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Share GSL Reflective Questions p. 1. Personalizing Rigorous and Relevant Learning For Each Learner. Student Aspirations. Franklin Local School District. Helen M. Branigan, Senior Consultant, ICLE. Each Learner Is Unique. Everyone needs support when they take new risks. Activity.
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Personalizing Rigorous and Relevant Learning For Each Learner
Student Aspirations Franklin Local School District Helen M. Branigan, Senior Consultant, ICLE
Everyone needs support when they take new risks
Activity Reflection on High School
Rigor • Relevance • Relationships
Relevance • Relationships • Rigor
Relationships • Relevance • Rigor
R X R X R = LCWRS Relationships X Relevance X Rigor = Life, College, Work Ready Students
“It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know.” Carol Ann Tomlinson
Remember this….. Using only achievement data as the total focus of your plan to improve learning is a mistake. The inclusion of culture/climate data, sometimes referred to as “soft data,” helps build sustainable long term results.
Increasing Rigor/Relevance D C High RIGOR B A Low Low High RELEVANCE
Relationships of Little Importance Relationships Essential Relationships Important Relationships Important Rigor/Relevance Framework Relationships D C RIGOR High B A Low Low High RELEVANCE
SurveyMy VoiceQuaglia Institute for Student Aspirationswww.qisa.org
Participation Gap • Self-Worth: Self-Worth occurs when students know they are valued members of the community; have a person they can trust; believe they can achieve. • Active Engagement: Active Engagement happens when students are deeply involved in the learning process. • Purpose: Purpose exits when students take responsibility for who and what they want to become.
8 Conditions thatMake a Difference • Belonging • Heroes • Sense of Accomplishment • Fun and Excitement • Curiosity and Creativity • Spirit of Adventure • Leadership and Responsibility • Confidence to take Action
STUDENT ASPIRATIONS / PARTICIPATION GAP Belonging SELF WORTH Heroes Relationships Sense of Accomplishment ACTIVE ENGAGEMENT Fun & Excitement Curiosity & Creativity Relevance Spirit of Adventure PURPOSE Leadership & Responsibility Confidence to Take Action Rigor
8 Conditions That Make A Difference CURIOSITY & CREATIVITY: The condition of Curiosity & Creativity is characterized by inquisitiveness, eagerness, and a strong desire to learn new or interesting things. LEADERSHIP & RESPONSIBILITY: The condition of Leadership & Responsibility means students are able to express their ideas and are willing to accept consequences for their actions. HEROES: Heroes are the everyday people—teachers, friends, family—in a student’s life who inspire them to excel and to make positive changes in attitudes and lifestyles. BELONGING: Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness. SENSE OF ACCOMPLISHEMENT: The condition of Sense of Accomplishment recognizes effort, perseverance, and citizenship as signs of a student’s success. FUN & EXCITEMENT: The condition of Fun & Excitement is characterized by students being actively engaged and emotionally involved in their school work. SPIRIT OF ADVENTURE: The Spirit of Adventure is characterized by a student’s ability to take on positive, healthy challenges at school and home, with family and friends. CONFIDENCE TO TAKE ACTION: Confidence to Take Action is the extent to which students believe in themselves.
Nurturing the Conditions that enable students to dream about their future and to be motivated to set goals in the present to achieve those goals, results in: • Higher Academic Achievement • Less Discipline Problems • Fewer Absences and Tardies • Lower Drop-out Rates • Improved School Climate • More Parental Involvement • Increased Rates of Students Attending Postsecondary Institutions
NATIONAL DATA Belonging SELF-WORTH Heroes Sense of Accomplishment 51% I am proud of my school. 49% I enjoy being at school. 46% Teachers care about my problems and feelings. 50% Teachers care about me as an individual. 49% Teachers care if I am absent from school. 21% I have never been recognized for something positive at school. 50% If I have a problem, I have a teacher with whom I can talk. 55% Teachers respect students. 41% Students respect teachers. 31% Students respect each other
ACTIVE ENGAGEMENT Fun & Excitement Curiosity & Creativity Spirit of Adventure NATIONAL DATA 46% School is boring. 58% At school I am encouraged to be creative. 40% My classes help me understand what is happening in my everyday life. 58% Teachers enjoy working with students 39% Teachers have fun at school. 32% Teachers make school an exciting place to learn. 73% My teachers present lessons in different ways
PURPOSE Leadership & Responsibility Confidence to Take Action NATIONAL DATA 63% I am a good decision maker. 59% I see myself as a leader. 35% Other students see me as a leader. 91% I believe I can be successful. 77% Teachers expect me to be successful. 63% I believe I can make a difference in this world. 67% I put forth my best effort at school. 37% I know the goals my school is working on. 34% Students council represents all students at school.
