Transformative Curriculum

Part 1. The Message — clarifying the approach, dispositions for our time together

Inspiration:

Lower Merion Public Schools:

• increasing connectedness among disciplines,
• providing avenues for students to have voice and choice in their learning,
• engaging students as creative producers of knowledge, products, and services that resolve real-world problems, and
• developing students’ identities as global citizens.

Institute for Habits of Mind:

• Listening understanding and empathy
• Questioning and problem posing
• Thinking flexibly

To see the full set of 16 Habits of Mind, click here.

Supporting slides:

Outcomes for Session

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Part 2. The Mission — developing transformative curriculum mission for every child in Lower Merion Public Schools

Inspiration:

Lower Merion:

Committed to excellence and continuous improvement, the Lower Merion School District strives to ensure that all students achieve their highest level of critical thinking and creativity, that they value themselves and the diversity of others, and that they are knowledgeable, contributing citizens capable of excelling in a rapidly changing world. This is accomplished by individuals engaging in innovative, active experiences tailored to myriad ways of learning and in partnership with our community.

Avenues NYC: http://www.avenues.org/en/nyc/mission/

Supporting slide:

Part 3. The Target — developing long term transfer goals 

Inspiration (draft set of transfer goals by Lower Merion group):

Within and beyond the school walls, learners independently seek to:

• Investigate challenging contemporary global and local issues by pursuing questions or lines of thinking.

• Use processes (e.g., design thinking, creative problem solving, and systems thinking) to develop solutions, prototypes, performances, and media.

• Navigate through diverse sources and perspectives to make discerning and thoughtful judgments.

• Craft and enrich communication through the meaningful choice of form, the strategic use of evidence, and command of language.  

• Share stories, ideas, and points of view by engaging others to think interdependently and potentially act collectively.

• Advocate for self and others by drawing on compassion and courage to speak up for what’s right, important, fair.

• Make informed decisions that support social, emotional and personal health and well-being.

• Set learning goal(s) that are pursued and evaluated until the goal(s) are realized or new ideas emerge.

• Explore and develop personal interests and passions.

Supporting slides:

Transfer Goals

Part 4. The Roadmap — developing a transformative curriculum

Inspiration:

Supporting slides: Moderning_Unit_elements

Part 5. The Structures — examining potential impact on how we organize school

Inspiration:

Supporting slides:

Personalizing Learning

Part 6. The Sequel — identifying next steps

Continuum_Program

 

Communication