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We s t S t a ff o rd Sch o o l I m pro v e m e nt P l an

20 08 - 20 09

Goal One

To explore current brain research and implement relevant strategies to improve student outcomes

Goal Two

To strengthen and deepen our culture of inquiry-based collaborative

practice and accountability for student achievement

Faculty Action Steps

Learn more about brain research and implications for practice

Develop a personal goal based on our school goal Work in study groups to explore classroom practices based on brain research Reflect on and share results

Learning Through Study Groups

Participants construct knowledge through research, interaction with selected materials, and collegial discourseEvery voice counts in an atmosphere of companionship, engagement, and opportunity for growthParticipants make a commitment to create new knowledge and use this knowledge to positively affect perspectives and practiceParticipants agree on and are committed to the purpose of the group

Getting Started with a Schedule

Dedicated time to work together:Early Release Days 9/15, 3/20, 5/22Common Curriculum Days (½ day) 10/10, 1/16, 2/17Faculty Meetings (part of the hour) 1/6, 2/3, 3/4

Self-scheduled: study group determined (optimum – every two weeks)

Establishing Group Norms

Beginning and ending the meeting on timeTaking responsibility for one’s own learning practicing active participationRespecting others’ opinionsCompleting assignmentsBeing open to changePracticing active listening

Creating an Action Plan Study group purpose Intended results for participants Intended results for students Schedule of meetings Identify study group roles

Facilitator, note taker, reporter in sharing sessions, timekeeper, organizer of materials

Primary resources to use

Meeting summary

• Interesting findings or issues discussed• Actions taken (if any)

Organizer for Reading

• Information worth noting• Graphic Representation of Key Ideas• Summary of Key Ideas• Questions

Four Principles of Brain-Based Learning

A safe nonthreatening environmentStimulation and varied inputActive, meaningful learningAccurate feedbackSource: “Moving Your School to Brain Compatibi l i ty,” by W. Jennings and J . Caulfield, Spring 1997, The networker [Newsletter of ASCD’s Brain-Based Education/Learning Styles Network].

Print ResourcesOnline Resources

Wikispace