Amy's Where am I , What are my goals?

Bergstein - Where am I? What are my goals.

How do UDL, Growth Mindsets, and Personalized Learning fit together?

Day 5 Agenda

DAY 5: Friday, June 26th:

8:45-9:15   Finish PLP Template w/ Blogger (involves some whole group decision-making)  

Decide whether to use Montpelier’s Learning Expectations OR AOE Transferable Skills that will be tabs on our PLP template/tags on blogger

          9:15-9:50   Revisit Scope and Sequence to identify priorities for individual tasks

10:00-11:00: In pairs/small group draft a few lessons and develop supporting materials based on scope and sequence --ready to go

          11:00-11:45 (Jean, Carol, Cristal) develop sample PLPs to share with staff at 

in-service Action Research--Time for Jason, Allison and Amy to meet to work

on AR project, submit google form with title & abstract to MGI

      Afternoon:

• Schedule anomalies to resolve  
• Future task delegation

Teacher Advisory to support PLPs

Here are some take-aways from the choice break out session: Dynamic Advisories for Enhancing Personalized Learning as we think about the possibility of using a TA format to complement the roll out of PLPs.

• TA as an essential component for adolescent development
• As a school come up with a guiding philosophy for the vision/purpose of TA so it is clearly communicated and shared with students
• TA has the power to be a culture changer- start with common belief, engaging in purposeful activities that are interactive and personalized can move toward a common goal (Not homeroom, not a time for passing out papers, going through checklists etc.)
• Characteristics for Effective TA’s
• addresses issues of community
• promotes open communication
• strong advisors know and care about their students
• supervises academic progress
• support problem solving skills through guidance and advice
• Elements that can be included in Teacher Advisory
• academic check-ins
• team-building activities (build relationships) and/or movement activities
• service- design activities that have a cause (e.g., writing letters to veterans); importance in adolescent development to feel part of something greater than themselves
• personalization (recognition of achievements in and out of school, birthdays)

Lots of great ideas from the Goal-Setting presentation with Don and Laura.
My take-away:

• Encourage quick, "in the moment" self-reflections of performance and projects that are not assessed.  Could be written or audio/video/image reflections.  
• Couple that with forma self-reflection document for PLP conferencing, assessed for written or oral expressive proficiency.

They talked about linking and labeling blogs and self-reflections to goals, but was kind of lost on me logistically, but it makes sense to do.

Kids required to set one academic goal and one personal goal ----> both end up incorporating transferrable skills (by default).

Examples of personal goals:  become ambidextrous, be a better beat boxer

Goals

I am looking forward to helping students create wellness/social/emotional goals and meeting with them regularly (i.e., during advisory meetings) to reflect on their progress towards reaching their goals.