How can we get students involved in the learning process?
BUILD TRANSPARENCY AND ACCOUNTABILITY
Effective and well-planned Personalized Learning Units...
- Are organized to ensure that all student tasks are aligned with the goals of in-depth understanding and the standards being addressed.
- Provide choices and opportunities for students to develop in-depth understanding
- Involve students in setting goals for their learning and assessing their progress toward those goals
- Are real, purposeful, and useful to students
- Have a clear focus on the essential facts, understandings, and skills that professionals in that discipline value most
- Are coherent (organized, unified, sensible) to the learner and allow for meaningful collaboration
- Are theme and concept-based and deal with profound ideas
- Helps learners monitor and adjust their ways of approaching problem solving
Adapted from: Brandt, 1998; Costa & Kallick, 2000; National Research Council, 1999; Schlechty, 1997; Wiggins & McTighe, 1998).
Common Core State Standards Initiative: Preparing America's Students for College and Career
Visit the following link for The Common Core State Standards for English and Mathematics
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Daily Strategies for Creating a Transparent Classroom:
Morning Meeting
Morning Meet Protocol: At the beginning of the week or everyday, have students meet in a circle at the front of the class to review the Shared Vision, Classroom Social Contract, class announcements, standards addressed, and daily agenda. Elect two students to be in charge of "hosting" the morning meeting.
- Sharing Good Things (2 minutes)
- Review of Shared Vision (1 minute)
- Review of Social Contract (1 minute)
- Classroom Announcements: Field Trips, Grade Reports, Etc (1-2 minutes)
- Daily Standards Being Addressed (1 Minute)
- Review of Daily Agenda and Tasks of Students (3 minutes)
- Questions and Concerns
Asking the Right Questions to Guide Students in Finding Meaning with the Content Being Taught
Questions to Help Students Make Connections
Questions to Help Students Relate Personally
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Questions to Help Students Create Meaning
Questions to Help Connect Subjects to Professional Practice
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Adapted from: Burns, D., Kaplan, S., Leppien, J., Purcell, J., Renzulli, J., & Tomlinson, C. (2002). The parallel curriculum: A design to develop high potential and challenge high-ability learners. Thousand Oaks, CA: National Association for Gifted Children.