IF teaching and learning is designed to foster intellectual curiosity and to produce meaningful work that has purpose and significance to the learner THEN students will develop an ethic of excellence and experience the joy of contributing to a greater good or finding new areas of deep personal interest or self-discovery.
(FTL: Meaningful Knowledge, Purposeful Engagement)
- Engage students in learning that results in self-knowledge and identity development
- Increase opportunities for students to create authentic, high quality work for real audiences
- Engage students in emulating the work of practicing professionals through fieldwork and hands-on learning beyond the classroom
- Find ways in which students of all ages can contribute to the betterment of society as problem finders and problem solvers
- Spark curiosity with compelling facts, images, stories, artifacts, mysteries, and phenomena
- Instill the habits of craftsmanship and high quality work through models and exemplars
Sources of Evidence:
- Do all students speak with a sense of pride and accomplishment when talking about their work and its impact on others?
- Do students see themselves in the curriculum and does the curriculum promote the importance of cross-cultural understanding?
- Are learning spaces filled with student work, both in progress and final products, showing evidence of student choice and high-quality standards?
- Are families and community members actively involved in listening to students talk about their learning?
- Can students describe their learning process and why it has meaning and value to them as individuals?
IF curriculum and assessment is organized around essential learning targets, varied ways of demonstrating mastery, and flexible pacing THEN all students will meet or exceed academic standards, access challenging coursework, develop a growth mindset, and pursue independent areas of interest or study.
(FTL: Challenging Expectations)
- Define and articulate essential learning targets by grade or course and by unit of study
- Develop multiple and varied ways for students to demonstrate mastery
- Engage students in self-assessment practices that promote a learning orientation and a growth mindset
- Develop systems of challenge and support to allow for flexible pacing and personalized pathways
- Use technology tools to support differentiation of content or process of learning
- Challenge all students to reach beyond their grasp and discover their own personal best
Sources of Evidence:
- Are achievement gaps shrinking?
- Is performance on all measures of academic success improving?
- Are we using data-wise protocols to uncover and investigate systemic inequities?
- Are students able to accurately and specifically talk about their own progress toward meeting standards using evidence?
- Can students describe strategies they use to overcome difficulties in the learning process?
- Are more students accessing rigorous courses and finding success?
- Is technology supporting interest-driven learning through online courses, independent study, credentialing, and other forms of self-directed study?
- Are we using time flexibly to support the fact that students learn at different rates and in different ways?
IF students are taught to be curious, to seek and value diverse perspectives, and to manage and regulate their emotions in the context of collaborative inquiry, THEN classroom communities will support a sense of belonging, empathy, cultural competency, and the teamwork skills necessary for equitable and active citizenship.
(FTL: Active Learning Community)
- Develop emotionally and intellectually safe learning environments in which all students are encouraged to voice their ideas, opinions, and beliefs
- Teach students how to recognize, understand, and regulate emotions when working with others
- Develop curious learners who can empathize with diverse perspectives
- Use group norms and conflict resolution strategies in order to enhance healthy, positive relationships
- Leverage the power of dialogue and debate to sharpen critical thinking and solution-focused problem solving
- Use technology tools to make connections with the greater world and discover new perspectives and points of view
Sources of evidence:
- Are all voices heard in classroom discussions?
- Can students describe and enact norms for effective collaboration?
- Are students reading texts that represent multi-cultural and marginalized points of view?
- Do assignments demand that students find multiple perspectives and sources of information before drawing conclusions?
- Can students label and describe their feelings in order to regulate their behavior?
- Are students participating in critique protocols - sharing work publicly, seeking and offering constructive feedback?
- Do we see students developing confidence in public speaking settings?
IF a school’s learning culture values equitable opportunity, academic risk-taking, student voice and choice, and ongoing reflection THEN students will become increasingly independent, reflective, and inspired to express their own identity and direct their own learning.
(FTL: Individual Responsibility)
- Provide regular opportunities for students to make choices about what and how they want to learn
- Hold high expectations for all students and remove barriers to rigorous coursework
- Develop “assessment-capable” learners
- Implement strategies to develop “self-managed” classrooms
- Help students reflect on and celebrate the many different strategies students use to “learn how to learn” more effectively
- Use storytelling and diverse role models to encourage persistence and resilience as critical attributes of successful people
- Use models and exemplars to help students know what good work looks like
- Leverage technology tools to personalize learning and monitor achievement
Sources of evidence:
- Are students using learning targets to self-assess and monitor their own progress? Can they set related goals?
- Do students describe errors as opportunities to learn and do they feel comfortable making multiple attempts to be successful?
- Can students independently employ a range of strategies when first attempts to learn are unsuccessful?
- Can students talk about their interests - things they want to learn more about? Are they pursuing their own goals?
- Do all students have role models who inspire them to aim high and persist in accomplishing their goals?
- Does the curriculum expect students to approximate real world exemplars of professional work processes or products?
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