The Role of the Student In a Proficiency-Based Learning Model January 22, 2016 LIS Regional Network Meeting
TODAY’S PRESENTERS From the Great Schools Partnership Courtney Jacobs, Senior Associate Jon Ingram, Senior Associate
Outcomes Describe classroom practices that support student-centered learning and leadership
Outcomes Describe school-wide practices that support student-centered learning and leadership
Outcomes Apply resources and processes to allow students to take a proactive role in designing their own education and planning for future learning (as referenced in Global Best Practices, Personalization 1.2)
Agenda What do we believe The student perspective Break What do colleagues say Questions?
Why this is important "Harvard professor Roland Barth has observed that in the 1950s when young people left high school they typically knew about 75% of what they would need to know to be successful in life. Today, he predicts that young people know about 2% of what they will need to know. (Barth, R.S. (1997, March 5). The leader as learner. Education Week, 16(23). 56.)"
What Do We Believe? • Read the quotes located on the walls around the room • Place a dot next to the quotes that align with your beliefs • Look at the results
Table Discussions • What do you notice about the data that we just collected? (wows and wonders) • What questions come up for you? • How do your stated beliefs compare to the current practices you see in your classroom and your school?
What Would Students Say How do you think the data would look different if students did the activity?
What DO Students Say
I feel accepted for who I am at school 90 Percentage of Students 79 80 73 73 70 68 69 70 69 60 50 40 Six Seven Eight Nine Ten Eleven Twelve Grade Level
I have a teacher who is a positive role model for me 90 82 Percentage of Students 80 75 75 80 73 72 70 70 60 50 40 Six Seven Eight Nine Ten Eleven Twelve Grade
Respect 100 Percentage of Students 78 80 69 63 60 57 56 55 60 44 35 35 33 32 31 31 40 20 0 Six Seven Eight Nine Ten Eleven Twelve Teachers respect students Students respect each other
Decision Making 100 Percentage of Students 80 60 40 20 0 Six Seven Eight Nine Ten Eleven Twelve Teachers encourage students to make decisions Students have a voice in decision making at school
Future Preparation 89 100 86 85 85 84 83 83 83 Percentage of Students 77 73 80 67 60 56 56 60 40 20 0 Six Seven Eight Nine Ten Eleven Twelve I think it important to set high goals School is preparing me well for my future
Video https://www.youtube.com/watch?v=SU72SpObYKY
Table Discussions • What do you notice about the student data that is similar to the data we observed earlier? • What do you notice that is different? • What trends did you notice? • How might what you have just seen and heard impact decisions in your classroom and in your school?
Break
Focus Groups Option 1: Classroom Level Option 2: School-Wide Level: Governance and Student Voice Option 3: Out of Classroom Opportunities (advisory, ELOs, student led conferences, etc.)
Four A’s (modified) • Groups of 4 • Read and populate graphic organizer (15 mins) • Share one classroom or school practice that is related to the text (4 rounds)(8 mins) • Share questions that arose for you from the text (4 rounds)(8 mins) • Share ideas, possibilities or plans that you could implement in your classroom or your school (4 rounds)(8 mins) • Share other thoughts related to the text (4 rounds)(8 mins) • Open discussion regarding what do the ideas in this text mean overall for our work with students? (10 mins) • Debrief the protocol (5 mins) What went well? How might you this text or process with colleagues? How might you use this text or process with students?
Closing • Review your notes and graphic organizer • Reflect on your table discussions • On an index card identify steps that you are committing to take in your classroom and your school • On Monday • This year
Questions?
482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org THANK YOU Courtney Jacobs Senior Associate cjacobs@greatschoolspartnership.org Jon Ingram Senior Associate jingram@greatschoolspartnership.org
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