#Individualized Learning

[asm5129]

HELP NEEDED—PLEASE READ

hi, Adam, here, and I’m speaking from my position in a movement to help save my college and our community. We need your help.

Goddard College, is a remarkable and vital learning institution that has brought tremendous social and economic value to Vermont, and has achieved much support and love from the wider Vermont community over the years.

For decades it’s provided a supportive student-focused environment and a strong community unlike any other college, transformed students into our best selves, and even saved lives.

Despite this it is currently in the process of being shut down by a board of trustees that has neglected their duties to operate in good faith and act in the best interest of the institution, to respect the contracts formed with both the faculty and staff unions, to honor their obligations to the students whose learning has been massively disrupted (and caused severe harm to students mental health) as well as to engage in good faith with all parties interested in acquiring the goddard name, academic program and campus.

The board have chosen a buyer for the campus. We’re doing the best we can but it’s been rough.

If you don’t have the energy to help that’s understandable, but for everyone who does there are three primary representatives we need to flood the inboxes of.

Becca balint (202) 225-4115)

Bernie sanders (202-224-5141)

Pete Welch (202-224-4242)

The goal is to get at least one of these representatives to actively sit down with us and discuss solutions. We need to call them *every day* until they meet with us at the Remake Goddard movement.

They asked me for my contact info afterwards. Forward anything they send you to Adam.Myers.pro@gmail.com.

Use this call script to guide your words on the call. https://docs.google.com/document/d/12Kwh4HrzKeLSmRglfUa7xUB3MLXa6_KqH4P0qX4m284/edit

Spread this to everyone you can. The more people who call in asking for the same thing, the better chance we have of getting it. The squeaky wheel gets the grease as they say. We need to be LOUD and we need to be IRRITATING.

We need help. Let’s get some.

[camenacademyfortheperforming]

Supporting children’s learning often requires a blend of techniques that nurture individual needs and interests. Combining Applied Behavior Analysis (ABA) with performing arts education creates an engaging and accessible pathway for children to achieve their educational goals. This approach is especially transformative for families seeking accessible education in Orlando, Florida.

[captaingimpy]

The Myth of Adult Education: Why the Andragogy vs. Pedagogy Divide Fails

One of the most pervasive myths in education today is that adults and children require fundamentally different approaches to learning. This belief has fueled an entire industry dedicated to “andragogy,” a concept coined to define the supposed unique ways adults learn. But is this dichotomy—adult education versus child education—real? I argue it is not. Instead, this divide reflects social…

[libertymontessorischool]

Early childhood education lays the foundation for lifelong learning, and literacy skills are at the heart of this developmental phase. At Liberty Montessori School, we understand early literacy’s critical role in shaping young minds and preparing them for academic success and beyond.

[hilltopchildrencenter]

A good quality private preschool is a shining example of excellence in the field of early childhood education. It fulfills the objective of meeting the demands of working parents and offering children a learning environment that is positive, enjoyable, and of the highest caliber. Here are the essential benefits of private preschools:

[themontessoriacademyofarlington]

Benefits of Individual Lessons

Individual lessons allow teachers to meet students where they are at their particular stage of development. It can also benefit students who struggle with a particular concept by allowing them the time they need to master the concept before moving on to another, thereby eliminating the associated stress. Additionally, individualized instruction provides teachers with the opportunity to observe and experiment when providing the lessons. Each child has different interests and learns differently, and by providing these individualized lessons, teachers are able to develop lessons that best meet each child's interests and learning style.

[jimbotron3000]

I love Prowl idw he sucks balls.

(Also I really like those chapters)

[hsmagazine254]

The Power Of Montessori Education: How It Can Benefit Your Child - H&S Education & Parenting

Exploring The Advantages Of Montessori Education For Children As a parent, you want to provide the best education for your child. However, with so many educational approaches and philosophies, it can be overwhelming to choose the right one. In recent years, Montessori education has gained popularity due to its unique approach and benefits. In this article, we’ll explore the advantages of…

[thisisgraeme]

Empowering Students with Neurodiversity: Nurturing Learning Differences with Sensitivity and Success

Learn effective strategies for supporting students with learning differences like dyslexia while maintaining sensitivity and respect. Explore insights on building strong relationships, tailoring teaching methods, and promoting student success.

