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What if students have already set goals for this year based on the current SLEs?

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What if students have already set goals for this year based on the current SLEs?

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Students should continue to work on and discuss their goals that they set. However, it may be possible to guide their conversations around their goals to see how they align with the new Learner Expectations

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We cultivate meaningful connections between people, cultures and ideas.

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人と文化と考え(理解、思想、目的、観点？

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人と文化と考え(理解、思想、目的、観点？)に有意義なつながりを深めます(育てます、育みます？）。

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We use multiple processes to think, innovate and explore.

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We take risks and persevere.

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(？を)あえて試み、たゆまず努力します。

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多様な過程を通して(方法を使って？)考え

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多様な過程を通して(方法を使って？)考え、刷新(開発？)し(新境地を開き？)、(問題・可能性を？)探求します。

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We respect differences, are empathetic, and work to find solutions on a global and local level.

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互いの違いを尊重し、共感し合い、世界的または地域的規模な問題解決方法を見つけることに努力します。

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We take initiative, we explore our own questions and accept responsibility.

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自ら決定し、独自の問いを探求し、責任を持って行動します。

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Answer: We won't change our report cards or assessments this year. However, we will need to begin the process so that we are ready for the new academic year.

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NLE1の特徴を各学年でどのような言葉で

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NLE1の特徴を各学年でどのような言葉で言い表すことが出来ますか。

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An overview of how the new and the old align

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What does this look like in your classroom?

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What does this look like in your classroom?

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How will you describe this expectation at your grade level?

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How will you describe this expectation at your grade level?

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How will you describe this expectation at your grade level?

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How will you describe this expectation at your grade level?

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How will you describe this expectation at your grade level

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How will you describe this expectation at your grade level

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How will you describe this expectation at your grade level?

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How will you describe this expectation at your grade level?

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NLE1の特徴を各クラスではどのように考

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NLE1の特徴を各クラスではどのように考えられますか。

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NLE1の特徴を各学年でどのような言葉で

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NLE1の特徴を各学年でどのような言葉で言い表すことが出来ますか。

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NLE1の特徴を各学年でどのような言葉で

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NLE1の特徴を各学年でどのような言葉で言い表すことが出来ますか。

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" The goal is for report cards and Atlas to be updated with the new language by January 2020 reporting time."
Would it be better to do this in time for Progress reports in November 2019?

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What process will be taken to create a Japanese version of this? Will there be a translator? If teachers are to

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What will the process be to have grade level appropriate language? A rep from each level to ensure it is sequential

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How does the Red Square fit in with these new SLE's? (sorry forgot what the PD Claire, Meredith, & Michael went to a while back)

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Are the learning principles/interim descriptions set to go with the new SLEs? Would the team like feedback/suggestions on them?

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Work collaboratively with peers, contribute positively to the group.
Empathize with others' opinions and beliefs.
Demonstrate respect for others and for individual differences.
Work with others to reduce and resolve conflict.  Attempt to solve social conflicts.
Contribute to the wellbeing of the community.
Contribute to creating a positive learning environment in the classroom.

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Grade 1 - possible assessment
Accept responsibility for learning.
Ask questions to explore and personalize learning.
Use strategies such as planning, seeking help and questioning.

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Grade 1 - possible assessment
Accept responsibility for learning.
Ask questions to explore and personalize learning.
Use strategies such as planning, seeking help and questioning.

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Grade 4 and 5 - possible assessment:Develop own questions for investigation and discovery.Seek and respond to feedback to develop  learning.Demonstrate learning strategies to personalize their learning. 

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Grade 4 and 5 - possible assessment:Develop own questions for investigation and discovery.Seek and respond to feedback to develop  learning.Demonstrate learning strategies to personalize their learning. 

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Stay on task and complete work in allocated time.
Ask questions to clarify wider knowledge and reach deeper insights into subjects.
Set learning goals and justify choices they make about their own learning.

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Ask questions.
Seek help when needed.
Use their own, teacher or peer questions when seeking information.
Describe the factors that affect learning and identify strategies that will enhance their own learning.
With support, identify learning habits that improve learning outcomes.
Identify reasons for being distracted and how they can improve their focus.

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Grade 1 - possible assessment
Show awareness of behaviors that contribute to a positive learning environment.
Demonstrate care for others and the environment.
Work collaboratively with peers, contribute positively to the group.

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Grade 1 - possible assessment
Show awareness of behaviors that contribute to a positive learning environment.
Demonstrate care for others and the environment.
Work collaboratively with peers, contribute positively to the group.

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Contribute to the well-being of the community.
Attempt to solve social conflicts.

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Grade 1 - possible assessment
Accept mistakes as a part of learning.
Persevere in completing tasks.
Reflect on one's own learning.
Be aware of and experiment with multiple ways to solve a problem.

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Grade 1 - possible assessment
Accept mistakes as a part of learning.
Persevere in completing tasks.
Reflect on one's own learning.
Be aware of and experiment with multiple ways to solve a problem.

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Grade 4 and 5 - possible assessments:Persist when experiencing difficulty with learning tasks.Demonstrate a positive attitude toward learning.Persevere in completing tasks. 

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Grade 4 and 5 - possible assessments:Persist when experiencing difficulty with learning tasks.Demonstrate a positive attitude toward learning.Persevere in completing tasks. 

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Work with best effort.
Act on constructive criticism from teachers and peers.

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Grade  4 and 5- possible assessment:Articulate thinking processes using appropriate language.Use a broad range of thinking processes and tools.Generate imaginative solutions when solving problems.Use creative thinking skills.

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Grade  4 and 5- possible assessment:Articulate thinking processes using appropriate language.Use a broad range of thinking processes and tools.Generate imaginative solutions when solving problems.Use creative thinking skills.

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Apply thinking strategies and tools.

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Grade 1 - possible assessment
Use multiple processes to think and learn.
Generate multiple ideas or opinions.
Show awareness of the importance of questions in learning.

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Grade 1 - possible assessment
Use multiple processes to think and learn.
Generate multiple ideas or opinions.
Show awareness of the importance of questions in learning.

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Grade 4 and 5 - possible assessment:Demonstrate appropriate behaviors for maintaining relationships with others.Work collaboratively to complete tasks.Make connections with learning topics and ask questions.Be an active participant and contribute positively to the school community. 

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Grade 4 and 5 - possible assessment:Demonstrate appropriate behaviors for maintaining relationships with others.Work collaboratively to complete tasks.Make connections with learning topics and ask questions.Be an active participant and contribute positively to the school community. 

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Develop conceptual understanding - see the big pictures - create and apply new knowledge to real world.

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Identify and accept that there are consequences for their actions, both for themselves and for others.
Take appropriate steps to resolve simple conflicts, for example, saying sorry or taking another person's point of view into consideration.
Work with peers i groups, contribute positively to the groups and listen to others in a group setting.
Understand and assume roles and responsibilities within the group.
Begin to identify the feelings and needs of other people.
Respond positively to teacher guidance.

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How will you describe this expectation at your grade level?

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How will you describe this expectation at your grade level?

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Engage in a range of social situations, demonstrating respect for others and understanding of differences.
Examine  information from a range of sources.
Apply thinking strategies and tools to organize information and concepts in a variety of contexts.

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Persevere in completing tasks.
Test the possibilities of ideas they generate.
Handle conflict and accept compromise.
Work with best effort.
Set goals to challenge themself.

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Use open ended questioning and investigate information to explore ideas, experimenting with a range of creative solutions.