From Laurie Kelly: branford-schools-caruso-ei-handout-final
Updated goals for Branford Public Schools for continued reflection:
- Effective communicators – use a medium/form/genre to communicate significant information (findings, ideas, feelings, issues, etc.) for a given purpose.
- Purposeful and engaged collaborators – Work respectfully and responsibly with others, exchanging and evaluating ideas to achieve a common objective.
- Adaptive, resilient problem solvers – define the problem, design a solution/approach (mindful of constraints), implement and evaluate outcome, and rework based on what was learned (iterative process).
Thoughtful/responsive critical thinkers – examine and critique text(s), perspectives, and/or experiences to seek out patterns, generalizations, conclusions.
- Mindful self-awareness – being aware of your thoughts, behaviors, and actions to make better decisions about how you work to improve performance and relationships.
- Inquisitive about the world – generate and pursue questions that promote investigation, action, and creation.
Click here to be linked to draft document of goals and actions
Updated slides: Revised Branford Retreat
Video: The Skills of a 21st Century Mind in Action
Video: Excerpt from Pay It Forward
Vision of a Graduate
From Hawaiian Department of Education:
- Realize their individual goals and aspirations
- Posses the attitudes, knowledge, and skills necessary to contribute positively and compete in a global society;
- Exercise the rights and responsibilities of citizenship; and
- Pursue post-secondary education and/or careers without need for remediation.
From Greenwich Public Schools, CT
The Greenwich Public Schools are committed to preparing students to function effectively in an interdependent global community. Therefore, in addition to acquiring a core body of knowledge*, all students will develop their individual capacities to:
- Pose and pursue substantive questions
- Critically interpret, evaluate and synthesize information
- Explore, define, and solve complex problems
- Communicate effectively for a given purpose
- Advocate for ideas, causes, and actions
- Generate innovative, creative ideas and products
- Collaborate with others to produce a unified work and/or a heightened understanding
- Contribute to community through dialogue, service and/or leadership
- Conduct themselves in an ethical and responsible manner
- Recognize and respect other cultural contexts and points of view
- Pursue their unique interests, passions and curiosities
- Respond to failures and successes with reflection and resilience
- Be responsible for their own mental and physical health.
*The core body of knowledge is established in local curricular documents which reflect national and state standards as well as workplace expectations.
From Farmington Public Schools, CT
Farmington Public Schools’ Graduates will acquire an understanding of the essential knowledge and skills in the core academic disciplines and develop the thinking and learning skills needed to meet the challenges of local, national and global citizenship in a rapidly changing world.
Critical Thinking and Reasoning: Students access, interpret, analyze, and evaluate ideas and information, draw evidence-based conclusions, synthesize new learning with prior knowledge, and reflect critically on learning.
Students who demonstrate critical thinking and reasoning skills…
- Ask questions to revise or adjust understanding
- Use critical reading strategies to develop meaning from text
- Support arguments with clear and compelling evidence
- Make connections between new information and prior knowledge
- Analyze and evaluate data to draw conclusions
- Recognize values, beliefs, bias and perspective
- Acknowledge different opinions to foster new insight
- Notice patterns and analyze cause and effect
Communication and Collaboration: Students participate effectively in a variety of teams, actively listen and respond to the ideas of others, share responsibility for outcomes, articulate ideas clearly in multiple formats and use technology tools to enhance communication.
Students who effectively communicate and collaborate…
- Write and speak clearly for a variety of purposes
- Demonstrate an awareness of audience and adjust style and tone accordingly
- Use language effectively to enhance meaning and impact
- Use a variety of technology tools to enhance communication
- Access diverse perspectives and expertise to accomplish a goal
- Establish and adhere to group norms that facilitate effective performance
- Listen to and value the contributions of others on the team
- Adapt to and perform a variety of roles and responsibilities within a group
Problem Solving and Innovation: Students identify problems, analyze data, ask questions, utilize a variety of resources, think flexibly, make connections and seek practical, innovative and entrepreneurial solutions to a variety of problems.
Students who are problem solvers and innovators…
- Notice, examine and reframe problems
- Ask questions and brainstorm ideas
- Detect patterns and anomalies in data
- Embrace contradictions and divergent ideas
- Relate the apparently unrelated
- Produce novel and creative solutions and products
- Take risks and go beyond conventional parameters
- Employ strategic processes to learn from success and failure
Self-direction and Resourcefulness: Students explore interests, take initiative, set goals, demonstrate persistent effort, adapt to change with resiliency, and exhibit ethical leadership and responsible citizenship.
Self-directed and resourceful students…
- Act on curiosity and pursue interests
- Manage time and organize tasks
- Work to overcome obstacles and learn from mistakes
- Seek feedback and new resources to accomplish a goal
- Reflect on learning experiences
- Transfer knowledge and skills from one context to another
- Find opportunities for civic engagement and leadership
- Make ethical, responsible decisions
Developing YOUR Vision of the Graduate
Click here for plan of action
Full 2 pager SSP: SSP BROCHURE
Click here to see Google Doc
Click here to see Starbucks classroom remodel
Entrance ticket: Go to www.menti.com and use the code 80 54 51
Backward Design Model
The development of Branford Public Schools curriculum using Understanding by Design: Making the case, taking action
Research supporting UbD: UbD White Paper
Personalizing Learning — Playlist on What It Looks Like, Feels Like, Sounds Like
Bena Kallick and Allison Zmuda’s Filters of Personalized Learning: Four filters of PL
Article from MindShift Feb 2015: What do we really mean when we say personalized learning?
Website: 7th Grade teacher Pernille Ripp posts her student blogs
Wesbsite: Click here for 1st-2nd Grade example of playlist from Granby Public Schools
Website: Reinventing 3rd Grade; Douglas County, Colorado
Report: Through the Student’s Eyes: A Perspective on Personalized Learning, pages 5-7 2013_09_through_the_eyes
Blog post: Katrina Schwartz, “Four Meaningful Ways Students Can Contribute”
Blog post: Rebecca Alber, “Five Ways to Give Your Students More Voice and Choice”
Blog Post: Content vs. Context — https://storify.com/CorbettGaco2580/connected-learning
Video: Real World Engagement: http://vimeo.com/47188676
Video: What does it take to get really good at something? Kathleen Cushman’s archive of student voices: https://www.youtube.com/user/FiresInTheMind
Guidelines from the State of Connecticut on Personalized Mastery Learning
Click here to see slide presentation from State of Connecticut
FAQs from State of Connecticut on Mastery-Based Learning: Q and A on MBL