The Moodle Question

After talking to Kevin Crouch and Ryan Sager, it appears we are just scratching the surface of what Moodle has to offer.  The platform has the ability to be as "virtual school" as we want it to be.  Questions that have come out of these conversations include the role/ relevance of Atlas Rubicon and also the use of Skyward's grade book when in fact Moodle has the capacity to be not just a grade book but also a grading tool in a way that is just not possible in Skywards.

Service Learning

In my research about service-learning, I have come across several good resources and used these to create a PowerPoint for the middle school staff.

Here are some key ideas that we need to keep in mind as we build our program:

• Service and service-learning can co-exist 
• AISC must have a common definition of what service-learning is so that action is focused and purposeful. 
• Community wide training should help people understand the process which needs to be followed for participants to gain the maximum benefit. 
• Students must be involved in the planning- relevance is key
• It needs to be developmentally responsive. AES has created a continuum that allows for students from all three sections to participate, with greater choice beginning in grade 8.
• AISC must create a structure to support teachers and students, that structure includes: 
• A Service-Learning Coordinator to make connections with local groups joined with a committee of teachers, students, parents and others to guide the work.
•  Access to PD surrounding the process of service-learning, pre-service, service, and post-service are all crucial parts of the work. 
• Here is the link to the National Youth Leadership Council website, which provides a host of information on the topic.
• The middle school and high school will probably be having an assembly on January 22 hosted by the Rotary Club as they have approached us about starting an Interact Club. This will probably start off as a service initiative but could certainly grow into a service-learning opportunity.

•  List possible actions
• Begin having conversations with the staff to plant the seed about what service-learning is and is not.
• Begin having conversations about how service might fit into the existing curriculum
• Find allies within the staff who might be willing to facilitate the thinking that is occurring at each grade level and would be part of the committee
• Assess the experience/ expertise within the staff
• Plan PD opportunities and make sure everyone understands the vision and process
• Look for any and all possible connections.  Ideally we want to forge partnerships with quality organizations that will stand the test of time

Ultimately, I would like to see us "go slow to go fast." I think building a solid foundation by creating structures that will support teachers and students will go a long way towards embedding service-learning into our culture so that we fulfill the school vision.

Sense of Wonder and The Brain

How can we instill the "State of Wonder?"

http://www.naturalcuriosity.ca/pdf/BranchISection.pdf

Inquiry places students’ questions and ideas, rather than solely those of the teacher, at the centre of the learning experience. Students’ questions drive the learning process forward. Teachers using an inquiry-based approach encourage students to ask and genuinely investigate their own questions about the world. 

The inquiry-based approach is not a rigid methodology or set of procedures. Rather, it entails an overall mindset, one that pervades school and classroom life to foster a culture of collaborative learning and idea improvement. Teachers continually encourage students to contribute their ideas and engage in critical problem-solving processes in a variety of contexts, whether curricular or social.

The process of student learning, more so than the teacher’s focus on ‘covering the curriculum’ is paramount.

http://www.guardian.co.uk/education/2011/may/31/wonder-room-nottingham-university-academy

The Nottingham University Samworth academy has a room packed with curiosities and puzzles that stimulate pupils' imaginations, and generate a sense of wonder

He firmly believes the idea should catch on. "I think every school should have a place where wonder can be celebrated. Being interested in seeds, literally and metaphorically, I'm keen to see this idea germinate and spread."

The school's principal, Dave Harris, rarely misses an opportunity to talk about the Wonder Room. He first met his "agent" at the nearby campus where McFall is doing his second doctorate in "wonder and learning", based at Nottingham's Learning Sciences Research Institute. "I bumped into Matthew in a corridor there and we started talking about ways of engaging children and changing attitudes," Harris says. "We hit it off and the kids loved him. He's been coming into school since September – once a week because that's all I can afford to pay for. But the room is open at other times and children wander in during breaks between lessons."

