Student-Owned+Learning,+Westwood



Student Teacher Administrator Parent || The administrators and teachers have to communicate the vision of the school to the parents and community stakeholders. Student needs to have a clear understanding of what "ownership of learning" means. The teachers should model what this looks like at home and in the classroom. It is also important that the parents understand the process, which can lead to increased parent engagement in their child's learning. || With a transformed learning process, students will take ownership in their learning when it is relevant. When isn't it relevant? || As teachers expand and take risks to design lessons around student ownership, they will see the benefit to the student. Teachers can || Teachers will need additional staff development on how to design lessons and classrooms. Administrators will need to be creative with schedules that allow teachers to collaborate with with other teachers and the time to plan and see model classrooms. || It is the students taking ownership of their learning and making it more meaningful. || Student ownership of learning will build on the strengths and gifts of each child and build student achievement. || That the change will take time. It will not happen overnight. And it will take buy in from more teachers. ||
 * 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 our campus goals?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 || What are the roles of the following:
 * **Round 2** || Identifying students' strengths, interests and talents. || The administrators and teachers need to communicate how the strengths, interests, and talents help students take ownership of their learning. ||  ||   ||   ||   ||   || Taking interests and 'passion-based" learning and making it fit into all these boxes. It is limiting. ||
 * Round 3 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||

//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 Student Ownership of 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 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)