The Woodlands Christian Academy The Woodlands Christian Academy is an innovative leader among independent schools producing students who are 21st century learners, in an increasingly flat and globally connected world. Our governance board acknowledges that every child is uniquely and wonderfully made. Thus, we seek to differentiate instruction in order to inspire students to find and develop their unique gifts and talents.
VISIONARY LEADERSHIP Shared Leadership Our school is led by a self-perpetuating governance board that is responsible for the school’s long-term mission and vision. The governance board sets the vision and charges the Head of School to achieve those goals within stated boundaries. It is the expressed goal of the governance board to graduate Christ-centered students inspired to fulfill God’s purpose for their lives as leaders, in four key areas - spiritually, academically, physically, and socially. Under the guidance of our Director of Technology, we have infused digital learning into our curriculum and placed multiple devices into the hands of every one of our students. Devices range from iPads to MacBook Pros and MacBook Airs, with interactive white boards and Apple TVs in all of the classrooms. A technology team, which includes the Director of Technology, the Technology Coordinator, the Digital Learning Specialist, an IT Technician, an advisory team of tech-savvy faculty members, and a student-led technology committee share the responsibilities of advancing the school’s vision for innovation.
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Apple products as the superior platform to achieve this goal. Mrs. Ambler articulated the vision to the governance board and with their full support became the driving force behind its implementation and success. She sustains this vision by ongoing observation and dialogue with administration, faculty, and student leaders. As an active member of the community, both socially and politically, her influence has created a contagious enthusiasm evidenced through the financial stability and increasing enrollment of our school. Our Senior Leadership Team, consisting of our Head of School, Principals and Athletic Director, ensure the success of integrated technology into all areas of our school’s mission. This is achieved by ongoing professional development, evolving curriculum design, and relevant assessment of teacher performance.
Individual Leadership Assuming her role as Head of School in 2006, Julie Ambler saw it as imperative that curriculum be redesigned to meet the diverse needs of a 21st century learner. In order to implement this vision, she pioneered the initiative to become a blended, digital learning environment and saw
Community Engagement The Woodlands Christian Academy leadership realized that the development  of a sustainable, cutting edge college preparatory school demanded enthusiastic commitment and support from our community, faculty, students and parents. Community organizations such as the The Greater Woodlands Chamber of Commerce, Leadership Montgomery County, and Rotary Club of The Woodlands have joined our efforts. Our partnership with Apple also opened doors for interest in our school, including The Office of United States Congressman Kevin Brady, The SLI Group, and OCS Corporation Inc. These
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organizations contribute hours of expertise and support, provide scholarships, funding, and internship opportunities for our students and school. Woodlands Christian students are increasingly appreciated for their intellectual ability, selfless service and high moral character. Our students have achieved notable recognition in academics and athletics earning prestigious college acceptances. Over the past five years our enrollment has grown by 74%, from 302 to 523 students. We retain 93% of our students each year and maintain long waiting lists of candidates pursuing the possibility of enrollment. During that same time period, tuition has increased by 28%. Additionally, fundraising results tripled with receipts totaling over $7,500,000 above tuition, appropriated for buildings and operations. Our accreditation agencies, AdvancEd (formerly the Southern Association of Colleges and Schools) and the Association of Christian Schools International (ACSI) have noted our commitment as an innovative leader and advocate for the integration of technology on our campus.
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“As the Governance Board, we are focused on the ultimate ‘End’ goals for our graduating students. This includes for them to be rooted, equipped, and inspired to fulfill God’s purpose for their lives. Technology allows them to interact, research, explore and present themselves and their ideas to achieve their highest potential.”
Tom Earle - Chief Governance Officer The Governance Board of The Woodlands Christian Academy
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INNOVATIVE LEARNING AND TEACHING Student Learning In producing students who are critical thinkers and problem solvers we are intentional. At Woodlands Christian, we have found the most successful learning approach to be flipped learning through project and inquiry based methods. Access to content creation devices such as MacBook Pros, fully support the success of these techniques. The only way to teach critical thinking is to have students think critically about something. The only way to teach problem solving is to present students with problems that they must solve. Students participate in Socratic-based seminars across all disciplines throughout the school year. This type of inquiry-based learning allows our students to use higher order thinking skills while collaborating with their peers. In order to formulate original questions for their seminars, students use their Apple devices to research and prepare for discussion. With the use of iWork, iLife, and iBooks Author applications, The Woodlands Christian Academy Interactive Book
students can then create original works that are shared around the globe. The innovative application of iBooks has ignited excitement amongst our student learner population and has taken project-based creation into the 21st century. Because these resources mimic the visual and interactive world of our students, their learning environment has been stimulated and energized.
