K.U.D .: Leading to Student Ownership in Learning and Creating Change

1. K.U.D.: Leading to Student Ownership in Learning and Creating Change Josh Ogilvie

2. “I’m a student and doing my Masters right now and I’m going to do some things this year that are new and I don’t know how they are going to go. We’ll learn together.” The Beginning

3. What are the K.U.D.s?

4. Based on concepts/units students are learning and is a chart that identifies what we want students to: • Know about… (facts, recall info, dates, etc.) • So they Understand that… (the “why” they are learning the info from the “K” section-put it into context) • In order to be able to (Do)… (these are the learning goals/objectives we want our students to reach) KUD Chart- Carol Ann Tomlinson & Tonya Moon

5. Class Sample

6. KUDs Leading to Students Tracking Their Learning

7. The goals from the “D” section in the KUD chart were listed on a sheet and given to each student They would record their assessment results on the chart to monitor their learning journey Initial assessments would be recorded in blue (to indicate where they are) and re-assessments would be shaded in yellow Could be re-assessed at anytime in the year and they choose how they want to be assessed Learning Goal Tracking Forms

8. Samples from my students

10. Students Tracking Learning Leading to Student Learning Teams

11. Small groups of students who help each other in their learning journey Beginning of every class for the first 10-15 minutes Groups would merge with others if they chose to Student Learning Teams

12. Student re-assessment forms Student reflection binders (daily) Increase use of social media in and out of class Other Additions

13. Twitter

14. KUD charts helped students know what they were learning and where they were in their journey (and where they were going to go) Students experienced formative assessment and this promoted a growth mindset Students began to own their learning progress and relied on each other more than me Students could accurately describe where they were in their learning, why they were there, and what they could do about it Observations

15. Student integrity increased: “Why would you cheat on an assessment? It’s useless cause you won’t know what you know and don’t know.” Nicolas, Grade 12 student Students excelled in learning First time ever we had a 100% certification rate (need an 80%+for national certification) I could work with students in ways that were meaningful for them and their learning

16. Professional Change & Progressions

17. Took the KUD concept to the Phys Ed dept and we created a new program based on high level concepts and formative assessment practices for September 2014 A Physical Education report card (perhaps Growth card????) based on program concept KUDs No %s for PE 8 & 9 courses and use only descriptive criteria based on learning goals

18. Program Concepts include: • Personal & Social Management • Healthy Living • Movement Skills & Concepts(not to be confused with traditional focus on athletic skills) • Leadership Pro d workshops in school & district

19. WHAT STUDENTS AND WHAT STUDENTS CAN DO • KNOW KUDs: MAKING THE CONNECTION BETWEEN… Is UNDERSTANDING WHY They are learning what they are learning