The Sainsbury Centre at the University of East Anglia, meanwhile, has been taking its handling collection to schools across the region for the last three years. "They're mainly objects from Papua New Guinea," says marketing assistant Sam Morton. "They're used as ways to get children to think about their own culture and heritage."

What does brain research say?

http://www.edutopia.org/blog/improving-executive-function-judy-willis-md

In the near future, success will depend on accelerated rates of information acquisition. And we need to help students develop the skill sets to analyze new information as it becomes available, to flexibly adapt when facts are revised, and to be technologically fluent (as new technology becomes available). Success will also depend upon one's ability to collaborate and communicate with others on a global playing field -- with a balance of open-mindedness, foundational knowledge, and critical analysis skills so they can make complex decisions using new and changing information.

We have the obligation to provide our students with "activating" experiences that stimulate judgment, pattern recognition, induction, deduction; and activate prior knowledge, analysis, and prediction. Experiences that promote executive function activation include evaluating and doing something with information while they learn, such as discovering relationships between what they learn and what they already know, or transforming new learning into another form, such as writing about math or symbolically transforming a story into a drawing.

What is the definition of a 21st Century learner?

http://www.p21.org/

P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the 3Rs and 4Cs (Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation). 

"Integrated Projects = Deeper Learning ow.ly/fIqLW (via @edutopia)#edchat" 30 Nov

The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom). 

Core Subjects and 21st Century Themes

Mastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.

In addition, schools must promote an understanding of academic content at much higher levels by weaving

21st century interdisciplinary themes into core subjects:

• Global Awareness

• Financial, Economic, Business and Entrepreneurial Literacy

• Civic Literacy

• Health Literacy

• Environmental Literacy

Learning and Innovation Skills

Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:

• Creativity and Innovation

• Critical Thinking and Problem Solving

• Communication and Collaboration

Information, Media and Technology Skills

Today, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:

• Information Literacy

• Media Literacy 

• ICT (Information, Communications and Technology) Literacy

Life and Career Skills

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:

• Flexibility and Adaptability

• Initiative and Self-Direction

• Social and Cross-Cultural Skills

• Productivity and Accountability

• Leadership and Responsibility

2 1 S T  C E N T U RY  S U P P O R T  S Y S T E M S

Developing a comprehensive framework for 21st century learning requires more than identifying specific skills, content knowledge, expertise and literacies.  An innovative support system must be created to help students master the multi-dimensional abilities that will be required of them. The Partnership has identified five critical support systems to ensure student mastery of 21st century skills:

• 21st Century Standards

• Assessments of 21st Century Skills

• 21st Century Curriculum and Instruction

• 21st Century Professional Development

• 21st Century Learning Environments

Stefania: internationalism in schools

Here are a few things I found on the Internet.

Many International schools around the World refer to Internationalism and Global Citizenship often pairing these with Community Service, as in getting to know about the needs in less developed Countries.

Many schools refer primarily to the topics which are considered the exposed top of the cultural iceberg (food, fashion, festivals, field trips, languages, performing arts). They offer several modern languages.
www.sevenoaksschool.org/modern-languages
www.sevenoaksschool.org/internationalism

The deeper layers (values and beliefs, learning styles, non verbal communication, assumptions, norms, rules, gender roles, etc) are taken into account by schools which offer specific curricula, such as the IB program (not only as in the Diploma, but also as in the Primary Years Program and the Middle Years Program).
These schools pay particular attentions to world languages (including the native languages of the students' community), they stress a lot on activities such as the Model United Nations, as well as on study trips or teaming up with schools from other countries to promote students mobility.


Probably IBO is one of the most structured organizations in reference to an international curriculum, and offers a number of services, including teacher development. www.ibo.org
http://www.pypchatswortheast.com/internationalism.html for an example of action taken in a school.