Instructional Practices The culture at Woodlands Christian is one that recognizes and capitalizes on the collective strengths and talents of our faculty and students. Our teachers have embraced their roles as orchestrators of learning, foregoing the mindset of “dispenser of information�. To collaboratively seek out and share learning practices, our teachers and administrators regularly engage in ongoing processes of inquiry and action research to enhance the effectiveness of their teaching and achieve excellent results for the students they serve. Our teachers engage in flipped learning curriculum strategies where student-led instruction and real time evaluation optimize student learning and development.
This type of instructional practice lends itself to the inquiry based learning and project-oriented environment of our school. The implementation of iTunes U provides an example of enhancement to our instructional practices. We are now able to offer interactive courses where the classroom teacher has become a facilitator and partner with our students in order to fulfill our mission of developing 21st century global citizens. The project-centric nature of our instructional practices creates an environment which differentiates learning.
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This gives our students the opportunity to explore problems and challenges that have real-world implications, contributing to long-term retention and content mastery.
Curriculum Design At Woodlands Christian, we redesigned our curriculum in order to capitalize on the numerous benefits of project and inquiry based learning.
The redesign of our curriculum emphasizes learning activities that are long term, interdisciplinary, and student centered. Unlike traditional teacher-led classrooms, our students must organize their work and manage their own time to capitalize on collaborative efforts and represent what is being learned. Our students gain a greater understanding of concepts, a broader knowledge base, improved communication and interpersonal skills, enhanced leadership skills, increased creativity, and improved writing skills. We have adopted the TPACK and SAMR models as frameworks to train our faculty and staff in using technologies in the delivery of project and inquirybased teaching and learning. As our teachers move along the continuum these methodologies allow technology to become more important in the classroom and at the same time remain invisibly incorporated into their teaching. The Apple devices we have placed into our students hands allows this curriculum design to work. Our students are able to instantly access information and collaborate as they investigate, debate, justify and explain with greater confidence and creativity.
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ONGOING PROFESSIONAL LEARNING Relevant and Timely Professional Development Woodlands Christian faculty are life-long learners. Teachers are not only in their classrooms to teach, but also to learn. A variety of professional development methods are consistently used to ensure reflection, experimentation, and sharing.
We h i r e d A p p l e P r o f e s s i o n a l D e v e l o p m e n t u p o n implementation of our 1-to-1 program. As our teachers became more comfortable "If we expect to with their devices, we create innovative were able to evaluate students for the world to their competency levels come, we (teachers) and schedule must model this and be specialized trainers to innovative life-long keep our staff up to learners today.” date on the latest iWork and iLife programs. Pam Masau
“
Science Teacher In order to master their craft, a committee of teachers across disciplines and grade levels assembles once a month to reflect and plan for professional development needs. This results in bringing experts onsite to lead seminars, deciding topics for bi-monthly
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technology gatherings, as well as noting where our Digital Learning Specialist may need to focus for one-on-one assistance in the classrooms. Committee reflection has resulted in bi-monthly Tech Lunches. Grouped by grade levels, teachers gather with their lunches and take turns presenting ideas, projects, and programs that they are using in their classrooms. The leveled playing field in these meetings creates a learning atmosphere not previously experienced. As an independent school, our teachers are empowered to collaborate and experiment with new innovative strategies. Through forums and experimentation our teachers master skills and teach others. As experts in their fields, they are encouraged to think outside the box, take risks and not fear failure. Discovering new ideas allows our teachers and students to work together and learn from one another. Inquiry-based learning was implemented on our campus as a result of this type of experimentation, when one administrator empowered one teacher to test this new theory in her classroom. Through trial and error the teacher learned how to create quality questions and relinquish the stage. Woodlands Christian teachers are master teachers. They collaborate and challenge each other's ideas and approaches to educating students and themselves.
