SWH+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?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 ||  || Stakeholders: students, teachers, administration, and parents. The stakeholders may change based on campus needs. If parents are not there, than the role of stakeholder is placed even more on the teacher and student. The skills that students will “learn” in a student centered classroom translate to other areas of life, and students need to be able to translate how they learn to different environments. Will they be collaborating with others or working individually? || The skills that students will “learn” in a student centered classroom translate to other areas of life, and students need to be able to translate how they learn to different environments. Will they be collaborating with others or working individually? || It depends on the content, but across contents we must be coaches and cheerleaders to encourage students to see the relevancy of what they are learning as it translates to the “real world.” Building the relationship with students is an important part of this. Teachers are imparting more than just knowledge. They are also teaching an attitude. How do we “teach” our students to be self-motivated, self-driven, and reflective. || Tools—a variety of technology, including edmodo, blogs, wikis. A positive attitude or mindset to encourage students to take risks and value learning. || Being able to adapt the skills to other environments and across disciplines will motivate students to take ownership of their learning. ||   ||   ||
 * **Round 2** ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Round 3 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **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 [])