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E:P:N Intro and Course Description for
Middle-School

For learning from nature: For learning that particle physics can help us understand soul-level differences and prepare us for the workplace.

 

Mission.

To provide first-hand experiences on issues of career selection and available roles in the workplace (in this case, E:P:N groups of 2, 3, 6, & 9).

 

Objectives.

To lead young adults to make at least temporary career and life-style choices based on the comfort levels they experienced during the various E:P:N class activities.

 

Outcomes.

Personal:

(1) Increased self-confidence through gradually developing a better understanding of the innate self. (2) More confidence in others through seeing their quite often valuable contributions during group tasks. (3) Increased social skills through having to regularly interact in both group-style and category-style formats. (4) A greater love for reading through exposure to the Book Flood concept (positive studies later validated through the READ and REAP projects)

Academic:

(1) Increased ability to restore texts through the regular use of c-tests and the L-test, thereby increasing the likelihood of doing well on other cloze-based tests. (2) Increased ability to negotiate meaning on the validity of popular sayings for the contrasting employment categories of, for example, manufacturing, marketing, and managing. (3) An increased vocabulary for discussing meaningful issues with parents, peers, and professionals. (4) Improved writing skills through the regular practice of creating their own c-tests (after week 5 of 1st semester). (5) Improved reading comprehension through the regular practice of restoring mutilated texts. (6) Improved listening skills through having to regularly (weekly) solicit feedback from family and friends. (7) Improved speaking skills through regularly presenting their family’s feedback on the sayings (at least during the category-style seating segments).

Financial:

(1) Reduced tuition expenses by knowing sooner what types of courses to take to reach objectives. (2) Increased income from starting to work sooner, staying on a job longer, and having learned to negotiate sensitive issues (such as pay and benefits). (3) Increased job satisfaction because of previous (repeated) exposure to job-level differences and their respective advantages and associated responsibilities.

 

Resources:

(1) One E:P:N lab for every four full-time teachers. (2) One full-time E:P:N specialist for two adjoining labs, which accommodate approximately 2,500 students. (3) 15 networked or stand-alone computers serving 45 students at a time (in ten clusters ranging from 2 to 9). (4) 3 banquet tables, 2 mid-sized tables, and 3 small ones. See clozeonline.us/EPN_classroom.ppt#3.

 

Course description: Semester 1.

A structured introduction to the E:P:N process, using:

C-tests on vocabulary dealing with the project

L-tests on vocabulary dealing with the project

Big Cheese sayings

(More to come)

 

Course description: Semesters 2, 3, and 4.

(More to come)