A system to integrate Internationalism in the curriculum is Project Based Learning, also through current events and international news analysis www.bie.org

Other sources of informations are
Oxfam Education: Global Citizenship Information and Support
http://www.etwinning.net/en/pub/index.htm (for school networking in Europe)
www.global-issues-network.org/ (school networking in the World)

Also have a look at a 4 years Development Plan for Internationalism here:
http://www.sirbernardlovell.s-gloucs.sch.uk/internationalism/documents/InternationalismDevelopmentPlan.pdf
http://iew.state.gov/index.cfm


My personal experience as parent:
At AISC last year my son in Grade 6 ESL Humanities had an amazing lesson unit about Global Citizenship. He had to pick up a topic from the "underwater" part of the cultural iceberg: he chose "sense of Modesty". He had to prepare questions for an interview; he interviewed my husband and me as well as a staff member of AISC from a different Country; he reported his findings of different cultural approaches to the same issue on a poster that he later presented to the rest of the class. Each student did a similar research on different areas and I think this stretched my son's language abilities, his awareness of cultural diversity, his skills to interact with people and in general developed his ability to perceive differences and similarities on something else than just food or flags. Amazing job!
This year he regularly has to report on current events in the World that he finds in the news, and - again - this implies stepping in other people's shoes to understand the whys and hows things happen.

Susan Cain: The Power of Introverts

Here is the Ted Talk by Susan Cain, who wrote Quiet: The Power of Introverts in a World that Can't Stop Talking. Thanks to Gita for mentioning her work,  it is definitely worth a look. .  . 

Link to TED Talk: Beau Lotto + Amy O’Toole: Science is for everyone, kids included

http://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included.html

HI team, this is the TED Talk I mentioned, it was inspiring to see what the possibilities are if teachers and students give each other permission to explore all possibilities.

Hope you get inspired as much I was.

Latest Research

1. What is the definition of a 21st Century learner? (Chris, Gita)
• How can we instill the "State of Wonder?"
• What does brain research say? (Gita)
1. How do we define service-learning and create the structures that will allow it to succeed? (Jason)
2. How do we build a common understanding of best practices to guarantee consistency?(Aarthi and Andrea)
3. What is the role of technology and teachers as we aspire to meet the vision? Interview Kevin to explore the possibilities of modifying Moodle 
4. Internationalism: how do we profit on the untapped resources of our demographics?(Stephania,

Ideas from November 5 Workday

Ideas from November 5 Workday

1. Themes we have discovered
• Co-teaching and inclusion
• Project-based learning
• Choice
• The importance of failure and play/ risk-taking "State of Wonder"
• Meta-cognition, reflection and feedback
• Service-learning
• Technology
• Role of teacher
• Global essence
2. Ideas to consider specifically for Service-learning
• What is service-learning?
• How do we meet that definition?
• How do we advise the Talent and Resources team?
• How do we define service (such as CAS), charity and service learning to the community and then manage each of those?)
• What system needs to be designed so that a service-learning program succeed?
• define the process from planning to reflection
• Service learning with local schools
• Resource team has done some research here- share that!
3. What research needs to happen between now and January 14 based on our current reality
• What is the definition of a 21st Century learner? 
• How can we instill the "State of Wonder?"
• What does brain research say?
•  How do we define service-learning and create the structures that will allow it to succeed?
• How do we build a common understanding of best practices to guarantee consistency?
• What is the role of technology and teachers as we aspire to meet the vision? Interview Kevin to explore the possibilities of modifying Moodle
• Internationalism: how do we profit on the untapped resources of our demographics?

Update

Learning Action teammates,

I have broken down the questions into separate posts so that we can use this space to add information to the questions. As each of you have administrative rights, you can add hyperlinks, video clips or anything else that we can use to better understand how AISC might look as we strive to live the vision.

As I was looking back at the notes from the meeting with Teresa, I was reminded of the lens we should use: focusing not on the answer, but instead on the phenomenon.

What according to the literature are the conditions necessary for the ???? to exist?
What obstacles did organizations face?

examples:

• what is best practice relative to curricular alignment?
• what instructional practices are most appropriate for developing curiosity?
• what are the cutting edge thinkers saying about skills our students need for success in the future?

