In the supplement model, seminar is used to add critical and creative thinking and reading skills to a curriculum, essentially helping students develop prerequisite abilities for other course work. As Strong writes: “The natural inclination of many teachers is to view seminars as a thinking-skills supplement to their teaching practice. Thus, they may hold a seminar occasionally, perhaps once a week or once a month, as a means of adding more critical thinking to their teaching repertoire.”
There are still benefits to this model. Because seminars are skills-based, texts are easy to select, since any text that can promote thinking could be used. Using this model, teachers and students will still be able to practice and develop their skills—if the seminars are frequent enough (at least once every two weeks and preferably once per week). This frequency could be easily accomplished in a coordinated way if, for example, the students had one seminar a month in each of their main subject area classes.
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