Engagement, Empathy, and Equity in action: A journey to enact transformative vision, curricula, and learning

Transcription

1 Engagement, Empathy, and Equity in action: A journey to enact transformative vision, curricula, and learning Allen Broyles Katie Jefferies Kelly Lyn Todd Wass Sally Wood

2 Our Mission Today: Adopting a vision Creating community consensus Supporting our teachers Aligning the system Focusing on curriculum and assessment Improving and innovating Our process

3 A thought regarding: This will never work for us! As we go through what we have created, please think about the possibilities, large and small, that exist for you to make change in your school environment.

4 Think Jot down questions or comments as they occur to you during the presentation. We have time devoted to discussing them.

5 Tasked with creating a middle grades program, leadership asked faculty: If you had a blank slate, no preconceptions, no predetermined curriculum, no expectations for schedule or structure, and were simply asked what is an ideal learning environment for this age, what would you design?

6 Aligning Around a Vision Strategic Planning Clarity of Mission and Values Prototypes Deep Dives

7 Creating Community Consensus Approaches to engaging the broader community in the vision Strategies for building successful team relationship Pilot Project approach Strategies for rolling out to subsequent grades

8 Design Drivers Meander. Get lost. Turn assumptions upside down Listen deeply; design with empathy Preserve love and play Lean into discomfort; make mistakes by choice Real-world context; real team collaboration Multiply biggest ideas x10 Blur the boundaries Us, not me Find voices, spread ideas City as campus

9 Administrative Support for Teachers Design time Collaboration and on-the-fly course correction Reflection, iteration and sustainability

10 Innovation is the means, and equity is the end goal. The Gates Foundation Annual letter 2012

11 Aligning the System A framework for designing immersive project-based (ipbl) curriculum centered on Engagement, Empathy, and Equity.

12 Pair Thinking through what you have seen so far, turn to a person next to you and discuss questions or comments that you have. Adopting a vision Creating community consensus Supporting our teachers Aligning the system

13 Focusing on Curriculum Flexible schedules that allow for deep, community-based experiences Community partnerships give meaning and relevance to learning National standards and rigor in an immersive project-based learning experience

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15 ipbl Year A: 6th/7th Grades A Place of Refuge What Nourishes Me, Pt. 1: Spaces and Spirit Human Rights Design Challenge Curiosity Project Refugee Crisis, Neurobiology, Sensory perception, Bias, Home Of The Brave (literature), Personal narrative writing project World Religions, Cellular structure, Human biology and sexuality, I Am Malala (literature), Information essay writing project Global human rights, Food science, Packaging: Force and motion, Chemistry, Stella by Starlight (literature), Novel of choice, Compare/Contrast literature essay Students choose interest based topics, break up into 3 groups based on alignment of interests.

16 ipbl Year B: 6th/7th Grades Technology and Access Peace In Conflict What Nourishes Me Part 2: Food and Water Investigating Sustainability Technology as social revolution, Computer science, Coding, Robotics, Out of My Mind (literature), Fiction writing with Technology and access theme World Peace Game, The Art of War (literature), Astronomy and Earth Science, Geology, choice novel and theme-based literary essay or companion book Politics of food and water, World geography, GA/FL water war, Nutrition and malnutrition, Food deserts, Systems thinking, KIVA, Soil Science, Memory of Water (literature) Sustainability and politics, Climate science, research-based argument essay, reading a variety of investigative reporting articles

17 ipbl 8th Grade Capstone Justice On Trial Culture In A Time Of Change Social Entrepreneurship (Partnered with KSU) The Constitution and the law, Debate, Mock trial, Social justice, the Science of Genetics as well as the moral and legal issues surrounding it, To Kill A Mockingbird, Go Set a Watchman, or Unwind (literature), Persuasive writing/position papers (writing) Puerto Rico Case Study: Maintaining culture and tradition in society, Cultural Competence, Ethnic/racial identity, Participatory Action Research, Physics of motion, Engineering, The science of our identity (Rube-Goldberg machines as metaphors of culture), When I Was Puerto Rican (literature), Analyzing craft and theme (writing) Defense of readiness, Personal finance, Business structure, Sustainable business design, Identifying needs, Design thinking, Data science, Case studies of the science in social entrepreneurship: epidemiology, agriculture, health care, environment, Teen Businesses Blast Off (non-fiction), Investigative journalism (narrative writing)

