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First Peoples Principles of Learning (J. Chrona)
First Peoples Principles of Learning (BC Ministry of Ed)
Grade 7/8 students in Jeanne Boland’s class at the Odyssey School in Denver, CO, discuss the power of “unpacking” learning targets so that they can articulate a clear vision of the intended learning and criteria for success. (VIDEO)
Note: This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment by Ron Berger.
This video was shared by Diane Graves and Neil Stephenson at a meeting of Delta secondary CIAs (Curriculum, Instruction, & Assessment school leaders)
via Dylan Wiliam’s Presentation The bridge between teaching and learning
Last fall a colleague from another district asked me if I could “recommend any professional resources that frame a student’s ability to be self-directed and establish learning targets that are consistent with self-regulated learning?”
Their team had done a fair amount of work on goal setting and on setting learning targets but came to recognize that goal-setting per se was not enough, especially if it was driven externally.
Here’s what I had to offer:
We are doing a lot of this self-regulated learning work (building as we go) with grade 6/7 at my current school. Check out these videos that show what we are working towards:
Much is still in the beginning stages as we work towards creating a culture in the school and building capacity in the students.
There are no shortage of resources about what and why but less about the how. Two I would recommend to start with are are:
For examples of HOW you might want to check out the Discovery 1 school in New Zealand
All the stuff I’ve come across (local and international) has the formative assessment piece (see Dylan’s book above) as the foundation.
With that foundation one can shift the focus onto student ownership/SRL/SEL etc.
IMHO your team needs to see the formative assessment learning and practice as an ongoing piece that is continually refined —> the SRL is one way in which the formative assessment practices are refined.
Here is a copy of the letter that students from our pod wrote to explain the reports to their parents and to be included as an insert with their report card.
We started the ball rolling in advisory, then handed the task off to a group of students who were finished their preparations for presentations taking place tomorrow.
Minor edits were made to adjust the language around ‘Mastery’ – it was the subject of fierce debate amongst the writing team!