Driving+Innovation




 * Driving Innovation || ** 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 || * **Students are the drivers, teachers are facilitators ** || * **Student driven by student choice and interest **
 * **Framework/rubric to define parameters **
 * **Help parents with resources and how to ask questions to help their child **
 * **Open House/Curriculum Nights- Web resources and how to help at home ** || * **Fosters creativity, informational literacy, collaboration, communication **
 * **Provides ownership and engagement in learning **
 * **All content areas are involved ** || * Project based learning
 * Learning to ask questions in different ways
 * Not always having the answers and letting kids find the answers or knowing that there is not an answer
 * Risk taking environment
 * Allowing Failure
 * “I’m scared” Chaos! || * Framework/question stems/blooms taxonomy
 * Developing relationships/environment
 * Teaching students how to use databases/ how to research
 * Modeling
 * Short focus pieces (start small)
 * Technology-don’t be afraid to use it
 * Grouping students
 * Differentiating strategies ||  ||   ||   ||
 * **Round 2** || We are preparing students for many jobs, skills, and markets that have not been conceived of yet, so we cannot focus too much on specific programs or technologies, but critical thinking and problem solving skills that will apply in any situation. Addtional subskills include creativty and student choice. || We can use examples from the past to illustrate how our current innovators (scientists, political leaders, etc.) were educated and how little the specific tools they learned apply to their current work life. Ask students to share what they are doing in class with parents and community members.We can also ask students to design solutions to real-life problems. || Students enjoy being creative when they are given the opportunity to explore and are more engaged when they are allowed to solve their own problems. || Teachers may develop guiding questions at the beginning of a unit of study to guide creativity and innovation. || Students need to know that there is more than one correct answer or path to knowledge and be given permissiont to explore their own solutions. Often, especially with GT students, the quest for the right answere squashes creativity. All of us need to be more mindful of praising creative solutions and differenct perspectives as much as we praise those students who give us the answer we ourselves thought of. ||  ||   ||   ||
 * Round 3 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * How might this skill set fit with our priority of empowering student learning?**
 * It defines student learning
 * Foundational skills needed
 * Life lessons
 * “It’s the plate”


 * How does this sub-category connect to SBISD's 5 Year Plan?**
 * Must be innovative and be able to demonstrate it for T-2-4
 * Directly aligned to 5 year plan
 * Going beyond state exams


 * How does it connect to our campus goals?**
 * Literacy focus-the more you read, the more innovative you are
 * Learning about new experiences
 * Providing world experiences to compete globally
 * Pushing technology piece, making connections to others
 * Helping kids become better researchers and learners
 * What other considerations ** **need to be made specific to this strand or to one of the sub-categories? **
 * A lot of professional development and modeling with kids
 * Teachers and students learning together


 * **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)