| Key Elements in the EEV
Some key elements underlying a village action:
• It includes children as desired, vital, and contributing
partners with others in a learning community.
• It naturally links people of all ages and backgrounds
with cultural and community resources on Long Island. The experts
and the people who have passion for a particular learning experience
collaborate with children and adults to create something (meaningful)
valuable for all.
• It naturally links with family members, inviting parents,
grandparents, and siblings to be partners in learning, action,
and society.
• It extends into and beyond school or work days to a more
holistic view of life and living. It blurs work and play or obligation/responsibility
and desire/choice.
• It builds caring, meaning, and self-worth.
• It values emotional, psychological, physical, and social
well-being.
• It has components that would change or be dramatically
enhanced with powerful tools of electronic communications and
multimedia expressioning being used well. It builds activities
that exist as vital in themselves, separate and off the computer.
The village works to balance what is most successfully done on
and off the computer.
• Art, dance, music, writing, speech, and other types of
expression become the aesthetic domains of all people. Gifted
communicators play leadership roles in a system valuing the power
of well articulated and designed expressions. An electronic “expressioning”
center next year in the village will interactively assist people
to develop their dreams and ideas.
• It crosses academic disciplines often blurring the very
sense of a particular discipline and building a wholistic, natural
learning experience.
• It is energizing and intrinsically motivating for children
and adults.
• NYS curriculum and standards fit naturally within village
actions. Issues of demonstrated competencies using all levels
of Bloom’s taxonomy and accountability for learning as measured
by testing using valid and reliable measures fit within EEV actions.
EEV actions model acquiring skills and knowledge while engaged
in constructivist learning and activity. Learning that engages
learners is authentic and meaningful and seems naturally motivating.
Once learners are engaged and motivated, the process of learning
has the natural foundation to happen. Students learn while contributing.
Learning can be measured and reported.
• Other key elements? Do you have suggestions?
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