31-08-2016, 10:10 AM
How Drama for Schools Works:
Initial district and/or community needs and assets inventory
One to three -year commitment agreement
Selection of a cadre of academic teachers and community partners
1st year initial training sessions in drama-based instructional strategies
Summer Intensive for optional graduate-level credit
Ongoing support and mentorship by UT graduate students and faculty
Membership to the DBI Network website
Optional 2nd and 3rd year training as co-researchers and peer leaders
Through the DFS training program, teachers learn a range of tools that can be adapted to a variety of content areas and contexts, instead of one strategy for a specific lesson plan. In addition, these techniques support a variety of learning styles that keep students actively engaged in the learning process.
Through group trainings and one-on-one mentorship, teachers learn drama-based teaching techniques with the eventual goal of becoming peer mentors to other teachers in their school. Teachers use DFS strategies to help meet both the academic and socio-emotional needs of students. These issues may include violence, racial tension, developing identity, and community involvement. This dynamic process demands higher-order thinking skills and increases emotional intelligence. These effects have the potential to carry outside the life of the classroom and into community and social experiences for students.
Initial district and/or community needs and assets inventory
One to three -year commitment agreement
Selection of a cadre of academic teachers and community partners
1st year initial training sessions in drama-based instructional strategies
Summer Intensive for optional graduate-level credit
Ongoing support and mentorship by UT graduate students and faculty
Membership to the DBI Network website
Optional 2nd and 3rd year training as co-researchers and peer leaders
Through the DFS training program, teachers learn a range of tools that can be adapted to a variety of content areas and contexts, instead of one strategy for a specific lesson plan. In addition, these techniques support a variety of learning styles that keep students actively engaged in the learning process.
Through group trainings and one-on-one mentorship, teachers learn drama-based teaching techniques with the eventual goal of becoming peer mentors to other teachers in their school. Teachers use DFS strategies to help meet both the academic and socio-emotional needs of students. These issues may include violence, racial tension, developing identity, and community involvement. This dynamic process demands higher-order thinking skills and increases emotional intelligence. These effects have the potential to carry outside the life of the classroom and into community and social experiences for students.