Neurodiversity – What Are Learning Differences? Part 1 In this first of three segments on learning differences, we sit down with Annette Tofaeono, an expert in the field of neurodiversity, to discuss various aspects of learning differences. Understanding Learning Differences The term “learning differences” fits well for many of us, as it’s about people learning differently. We don’t all learn…

[poorly-drawn-mdzs]

Ghouls night out

[First] Prev <–-> Next

[gallifreyinstituteforlearning]

😟 Who's Really the Sorriest Doctor?

When we think of an apologetic Doctor, the 10th Doctor immediately leaps to mind. But is he really the most apologetic incarnation? Here's a number crunch of all the times the Doctor has apologised ...

These are from televised episodes/telemovie only, using keywords like 'sorry,' 'apologise,' and 'apology.' Retracted apologies or those used for clarification haven't been included. Episodes counted in serials for classic era. And of course, there's not guarantee how many of these were genuine apologies ...

Key Observations

Most Apologetic Doctor (By Average): The 15th Doctor takes the crown with a whopping 4.67 apologies per episode. Though, given his short stint so far, there's still plenty of time for that to change.

The Usual Suspects: The 10th Doctor, unsurprisingly, ranks high with 2.79 apologies per episode. But the 11th and 13th Doctors nudge him aside with averages of 3.09 and 3.16, respectively.

Not So Sorry?: The 1st Doctor had a measly 0.70 apologies per episode. Grumpy and not in the least bit sorry about it.

The Rise of Remorse: There's a clear trend of increasing apologies as we move through the modern era. Recent incarnations (10th, 11th, 12th, 13th, 14th, and 15th) seem to be getting more in touch with their feelings.

The Sorriest of Them All: The Tenth Doctor might not be the sorriest on average, but with 145 total apologies, he's got the highest raw number of sorries.

Companion-Driven Apologies: Some Doctors apologise more depending on their companions. For instance, the 12th Doctor's high apology rate coincided with Clara and less so for Bill.

If you like data, you'll like this.

Whoniverse Facts for Friday by GIL

Any orange text is educated guesswork or theoretical. More content ... →📫Got a question? | 📚Complete list of Q+A and factoids →📢Announcements |🩻Biology |🗨️Language |🕰️Throwbacks |🤓Facts → Features: ⭐Guest Posts | 🍜Chomp Chomp with Myishu →🫀Gallifreyan Anatomy and Physiology Guide (pending) →⚕️Gallifreyan Emergency Medicine Guides →📝Source list (WIP) →📜Masterpost If you're finding your happy place in this part of the internet, feel free to buy a coffee to help keep our exhausted human conscious. She works full-time in medicine and is so very tired 😴

[asm5129]

URGENT--HELP NEEDED ONCE MORE

The board of trustees filed their 20 day notice to the Vermont AG on June 26, and the AG’s office has given us no real indication that they are taking our complaints about the BoT’s malfeasance seriously.

We need to once more flood their offices. Make them feel pressured to investigate these criminals.

You can find out more at remakegoddard.org as well as donate to help them pursue actions against the board of trustees.

The main Vermont AG office:

(802) 828-3171 [ext. 3]

Ago.info@vermont.gov

Other AG relevant numbers and emails at the bottom of the post

Complaints (you can pick one to focus on or pick multiple, but these are the primary concerns right now):

Goddard College’s Board of Trustees have flagrantly violated their fiduciary duties, the established bylaws of Goddard College, and the nonprofit standards of Vermont through the following actions:

1. The Board of Trustees has been operating well below its minimum quorum, in secret, often excluding all but the executive members and the president. On the rare occasions when it has held an open (Zoom) meeting it has not allowed meeting attendees to enter into conversation or even see and communicate with each other.

2. In 2023 the administration contracted with CORE Education Services, a Public Benefit Corporation out of Virginia that specializes in “college transformation.” At this point, the people named as Goddard College’s CFO, Comptroller, head of HR, head of admissions, and head of marketing all work for CORE, not for Goddard. Outsourcing of these essential leadership positions is highly irregular for an institution of higher education and not in alignment with Goddard's mission and guiding principles.

