Demonstrator+3+CI

// All teachers should implement instructional strategies that provide quality, variety, and access for all students. // Fully Functioning Characteristics of Demonstrator a) The PL/CS curriculum engages all students in higher order thinking, creativity, and problem-solving skills through authentic student products and performances. b) The PL/CS curriculum attends to multiple intelligences and abilities (e.g., visual/spatial, interpersonal, intrapersonal, bodily/kinesthetic, musical/rhythmic, logical/mathematical, linguistic, and emotional) and provides opportunities for all students to learn from one another. c) Relevant technology tools (e.g., smart boards, keyboarding at elementary level, internet research, podcasting, pedometers, Wii) are seamlessly integrated into classroom content and utilized by students and teachers in real world situations. d) Teacher and student representatives collaborate with community partners on  A dvisory Committees (e.g., Coordinated School Heath Committee, Business & Industry Advisory Committee) as a constant resource to enhance instruction and provide services to students. e) Appropriate communication skills (e.g., verbal, non-verbal, written, listening, and interview skills) and presentation techniques are integrated across all content areas and used by students in a variety of real-world applications.  f) Academic and PL/CS teachers collaborate to build interdisciplinary units of study around PL/CS and core academic ideas. g) Students apply technical mathematics, reading and writing skills (e.g., comparison shopping, resume writing, balancing a checking account, analyzing a stock chart, reading insurance forms, loan applications, rental agreements, FITT charting, and nutritional analysis) and demonstrate that application through high quality and authentic evidence.  h) Students are provided daily opportunities to utilize social and life skills (e.g., problem-solving, goal setting, decision-making) through classroom instruction, laboratory activities, work-based learning and student organizations. i) Students use problem-solving and critical thinking skills to create, interpret and analyze data as related to specific PL/CS content and real-world situations.  j) The PL/CS curriculum incorporates connections to community, society and current events, with work-based learning opportunities for all high school students. a) Techniques and strategies to effectively resolve conflicts (e.g., bullying, stress, refusal skills and anger management) are integrated school wide.  a) The physical education instructional strategies always demonstrate teaching strategies that are consistent with national expectations as defined by NASPE. a) The school integrates the ILP in some courses to use as a research tool for career choices, goal-setting and postsecondary opportunities.
 * Demonstrator 3. Instructional Strategies **
 * PL/CS (includes Health, PE, Careers and Consumerism) **
 * Health Education **
 * Physical Education **
 * Career Studies **