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Sanderlings Elementary School - Instructional and curriculum plan

Place Based Learning
by

Jennifer Borowski

on 11 April 2013

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Transcript of Sanderlings Elementary School - Instructional and curriculum plan

The Road to Success Sanderlings Elementary School Presented By:
Jennifer Borowski
Danielle Deese
Brian Pollitt
Sarah Vasquez
It is important for students to reflect on both good and bad processes
Marzano (2007) stated that students can self correct and learn on their own through reflection. Reflection It is essential that we allow students to decide how to organize data and information (Jensen, 1998).
When students create their own meaning with knew knowledge, true understanding can be accomplished
Engagement and solving conflicts allow the student to interact and figure out meaning on his or her own Brain Research Teacher portfolios allow self-reflection and growth to take place, which is crucial
Responsibility is in the teacher's hands
Allows teachers to see where professional development is needed
Teacher Portfolio Student portfolios allow for goal setting
Students add work and assessment data throughout the year with teacher guidance
Students are able to use the process of self- reflection
Assist in increasing the students' learning
Portfolios become a focus for discussion Provides students with opportunities to learn in real-world settings
Uses the local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science, and other core subjects
Many of these subjects are integrated and teachers work together in forming curriculum that will fit the needs of the students
Social and team building skills emerge Other benefits of place-based education Problem-Based Learning
Our Mission PLACE-BASED INTRODUCTION
The key to success is allowing students time to be creative, imaginative and curious about their own community. Exploration, problem solving, and critical thinking skills are seen in Place-Based Education (Smith, 2002). PLACE-BASED EDUCATION PBE Continued:
This hands-on approach to education
Increases academic achievement
Helps students develop stronger ties to their community
Enhances student’s appreciation for the natural world
Creates a heightened commitment to serving as active, contributing citizens
Provides opportunity to explore and learn from community members who have an expertise in the field

Test scores have been proven to increase due to actual involvement and interest in learning

Behavior issues have been proven to improve at all levels (The amount of referrals and absences have decreased)

Students agree it is fun and beats listening to lectures and sitting in the classroom

Community members are invited to participate and become active members within the school

Real learning comes from actual involvement and a hands-on approach.

Improvement by ESL and ESE students as the program utilizes activity based, practical, and concrete projects POSITIVE IMPACTS OF PLACE-BASED EDUCATION.
Why should schools choose place-based education? Recommendations for New Programs

Start smart and easy- Sometimes small projects can turn into long lasting projects with major results

Teach outdoors in the environment, not inside the classroom

Value the process as the outcome (time should not be an issue)

Caring is the glue to education

A. Look for signs of predisposition – is the soil ready for sowing?

Look for the presence of active community groups seeking student involvement

B. Strong Administrative support

Look for administrators who belong to the local historical society

C. A few dedicated Teachers

Look for active grant writers and teachers who are willing to take students into the community

D. Active dialogue between school & community

Look for Environmental Learning Centers (ELC) that are ready
and willing to join forces with students Guidelines for Identifying Good Places to Start (cc) photo by theaucitron on Flickr (cc) photo by theaucitron on Flickr copy paste branches if you need more.... No Child Left Inside Continued: What is Placed-Based Education? http://www.cbf.org/page.aspx?pid=895 Environmental Education Programs What Is Place- Based Education? Student Led Conferences TEACHER ROLE IN STUDENT LED CONFERENCES Organize the conference environment to guarantee success
Establish goals with the students
Train the students to communicate properly with parents and set up conference dates Student Role in Student Led Conferences The student works with the teacher to identify strengths and needs for improvement
The students select various pieces of work to present to parents
The students become responsible for their own learning and reflections Students must reflect on new knowledge Reflection can be individual, with partners, or with the teacher Goal Setting Prior to Learning Material "When students write down their goals, they are forced to examine themselves and see their own dreams" (Rader, 2005, p. 123).
This encourages students to not give up until they reach their goals
Students should confront their challenges Tracking Scores with Students Our current school system is data driven
Students will be asked to show and track their learning of each goal and objective
Students will reflect. At this time, they do most of the talking while the teacher listens and offers only suggestions
New goals and objectives will be set based on this reflection Professional Development If staff members are unavailable to attend face to face meetings, videos will be posted on the district website for viewing
Trainings will be motivational and valuable
Meetings will be scheduled well in advance
Contact personal will be selected
A budget will be created and monitored It is the mission of Sanderlings Elementary School to create lifelong learners by providing quality instruction through engaged participation and ownership of learning in a safe and trusting environment. Students justify their progress within their class through an electronic portfolio of collected assignments throughout the year
Increase student accountability Students become responsible for their own learning References Jensen, E. (1998). Teaching with the brain in mind.
Alexandria, VA: Association for Supervision and
Curriculum Development.

Marzano, R. J. (2007). The art and science of
teaching. Alexandria, VA: ASCD.

Radar, L. (2005). Goal setting for students and
teachers: Six steps to success. The Clearing House.
78(3), 123-126.

Smith, G.A. (2002). Place-based education: Learning
to be where we are. Phi Delta Kappan, 83(8),
584-594. Student Portfolios Trainings will be motivational and valuable
Meetings will be scheduled well in advance
Contact personal will be selected
A budget will be created and monitored
If staff members are unavailable to attend face-to-face meetings, videos will be posted on the district website for viewing Integration of Technology Administrators and teachers use the online data management program, Performance Matters, to record and track student data
Teachers will be required to record student performance on all benchmarks and adjust instruction based on these findings
Any data students record into their portfolios will also be added into the program Performance Matters Student led conferences are held to replace
the traditional parent/teacher conference
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