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Relinquishing Control

Relinquishing Control. Using Learning Contracts in the AIG Classroom. Presented by: Dr. Tisha Duncan, Meredith College & Lauren Boucher, Beth Broadhurst-Webb, and Heather Kulickowski, Pitt County Schools. Relinquishing Control: Allowing Students to Design their Learning.

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Relinquishing Control

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  1. Relinquishing Control Using Learning Contracts in the AIG Classroom Presented by: Dr. Tisha Duncan, Meredith College & Lauren Boucher, Beth Broadhurst-Webb, and Heather Kulickowski, Pitt County Schools

  2. Relinquishing Control: Allowing Students to Design their Learning

  3. Relinquishing Control at the Elementary Level Beth Webb

  4. "Project-Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a time line and milestones, and other aspects of formative evaluation as the project proceeds." Dr. Dave Moursund Teacher Education, COE University of Oregon What does that look like at the Elementary Level?

  5. General ideas about Project-Based Learning: What does that mean? It is an opportunity for the student to show what they have learned, not give the teacher what they want as a final product. ·Project-based learning is learner centered. ·Students have a significant voice in selecting the content areas and nature of the projects that they do. ·There is considerable focus on students understanding what it is they are doing, why it is important, and how they will be assessed. ·Students may help to set some of the goals over which they will be assessed and how they will be assessed over these goals. Student is given a menu of choices they may choose from to establish ownership AND responsibility. The CONTENT of the assessment should be the focus, not the presentation of what it looks like. Students work with the teacher to create a RUBRIC for assessment.

  6. Has authenticcontentandpurpose. ·Uses authentic assessment with measurable goals. ·Is teacher facilitated (for classroom management)--but the teacher is much more a "guide on the side" rather than a "sage on the stage." ·Has explicit educational goals (We are required to follow Common Core/NCSCS). ·Is designed so that the teacher will be a learner - provide student an opportunity to share knowledge. ·Teacher plays a major role in setting the learning goals of the project - the WHAT. The HOW role can be relinquished . ·Teacher and students provide formative evaluation. ·Teacher, students, and others may help in the summative (final) evaluation. ·Rubrics

  7. "Your report is totally without merit. Add a color cover and some clip art then resubmit it."

  8. Project or Content Assessments? Beth's Class Weebly

  9. QUESTIONS QUESTIONS There are objectives I am responsible for teaching. How do I know my students have learned what they need to if I relinquish control? I have to set guidelines so my students will know what to do for their grade. How do I do this and still make sure I am assessing content, not just product? What about the parents? They want to know WHAT has to be in the project for a good grade.

  10. Rubrics Lauren Boucher

  11. A student said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were supposed to do."

  12. Why Use Them? · They help students and teachers define "quality." · When students use rubrics regularly to judge their own work, they begin to accept more responsibility for the end product. It cuts down on the "am I done yet?" questions. · Rubrics reduce the time teachers spend grading student work and makes it easier for teachers to explain to students why they got the grade they did and what they can do to improve. · Parents usually like the rubrics concept once they understand it, and they find rubrics useful when helping with homework. As one teacher says: "They know exactly what their child needs to do to be successful."

  13. Types of Rubrics Holistic Rubrics Analytic Rubrics

  14. Holistic Rubric

  15. Analytic Rubrics (partial rubric)

  16. What Will You Use?

  17. Make the Kids Do the Work!!! But...

  18. Scaffold!!

  19. Using Menus to Increase Student Motivation Heather Kulickowski

  20. I have worked with young people for more than thirty years now—as an educator, a parent, a mentor, and an employer. Until fairly recently, I have remained quite optimistic about their future. But these days I’m feeling something different. I am frightened about what the world may look like in years to come and angry at how we have failed the generation who will be running that world. They are your kids. They are your neighbor’s kids. They are your students. They are your athletes. They are your young employees. They are your future. Our future. They are Generation iY. And I believe they’re in trouble. Tim Elmore, Generation iY

  21. Dr.Tim Elmore: CEO of Chick-fil-A “iY”er’s: The newest Generation Y with the tangible impact of “I” on their lives – the Internet. They have grown up in the world of online technology and connections.

  22. birthday party 2-6, Joey Game 3:30 home-make up church 9:30 practice 4 practice 4 practice 4 Game 3:30 away youth 6:30 church 7 club 3:30 church 9:30 Game 3:30 away club competition 10-4 Dinner at Uncle Jimmy's practice 4 practice 4 practice 4 club 3:30 church 7 Grandma and Grandpa's in Raleigh church 9:30 Game 3:30 home practice 4 practice 4 practice 4 club 3:30 youth 6:30 church 7 Game 3:30 home chorus trip friday - sat pick up at 4:30 church 9:30 practice 4 practice 4 club 3:30 practice 4 youth 6:30 church 7 practice 4 church 9:30 youth 6:30

  23. As a Guide on the Side... http://blogs-images.forbes.com/stevedenning/files/2011/08/principles-reinvented-education.jpg

  24. Guide on the Side We'll TEACH the children to... set their own goals research independently self monitor not regurgitate or memorize for just a short time HOW to become a lifelong learner WE USE many different methods: Exploratory activities Fields trips Guest Speakers Short Videos Mini Lessons

  25. Marie Curie

  26. Marie Curie

  27. Tecumseh

  28. I see a lot of value in this. In our industry ( Geotechnical, Environmental Engineering and Construction Materials Testing & Inspections) we are looking for self motivated individuals that can also think beyond the task at hand. Don’t get me wrong every business needs task oriented individuals. What I mean by this is: Individuals that you give them a list of action items for the day and they complete them (usually in order) and they come back for more. The individual that we seek for long term employment/careers are the type that can see the big picture and we can give them the larger task of completing a project and with little or no direction they figure out the smaller tasks on their own and complete the project. Most all of our field assignments are completed by one individual interacting with many other individuals from other companies. Our staff has to be able t think on their feet. These individuals are harder and harder to find at a younger age (post high school/college). As a senior manager I find it rewarding and I also learn from these types of individuals they bring a fresh look at situations and I’m more likely to accept maybe more mistakes along the way if they take ownership of their work/ideas. I’ve told my children, Zach & Abby, from the day they walked into High School to be leaders, I tell them the world is full of followers and most people want to be led. I tell them its okay to put themselves and their ideas out there, make some mistakes along the way, learn from them, learn from others and never sit back and wait for someone to give you the answer. Michael Heller, Principal National Energy Sector Leader Terracon Consultants, Inc.

  29. www.relinquishingcontrol.wikispaces.com

  30. Attachments final project.doc Rubric Character Glog.docx Animal Rubric.docx

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