Student+Owned+Learning



Careful pairing of TEKS across content areas Clearly define “projects” Student choice – what does that look like? || Making connections to their learning through content Students having the opportunity to demonstrate their learning Students having the opportunity to demonstrate their strengths and gifts By… showcasing examples through parent nights, community, website; communicating with parents at 9 week conferences || Student determine best way to communicate their information/product Builds on strengths Resembles real life work expectations || Teacher and students create rubrics Menus Getting students involved in the planning of instruction, learning and assessment || TEKS Curriculum Rigor and Relevance Framework Technology resources Students || Empowering our learners Engaging learners through choice and gifts Involved in the process || Preparing them for T-2-4. Higher learning does not always define the product Preparing them for the workforce ||  ||
 * Student-Owned Learning || What sub-categories **should be identified?** || ** * How might these be described, or explained**
 * to our stakeholders?** || **How are the skills for each relevant, or meaningful to our students?** || **How might our teachers interpret these in practice?** || **What tools can be used to support student/teacher development of these skills?** || **How might this skill set fit with our priority of empowering student learning?** || **How does this sub-category connect to SBISD's 5 Year Plan?**
 * How does it connect to our campus goals?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 || # Teacher-training (staff development) paradigm shift for teachers/parents/all stakeholders ; emphasizing higher-level thinking skills; autonomy; choice; co-creators with others; 70-20-10 model (district model) || # Identify stakeholders (cross-functional teams); how do we communicate with our stakeholders?: (peer-group meeting; PTA meeting; Back-to-School Night; emails; website); student artifacts; choice of product; choice of resources; choice of mode to express their learning || # Skills needed: how to find accurate and reliable resources; knowledge of technological modes for expression of learning (wiki spaces, Edmodo, blogs; establish meaningful learning outcomes (co-create with teacher?) || # Teachers will begin with intentional planning- what types of thinking do we want our students to do? What learning outcomes are we planning for? What do teachers need to know about technology modes so that they can be used with the highest level of meaningful learning/thinking. || # We will continue to use our training and technology resources (Wendy Smith, Karen Rogers, Chris Waites, I-Coaches) to help teachers become good stewards of technology with an emphasis on how these tools can be optimized for rigorous and relevant thinking/learning of students. ||  ||   ||   ||
 * **Round 2** || Clear understanding of TEKS
 * Round 3 || Students taking inspiration from the world around them || Use student experiences to fuel inspiration. Build confidence from strengths and interests. || Student ownership fosters enhanced creativity because students draw upon their own experiences and strengths || Teachers can utilize TEKS in creative ways to meet student needs, but also expand learning in ways that compliment individual student learning styles and preferences. ||  ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * **Draft Goal:** ||
 * **Draft** **Plan:** ||

//Please be sure to type your notes in Word, then copy & paste into the table above//


 * Activity**:

First...
 * 1) As a whole group, work through question in first column: //What sub-categories of Driving Innovation need to be identified?//
 * 2) Are there questions our group needs to consider in addition to those listed in the remaining columns above? If so, please add them.
 * 3) For each sub-category, complete the process of Rounds (see below) //*Rounds can be done individually, in pairs or in small groups//

Round 1:
 * 1) Select one sub-category from above to address
 * 2) Divide the remaining columns among the individuals, pairs or small groups, each taking a question(s) to address as it relates to the sub-category selected.
 * 3) Individually, in pairs or in small groups, post a response to the question under your column in "Round 1".

Rounds 2, 3 & 4:
 * 1) Each individual, pair or small group moves to the next column and considers what was posted in the previous round
 * 2) Add responses in box for appropriate column & round
 * 3) "rinse & repeat" until all questions have been addressed for each sub-category.

Finally...
 * 1) Consider the most critical elements of each response to your rounds.
 * 2) How can they be combined to draft a Media & Information Literacy goal(s) for your group?
 * 3) Given the details in the responses to each question, what specific steps need to be taken to move your group toward your goal(s)?


 * Note:**
 * * **//proceed slowly to avoid check list approach --// ticking boxes v. truly unwrapping, experimenting, grappling, discovering, realizing & embedding possibilities & potential of tools, skills and applications (see http://www.dangerouslyirrelevant.org/2010/02/just-tell-me-what-to-do.html)