Preparing for 2019-2020 2 We know that you have the best interest - - PowerPoint PPT Presentation

Preparing for 2019-2020

We know that you have the best interest of your child in mind and so do we. We would never intentionally do something that we didn't think was good for them. We understand that change is hard and right now we know there are many questions and rumors. Hopefully, after the meeting, you will understand why we are doing this and have all of your questions answered.

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“No pupil in the history of education is like today’s modern learner. This is a complex, energetic, and tech-savvy individual. They want to be challenged and inspired in their learning. They want to collaborate and work with their peers. They want to incorporate the technology they love into their classroom experiences as much as they can. In short, they have just as high a set of expectations

• f their educators as their educators have of

them.”

• Lee Wantanabe Crockett-Global Digital Citizen Foundation

What you Know (from Welcome Letter)

• 2nd and 3rd grade classes will be working as a grade

band

• Some of the day students will work as a grade level

and some of the day they will work as a grade band

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Guiding Principles (created June 2016)

• The program will infuse technology to enhance 21st century learning.
• Our schools will be a connection point with the community and

connect curriculum to life outside of the school.

• Curriculum will be integrated and support project based learning,

encouraging creativity and critical thinking incorporating the arts.

• Encourage collaboration (student to student, student to faculty,

faculty to faculty) and promote cross curricular learning.

• Spaces and furnishings will be flexible and adaptable.

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Guiding Principles (created June 2016)

• The environment will be comfortable, safe, and secure.
• The school will meet the needs of the whole child, socially,

academically, emotionally, and physically.

• The school will support vertical (trans grade level) learning.
• The school will support academic risk and embrace learning through

building resiliency.

• Thoughtful selection of systems and materials to support activities.

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Bainbridge Mission Statement

Bainbridge Elementary School is a safe and nurturing learning community where we value and empower each other to be our best selves in an ever changing world.

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Examples of Customization Around Us

AT ITUNES . . . EVERYTHING IS BASED ON THE IDEAL LISTENING EXPERIENCE AT AMAZON . . . EVERYTHING IS BASED ON THE IDEAL READING EXPERIENCE AT STARBUCKS . . . EVERYTHING IS BASED ON THE IDEAL COFFEE EXPERIENCE AT GOOGLE . . . EVERYTHING IS BASED ON THE IDEAL SEARCH EXPERIENCE

http://mcl4yl.com/why/

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Moving from Industrial Age “factory model schools” to accommodate and reflect Information Age needs and realities.

Industrial Age

• United States, 1830 to 1960
• shaped by machinery and mass

production

• jobs focused on factories
• required workers—and therefore

students— to follow instructions and endure repetitive, tasks.

• schools sorted students,

promoting the few needed for managerial and professional work, and demoting the many needed for the assembly lines.

Information Age

• Today
• knowledge work is more

common than manual labor

• ur systems are far more

complex.

• adults need a higher degree of

knowledge just to function in society

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Why Our Industrial-Age Schools Are Failing Our Information-Age Kids by Charles Reigeluth, published July 2014 on Qualty Digest.com

Student Progress

Industrial Age

• Time-based student progress.
• Students in a class move on

together to the next topic according to the school calendar, regardless of whether they have learned the current material.

• Slower students accumulate

learning gaps

• Designed to leave many children

behind.

Information Age

• A paradigm truly designed to

leave no child behind

• Allows each student to move on

as soon as he or she has learned the current material

• “personalized learning’’ and

“learner-centered instruction” that is both high-tech and high-touch.

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Why Our Industrial-Age Schools Are Failing Our Information-Age Kids by Charles Reigeluth, published July 2014 on Qualty Digest.com

Grade Levels

Industrial Age

• Locking students into grades.

Grade levels are incompatible with the Information Age model because students learn at different rates and become ready to move on to different material at different times.

• Grade levels are a key feature of

the time-based, sorting-focused paradigm.

Information Age

• Grouping developmentally, rather

than based on age or rigid levels

• f content learning, accounts for

the different rates at which children develop socially and emotionally.

• group students into similar

developmental levels, which typically span three to four years.

• Children can remain in their

social-emotional peer group while working on projects

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Why Our Industrial-Age Schools Are Failing Our Information-Age Kids by Charles Reigeluth, published July 2014 on Qualty Digest.com

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Century Old Model A New Vision Industrial Centralized Data-driven Micromanaged Classrooms Standarized Classrooms Drill Content and Low Level Skills College Ready Innovative Decentralized Purpose-driven Trusted Classrooms Organic Learning Create Essential Skill Sets and Mind-sets Life Ready

U.S. Education: The Old and (Perhaps) the New

Taken from What School Could Be by Ted Dintersmith page 216

“Our best teachers are attempting to do this now in a structure that is not designed to encourage or support it”

• From Inevitable: Mass Customized Learning:

Learning in the Age of Empowerment

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What we already do

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• Group and regroup students
• Work in a variety of settings (whole group,

small group, independent)

• Utilize a variety of adult support (classroom

teacher, special area enrichment/remediation, paras, volunteers)

• Incorporate technology

How will we be doing this at Bainbridge?

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• Further embedding of The Leader in Me
• Creation of non-graded classes
• Supportive Schedule (academic, social emotional)
• Balancing consistency across the district with

individualization at Bainbridge

• Variety of instructional methods
• Mass Customized Learning
• Personalized Learning
• Blended Learning
• Station Rotation
• Non-traditional

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• Continued implementation of our Life Ready Learner model
• On-going monitoring and feedback (“trying and tweaking”)
• Professional Resources (books, websites, networks)
• School visits and networking
• Teacher collaboration days over the summer and during the

school year

• Working with IU Coach
• K-6 principals will be attending Personalized Learning Acadamy

(IU 13) .

How are we preparing for this:

Questions

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