3. Rejecting, damaging and/or ignoring options to increase financial sustainability of the college. A few examples:

A) Staff member Alisha Raby and alumnx George Darling worked together to create and donate apparel and other merchandise for sale by Goddard, to be provided for zero upfront cost, yet the administration refused this gift that could have raised tens of thousands of dollars.

B) A parent of a current student offered a donation of $50,000 to help keep the school running, and provost Noah Coborn refused it on behalf of the administration.

C) Staff members created a plan via which the college could raise funds hosting events and engaging in community partnerships that make use of often vacant property.

D) The administration cut off access to the college by alumni, the most likely donors as well as those most likely to write bequests, by making an enemy out of the Goddard Alumni association. Dan Hocoy, soon after his hiring as president despite community objections, canceled the alumni reunion on campus even as people had already signed up for it, paid, and made their travel plans. He then subsequently threatened to sue the elected board members of the alumni association (which was started by and given official status by the college) for using the college name.

E) The National Labor Relations Board ruled on August 24, 2022 that the College violated labor laws when dissolving the Development Office and laying off all of the employees of that Office.

All of these actions combined with the antilabor practices delineated below and the abandonment of any recruitment or donor cultivation efforts ensured that the college would have streams of revenue except tuition.

5. A complete lack of transparency including:

A few days before announcing the closure of Goddard’s campus the board sent out an email asking for ideas on how to keep Goddard sustainable. Considering that they would have had no time to properly consider contributed ideas, it’s clear that this request was never genuine.

The faculty and staff found out about the closure of the campus at the same time as the students, in what I have been told is a clear breach of contract. The same happened with the announcement of the closure of the school.

Students, faculty and staff alike were told that going online-only was simply an “experiment” to see whether it would improve Goddard’s financial situation, and the administration also said (in writing) that in-person residencies would be reconsidered in the following year. As such, new students were actively being accepted to Goddard that very semester. Yet mere months later the board announced it would be closing the school at the end of the semester. So the notion that it was simply an experiment appears to have been a lie, or they would have waited to analyze the full data from said experiment. Unless there was serious negligence, there’s simply no way they could have miscalculated their financial sustainability so much that within mere months they would go from believing they could run the college for a few more years (even if it had to be online-only) to believing they had to close at the end of the current semester.

The “experimental” closure of the campus apparently resulted from a survey that had been conducted where a majority of students expressed preference for online-only. However, the results of the poll may have been skewed, considering that one of Goddard’s campuses had been closed and the remaining campus for those students was across the country, leaving questionable data as to whether online-only was genuinely “preferred”. Additionally, many students were unaware of this poll in the first place.

6. The board has misrepresented teach-out options to students, providing false information about available alternatives and obstructing their ability to make informed decisions about their academic futures. They falsely presented schools as teach-out options that, when contacted, informed students that no such agreements were in place. They did not facilitate financial aid reimbursement when they failed to fulfill their obligations. They did not provide teach-outs for all programs, not in degree type or subject. They attempted to send students to for-profit and non-accredited schools. They refused to assist students who offered to facilitate teach-out outreach, and provided no point of contact for students.

7. They have ignored serious purchase offers from potential buyers, such as Cooperation Vermont. CVT is an organization dedicated to using the campus as a center that would have benefited Vermont in myriad ways including working with former faculty, staff, and students to keep the Goddard spirit and programs alive. Yet CVT received months of radio silence from the administration, which delayed any meaningful progress on its ability to negotiate effectively.

8. Union-breaking behavior. Two semesters ago the staff went on strike for around thirty days. After the first week and a half or so, the board threatened that if the staff did not stop striking within a very small allotted window they would lose access to their health care benefits. This threat was followed through, and the staff only recovered their health care once a new contract was settled.

9. The Board has as of this moment not guaranteed severance for the faculty despite their legal obligation to provide it.

10. Here is an article about how the stakeholders of Goddard college are reacting to the current crisis: https://montpelierbridge.org/2024/06/rumored-goddard-sale-sparks-community-protest/

Contact point is my email Adam.myers.pro@gmail.com

Spread this to everyone you can. The more people who call in asking for the same thing, the better chance we have of getting it. The squeaky wheel gets the grease as they say. We need to be LOUD and we need to be IRRITATING, and we need to call and email EVERY DAY until we succeed.