"They are no longer just hearers of the word but they are now creators of the word.” Janet Coe History Teacher
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COMPELLING EVIDENCE OF SUCCESS Quantitative
Enrollment Growth 2010-2014
Staying true to our vision to develop 21st century digital citizens, we intentionally set goals to remain accountable for the sustainability of our program in the following areas: increased enrollment, growing community interest, outstanding test scores, and exceptional college acceptances. Data is routinely collected and analyzed to inform progress and measure success. Throughout the school year, faculty collect and analyze data in order to assess the needs of individual students and determine the effectiveness of various teaching modalities. The Woodlands Christian Academy has seen significant increase in applicants and enrollment over the last five years creating limited opportunity for entrance. We receive three applicants for every one seat available. In addition, our school boasts an annual 93% retention rate.
The school’s social media platform has been an excellent tool to measure community interest in our Apple initiative. Engagement on Apple related posts indicates our constituents’ enthusiasm for Apple and the digital capabilities at Woodlands Christian.
Our students routinely score very well on standardized assessments. Kindergarten through 8th grade test scores exceed national, cohort, ACSI, as well as Regional ACSI averages; scoring in the high 80th to mid 90th percentile as a group. ACT Scores 2008-2014
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Success in achieving high SAT and ACT scores is attributed to critical thinking skills and exposure to a global learning environment. This has resulted in prestigious college acceptances and impressive merit based scholarship offers. Clearly, our partnership with Apple has permitted us to exceed expectations of our goals in all measurable areas.
Qualitative The following reflect the student attitudes, faculty engagement, and community support at Woodlands Christian.
“ Te c h n o l o g y h a s transformed the way we learn in class. Interactive processes have opened new doors for ways to present information and challenge peers in debate.” Andrew Van Horn - Student Class of 2015 “Having the MacBooks, Apple TV, and iPads in the classroom has catapulted my classroom into the 21st learning environment. My teaching of math and science has changed forever. My students are engaged in their learning like never before. Each day we can’t wait to get out our laptops and see what adventure awaits.”
“Adding the MacBook Airs and iPads has completely enhanced my Kindergarten classroom. Through the use of iBooks, we can share what we’re working on with family and friends near and far. My students’ are learning their sight words, letters, numbers “By creating an environand reading so much faster ment that embraces innovathrough the use of all the tion, my children are develcreative apps available. With oping skills that enable and all the technology at our encourage them to think disposal, there’s something outside the box.” new and exciting available to help us teach every day.” CeCe Ray Community Business Owner Deminy Highley - Kindergarten Parent Classes of 2018, Teacher 2019, 2021
Debbie Gonzalez - Math Teacher “Woodlands Christian is preparing my children for success in college, subsequent careers and life because they are challenged to process and problem solve in ways that are not possible without the tremendous use of technology available in our classrooms”. Shawn Lusk - Parent Class of 2018, 2025
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FLEXIBLE LEARNING ENVIRONMENT School Design and Facilities At Woodlands Christian, we believe learning takes place everywhere. We have intentionally designed our facilities and instruction to allow students to take control of their time and education. We constantly evaluate our student requirements, assuring they are relevant and adaptable to student needs and interests. Our school partnered with The SLI Group in order to build dynamic educational spaces. With collaboration and project-based learning in mind, our leadership team and SLI’s architects designed a state of the art building for our students. We have intentionally developed spaces on our campus for students to use that are independent of the classroom. Our students appreciate mobility and the opportunity to spread out across our beautifully wooded 40-acre campus to apply, analyze, share, and reflect upon their studies. Students are engaged and motivated daily to explore new ideas and connect with others. They spend independent reading
DAVID GYMNASIUM JOSHUA ACADEMIC CENTER DANIEL STUDENT LIFE CENTER TIMOTHY ADMINISTRATION BUILDING
NEHEMIAH ACADEMIC CENTER WARRIOR TECH GLOBAL HEADQUARTERS
and collaboration time in our wooded “groves”. They also have access to large common areas with ergonomically designed furnishings to foster optimal comfort and spacious room to collaborate. This freedom encourages creativity and out-of-the-box thinking. Our flexible learning environment allows our students choices in their schedules they would not enjoy in a traditional setting. Off-campus learning is available at every grade level. High school students travel to London and return to create iMovies of their adventures, focusing on historical landmarks and geographical details. Chemistry classes visit a local chemical company, gaining technological, hands-on experience with professional chemists while reinforcing key concepts in this field of study. In order to teach the core principles of etiquette and interpersonal skills, the 4th and 5th grade students travel to a fine dining restaurant experiencing various social scenarios in a real world setting. Our teachers benefit from this environment. They are empowered to structure lessons in the most effective way for their individual students. Flipped learning style
classrooms have also given students “anytime access” to digitally stored lectures, notes, videos and resources. Our teachers are free to teach without walls. At Woodlands Christian, we believe that as students are given more responsibility and control of their education they are more engaged and their experiences are then truly transformational.
