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Published byUrsula O’Connor’ Modified over 8 years ago
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Profile of the Graduate at Graduation Intellectually Competent
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Prelection What is it? Prelection is a traditional Jesuit teaching method of previewing or surveying both an entire class period or section of a course and homework assignments.
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Prelection What are the characteristics that you expect a graduate of a Jesuit high school to have at graduation?
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Prelection What areas beside academic ones do you include in your expectations?
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Prelection How does your Jesuit high school foster those characteristics?
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Profile of the Graduate at Graduation In one sense, the graduate is a threshold person: he or she is on or rapidly approaching the threshold of young adulthood
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Profile of the Graduate at Graduation The world of childhood has been left behind definitively
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Profile of the Graduate at Graduation The movement from childhood toward adulthood... has also involved Physical growth
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Profile of the Graduate at Graduation Emotional growth
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Profile of the Graduate at Graduation and mental development which brought out strengths, abilities, and characteristics which adults and peers begin to appreciate
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Profile of the Graduate at Graduation Fluctuating between highs and lows of fear and confidence
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Profile of the Graduate at Graduation love and loneliness
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Profile of the Graduate at Graduation confusion and success
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Profile of the Graduate at Graduation On the other hand, the graduate has not reached the maturity of the college senior or an adult
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Five categories of the Profile I. Open to Growth II. Intellectually Competent III. Religious IV. Loving V. Committed to Doing Justice.
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Intellectually Competent Academics has mastered the fundamental skills of language and mathematics
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Intellectually Competent Skills and Attitudes is developing mastery of logical skills and critical thinking
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Intellectually Competent Skills and Attitudes is developing greater precision and a personal style in thought and expression both written and oral
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Intellectually Competent Skills and Attitudes is developing a curiosity to explore ideas and issues
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Intellectually Competent Skills and Attitudes is developing the ability to apply knowledge and skills to new situations, and can adjust to a variety of learning formats
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Intellectually Competent Skills and Attitudes is developing an organized approach to learning tasks
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Intellectually Competent Skills and Attitudes can present a convincing argument in written and oral form
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Intellectually Competent Skills and Attitudes Is taking pride and ownership in his or her school accomplishments and beginning to enjoy intellectual and aesthetic pursuits
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Intellectually Competent Substantive Knowledge Has begun to develop a general knowledge of central ideas, methodologies, and conceptual parameters of a variety of intellectual disciplines of knowledge
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Intellectually Competent Substantive Knowledge Has begun to relate current issues and perspectives to some of their historical antecedents
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Intellectually Competent Substantive Knowledge Is growing in appreciation of his or her cultural heritage
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Intellectually Competent Substantive Knowledge has begun to understand some of the public policy implications of the uses of science, technology, and capital
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Intellectually Competent Substantive Knowledge is beginning to understand both rights and responsibilities as a citizen of the United States
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Intellectually Competent Substantive Knowledge is beginning to understand the strengths and weakness of the United States form and practice of government
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Intellectually Competent Substantive Knowledge has begun to develop a repertory of images of the human person as presented literature, biography, and history; exemplars which are shaping in him or her a more compassionate and hopeful appreciation of the human community in its variety and potential
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Intellectually Competent Substantive Knowledge is beginning to develop that critical consciousness which enables one better to analyze the issues facing contemporary men and women and to evaluate the various points of view on these issues.
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