Essay on Clinton Avenue School

Published: 2021/11/08
Number of words: 1048

The instructional context is when the instructors teach something to a learner for comprehension and later influence how anything is understood or instructed. For this paper, Clinton Avenue School was the appropriate educational organization of choice serving all these purposes. The essay will look at its history, the kind of population it serves, its mission and vision, and the teaching methods practised. Furthermore, the paper seeks to identify some of the befitting technologies used in the teaching programs at the school. Clinton Avenue School is a bicultural (American English and Spanish) elementary school situated at 293 Clinton Avenue in New Haven, Connecticut, USA. It was constructed in 1911 and was closed indefinitely in 2004 for thorough renovation work. The neighbouring Truman School inspired the initial design of the school.

The school only served just a bit over four hundred students in pre-school through fourth grade until temporary shutting down. Currently, Clinton Avenue School serves almost five hundred learners in pre-school (kindergarten) through Grade 8. Clinton Avenue’s diversity rate has generally been flat over the past few years. Fifteen percent of learners need special education and related services, and thirty-five percent are White learners. Roughly seventy-four percent of the learners are Hispanic, while twenty percent are Black. There are also slightly more male learners compared to females (Clinton Avenue School, 2021).

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The reconstruction added over 36,000 square feet to the school’s size. The current classes hold no more than 23 students each. Aside from that, the team built two new research labs, a linguistic lab, a computer lab, a sports hall, an art studio, a special needs resources room, and a better kitchen and dining hall. Furthermore, the remodel included a new teacher’s room, a parent’s space, office space, a school-based medical facility, and office spaces for essential responsibilities such as guidance and counselling, language assessment, and an opening for the school therapist and one for the speech pathologist (New Haven School Construction, 2004).

Clinton Avenue School’s mission is to put the children first by readying them to be productive citizens, critical thinkers, and self-motivated visionaries. In close cooperation with community stakeholders and parents, the school aspires to foster good citizens, respect themselves, and show tolerance and acceptance for one another. They believe that every child will gain the skills to succeed in this ever-changing and demanding world due to their extensive efforts to promote a passion for learning among them.

Competence pervades the CAS teachers and administrators. Personnel and support staff frequently cooperate and occasionally give up their free time before, throughout, and even after school to prepare or provide assistance to struggling learners. Instructors who were new to CAS reported feeling backed by their coworkers. For over a decade, 19 employees have worked at the school. CAS does an excellent job of using data to determine learners who necessitate educational support initiatives. Instructors had well-established schedules for moving from one exercise to the next. Learners in the student target group stated that they loved school, particularly Science and Mathematics. From this, one can confidently say the school successfully serves its purpose.

Clinton Avenue School provides numerous advancement and extracurricular activities for learners to participate. The Project-Based Inquiry framework and elements of learners’ preferences determine the educational and advancement aspect of the afterschool program. Extracurricular programming also provides students with the opportunity for guidance, mentoring, assistance, and improvement (e.g., music and art, theatrics, sports, volunteer work activities, craftwork, and so forth). This afterschool scheme is open from Monday through Thursday for students in grades K-4. Moreover, the Extended Learning Day Model includes new tech and blended learning for those in grades 5-8.

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Moving into new dimensions of education and learning is made possible by the changing education technology. Both digital and in-person, technology-enhanced learning can lead to efficient, meaningful learning (Brown et al., 2020). Therefore, appropriate technologies Clinton Avenue School can use in their learning programs would be instructional design and adaptive learning. Adaptive learning allows coursework to be tailored to the student, resulting in a one-of-a-kind perspective not accessible in regular teaching. Teachers should use adaptive learning on an internet platform. The software contains all of the necessary class details and can guide learners through their academic path. As a student finishes their task on the forum, the software makes rational decisions about the best approach for the learner. As a result of the personalized feedback, students are more confident, which benefits their metacognition. Teachers can also identify struggling students and intervene more quickly through adaptive learning (Kurt, 2021).

Instructional Design (I.D.) is a series of steps for creating regular and consistent training and education curriculum content (Branch & Merrill 2012). It specifies the approach and implications for creating directives. I.D. models enable teachers to visualize the challenge during the design process. If the instructional design concept fixes the learning issues, it indicates that the guidance is efficient. Educators obtain information about their students’ traits and set specific goals for educating during instructional activities. They then use evaluation tools like choice questions, true-false questions, matching items, practice tests, and others to ascertain student learning activities during instruction. Learners benefit from instructional design because it makes learning easier for them. It identifies the simplest and most effective way for learners to obtain the information and training they require through careful planning. Furthermore, the instructional design employs interactive strategies to encourage learner participation by involving various stakeholders throughout the process.

References

Branch, R. M., & Merrill, M. D. (2012). Characteristics of instructional design models. Trends and issues in instructional design and technology3, 8-16.

Brown, M., McCormack, M., Reeves, J., Brooks, C., Grajek, S., Alexander, B., … & Weber, N. (2020). EDUCAUSE Horizon Report. Teaching and Learning Edition. Louisville, CO: EDUCAUSE.

Clinton Avenue School (2021 Rating) | New Haven, CT. (2021, June 17). Public School Review. https://www.publicschoolreview.com/clinton-avenue-school-profile

Kurt, S. (2021, April 1). Adaptive Learning: What is It, What are its Benefits, and How Does it Work? Educational Technology. https://educationaltechnology.net/adaptive-learning-what-is-it-what-are-its-benefits-and-how-does-it-work/

New Haven School Construction > Upcoming School Projects > Clinton Avenue School K-4. (2004, July 6). Internet Archive. https://web.archive.org/web/20040706202708/http://nhs.chilmarktech.com/DesktopDefault.aspx?tabid=101

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