18 SS: Food & Water Access Hungry Planet: What the World Eats Gapminder Readings on sustainability, food, and water Iceberg Model Systems Thinking Water Simulation Food Deserts Visit from a Chef and Dietitian Science: Food & Water Chemistry NIH Disease Outbreak Simulation Water testing at Clear Creek in Piedmont Park Wasted documentary Food Chemistry Cooking Bacteria studies Hand washing Memory of Water by Emmi Itӓranta - fiction, set in a future in which global warming has changed geography and politics; fresh water is scarce and primarily controlled by the government Reading, discussion, journal responses, vocabulary Poetry Portfolio - learning and using figurative language in their original poetry; finding examples in other poetry (in between LC units) LA: Memory of Water & Poetry Reviewing and synthesizing learning Creating age appropriate lesson plans Working collaboratively Building emotional intelligence Advisory: Service Day Planning

19 Food & Water Access Determine the kinds of sources that will be helpful in answering Explain compelling multiple causes and supporting and effects questions, of events and taking into consideration developments multiple in the past. points of views represented in the sources. Evaluate the relative influence of various causes of events and developments in the past. Use maps, satellite images, photographs, and other Organize applicable evidence into a coherent representations to explain relationships between the argument about the past. locations Compare of places the central and regions, arguments and in changes secondary in works their environmental of history characteristics on related topics in multiple media. Analyze Identify multiple evidence factors that that draws influenced information the from perspectives multiple of sources people to during support different claims, noting historical eras. Explain evidentiary how and limitations. why perspectives of people have changed Develop over time. claims and counterclaims while pointing out the strengths and limitations of both. Analyze how people s perspectives influenced what Construct explanations using reasoning, correct information is available in the historical sources they sequence, examples, and details with relevant created. information and data, while acknowledging the strengths and weaknesses of the explanations. Food & Water Chemistry Investigate effects of resource availability on organisms and ecosystems Model how food is rearranged through chemical reactions forming new molecules Argue that changes to physical or biological components of an ecosystem affect populations Evaluate competing design solutions for maintaining biodiversity and ecosystem services Synthesize information about technologies that have changed the way humans influence traits in organisms Explore physical, social, and emotional aspects of human sexuality

20 Iterative Assessment Self-assessment, reflection, and portfolio Feedback from Peers Experts Community members Teachers

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22 Typical MS or HS Schedule Typical College Schedule

23 Away Schedule Home Schedule

24 Community Partnerships

25 Getting Out There

26 Pair Adopting a vision Creating community consensus Supporting our teachers Aligning the system Focusing on curriculum and assessment Improving and innovating

27 Improving and Innovating What worked for us? Reflection after every unit +/ Trips & engagement Curriculum & integration Meta process We know that there are roadblocks of time and money in many schools. What is possible for you?

28 Our Process

29 Our Key Ingredients Reflection PD Time Mission and Vision Freedom to Fail Openness Support CFG

30 +/ Theme Driving Question Outcomes Community Partnerships Out there Skills Content Day-to-day activities Divvy up tasks Planning a Unit

31 ipbl 8th Grade Capstone Justice On Trial Culture In A Time Of Change Social Entrepreneurship (Partnered with KSU) The Constitution and the law, Debate, Mock trial, Social justice, the Science of Genetics as well as the moral and legal issues surrounding it, To Kill A Mockingbird, Go Set a Watchman, or Unwind (literature), Persuasive writing/position papers (writing) Puerto Rico Case Study: Maintaining culture and tradition in society, Cultural Competence, Ethnic/racial identity, Participatory Action Research, Physics of motion, Engineering, The science of our identity (Rube-Goldberg machines as metaphors of culture), When I Was Puerto Rican (literature), Analyzing craft and theme (writing) Defense of readiness, Personal finance, Business structure, Sustainable business design, Identifying needs, Design thinking, Data science, Case studies of the science in social entrepreneurship: epidemiology, agriculture, health care, environment, Teen Businesses Blast Off (non-fiction), Investigative journalism (narrative writing)

32 Share What can you take away and use from this process?

33 Allen Katie Jefferies Kelly Todd Sally Wood