Welcome to the Georgia Governor’s Honors Program instructional staff! You are one of the 60 instructors who will make it possible for our 690 participants to have a experience that we always describe (because it always is) life-changing.
These blogposts contain critical information that you need as you begin to design your instruction for the summer. I’ve asked your department chair to read along, so he or she can help respond to any questions you ask or comments you make.
For each blogpost, I ask that you leave at least one comment even if you don’t have a question. Yes, I’m keeping track. Normally we cover this information in a meeting on our first day of work, but because we’ve cut a day of preplanning this year, I’d rather free up that time for you to get ready for the kids. It also makes more sense for you to have this information before you arrive on campus.
If you have a question that you fear is too “dumb,” feel free to email it to me. I may turn around and post it here for others, because—trust me—it’s not a dumb question. We’ve all been in the same boat as you: wondering what exactly we’re supposed to do with these students for six weeks, and wondering whether we’re up to the task.
Finally, this is not an official site, i.e., the DOE has not necessarily approved of its content. However, it is exactly what I would be telling you if you were sitting in front of me in a classroom in Valdosta. If the way I say something causes you to raise your eyebrows or furrow your brow, please email me to tell me so, not the DOE.
Table of Contents
- The Two Mandates
- Significantly different: Content
- Delivery and expectation of student response
- Empowerment
- The Renzulli model
- Renzulli: Application & example
- Instructional goals
- Goals: further thoughts
- The nature of the beast, part I
- The nature of the beast, part II
- Evaluation without artifacts, part I
- Evaluation without artifacts, part II
- Your evaluation: Operational functions
- Your evaluation: Instructional functions, part I
- Your evaluation: Instructional functions, part II
- Odds & ends