Information Technology (IT) Our Director of Technology often states, “If we are reasonable, students will be responsible.� This mentality has impacted the mindset of administration and teachers. Valued student and faculty input contributes to the decisions made regarding the hardware and software incorporated in our curriculum. We provide a myriad of Apple products for our students to use from Pre-K to 12th grade, including MacBook Pros, MacBook Airs, and iPads. Students also access their personal iOS devices as needed for use of iTunes U or for iOS specific applications. Each classroom at Woodlands Christian is equipped with a MacBook Pro, a projector, an interactive whiteboard, and an Apple TV. Document cameras, iPads, iMacs and content specific digital tools are placed according to the demands of the class. Programs such as Vernier in our science classes, Adobe Creative Suite in journalism, and iBooks Author in various courses have enhanced innovation and content creation. FaceTime, Paddlet, iCloud and other applications have taken student and teacher collaboration to a new level. We have partnered with a local network solution professional company, creating an enterprise level infrastructure on our campus that is able to support the ever growing needs of an innovative learning environment. As responsible and productive digital citizens, the students, teachers and administrators at The Woodlands Christian Academy enthusiastically embrace and utilize technology with a passion to impact our world.
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CONTRIBUTION AND CREDITS Our administration and faculty are willing to discuss details regarding use of Apple products in association with the five best practices relevant to The Woodlands Christian Academy technology implementation program.
School Liaison Full Name:# Cyndee Farra Position:#
Director of Technology
Email:##
cfarra@twca.net
1. Visionary Leadership Full Name:# Julie H. Ambler Position:# Head of School Email:## jambler@twca.net# 2. Innovative Learning and Teaching Full Name:# Stephen Zeal Position:# School Principal Email:## szeal@twca.net 3. Relevant and Timely Professional Development Full Name: # Amy Rowe Position: # English Department Chair Email:## arowe@twca.net 4. Compelling Evidence of Success Full Name:# D’Anne P. Surber Position:# Director of Enrollment & Marketing Email:## dsurber@twca.net 5. Flexible Learning Environment Full Name:# Cyndee Farra Position:# Director of Technology Email:## cfarra@twca.net
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21ST CENTURY LEARNERS An individual embracing competencies such as collaboration, digital literacy, critical thinking and problem solving.
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Chapter 1 - The Woodlands Christian Academy Interactive Book
ACADEMICALLY Woodlands Christian students are prepared for college. (click on glossary index to view photo) www.twca.net/college
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Chapter 1 - Visionary Leadership
ACSI Accreditation through the Association of Christian Schools International seeks to validate quality and verify excellence based on a solid Christian philosophy of education foundation SOURCE: http://www.acsiglobal.org/accreditation
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Chapter 1 - Compelling Evidence of Success
ADVANCED A non-profit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. SOURCE: http://www.advanc-ed.org/about-us
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ASSOCIATION OF CHRISTIAN SCHOOLS 
 INTERNATIONAL Accreditation through ACSI seeks to validate quality and verify excellence based on a solid Christian philosophy of education foundation SOURCE: http://www.acsiglobal.org/accreditation
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COHORT The cohort group compares our students with other students of similar socio-economic and cultural backgrounds.
