Instructional Vision

The curriculum and instruction of Bishop Kearney will ensure that:

  • Our students are visionary thinkers and leaders who are able to critically analyze information and make informed decisions
  • Our students have a mastery of conceptual and critical thinking skills
  • Our students understand how to use emerging technologies for information and communication
  • Our students know how to build up and participate in effective work teams by understanding the dynamics of interpersonal and group relationships
  • Our students are comfortable with public speaking, and are skilled at creating and delivering effective presentations
  • Our students value social entrepreneurship, and accordingly have a well-developed sense of ethics, morality, and social justice

To achieve these goals, the Kearney faculty will utilize techniques that

  • Foster a student-centered classroom environment that is rich with opportunities for active learning, meaningful interaction, and critical thinking
  • Incorporate a wide variety of instructional methods including lecture, cooperative learning, collaborative problem solving, web-based resources, small and large group discussions, student presentations, multimedia presentations, etc.

Make appropriate use of technology to enhance instruction, supplement curriculum, and facilitate communication and presentations for both students and teachers

The “Ideal” Kearney Classroom

»  is CONSTRUCTIVIST, meaning that

  • The teacher is viewed as a facilitator, coach, and guide
  • Students gain skills and knowledge through active learning and guided exploration
  • An emphasis is placed on thinking, explaining one’s reasoning, and connecting ideas, themes and concepts, rather than on simply memorizing facts
  • Hands-on materials and primary resources are given more emphasis than textbooks

»  is STUDENT-CENTERED rather than teacher-focused

  • Teacher reduces the amount of “telling” or “lecturing”
  • Student activities and assignments are designed for active student discovery of information
  • Problem solving and thought processes are modeled by the teacher and then practiced by students in the classroom by providing them with “real-life” examples
  • Students learn to think for themselves
  • Standing alongside students as they learn is preferable to standing in front of them

»  teaches CRITICAL THINKING skills, in which students

  • Make careful analyses before coming to any judgment or conclusion
  • Examine evidence to support any belief, solution, or conclusion prior to its acceptance
  • Evaluate the quality of any information, data, or knowledge

»  incorporates COOPERATIVE LEARNING, which involves

  • Interdependence among students
  • Face-to-face positive interaction
  • Group decision making
  • Communication, leadership, and conflict resolution opportunities

»  provides for DIFFERENTIATED INSTRUCTION, so that

  • Students are not passive recipients of information who receive a “one size fits all” education
  • Choices of tasks and assessments are provided in keeping with students’ learning styles
  • Students may become more active learners, problem solvers, and decision makers