The Role of the Student In a Proficiency-Based Learning Model - - PowerPoint PPT Presentation

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The Role of the Student In a Proficiency-Based Learning Model - - PowerPoint PPT Presentation

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The Role of the Student In a Proficiency-Based Learning Model January 22, 2016 LIS Regional Network Meeting TODAYS PRESENTERS From the Great Schools Partnership Courtney Jacobs, Senior Associate Jon Ingram, Senior Associate Outcomes

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In a Proficiency-Based Learning Model

January 22, 2016
 LIS Regional Network Meeting

The Role of the Student

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PRESENTERS

Courtney Jacobs, Senior Associate Jon Ingram, Senior Associate

TODAY’S

From the Great Schools Partnership

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Describe classroom practices that support student-centered learning and leadership

Outcomes

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Describe school-wide practices that support student-centered learning and leadership

Outcomes

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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)

Outcomes

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Agenda

What do we believe The student perspective Break What do colleagues say Questions?

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"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.)"

Why this is important

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  • 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

What Do We Believe?

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  • 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?

Table Discussions

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How do you think the data would look different if students did the activity?

What Would 
 Students Say

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What DO 
 Students Say

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79 73 69 69 68 70 73 40 50 60 70 80 90 Six Seven Eight Nine Ten Eleven Twelve Percentage of Students Grade Level

I feel accepted for who I am at school

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82 75 72 70 73 75 80 40 50 60 70 80 90 Six Seven Eight Nine Ten Eleven Twelve Percentage of Students Grade

I have a teacher who is a positive role model for me

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78 69 63 60 55 56 57 44 35 31 33 31 32 35 20 40 60 80 100 Six Seven Eight Nine Ten Eleven Twelve Percentage of Students

Respect

Teachers respect students Students respect each other

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20 40 60 80 100 Six Seven Eight Nine Ten Eleven Twelve Percentage of Students

Decision Making

Teachers encourage students to make decisions Students have a voice in decision making at school

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89 86 85 83 83 83 85 84 77 73 67 60 56 56 20 40 60 80 100 Six Seven Eight Nine Ten Eleven Twelve Percentage of Students

Future Preparation

I think it important to set high goals School is preparing me well for my future

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https://www.youtube.com/watch?v=SU72SpObYKY

Video

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  • 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?

Table Discussions

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Break

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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.)

Focus Groups

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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?

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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
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Questions?

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THANK YOU

482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org

Courtney Jacobs Senior Associate cjacobs@greatschoolspartnership.org Jon Ingram Senior Associate jingram@greatschoolspartnership.org