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COMMUNITY Julie Ambler’s Community Engagement: Leadership Montgomery County (LMC) - board member, board secretary, chairman of the leadership development committee www.lmctx.org Rotary Club of The Woodlands - board member, community service chair, Interact liaison www.rotary.org Montgomery County Coalition of Christian Schools (MCCCS) - founder and past president www.mcccs.org Executive Women’s Alliance (EWA) - past president, Women of Vision mentor www.executivewomensalliance.org Interfaith of The Woodlands - Five Who Share fundraising chair www.woodlandsinterfaith.org The Greater Woodlands Chamber of Commerce - various support roles www.woodlandschamber.org
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ENGAGEMENT www.facebook.com/twcawarriors
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FLIPPED LEARNING Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. SOURCE: http://flippedlearning.org/domain/46
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Chapter 1 - Innovative Teaching and Learning
ILIFE Students and faculty use iPhoto, iMovie, and GarageBand.
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INQUIRY-BASED The process of seeking resolutions to questions and issues while constructing new knowledge.
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INTERFAITH OF THE THE WOODLANDS www.woodlandsinterfaith.org
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IOS SPECIFIC APPLICATIONS Students and faculty access content from iTunes, App Store, iBooks, and iTunes U.
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Chapter 1 - Flexible Learning Environment
IWORK Students and faculty use Pages, Numbers, and Keynote.
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LEADERSHIP MONTGOMERY COUNTY www.lmctx.org
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MERIT BASED SCHOLARSHIPS Woodlands Christian merit based scholarships 2010-2013
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MISSION The Woodlands Christian Academy is an independent, Christ-centered college preparatory school that integrates learning with biblical faith and challenges our students to reach their highest potential - spiritually, academically, physically, and socially - for the Glory of Jesus Christ. SOURCE: www.twca.net/mission
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Chapter 1 - Innovative Teaching and Learning
PHYSICALLY Woodlands Christian students learn to make healthy lifestyle choices as well as excel on the court, field, and many areas of athletic competition. (click on glossary index to view photo) www.twca.net/athletics
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PRESTIGIOUS COLLEGE ACCEPTANCES www.twca.net/college
The Woodlands Christian Academy College Acceptances Texas Colleges
Boston University Brevard College Abilene Christian University Butler University Angelina College California Lutheran University Angelo State University Case Western Reserve University Austin College Cedarville University Baylor University Centenary College Dallas Baptist University Chapman University East Texas Baptist University Christopher Newport University Hardin Simmons University Clemson University Houston Baptist University College of Charleston Howard Payne University Colorado School of Mines Lamar University Colorado State University Le Tourneau University Concordia University Lubbock Christian University Cornell University McMurry University Covenant Bible College Midwestern State College Creighton University Saint Edward’s University Cumberland College Saint Thomas University DePaul University Sam Houston State University Drake University San Angelo State University Drexel University Schreiner University East Carolina University Southern Methodist University Eckerd College Southwestern University Elon University Stephen F. Austin University Embry-Riddle Aeronautical Tarleton State University University Texas A&M at Galveston Emerson College Texas A&M University Emory and Henry College Texas Christian University Emory University Texas College Evangel University Texas Lutheran University Fairfield University Texas State University Ferrum College Texas Tech University Flagler College Florida Atlantic University Texas Wesleyan University Florida State University Trinity University Fordham University University of Dallas Fort Lewis College University of Houston University of Mary-Hardin Baylor Furman University Georgia Institute of Technology University of North Texas Georgia Tech University University of Texas, Arlington Green Mountain College University of Texas, Austin Greensboro College University of Texas, Dallas University of Texas, San Antonio Harding University Hendrix College University of Texas, Tyler High Point University Wiley College Indiana University West Texas A&M University Juniata College Kansas Wesleyan Outside Texas Kettering University Lewis & Clark College Agnes Scott College Liberty University Appalachian College Louisiana State University Appalachian State University Loyola Marymount University Arizona State University Loyola University - Chicago Asbury University Lyon College Auburn University Marietta College Azusa Pacific University Marquette University Barry University Mars Hill College Barton College Mary Washington College Belmont University Miami University of Ohio Biola University
