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Worcester 6-11
 

Worcester 6-11

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  • In chat, tell where you’re from/role in edn
  • Do survey; explain roles; everyone can go farther/deeper
  • Record N2Ks
  • Brain break!
  • Doesn’t necessarily mean letting same friends work together. Help them develop real collaboration skills, figure out how to contribute to team, resolve their own conflicts. Help them develop voice to disagree w/classmates, to not like someone else’s idea (and say why), to disagree or build on. Takes courage. Shoe design examples: had to bond in short time, pitch in a way that brought out all their ideas, contributions. High pressure—but effective. “Courage” was main takeaway.
  • Start w/kernel of project ideas that come from students’ passions or questions. (Corner of whiteboard, suggestion box) Engage students as reviewers—would they want to do a project? How improve it? Involve students in planning assessment: write rubrics together; assess work samples; define excellence
  • Discussion
  • Facilitator; we’re in this together—it’s “our” project, not mine or yours
  • End in mind: Ideal graduate? What preparing students for?

Worcester 6-11 Worcester 6-11 Presentation Transcript

  • Making the ShiftWhere will you go next?Suzie BossWorcester Academy WorkshopJune 11, 2013
  • Setting the Stage
  • What “It” Looks LikeA shifted learning experience is the kind of thingthat happens naturally “when students expect tobe connected learners.”~Karl FischDirector of Tech, Arapahoe HSCo-creator of Did You Know?
  • Brookwood School Efficient Cook Stove Projectwww.edutopia.org/blog/stove-project-global-youth-action-suzie-boss
  • Today’s ChallengeHow might we shift our practice atWorcester Academy (and enjoythe journey)?
  • Goals for Today
  • Warm-Up: From Here to ThereTwo truths (about your currentteaching and learning environment)One wish (something specific you’dlike to see happen here in 2013-14)
  • Gather: Table TopicsGo to: tinyurl.com/wa6-11Each table explores 1 “big idea” about shiftingeducation. (Count off by table #)Talk at your tables: What catches your attention?Report-out protocol: What? So what? Now what?
  • Change gears!
  • Brainstorming Warm-Up
  • Team Challenge #1As a team of 4, brainstorm:List as many tools and strategies as you canthink of for formative assessment.
  • Team Challenge #21. As a team of 4, develop one do-able “shift” thatcould happen in your classroom or on yourcampus this fall. Draw on today’s research.2. Prepare to make your thinking visible with aposter, skit, storyboard, illustration, slogan,Tweet, or other artifact.Push each other to be creative, take arisk.(Presentation time: no more than 3 minutes)
  • How do we giveand receivefeedback?
  • Practice Ron Berger’s 3 Rules
  • Practice Being Critical Friends“I like …” (strengths of the project)“I wonder…” (potential weaknesses)“I have…” (ideas or resources to share)Remember Ron Berger’s rules:Be kind. Be specific. Be helpful.
  • Reflect: Where next?On your own, write down one action step for2013-14 that you want to think about over thesummer.
  • Keeping the End in Mind
  • How high can we aim?
  • Resources for Summer ExplorationBuck Institute for Education: www.bie.orgEdutopia: www.edutopia.orgWhat Kids Can Do: www.whatkidscando.org#PBLchat: Tuesdays, 8 p.m. Eastern
  • Closing ThoughtsI likes…?I wonders…?I haves…?
  • @suziebosssuzieboss@gmail.com