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A Creative Approach to the Common Core Standards: The Da Vinci Curriculum challenges educators to design programs that boldly embrace the Common Core State Standards by imaginatively drawing from the genius of great men and women such as Leonardo da Vinci. A central figure in the High Renaissance, Leonardo made extraordinary contributions as a painter, architect, sculptor, scientist, engineer, and futurist. A Creative Approach demonstrates that schools can cultivate genius such as Leonardo’s while insuring that all students realize the core skills that are crucial to all citizens.
Chaucer’s "Da Vinci Curriculum" is relevant to public and independent educators who are creating schools-within-schools, charter schools, renewing schools, or rethinking their own classrooms. A Creative Approach serves as a model of biographical curricula that embraces the standards that Americans share as citizens in a democracy. The text is rich in theory that has been tested in real classrooms. By example, Chaucer demonstrates that high schools can be more demanding, imaginative, engaging, and joyous that most high schools tend to be today. By adapting the Da Vinci Curriculum, all educators can participate in this educational renaissance!
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About the Author
Table of ContentsTable of Contents
List of Tables and Figures
Preface How to Read This Book
Chapter 1 The Common Core as Unprecedented OpportunityRenaissance or Reform?
Chapter 2 The Da Vinci Core Curriculum in Light of Contemporary Educational Theory
Chapter 3 The Da Vinci Core CurriculumStudent, Teacher, and the Common Core
Chapter 4 Using the Mind Well Inductive and Socratic Instructional Practices: Becoming Disciples of Experience
Chapter 5 The Da Vinci TeacherEngaging Teachers, Engaged Students
Chapter 6 Recipes from the Da Vinci CurriculumChef Leonardo
Chapter 7 Details of the Da Vinci Curriculum and Alignment with the Common Core State Standards
Chapter 8 Selected Examples of Rich Inductive Content from the 7-9th Grade Da Vinci Curriculum
Chapter 9 Selected Examples of Rich Inductive Content from the 10-12th Grade Da Vinci Curriculum
Chapter 10 Leonardo da VinciHis Life and His Relevance to Life Today
Chapter 11 Rounding out the ProgramSatellite Programs and Common Questions
Chapter 12 Putting Theory into PracticeNew Schools, Schools Within Schools, and Curriculum Renewal. (DuFour and Evans 101.)
About the Author
What People are Saying About This
As anyone who has suffered through what often passes for education in traditional schools will know, education can be a tedious affair, with uncertain results. Harry Chaucer—a brilliant educator—has gone to the roots of human knowledge, digging up unexpected wonders. The Da Vinci curriculum offers an inspired reformation, a genuinely fresh approach, to the process of learning. It takes the student back to the essentials, allowing knowledge to arise naturally from its sources. It's a hands-on, innovative program that favors intuition and inference over prescription, and it has immense potential to enliven, to re- create, our educational system.
A visionary educator and innovator, Harry Chaucer has chosen exactly the right moment in American time to offer this important, potentially revolutionary call to arms in our at-risk educational system.
Harry Chaucer incorporates Dewey's emphasis on experience into an up-to-date understanding of both interdisciplinary approaches to learning and adolescents' stages of emotional and cognitive development.While celebrating Leonardo as an example of intellectual and artistic integrity within the Gailer School's Da Vinci Curriculum,Chaucer's fundamental concerns as an educator are to encourage authentic engagement and expression in his students, along with responsibility, mutual supportiveness, and creative play in their school-community as a whole.I feel excited by this challenging and hopeful vision of what education can be.
In this book, Harry Chaucer has done for teaching what his Da Vinci Curriculum does for learning. He has found ways to engage students in discovering meaning while they also meet common standards and create personal understanding of their role in a democracy. He invites teachers to do the same, designing learning based on big questions that cross the boundaries of the disciplines in search of defensible answers. Under this principle, teaching and learning follow the pattern of inquiry rather than compliance with prescription.
We've always had standards in education and new standards alone won't transform our system. At best, they will make a better 20th Century system. Chaucer is talking about a needed transformation of the system where learners confidently use what they know against what they do not know, and 'question storming' guides the way ahead. This work will bring excitement back to the learner.