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We go deeper here because kids are learning how to own there own learning through the qualities of “Be Self Aware”, “Be Determined”, “Wonder”, “Question”, “Think”, “Connect”, & “Reflect”.

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Teachers tracking the amount of time given to students to converse about learning.  Our writing committee is encouraging more writing and we are working on aligning a K-6 continuum of writing samples and rubrics.

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5th graders studying chemical reactions by making ice cream in a plastic bag.

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Fifth grade teachers trying more "projects" with students. Post the end goal and students go at self-directed pace to reach goal.

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Working on paper bridges

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Mr. Roper partnered with my 6th grade team to send letters from his Chinese students. Our 6th grade students read through the papers and offer feedback. The letters are then sent back.

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Teachers applying deeper learning to a Halloween Costume.

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Teachers applying deeper learning to a Halloween Costume.

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Just like it states, creating moments, using essential standards, that are magical! Keeping students highly engaged.
This is camp "Writeastoree"

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3rd graders dress up as famous person, learns about them, then at a parent get together they pose as charactor and answer questions about them.

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3rd graders dress up as famous person, learns about them, then at a parent get together they pose as charactor and answer questions about them.

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Valley View's Vision for 21st Century Deep Learning

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Valley View's Vision for 21st Century Deep Learning

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Valley View's Vison for 21st Century Deep Learning

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Each month throughout the year we work throughout the month to develop the dispositions and skills:

- I am confident I can learn
- I engage in dialogue, not monologue about my learning
- I want to know what succes looks like
- I want to master and have deep learning opportunities
- I like challenging goals
- I want to become my own teacher
- I like implementing my own learning goals
- I want to learn to be strategic in my learning goals

MODEL OF LEARNING
We also are using the following learning model for skills from PROGRESS DESCRIPTORS:

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6th grade science teacher adding science and engineering to her class and having students involved.

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6th grade science teacher adding science and engineering to her class and having students involved.

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Paper bridge building.  Learning how to make something that is weak into an item that is strong.

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I had one first grade teacher apply for the STEM grant. For the last two years she has been able to add ipads and materials to her classroom curriculum. Her kids were able to do a video presentation about life cycles and share.

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Grass roots movement from multiple teams to use math tasks as the basics for Tier One instruction.

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Grass roots movement from multiple teams to use math tasks as the basics for Tier One instruction.

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What is the purpose of the task: To get a “sponge” organism to retain enough water to survive life in a Utah desert environment.

What are things kids will learn (standards covered):

Utah Science Core:

Standard IV - Utah Ecosystems:

Objective 1: Describe the physical characteristics of Utah's wetlands, forests, and deserts.

Objective 2: Describe the common plants and animals found in Utah environments and how these organisms have adapted to the environment in which they live.

Standard I - The Water Cycle:

Objective I: Describe the relationship between heat energy, evaporation and condensation of water on Earth.

What are the skills and dispositions we expect kids to learn from the project:

Science Process Skills:

Measure accurately

Record and communicate data

Observe carefully

Make inferences

Collaboration:

Presentation Skills

Writing

Description of the project:

Have a discussion with the class on what percentage of body water an organism can lose and still live. (10% is a pretty good easy amount to work with). Students will be tasked with finding a way to keep their sponge alive for a day. Have a variety of supplies that students can use to develop an adaptation for their sponge (behavioral or structural).

Give each student a sponge. Students weigh their dry sponge and record the weight in grams. Then they fill the sponge with water to wet but not dripping and reweigh their sponge. They will record this new weight.

Students then have an amount of time to enhance, hide, or somehow otherwise put their adaptation into effect. They can then place their sponge in a location. Outside would be best, but depending on the weather, you may need to keep it indoors. You may get creative in how to simulate a desert environment.

Leave the sponges in the location for several hours. Retrieve sponges and reweigh. Sponges that kept at least 90% of their water survived.

Students could write about the process. You may also give them the opportunity to reflect on failed attempts and try to improve on their original design.

In the end, students collaborate and share what they’ve learned.

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4th grade language where students are learning that pictures can mean words by inscribing on sand tablets with designs and having other students use a key to translate it to words.

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4th grade language where students are learning that pictures can mean words by inscribing on sand tablets with designs and having other students use a key to translate it to words.

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Our 5th grade made Immigration Day more real by allowing students to “sail” from Europe to America and then become U.S. citizens by taking the actual oath.

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Schoolwide writing rubrics, vertically aligned

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Schoolwide writing rubrics, vertically aligned

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Students created a heat shield, tested it, made adjustments, and tried again.

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4th grade classroom added multiple activities to help students understand the meaning of the water cycle, including color, movement, games, chants, etc.

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4th grade classroom added multiple activities to help students understand the meaning of the water cycle, including color, movement, games, chants, etc.

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6th grade math: teachers use a feedback process that promotes collaborative discussions for students.  They learn that failure is absolutely part of the learning process.  The teachers also shift roles with students and they become the instructors as they work through their mistakes.

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6th grade math: teachers use a feedback process that promotes collaborative discussions for students.  They learn that failure is absolutely part of the learning process.  The teachers also shift roles with students and they become the instructors as they work through their mistakes.

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We are a BTS school and my music teacher is awesome! She does such a great job integrating the core into her class. She does lessons integrating language arts, math, science, and social studies. My art teacher works alongside her to support the integration as well.

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We are a BTS school and my music teacher is awesome! She does such a great job integrating the core into her class. She does lessons integrating language arts, math, science, and social studies. My art teacher works alongside her to support the integration as well.

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5th grade prepares their students with elections, knowing credits and debits, balancing a checkbook, running a town. Then they ride Frontrunner up to SLC to attend JA Biztown after all this preparation.

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Our 3rd grade, instead of just planting tulip bulbs, they dissected some of the bulbs to get a better understanding of how a bulb grows and learned the different parts of the bulb.

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Our 3rd grade, instead of just planting tulip bulbs, they dissected some of the bulbs to get a better understanding of how a bulb grows and learned the different parts of the bulb.

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On Halloween each year, our 5th graders stage a wax museum for parents and other classes in the school. Students devote a significant amount of time to doing research on a significant historical figure, such as George Washington, Marie Antoinette etc, and then record a narrative on a iPad about their historical figure. Visitors come into the classroom as the students are dressed as their character and listen on a iPad as the students have a recording giving facts and information about the character they researched.

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5th Grade Class - students were filming news reports about the happenings in the American Colonies

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5th Grade Class - students were filming news reports about the happenings in the American Colonies

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Our 2nd grade did a Moon phases unit. The students as a culminating activity used Oreos to act out, record and eat the phases of the moon. They loved it and were talking about it for the past week

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Please add a post to this padlet that describes your example of deeper learning.

Bonus points will be given for contributions that include photos, video, or audio.