SBM+StOL



- Class curriculum meetings (B.2) - Student/Teacher generated Quad sheet (to choose activity) - Components of the lesson that have parts for all learning styles || -Technology: blogging, skype -Community Volunteers -Journals -Collaboration and research -Trial and error || It allows the students to drive their own learning by choosing ideas/projects that appeal to their own interests/ability. || It helps them build skills to contribute to their own life long learning goals. || Things to consider: logistics of setting up presenters, money, classroom time, research/integrate time into curriculum, open mindedness of 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 your campus goals?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 2** ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Round 3 || All || Each unit will have a variety of opportunities for students to discover how to adapt to different learning styles in addition to strengthening their individual learning styles. || If the student has ownership of the activity, they will have more input in the processes of the completed product. || - Have real world examples
 * **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 [])