TO ACCESS YOUR STANDARDS OF SUCCESS COMPASS AND MAPS CLICK ON THE ICON BELOW
TO ACCESS YOUR STANDARDS OF SUCCESS COMPASS AND MAPS CLICK ON THE ICON BELOW
Embedded Files
ROOM LOCATION FOR LEADERSHIP PATHWAY:
P: ROOM # B103
K-2: ROOM # B101
3-5 ROOM # B104
*TUESDAY-THURSDAY WE WILL BE AT FHES FOR KCM TRAINING!
ROOM LOCATION FOR LEADERSHIP PATHWAY:
P: ROOM # B103
K-2: ROOM # B101
3-5 ROOM # B105
ROOM LOCATION FOR LEADERSHIP PATHWAY:
P: ROOM # B103
K-2: ROOM # B101
3-5 ROOM # B104
*TUESDAY-THURSDAY WE WILL BE AT FHES FOR KCM TRAINING!
ROOM LOCATION FOR LEADERSHIP PATHWAY:
P: ROOM # B103
K-2: ROOM # B101
3-5 ROOM B105
ROOM LOCATION FOR LEADERSHIP PATHWAY:
HEALTH & WELLNESS: ROOM # D107
ROOM LOCATION FOR LEADERSHIP PATHWAY:
ROOM # B101
PRESCHOOL- 5TH CURRICULUM DESIGN TEAMS
PRESCHOOL- 5TH CURRICULUM DESIGN TEAMS
Information about our Curriculum Design Team Stages of Development (First 90 Days) will be shared through Design Labs in the month of January. We will be working in teams to first focus on Math, Science, English, and History to have Curriculum Maps drafted by May 2023. Wellness, Language, Arts, and other Enrichments will have an opportunity to map in teams during Summer 2023. Our goal is to have Curriculum Maps PreK- 5th available for use of all P-5 Nelson County Next Gen Professionals by Summer 2023 to plan for the school year 2023-2024.
By the end of May, the Standards of Success Compass will include:
- Horizontally and Vertically Aligned KY Academic Standards & 4M Learning Targets
- Quarterly Essential Questions/Themes
- Diverse Learning Planning Resources
- Aligned Highly Qualified Instructional Resources
By Backpack Days, the Standards of Success Compass will also include:
- Next Gen Powerskills
- Quarterly Community Assessments
- High Quality Instructional Resources
UNITING FOR STUDENT SUCCESS ASSESSMENT FOR LEARNING PILLARS
UNITING FOR STUDENT SUCCESS ASSESSMENT FOR LEARNING PILLARS
TO INCREASE DEPTH & APPLICATION HERE ARE SOME STRATEGIES YOU CAN TRY:
*TO INCREASE DEPTH OF AWARENESS, ALL ASSESSMENTS SHOULD INCLUDE CRITERIA FOR SUCCESS. STUDENTS SHOULD BE ABLE TO SPEAK TO THE CRITERIA FOR SUCCESS PRIOR TO ENGAGING IN THE ASSESSMENT.
- CHECKING: HAVE STUDENTS RECORD A SCREENCAST THAT DETAILS THE GROUP’S PROBLEM-SOLVING STEPS. HAVE STUDENTS CHECK THEIR WORK AND IDENTIFY ERRORS.
- INSTRUCT STUDENTS TO EXAMINE THE INFERENCES OF A PEER’S ANALYSIS.
- CRITIQUING: INSTRUCT STUDENTS TO USE THEIR KNOWLEDGE TO CRITIQUE THE DECISION-MAKING OF A HISTORICAL FIGURE. (EX: JIGSAW WITH CASE STUDIES)
- CREATE: DESIGN TASK INTENDED TO HAVE STUDENTS ORGANIZE INFORMATION IN A NEW WAY TO DESIGN A PRODUCT.
- GENERATE: USING THE “QUADS” STRATEGY, INSTRUCT STUDENTS TO GENERATE SEVERAL POTENTIAL THESIS STATEMENTS IN RESPONSE TO AN ARGUMENTATIVE PROMPT, THEN PLAN THEIR OWN THESIS FOR THEIR ESSAY.
- USING THE “SCAMPER” STRATEGY, INSTRUCT STUDENTS TO PRODUCE SOLUTIONS TO REAL, NOT JUST REALISTIC, PROBLEMS.
- UTILIZE OPEN-ENDED QUESTIONS WITH MULTIPLE PATHS. THESE QUESTIONS MAY REQUIRE STUDENTS TO SOLVE REAL PROBLEMS WITH MORE THAN ONE SOLUTION.
*TO INCREASE DEPTH OF AWARENESS, ALL ASSESSMENTS SHOULD INCLUDE CRITERIA FOR SUCCESS. STUDENTS SHOULD BE ABLE TO SPEAK TO THE CRITERIA FOR SUCCESS PRIOR TO ENGAGING IN THE ASSESSMENT.
LEARNING DESIGN LAB PROTOCOL EXAMPLE FOR ANALYZING ASSESSMENTS
INSTRUCTIONAL TARGET:
I AM LEARNING TO CREATE ASSESSMENT OPPORTUNITIES THAT DEEPEN LEARNING AND CHALLENGE STUDENTS TO THINK CRITICALLY.
SUCCESS CRITERIA:
I CAN UNDERSTAND AND ASK QUESTIONS ABOUT THE INSTRUCTIONAL DESIGN PROCESS.
I CAN PLOT ASSESSMENT OPPORTUNITIES, BY NAME, ON THE CHART BELOW.
I CAN LIST POTENTIAL IDEAS TO DEEPEN LEARNING AROUND THE STANDARD.
WHAT ARE PERFORMANCE-BASED ASSESSMENT (PBA)
NEXT STEPS & GRATITUDE (5 MIN)
BRING SEVERAL STUDENT SAMPLES (ASSESSMENTS) AND YOU LOCAL DATA THAT ALIGNS
UNITING FOR STUDENT SUCCESS INSTRUCTIONAL PILLARS
UNITING FOR STUDENT SUCCESS INSTRUCTIONAL PILLARS
WHAT IS A VIBRANT STUDENT EXPERIENCE?
WHAT IS A VIBRANT STUDENT EXPERIENCE?
"Still, we can draw on our own experiences as human beings to put some parameters around what “deeper learning” is and what it isn’t. All of us have experienced learning in our lives that was deep, rich, authentic and meaningful to us – the kind of learning that made an impact and that taught us important lessons that we carry with us through our lives. Conversely, we also have all had learning experiences that were “shallow,” meaning they were at the surface level only. Shallow learning are the things we almost immediately forget or that were so repetitive and routine in nature that they don’t really require your brain to be meaningfully engaged. "
CLICK HERE to read more.
CKEC Deeper Learning Deep Dive Session 2: Higher Order Thinking Skills
CKEC Deeper Learning Deep Dive Session 2: Higher Order Thinking Skills
To Attend:
PREVIOUSLY FEATURED DESIGN LAB SPOTLIGHTS
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