-
Our FAST approach (Flexible Acceleration Strategies in Teaching) is a unique program designed with an eye on individual learner needs. It involves encouraging and supporting students to achieve at a higher level through qualitative differences in the curriculum.
The FAST approach is based on extensive research and other programs for accelerated learners at select national independent schools. we have also worked closely with Dr. Cheryll Adams from the Ball State Center for Gifted Education and Talent Development on the creation of the FAST program. Continuous faculty training is a significant component.
Strengths and Benefits
The development of Canterbury's curriculum has always been supported by research of the "best of the best" in the field of education. The FAST approach also has been designed in this manner. It is a program focused on instructional differentiation that will ensure high quality accelerated learning for each student, not simply more homework or class work.
As the program is designed, certain non-traditional features are emphasized:
- Student groupings are flexible and used in a wide variety of areas.
- Groupings change frequently depending on the goals and focus of learning.
- Students are more in charge of their own learning.
- More real-life applications of learning are available.
- Systematic acceleration, particularly for advanced learners, is provided.
- Significant teacher collaboration is essential.
At the same time the following tradition features remain:
- Self-contained "classroom family" provides continuity and support from classmates and classroom teachers.
- "Specials" classes are offered for all Lower School students.
- The core curriculum, field trips and special activities continue.
Activities and Assessments
The FAST approach does not involve all units of study or all grade levels all the time. Differentiated units and groupings may be for one unit or for one individual skill being taught. Because Lower School teachers know their students well, they are able to offer the appropriate challenge in each level of lesson. The flexible groupings may take place within individual classrooms or between classes. Pre-testing, post-testing and systematic faculty observations determine the best approach to use.