Reach Higher 1A

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It concerns us to know the purposes we seek in life, for then, like archers aiming at a definite mark, we shall be more likely to attain what we want.” – Aristotle It’s essential to note that the MKO isn’t necessarily an adult or a teacher. It could be a peer, a younger person, or even technology or media, as long as they provide the learner with the knowledge or scaffolding needed to perform a task. If you try to force someone to change their mind, then you”ll just get conflict. You need to stay within the boundaries of the other person’s zone of proximal development. Example of Scaffolding You are capable of more than you know. Choose a goal that seems right for you and strive to be the best, however hard the path. Aim high. Behave honorably. Prepare to be alone at times, and to endure failure. Persist! The world needs all you can give.” – E. O. Wilson

It is important for you to have a goal. You simply can’t get there if you don’t know where you are going. Begin to build in your mind a dream. The write it down and make your goal realistic. Aim high enough that you will have to stretch your ability and your potential to reach it.” – Mary Kay Ash This allows trainees to be involved in clinical care early in their training, with support and coaching from a more experienced peer. It meets them in their zone of proximal development – what they can do with guidance vs what they cannot yet do independently.

Teacher Resources / Level 2A / Video Program

Aim for a star, and keep your sights high! With a heart full of faith within, your feet on the ground and your eyes in the sky.” – Helen Lowrie Marshall If you’re getting way more impressions than reach, it likely means people are looking at your post over and over. That’s a good thing! It shows that your target audience finds your content memorable. Reach vs. impressions on different social networks What the mind of man can conceive and believe, the mind of man can achieve with Positive Mental Attitude. It is a form of self-suggestion. It is a self-motivator to success. When it becomes a part of you, you dare to aim higher.” – W. Clement Stone

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. From September until December, every student will benefit from a personal tuition and mentoring plan which will support them with their A level work, university applications and academic interviews The zone of proximal development (ZPD) refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. Reach Higher guides students to learn English, learn about the world, and learn about themselves through authentic content with a global perspective. Primary students develop the academic language skills and content knowledge they need to get an education in English. Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.” – Mark TwainShabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237-248. Limitations only exist if you believe they exist. No one ever achieves more than they set their goals at, so aim high.” Supervisors assign trainees different roles based on experience level. More senior trainees are given opportunities to develop supervisory skills by training junior peers. Junior trainees are supported in gaining clinical skills. The relationship between the MKO and the ZPD is vital to Vygotsky’s theory. The MKO assists or scaffolds the learning experience to help the learner function within their ZPD.

The program uses National Geographic science and social studies content and authentic literature to build content knowledge and develop English literacy through inquiry-based learning. Students work with the content to develop critical-thinking, problem-solving, and analytical skills needed to succeed in their academic studies. Scaffolding, or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.The programme has grown from just 23 students in 2014 to a record 86 students in 2021. In response to COVID we transformed our residential summer schools into a vibrant and engaging online programme with 19 subject groups and 67 expert teachers and tutors. As they note, scaffolds require the adult’s “controlling those elements of the task that are initially beyond the learner’s capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (p. 90). HOW: Reach Higher seeks to help every student navigate the college-going process by: (1) reaching students where they are at and celebrating their success on social media and through flagship events like College Signing Day; (2) raising awareness about helpful college access tools like FAFSA and Up Next and resources; and (3) enhancing student support systems by building the capacity of the school counseling profession. Includes authentic content from around the world to develops students’ understanding of different cultures and viewpoints When you have big dreams, you’re going to have big challenges. If you were an average person you would have average problems.” – Joel Osteen

Aim high. Even though you may face some winding roads, you will always have the goal of that final destination to push you through…” Remember, no more effort is required to aim high in life, to demand abundance and prosperity, than is required to accept misery and poverty.” – Napoleon Hill

Reach Higher 3A

In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009). Consider these guidelines for scaffolding instruction (Silver, 2011). Cross-curricular, six-level program showcases original fiction, science, and social studies content to develop English literacy skills