Other Vermont AG numbers and emails:

Email: Elizabeth.Anderson@vermont.gov Voice: 802-828-5514

Email: Michelle.Bennett@vermont.gov Voice: 802-828-0392

Email: Rebecca.Butler@vermont.gov Voice: 802-828-5512

Email: Megan.Campbell@vermont.gov Voice: 802-828-0096

Email: Ben.Chater@vermont.gov Voice: 802-279-7572

Email: Merideth.Chaudoir@vermont.gov Voice: 802-828-1422

Email: Kelley.Connelley@vermont.gov Voice: 802-917-6373

Email: Christopher.Curtis@vermont.gov Voice: 802-279-5496

Email: Rebecca.Delabruere@vermont.gov Voice: 802-828-5511

Email: Shelley.Facos@vermont.gov Voice: 802-498-3392

Email: Willa.Farrell@vermont.gov Voice: 802-371-8375

Email: Gabriela.Ferrari@vermont.gov Voice: 802-828-5507

Email: Jonathan.Goddard@vermont.gov Voice: 802-371-9012

Email: Michael.Hemond@vermont.gov Voice: 802-371-8029

Email: Megan.Hereth@vermont.gov Voice: 802-828-4605

Email: Marcey.Hodgdon@vermont.gov Voice: 802-595-9893

Email: Jennifer.Hunt@vermont.gov Voice: 802-828-5514

Email: Lauren.Jandl@vermont.gov Voice: 802-595-8679

Email: Melanie.Kehne@vermont.gov Voice: 802-828-5531

Email: Neil.Kelly@vermont.gov Voice: 802-828-2378

Email: Rosemary.Kennedy@vermont.gov Voice: 802-828-6906

Email: James.Layman@vermont.gov Voice: 802-828-2315

Email: Sarah.London@vermont.gov Voice: 802-279-7215 A

Email: Peggy.Lord@vermont.gov Voice: 802-828-3176

Email: Robert.McDougall@vermont.gov Voice: 802-793-6633

Email: Jessica.Mishaan@vermont.gov Voice: 802-828-5500

Email: Jesse.Moorman@vermont.gov Voice: 802-828-5520

Email: Zoe.Newman@vermont.gov Voice: 802-828-2366

Email: michael.novelli@vermont.gov Voice: 802-388-7931

Email: Kelly.OBrien@vermont.gov Voice: 802-828-1105

Email: Domenica.Padula@vermont.gov Voice: 802-595-5161

Email: Gregg.Punchar@vermont.gov Voice: 802-828-5344

Email: Renee.Putney@vermont.gov Voice: 802-828-3166 A

Email: Rizlaine.Sabiani@vermont.gov Voice: 802-828-1963

Email: Jesse.Sawyer@vermont.gov Voice: 802-828-5521

Email: Andre.Souligny@vermont.gov Voice: 802-498-4016

Email: Debbie.Stevens@vermont.gov Voice: 802-828-3176

[sunshinevaldez]

kevin day nation how are we feeling 😃🫠🫩😵‍💫

[libertymontessorischool]

Montessori education is not just a method; it’s a journey toward lifelong learning. Rooted in self-directed activity, hands-on learning, and collaborative play, Montessori schools foster an environment where educational exploration sets the foundation for a lifetime of curiosity and growth. This approach, particularly exemplified by the Montessori school in New Rochelle, New York, transforms traditional learning dynamics, empowering students to take charge of their educational paths.

[magnetothemagnificent]

Almost every "this thing I learned in grade school is useless in my everyday life" claim can be answered by the fact that grade school is meant to give you a general education, not a specialized one. It's supposed to teach you a little bit about everything so that you can get a sense about what you might be interested in. A future doctor won't know they're interested in medicine if they don't learn anything about biology in grade school. A future writer won't know they're interested in writing if they don't learn anything about literature in grade school. A future civic worker won't know they're interested in civics if they don't learn anything about history or government in grade school. So of course you'll end up looking back and thinking that some things you learned are useless.... because grade school isn't about you individually. It's about everyone, it's supposed to ensure everyone has a chance to explore their interests and have a solid foundation for their futures.