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The War of Life Every day you go through a war It is like Going digging Until the bottom

The War of Life Every day you go through a war It is like Going digging Until the bottom Without a shovel And it doesn’t end each time Your almost there but More gravel comes when You wake up to just another Day of war Until one Saturday afternoon Someone dies Then

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The War of Life Every day you go through a war It is like Going digging Until the bottom

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  1. The War of Life Every day you go through a war It is like Going digging Until the bottom Without a shovel And it doesn’t end each time Your almost there but More gravel comes when You wake up to just another Day of war Until one Saturday afternoon Someone dies Then You see some flowers and A R.I.P from the War of life and the other person that got shot rushed to the hospital And there family members are either worried or crying It is sad going through this war then you have Everybody lying to you and you get to see the person finally back On his feet because he got shot in the kneecap and it took three Years to start walking again and that’s it you Died And another baby has been born the day you Died And ready to go through the same thing you went through Ready to go through the war of life.

  2. Lessons Learned from Assessments

  3. What we have in common!Mental Model

  4. What curriculum expectations are present in the question/prompt/instruction/Big Idea? Can you see these expectations in the student’s thinking/work? Is the thinking/response organized? (example - Answer, Prove, Extend) How effective is the response? …i.e. is this a “heart-felt response” …do you see the relationship between self and the Big Idea/Life Lesson

  5. Mental Model

  6. Teaching & Learning

  7. Mind Shift Questions Adaptive Solutions Improved Student Learning Inspiring Ideas

  8. Reflection • Don’t look for someone to make meaning for you. You have to make your own meaning. (coherence) • Learning leads Teaching. • Invest in activities that lead to student learning. Divest the activities that don’t. (noise)

  9. If I believe that I am a Learning Leader, then I attend to the learning agenda… the managerial/operational work will also be taken care of. If I believe that I will “get to” the learning agenda after I complete the managerial work, I will never get to the learning agenda. (disposition) • Embedded Professional Learning is very messy… however, all of the solutions are in the building.

  10. Less is More! When is good, good enough? • Wisdom trumps knowledge. Everyone needs to be released to thinking. • Don’t think that you are educating students for today’s world of work.

  11. Questions are the high octane fuel for thinking. • This is both a technical and a social change. • It is in the act of giving that receiving is possible.

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