Curriculum and Instruction

Goals

At MHA, we provide a wide range of intellectually challenging academic experiences designed to promote the development of students who are well prepared and highly motivated to pursue positions of leadership. The goals of our program are:
  • To address the academic, physical and emotional needs of our students, so they are able to develop a sense of well-being, self discovery, and a respect for and appreciation of their own culture and those of their classmates
  • To cultivate a culture of inquiry, reflection and collaboration, where students think critically and communicate clearly
  • To create a nurturing child-centered environment where students learn through relevant, real-world experiences
  • To recognize the interconnections of subject matter across academic disciplines
  • To cultivate a technology-rich environment that effectively integrates educational technology into classroom instruction
  • To build a connected community of learners, composed of parents, student, teachers and the community at large
Technology focus
  • MHA promotes the use of technology to support a climate in which academic excellence and life-long learning are valued by all.
  • The integration of technology throughout the curriculum creates a growth-oriented environment, characterized by collegiality, collaboration and inquiry and guided by the rich resources that technological advances provide.
  • Technology is a tool that can support close contact between students, parents, school and the community at large. At MHA every student recognizes him/herself as a high order, critical thinker and problem solver skilled in the use of modern technology and well prepared to participate in the global community of learners.
  • When planning, teachers should integrate the use of technology, including the laptops, audio-visual equipment, etc.
Blended Learning
  • Blended school models mix online and face to face learning in a digital learning environment in order to increase student achievement by freeing students to learn at their own pace, using differentiated teaching roles, and increasing credit accumulation and on-time graduation (NYCDOE, 2009).
  • Blended learning integrates face to face (individual, small group, large group) and online learning and media, instructional modalities and methods, to personalize the teaching and learning process (Bonk and Graham, 2009).
  • Blended learning can be seen as an effort to combine the social aspect of face to face communication with media accessible web-based environment, and maximize the benefits of both models (Delialioglu and Yildirim, 2007).
  • As a school, we will use iLearnnyc.net and the Virtual Learning Environment (VLE) to blend face to face instruction with the online curriculum. Teachers will modify the online curriculum and assignments as decided by the grade level teams.
Challenge Based Learning

Students today have instant access to information through technology and the web, manage their own acquisition of knowledge through informal learning, and have progressed beyond consumers of content to become producers and publishers. As a result, traditional teaching and learning methods are becoming less effective at engaging students and motivating them to achieve. Challenge Based Learning applies what is known about the emerging learning styles of high school students and leverages the powerful new technologies that provide new opportunities to learn to provide an authentic learning process that challenges students to make a difference.

Challenge Based Learning is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. Challenge Based Learning is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues.

ACADEMIC EXPECTATIONS
 

SUBJECT

# OF

YEARS

# OF

CREDITS

 REGENTS DIPLOMA

ADVANCED

REGENTS DIPLOMA

English

4

8

YES  English Regents

YES   English Regents

Math

3

6

YES  Integrated Algebra, Geometry, and Algebra II/Trigonometry (Any 2)

YES   Integrated Algebra, Geometry, and Algebra II/Trigonometry

 

Social Studies

 

4

 

8

YES  Global History &

          U.S. History & Govt.

YES   Global History &

           U.S. History & Govt.

 

Science

 

3

 

6

YES   Earth Science, Biology,

           Chemistry or Physics    (Any 1)

YES   Earth Science, Biology,

           Chemistry or Physics  (Any 2)

Foreign Language

 

1

 

2

 

NO

 

YES    Foreign Language  

The Arts

1

2

NO

 

Physical Ed

4

4

NO

 

Health

.5

1

NO

 

Electives*

 

7

NO

 

TOTAL CREDITS FOR

GRADUATION

 

 

44