NATIONAL DATA Delusional Discrepancies I am proud of my school. T = 81 S = 51 I am excited to be working with students. T = 94 Teachers enjoy working with students. S = 58 Students have fun at school. T = 78 School is boring. S = 46 Students make school an exciting place to work. T = 88 Teachers make school an exciting place to learn. S = 32 I have fun at school. T = 83 Teachers have fun at school. S = 39 Learning can be fun. T = 99 S = 65
NATIONAL DATA Sad Similarities I am excited to tell my colleagues when I dosomething well. T = 56 I am excited to tell my friends when I get good grades. S = 54 I see myself as a leader. T = 67 S = 58 My colleagues see me as a leader. T = 48 Other students see me as a leader. S = 34 I know the goals my school T = 64 is working on this year. S = 35
The Aspirations Profile: Understanding our students better
Imagination Determination high DREAMERS ASPIRATIONS Hibernation Perspiration DOERS high low
high • MOST IN NEED OF… • Being accepted for who they are • Role models; individual support • Being recognized for what they are already good at DREAMERS • CHARACTERISTICS • Do not think about the future • Have no clear goals • Put forth little effort in daily life • REPORT • Feeling isolated from others • Having little self-esteem • Lack a positive role model • Feeling stuck Hibernation • LABELS • Lazy • Trouble Makers • Drifters • Loners low high DOERS
MOST IN NEED OF… • Someone to look up to • Help with goal setting • Seeing the connection between current hard work and future success high DREAMERS • CHARACTERISTICS • Show up on time • Always at school • Put forth the effort to get ahead • Lack dreams for the future • LABELS • Hard-working • Diligent • Directionless Perspiration • REPORT • Working exceptionally hard • Always putting forth best effort • Lacking direction or purpose low DOERS high
CHARACTERISTICS • Have clear goals for future • Show little effort to reach goals • Tend towards “magical” thinking…”it will just happen” high Imagination DREAMERS • REPORT • Knowing their future plans • Having positive ideas and attitudes about the future • Unclear about steps needed to reach future • LABELS • Dreamers • Unrealistic • Impractical • Idle and Privileged • MOST IN NEED OF… • Finding fun in every day school life • Challenges to their curiosity and creativity • Encouragement to take healthy risks low DOERS high
LABELS • Go-getters • Confident • On Track • High Flyers • CHARACTERISTICS • Have a vision for the future • Inspired in the present to reach goals • Accept responsibility for choices and actions high Determination DREAMERS • REPORT • Clear understanding of who they want to be • Feeling a sense of purpose in life • Knowing what resources they have and lack • MOST IN NEED OF… • Ongoing validation • Maintaining balance • Opportunities to be of service to others low high DOERS
high Imagination Determination DREAMERS The Aspirations Profile ASPIRATIONS Hibernation Perspiration low high DOERS
Relationships Building Supportive
Relationships Clearly Important ? How to Quantify? How to Develop?
Essential RelationshipsIn Schools • Learning • Staff • Professional • Community
Relationship Frameworkpp. 1-4 International Center for Leadership in Education
Relationship Model 1. Known 2. Receptive 3. Reactive 4. Proactive 5. Sustained 6. Mutually Beneficial
1. Known Teachers get to know students and their families 2. Receptive Have frequent contact with students and show interest 3. Reactive Some positive support when requested, but sporadic 4. Proactive Support from individuals that take the initiative 5. Sustained Fully supported from all individuals over time 6. Mutually Beneficial Mutually supportive learning community Relationship Model Student Support
Classroom Mgt. Relationship Building Rules Power Effectiveness Risk Taking Control Teacher Role Voice In The Classroom Mandated Without Question Passive and Quiet Discouraged Negative Punishment Absolute Attention Public Pronouncements Negotiated With Respect Engaged Encouraged Positive Reinforcement Source of Encouragement Private Conversations
Supportive RelationshipsSuccessful Practices • Behaviors • Initiatives • Structures
Supportive Behaviors • Showing Respect • Taking Interest • Active Listening • Frequent Contact • Encouragement • Avoiding “Put Downs” • Displaying Student Work • Writing Encouraging Notes • Identifying Unique Talents
Supportive Behaviors cont’d. • Celebrating Accomplishments • Serving As Role Model • Using One-to-One Communication • Encouraging Students to Express Opinions/Ideas • Creating Inviting Classroom Climate • Exhibiting Enthusiasm • Using Positive Humor • Students Praising Peers
Supportive Initiatives • Character Education • Beginning of the Year Student Social Activities • Team Building • Mentoring • Rewards, Recognition, Incentives • Student Advocacy • Advisement Program
Supportive Initiatives, cont’d. • Peer Mediation • Students as Teachers • Family, Community, Business Partnerships • Service Learning • Extra and Co-curricular Activities • Sports Programs
Supportive Structures • Small Learning Community • Alternative Scheduling • Team Teaching • Teacher Continuity • School-based Enterprise • Professional Learning Community