I think one of the best ways to explore this is through conversation, so if you are feeling frustrated by the task, please chat with me or someone else who may be able to help you work through it. Also, there is a huge binder in my room full of resources and this link to some other resources as well.

Question #7

This is for Jason and Jennifer:

What are best practices that other schools have adopted to take learning beyond the classroom?...look at your week without walls, service learning, internships

What does the research say?

Service-learning:
Students are using skills from the classroom to analyze an issue, creating a solution-based action plan and work with local community members to lead change.
Choice for students is key
Students who benefit from service learning are more likely to volunteer and vote as adults
Service-learning experiences need to be much more than a one day event in order to impact students



National Service-Learning Clearinghouse

Phillips Academy Community Service Page
This is a website with many examples of service and some discussion of service learning

NYLC Service Resource Library

Learn and Serve America

Does Service Learning Really Help?
A pertinent point here is that all members of the relationship need to be cared for through careful coordination

Sustainability at American University
Students here served their own school as it worked to reduce its carbon footprint

Connecting Curriculum with Community
Where service learning is the norm in school districts, the end result is usually student empowerment. "We live in a democracy and need to draw on the skills and talents of everyone," McLane says. "Young people can provide meaningful contributions to the community," he adds. "An added bonus is that they can simultaneously master curriculum and develop real-world skills that will prepare them for their future.

Question #6

This is for Chris and Jennifer:

What are the habits of the mind?

How do you cultivate it to take learning beyond the classroom?

What is the skills students need for future and how do we infuse these into the curriculum? Align into standards transdiscipline UbD

What foreign languages should be available to students in a world class school? Arabic, Chinese, Russian, German, Korean, Japanese, Tamil, Hindi

Art Costa's Habits of Mind
http://www.instituteforhabitsofmind.com/resources/pdf/16HOM.pdf

• PDF that explains each of his 16 habits: Persisting; Managing impulsivity; Listening to others with understanding; Thinking flexibly; Thinking about our thinking; Striving for accuracy and precision; Questioning and Posing Problems; Applying Past Knowledge to new situations; Thinking and communicating with clarity; Gathering data through all senses; Creating, imagining and innovating; Responding with wonderment and awe;Taking responsible risks; Finding humor; Thinking interdependently; Learning continuously

A Journey of Continuous Growth With Habits of Mind

http://www.instituteforhabitsofmind.com/resources/professional_reading/A_Journey_of_Continuous_Growth.pdf

• An understanding of the Habits of Mind should be used to help design curriculum as well as for assessments.  As students learn and practice Habits of Mind, they are growing a repertoire of strategies to call upon.  Students learn to be more self reflective, and problem solve better.

Teaching with the Brain in Mind by Eric Jensen.  2nd Edition. 2005.

Chapter 11: Brain Based Teaching

Possible model for instruction

10% of time before class to prepare you learners and create an optional environment.

80% of time during class to engage learners by getting them vested emotionally with an attentional bias, frame learning to make it relevant, important and compelling, acquire knowledge, skills, values, and experiences, elaborate and deepen the learning through trial and error time, with feedback and active processing, connect learning to other content, processes, and self.

10% of time after class to settle the learning with time for passive processing and rehearse and incorporate by revising learning and using it.

Chapter 12: Schools with the Brain in Mind

Encourage teachers to think outside the box to making curriculum, assessment and staff development connections

Curriculum

·      Not everyone’s brain will be ready to read, grasp special relations for geometry at the same time.

·      Emotional well being is linked to cognition.  Students need to feel safe, important and successful.

·      Students should be reading and counting but they should also be learning empathy, fairness and honesty

Assessment

·      Memories are variable so if it is going to be recall—students need significant practice time.

·      Learning to learn strategies are more essential to rel-world success

·      Mental models are highly critical to thinking but rarely tested

·      Value the process of learning: wide open, creative problem solving approach, alternative thinking options, multiple right answers, and creative insights

Staff Development

·      To improve student achievement, you must improve teacher effectiveness

hhttp://p21.org/storage/documents/p21-stateimp_learning_environments.pdf