CBMS- MGI Mission Statement

Focus Statement for our work at the MGI, and in year #1, with the Tarrant Institute for Innovative Education: In year #1 of our partnership with the Tarrant Institute for Innovative Education, CBMS staff will analyze and re-design the CBMS learning environment, with the goal of supporting an increase in personalized learning and meaningful pursuits for our students. We will be aiming to create a learning environment which allows our students to engage in learning that incorporates interests, questions and concerns about issues of personal and social significance in a democratic society. This work will begin in the Middle Grades Institute in June, where we will run a jigsaw approach towards exploring this lofty goal. Small groups will focus on:
*The utilization of time- how can the CBMS daily schedule change to better allow us to meet this goal?
*The roll-out of Personal Learning Plans @ CBMS- what needs to happen for these plans to quickly become a cornerstone of personalization?
*1:1 environment @ CBMS- what can this look like, and how do we get there?
Student Empowerment and Student Voice- how can these be ramped up @ CBMS?

Saturday, June 20, 2015

Personalized Learning Strand Topics - Do Not Delete

Identity 

  • Who are we?
  • Where are we on PLPs and proficiency based education?
  • What do we need to know?
  • Who are our partners to assist us designing and implementing this plan?
  • What do we need from them?

Goals

  • As you develop goals for the strand, and your vision for personal learning plans and curriculum, consider these standards. These support the development of student-centered educational experiences that align with the state of Vermont's move towards personalized and proficiency based learning. 

Growth and Reflection

  • What are goals and action steps in learning about and designing a PLP implementation plan?
  • What changes do we need to make during our work at the Institute?
  • How can we design an Action Research Project that will allow us to gather information to modify and revise our plan during the fall and beyond?

Transformation 

  • What does the plan look like in phase two (after we have implemented the PLP process/cycle one full round)?
  • What is that time frame for each cycle (each quarter, semester, year)?
  • What does it look like for teachers and students in year two who have gone through the process already (is this a 1 year implementation plan (grade 7) , a two year plan (grades 7 & 8), a three year plan (grades 6-8) or a 4 year plan (grades 5-8)?
  • How do proficiency based learning and assessments become a part of the PLP process?
  • How do middle grades PLPs prepare students for learning opportunities (in and out of school) at the high school level?

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