Michigan State University Millsaps College Mississippi State University Missouri University of Science and Technology North Carolina State University Northern Arizona University North Park University Northwestern Michigan College Northwood University Occidental College Oglelthorpe University Ohio State University Ohio Wesleyan University Oklahoma Baptist University Oklahoma State University Oklahoma Wesleyan College Oral Roberts University Otis College of Art & Design Parson’s School of Design Pennsylvania State University Pepperdine University Point Loma Nazarene University Presbyterian College Purdue University Rhodes College Rose Hulman Institute of Tech Saint John’s University Saint Norbert College Samford University Santa Clara University Santa Fe University Savannah College of Art & Design Sewanee: The University of the South South Dakota School of Mines and Technology Southeastern Louisiana University Southern Arkansas University Southern Illinois University Southwest Baptist University State University of New York Binghamton State University of New York Buffalo Stetson University Stevens Institute of Technology The Citadel The Kings College The Master’s College Tulane University Tusculum College University of Alabama, Birmingham University of Alabama University of Arkansas University of California at Los Angeles University of California San Diego
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Chapter 1 - Compelling Evidence of Success
University of California Irvine University of California Santa Barbara University of Central Florida University of Colorado at Boulder University of Dayton University of Denver University of Delaware University of Evansville University of Florida University of Hawaii University of Illinois University of Indianapolis University of Kansas University of Maine University of Maryland University of Miami University of Minnesota University of Mississippi University of Nebraska University of Nevada University of New Orleans University of North Carolina University of Oklahoma University of Pennsylvania University of Puget Sound University of South Alabama University of South Carolina University of Southern California University of St. Thomas University of the Pacific University of Tulsa University of Vermont University of Washington University of Wisconsin University of Wyoming US Air Force Academy Vanderbilt University Virginia Military Institute Wake Forest University Washburn College Washington University, St. Louis Webster University West Virginia University Westmont College Wheaton College William Carey University William Jewel College Wingate University Winona State University Wofford College International Colleges Carleton University Queens University Richmond University, London University of London University of British Columbia University of Waterloo
PROJECT BASED LEARNING The process of gaining knowledge and skills by working to investigate and respond to complex questions, problems, or challenges over an extended period of time.
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Chapter 1 - Innovative Teaching and Learning
ROTARY CLUB OF THE WOODLANDS www.rotary.org
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SAMR Substitution Augmentation Modification Redefinition A method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. SOURCE: www.google.com/a/msad60.org/technology-is-learning/samr-model
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SLI CONSTRUCTION The Woodlands Christian Academy Master Plan http://www.sligroup.com
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SOCIAL MEDIA PLATFORM Facebook: https://www.facebook.com/WoodlandsChristianWarriors Twitter: https://twitter.com/twcawarriors YouTube: http://www.youtube.com/user/twcawarriors Vimeo: https://vimeo.com/twcawarriors Pinterest: http://www.pinterest.com/twcawarriors/ Instagram: http://instagram.com/twcawarriors
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SOCIALLY Woodlands Christian students develop the social skills necessary to build life long friendships and collaborate eectively with others. (click on glossary index to view photo) www.twca.net/beyond
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SOCRATIC-BASED SEMINARS An intellectual dialogue facilitated with open-ended questions about a text. SOURCE: www.nwabr.org/sites/default/files/SocSem.pdf
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SPIRITUALLY Woodlands Christian students are prepared for the challenges of life that are not learned in the classroom but through spiritual disciplines and development. (click on glossary index to view photo) https://www.twca.net/hschapel
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STANDARDIZED ASSESSMENTS Terra Nova A full battery of constructed-response and selected-response test items provides detailed diagnostic information on students' basic and applied skills. SOURCE: http://www.ctb.com (click glossary index to view image)
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TECH LUNCHES Time set aside for teachers to collaborate, learning new skills and techniques in an environment created for sharing
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Chapter 1 - Ongoing Professional Learning
THE GREATER WOODLANDS CHAMBER OF COMMERCE www.woodlandschamber.org
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TPACK Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology. www.tpack.org
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Chapter 1 - Innovative Teaching and Learning