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The Internet Consumer Recycling Guide
This recycling guide provides a starting point for consumers in the USA and Canada searching the net for recycling information. The information is for regular folks with regular household quantities of materials to recycle. The goal is to help make recycling so easy and automatic that it blends into the flow of everyday life. We hope these resources are of use to you:
The World’s Shortest Comprehensive Recycling Guide – Simple, basic, general.
Reducing unwanted mail – An easy way to reduce waste and avoid recycling
Indicators of Engaged Learning
VISION OF LEARNING
Responsibility for Learning
Students take charge and are self-regulated learners. They define learning goals and
problems that are meaningful to them and understand how specific activities relate to
these goals. Students are also involved in setting and using standards of excellence to
evaluate whether they have achieved their goals.
Students continually develop and refine learning and problem solving strategies. They
apply and transfer knowledge to solve problems creatively.
Energized by Learning
Engaged learners derive excitement and pleasure from learning and are intrinsically
Students have and value the skills to work with others. They understand that learning is
social and they understand that many problems/issues have multiple points of view.
Tasks bear a close relationship to real world problems in the home and workplaces of today
and tomorrow. They build on life experiences, require in-depth work, benefit from frequent
collaboration, and are of relevance and interest to learner(s).
Tasks are complex and typically involve sustained amounts of time. Students must stretch
their thinking and social skills in order to be successful.
Disciplines are wholly integrated in order to solve problems or address issues.
Assessments are meaningful, challenging experiences that involve presenting students with
an authentic task, project, or investigation, and then observing, interviewing and/or
examining their artifacts and presentations to assess what they actually know and can do.
Students and their teachers create the assessment criteria and/or tools so that they are
meaningful and generate knowledge.
Seamless and Ongoing
Instruction and assessment are integrated; assessment of the process and products occurs
throughout the instruction.
The course of instruction responds to student needs and interests and students can make
key decisions regarding their learning.
Students are encouraged to construct and produce knowledge in meaningful and deep ways.
They solve problems, conduct meaningful inquiry, engage in reflection, and build a
repertoire of effective strategies.
The school is conceptualized and designed as a learning community where students learn to
Learning is made public so that the learner can get input from diverse perspectives and
build on that knowledge.
Diversity and multiple perspectives are valued and utilized to build on the strengths of
Groups are formed and reformed according to the purpose of instruction. Groups are formed
based on common needs and interests, usually for short periods of time.
Groups are organized so that over time students have opportunities to learn from all other
Groups include males and females and a mix of cultures, learning styles, abilities,
socioeconomic status, and ages in order to capitalize on the range of background knowledge
and differing perspectives.
Teachers create opportunities for students to work collaboratively to solve problems, do
authentic tasks, and share knowledge and responsibility.
Teachers help students to construct their own meaning by modeling, mediating, and
coaching. They constantly adjust the level of information and support according to
Teachers learn along with students and students may serve as teachers.
Students discover concepts and connections and apply skills by interacting with the
physical world, materials, technology, and other people. Often students are encouraged to
jump into an open-ended activity in order to stimulate their curiosity, become familiar
with the instructional materials, and formulate early understandings of the task.
Students observe, apply, and refine through practice, the thinking processes used by
practitioners in specific content areas. They receive ongoing feedback on many aspects of
a complex problem or skill.
In order to teach others, students must integrate and holistically represent what they
Students generate knowledge and products for themselves and the community that synthesize
and integrate knowledge and skills.