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EXCELLENCE FOR EACH STUDENTCREATING FUNCTIONING PROFESSIONAL LEARNING COMMUNITIES
Prepared for the Professional (Collaborative) Learning Team of WEST NEWTON ELEMENTARY SCHOOL
by Dan Mulligan, flexiblecreativity.comJanuary 2016
“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”
Ron Edmonds
Table of Contents
Professional Learning Community – Where are we? 3
Lifelong – Learner Competencies 4
Understanding by Design - overview 5
Identifying the Desired Result 6
Determining Acceptable Evidence 13
Rigor = Type of Knowledge + Depth of Knowledge 16
Balanced Assessment System 20
Planning Learning Experiences and Instruction 21
Genius Hour 31
My Reflections 35
“Sometimes the questions are complex and the answers are simple”
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~Dr. Seuss
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LIFELONG – LEARNER COMPETENCIES
a. Plan and conduct researchb. Gather, organize, and analyze data, evaluate processes and products; and draw conclusionsc. Think analytically, critically, and creatively, to pursue new ideas, acquire new knowledge, and
make decisionsd. Understand and apply principles of logic and reasoning; develop, evaluate, and defend
argumentse. Seek, recognize, and understand systems, patterns, themes, and interactionsf. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex
problemsg. Acquire and use precise language to clearly communicate ideas, knowledge, and processesh. Explore and express ideas and opinions using multiple media, the arts, and technologyi. Demonstrate ethical behavior and respect for diversity through daily actions and decision
makingj. Participate fully in civic life, and act on democratic ideals within the context of continuity and
global interdependencek. Understand and follow a physically active lifestyle that promotes good health and wellnessl. Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own
work.
“Lifelong learning places emphasis on results. To develop the skills and habits associated with lifelong learning, students must: learn beyond the simple recall of facts; understand the connections to and implications of what they learn; retain what they learn; and be able to apply what they learn in new contexts.”
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STAGE 1: IDENTIFY THE DESIRED RESULT
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Type of Question Examples
Abstract, Conceptual (answered by conceptual analysis and logical argument)
What makes a book a classic?What is a hero?What is Justice?When do we grow up?When is war justified?Should U.S. foreign policy be pragmatic or idealistic?Should art be censored?Should President Truman have dropped the atomic bomb on Japan?
More Concrete (answered mainly by the analysis of empirical evidence)
Why did the dinosaurs become extinct?Are amusement park rides safe?Is our water safe to drink?Why don’t I fall off my skateboard?What effect does population growth have on our society?Can DNA evidence be trusted in criminal trials?Is watching playing video games beneficial or harmful to teenagers?
Problem-Solving (answered by offering a reasonable solution)
How can we decrease the amount of pollutants in the water that runs off our city’s street into the river?How can the federal government use monetary and fiscal policy to address an economic crisis?How can a local business attract more customers?How can we create an effective networking system for a client?How can we improve traffic flow around our school?How can we experimentally and mathematically model a landing sequence like the Pathfinder mission to explore Mars?
Design Challenge (answered by creating- and often executing – a design that effectively meets requirements)
How can we a community theatre that meets size limits and seats the most people?How can we build a website to share information and opinions about novels that teenagers might like?How can we design a museum exhibit about the Vietnam War so that it appeals to diverse groups in our community?How can we produce a video of a soap opera in Spanish?How can we create a (work of art/piece of media) to express our thoughts about diversity in our community?
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STAGE 2: DETERMINING ACCEPTABLE EVIDENCE
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STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
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Setting Objectives & Providing Feedback
COOPERATIVE LEARNING
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Nonlinguistic Representations
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Genius Hour
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My Reflections
40
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