Global+Communication+c2



Interdisciplinary opportunities || Understanding that collaboration is an understanding of shared ideas and adding on to each others ideas (threading). It is different than communicating, which can be just a list of ideas. || Students can "flip" their classroom to reteach or enrich the classroom. In elementary, flipped may look different because instead of seeing the lesson at home, they may be student created and viewed in the classroom. || Teachers need to be able to communicate and collaborate through risk-taking. Teachers should come not just with "hers's this great thing that I did," but also "I tired this and it isn't working. I need help." We could create a groups of teachers who are comfortable with each other and can show the process to others. We neeed a rouitne or set of expectations for this group to share after this group gets the process going. || The Tribes activity that partners listen for one minute and are not allowed to respond in any way (verbally or non-verbally) and then repeat the information || Once the teachers are empowered, they will transfer that to empowering student. Teachers will have the model of collaboration to pass to the students. Once students learn collaboration skills, their ideas have more weight and value because they can effectively communicate and express them. It is no longer a single mnded ownership of the idea, but the idea can grow through collective thought and communication. || These are the people that will be running the world in 20 years. We want them to be able to create and problem solve, not just have memorized facts. || Students need to be able to collaborate globally, but we want to be cognizant of the fact that our students are young and still need guidance and protection when they communicate on a larger scale. We may need to start with our classroom collaboration then move to the grade level or campus as our "global community." ||
 * ** Global **
 * Communication ** || ** 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** || Collaboration &
 * Round 3 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


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

include component="comments" page="page:Global Communication c2" limit="100" //Please be sure to type your notes in Word, Pages, Notes, etc and __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 Owned 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.


 * 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//:
 * // please 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 []) //