Achieving Goals Through Curriculum and Community Links Forum for Success 2006

1. Achieving Goals Through Curriculum and Community Links Forum for Success 2006 Hilton Montreal Aéroport Hotel 06-04-06

2. Graffiti for GOAL: Resiliency Relationships Responsibility Achieving Goals Through Curriculum and Community Links Forum for Success 2006 Hilton Montreal Aéroport Hotel 06-04-06

3. Big Ideas, Critical Issues and Essential Questions • Consider the underlying themes of the QEP and implications for GOAL • Develop new thinking about learning and teaching with respect to: • People- who are they? • Process- how we do this? • Product- what should our results be?

21. History of Graffiti The term "graffiti" was first coined by the ancient Romans. In their society, prophetic words or statements of protest were often written on walls and in public places so all those in the community could see them. Some of this ancient graffiti can be seen in the catacombs of Rome. But even before the Romans, civilizations painted on walls. The Egyptians, Greeks, Macedonians and others communicated with their societies in the most effective means possible--through colorful and powerful images on the walls of their dwellings, tombs, and architecture.

22. History of Graffiti • Thousands of years later, in the 1960s and 70s, young people in theSouth Bronx re-established this art form in their own way, creating a dialogue with their fellow graffiti artists and society. The need for these young people to establish their names--to create "fame" for themselves--flourished in the boroughs of New York and soon spread to the entire world.

23. History of Graffiti • Graffiti artists call themselves "writers" and their art "writing." Writing began with just that--writing. Writers simply painted or marked their names (actually nicknames) everywhere they could. This activity is called "tagging." From these simple tags, writers took the shapes inherent in standard English characters, expanded them, decorated them, and made them much more than just simple letters. They used these stylized letters to spell their names and make statements.

24. History of Graffiti • Among graffiti crews and writers there is a great sense of honor and respect. When a writer and/or his/her crew finishes a piece, it is very rarely defaced by other writers until the paint starts to wear. If it is defaced, it is usually done by a toy, or other writers trying to establish themselves. The result, however, is often a scolding by their peers or flat-out rejection.

25. Our schools are still delivering to a system that was set up for a different type of societyLarry Lezotte, The Effective Schools Process;

26. Change Chart Age of educators in schools “Generation Gap” Age of students entering a cycle

27. Social Change: “Workers needed” Lezotte, Larry, The Effective Schools Process Knowledge Blue-collar Industrial Agriculture 1800 1900 21st century Units of Time

28. The Essential Question Is? Are we looking back at what students were expected to have learned? or Are we looking ahead to what they can do with what they have learned?

29. Actual responses on school exams • Three kinds of blood vessels are arteries, vanes and caterpillars • The process of turning steam back into water again is called conversation • A magnet is something you find crawling all over a dead cat • The earth makes one resolution every 24 hours

30. Actual responses on school exams • Geometry teaches us how to bisex angles • The pistol of a flower is its only protection against insects • A circle is a line which meets its other end without ending • When you smell odourless gas, it is probably carbon monoxide • Blood flows down one leg and up the other

31. Actual responses on school exams • Some people can tell the time by looking at the sun, but I have never been able to see the numbers • It is so hot in some places that people there have to live in other places • Water vapor gets together in a cloud. When it is big enough to be called a drop, it does.

32. Neil Postman “The Disappearance of Childhood”

33. Children living in at risk environments • Emotional abuse • Sexual abuse • Neglect • Drug and alcohol abuse • Witnessing Violence • Divorce • Single parent living on welfare in subsidized housing (1 in 5 in Canada)

34. Helplessness to Hopelessness Poverty Family Breakup Uncertain School Helpless Anxious Hopeless

35. Things we cannot control • Gender • Living in at risk environments • Multiple Intelligence • Learning Styles • Learning Challenges • Ethnicity/Cultural • Expectations

36. Happiness • To attain resiliency we need three things: • Feeling adequate • Knowing how life works • Feeling you have options - CHOICE

37. Student Motivation Level of Control Teacher Student Dependent Confident High Achievement Victim Hopeful Low

38. Complex Rudimentary Dependent Independent Johari window on Autonomy and Complexity

40. Charles Reade “ Sow a thought and you reap an act; sow an act and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny”

41. If students don’t WANT TO LEARN,THERE WILL BE NO LEARNING!

42. If students don’t FEEL ABLE TO LEARN,THERE WILL BE NO LEARNING!

43. Our role is not to prepare the path for the student rather prepare the student for the path

44. Resiliency • Social competence • Problem solving skills • Sense of Autonomy & independence • Sense of purpose

45. Cross –curricular Competencies Intellectual Empowerment Empowerment Identity World-View Student Personal & Social Methodological Empowerment Empowerment Communication Related

46. Cross-Curricular Competencies The Quebec Education Program Employability Skills 2000+ The Conference Board of Canada Intellectual: • to solve problems • to use information • to exercise critical judgement • to be creative Manage Information Think and Solve Problems Learn Continuously Methodological: • to use effective work methods • to use ICT for learning purposes Use Numbers Work Safely (Québec Schools on Course, Educational Policy Statement, MEQ, 1997) Personal and Social: • to develop his/her personal identity • to maintain harmonious inter-personal relations • to work with others • to demonstrate a sense of ethics Demonstrate Positive Attitudes and Behaviors Be Responsible Be Adaptable Work With Others Participate in Projects and Tasks Communication related: • to communicate appropriately Communicate

47. Broad Areas of Learning Empowerment Empowerment Health and Well-Being Citizenship and Community Life Personal and Career Planning Identity World-View Student Environmental Awareness and Consumer Rights and Responsibilities Media Literacy Empowerment Empowerment

48. Three broad categories of key competencies Using “tools” interactively to engage with the world To analyse, compare, contrast, and evaluate e.g.Using language, symbols and texts Interacting with information Capitalising on the potentialof technologies To think imaginatively Acting autonomously PISA concept of literacy Interacting in diverse groups Accessing, managing, integrating and evaluating written informationin order to develop ones knowledge and potential, and to participate in, and contribute to, society e.g.Relating well to others Co-operating, working in teams Managing and resolving conflicts e.g.Acting within the bigger picture Learning strategies Taking responsibility and understanding rights and limits To apply knowledge in real-life situations To communicate thoughts and ideas effectively

49. “We are moving into a ‘learning economy’ where the success of individuals, schools, regions and countries will reflect more than anything else their ability to learn” (OECD Knowledge Management in the Learning Society, 2001)

50. *Moral Intelligence:The Seven Essential Virtues of Moral Intelligence and Solid Character* Empathy Self-control Respect Fairness Tolerance Kindness • Conscience *Michel Borba, Building Moral Intelligence