TWE+StOL




 * ** Student Ownership of 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 your campus goals?** || **Perhaps a local lack of devices might prompt us to tell the students that they can use their own personal devices. There might need to be support from the campus in order to allow that to happen. Of course, the district should actively seek the acquisition of more devices and not leave that all up to the teacher. After all, if it’s a district initiative, the district should take it upon their shoulders to seek that funding. **
 * What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 2** ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Round 3 ||  || **Describe it to them as learning a life skill; it’s not training on class procedures. ** || **As long as the students understand that they are learning a life skill and they feel free to explore the means of achieving their product, it becomes meaningful. They are learning along the way and perhaps not even realizing it. ** || **From the beginning, the end goal of the product needs to be open-ended. The teacher needs to have provided the tools the students may need to accomplish their goals and taught them how to use those tools. This puts the focus more on the acquisition of learning and less on spoon-feeding the content. ** || **It is imperative that the students have a trusting relationship with their teacher and then readily available vehicles of communication with their teacher even outside of classtime. Oftentimes, students need the opportunity to “dig” and explore on their own (ie at home) as they investigate all of the new mediums available to them in their. Tools of time and communication! ** || **The mindset squarely places the responsibility for learning on the student. ** || **This connects in a BIG way to T-2-4….the students will need these skills in higher learning (college),, they will feel more confident about going to higher learning, and will begin to consider higher learning as an extension of high school instead of some separate thing! **
 * Our campus is striving to encourage better communication from our students, broadening their vocabulary and listening skills. We believe handing the responsibility for the learning over to the students will naturally bring growth in those areas. ** || **Perhaps a local lack of devices might prompt us to tell the students that they can use their own personal devices. There might need to be support from the campus in order to allow that to happen. Of course, the district should actively seek the acquisition of more devices and not leave that all up to the teacher. After all, if it’s a district initiative, the district should take it upon their shoulders to seek that funding. ** ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


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

include component="comments" page="page:Student Owned Learning c2" limit="100" //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 Accountability for Learning 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 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 [])