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No gimmicks. just skill how to#

You could even be back to using chalk and projectors. And change happens rapidly in teaching.īy the time I return from maternity leave, you could all be balancing on tables and spinning plates as part of a new government initiative. So much so that I have been to work for two days this week. For the last three years, I have loved every minute of my job. And we work together as a team, belly laughing daily. We know our resources and methods are effective. Not only that, I am walking away (albeit temporarily) from a strong and successful department who have, yet again, received our best ever results. I am 100% new to this and I cannot even create a PowerPoint to make me feel ready. No method I can think of creating from an examiner report that I know will definitely work. No questions asked.Īnd now we are about to meet our tiny human.

And we’ve both been able to work long hours and put all our efforts into our careers.

Together for ten years and married for eight, our lives have been easy in that our only responsibility has been whether or not our dog will fit in the back of each car we’ve bought. It is no secret amongst friends and family that my husband and I thought very carefully about starting a family. I may even “not be that bothered about teaching anymore”. So why am I not experiencing a sense of relief that I don’t have that familiar feeling of imposter syndrome or the back-to-school timetable anxieties I have yearly? After all, I am approaching “the best moment of my life” and “will change so much” when I meet my little girl for the first time. You only have to read back over my blog posts for the truth about my failures (and victories) to know that my career has been… interesting. We shape our college to fit our students.Those that truly know me know that I have had a turbulent relationship with teaching. In other words, through UDL, we help you discover how you learn best, how you work best, and how you study best – so you can create your own pathway to academic success.

Engagement: teachers use different techniques to engage, interest and challenge students.

Expression: students may express their knowledge in different formats (written, oral, etc.).

Representation: teachers present course material in many different ways (audio, visual, etc.).

Therefore, to optimize learning, UDL requires the use of multiple means of: UDL recognizes that people absorb information in different ways, express information in different ways, and are engaged and challenged in different ways. How? By removing obstacles that might get in the way of learning. UDL ensures that all types of learners can learn and puts every student on a level playing field. UDL is becoming the norm in many universities and schools across North America, including Montreal’s very own McGill University. We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. We shape our school to fit the diverse needs of all of our students. They don’t take into account the diversity of learning styles and learning skills of their students.Īt Centennial, it’s quite the opposite. Most Cegeps are designed to suit a so-called “average” student. That’s why we’ll equip you with the skills and self-confidence you need to succeed – not just in Cegep, but in university and in the workplace.Īnd we’ll guide you to become a resilient, autonomous, life-long learner, so you can reach your academic goals Successful students are made, not born. How do we do it? No tricks no gimmicks: just a tried-and-tested approach to learning that brings out the best in every student.Īt Centennial College, we know that most students leaving high school are not equipped with the study habits or maturity to succeed in Cegep. Over 85% of Centennial College students obtain their DEC and go on to university. Not ready to handle their new-found “freedom.” Now, consider this: So they’re just not ready: not ready to study on their own, manage their time or seek help and guidance.

No gimmicks. just skill how to#

They were told when and how to study, but never experienced being a self-directed learner. They were taught the skills they needed to get into Cegep, not the skills they needed to get through Cegep. The fact is, most students leaving high school are not prepared for Cegep. In Quebec, only about 65% of students who enter Cegep end-up graduating with a DEC.

Difference We know why so many students don’t make it through Cegep.