away. Reflections keep the concepts of this program alive.
Celebration: This final phase recognizes the students’ contributions. It also provides closure for the activity. Students will have a chance to celebrate all that people with disabilities can achieve.