超越倾听, 阅读和记忆, active learning is "anything that involves students in doing things and thinking about the things they are doing" (Bonwell and Eison, 1991). 主动学习的特点是协作, 讨论与反思, 培养对事实的理解，而不是记忆. It gives students more autonomy over their learning and helps students learn how to learn. 当学生讨论一个有挑战性的问题时, 以书面形式回应课堂上的提示, 预测实验的结果, 或者将阅读中的知识应用到案例研究中, 这就是主动学习.
体验式学习是在实践中学习的过程. 通过让学生亲身体验和反思, they are better able to connect theories and knowledge learned in the classroom to real-world situations. Experiential learning opportunities exist in a variety of course- and non-course-based forms and may include community service, 的服务培训, research, 出国留学/外, 以及诸如实习这样的高潮经历, 学生教学, AP Capstone项目, 举几个例子.
Boys experience their teachers before they experience the lessons they teach.”1 Relational learning relies on strong relationships between teachers and their students. It reimagines the teacher’s role as a trusted guide rather than a dynamic based on power — as can be the case in rigid classroom environments. Boys are relational learners and their successful learning outcomes are strongly linked to the positive relationship with their teachers. 新月的老师和教练与我们的孩子建立了强大的联系, 确保他们每个人都被了解, 作为个体被关心和认可. They establish meaningful relationships that are not only preconditions to the boys' character development but also to their ongoing engagement in learning.
新月的创始人, 吉米·詹姆斯, believed that it was important to establish a school that was “kinder and gentler than the fierce caning world” of the time. He wanted 新版ued官网app下载 to emphasize character development as much as drilling the rigorous academic standards of the day. 这一理念延续至今.
有什么新鲜事, however, 是我们刻意的, systematic and evidence-based approach to teaching and assessing character competency. 我们是和 课程再设计中心, a non-profit global organization dedicated to improving education by answering the question: “What should students learn for the 21st century?”
Many schools recognize the importance of enhancing knowledge with character competencies, mindsets, 和能力, 但很少有人能超越自己的意图. Crescent is one of the first schools in the world to integrate—and develop evidence to demonstrate—character competency across our curricular and co-curricular programs.
We have aligned our twelve character qualities with our curricular and co-curricular programs. This targeted approach allows Crescent faculty to design their courses so that students can practice and then master their proficiency in the featured character quality.
Crescent’s twelve character qualities are broken down into specific sub-quality (also called "subcompetency") examples. This precision is necessary for meaningful teaching and provides tangible ways for students to demonstrate proficiency in a competency.
Character qualities are improvable with deliberate practice; character competency can be assessed to identify where there is room for improvement. 协助这项工作, 新月社使用规定具体行动的规则, 行为, 以及表明对某项能力精通的心态, 促进对话和反思. These tools are also used to chart pathways for growth and identify areas to improve along the way.