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By embracing the changes in regards to ¨Deeper Learning¨, we might expect to see our students be more engaged with material they feel is relevant to them; our environment for teachers and students would probably be less rigid, more creative, and flexible.

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By embracing the changes in regards to ¨Deeper Learning¨, we might expect to see our students be more engaged with material they feel is relevant to them; our environment for teachers and students would probably be less rigid, more creative, and flexible.

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There's a generational divide between the teachers and the students of today.

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How in STARR tested subjects do we cover all the tested material and also have time for deeper learning? Especially when power standards are decided on by district not state.

Howard, Webb, Chong, and Feather

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Culture of Innovation and Change
The job market is changing faster than people can keep up with in learning markets.  It looks like the USA Is catching up to the rest of the world with an apprenticeship type of market which leads to balanced work forces and less saturation in certain markets.  The new market supports a grey collar environment in btweenqst the white collar market push of the 90's and the blus collar market of the 50's.
DuMond, Helms, Johnson, Harford,

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AUTHENTIC LEARNING should be focused on students APPLYING KNOWLEDGE in REAL LIFE SITUATIONS.. This creates BUY IN, STUDENT DIRECTED LEARNING, DEEPER DIVE and Higher Level Thinking, as well as ----  creating a COMMUNITY of LEARNERS who data share, communicate and critique.     *COOK, WELOCK and LEECH

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Collaborative, Relevant, and Applied Learning

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Collaborative, Relevant, and Applied Learning

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Students would continue to find more connections from curriculum to the real world, and probably more engaged. Students would be more like knowledge creators and not just information receivers. Teachers would have to pre plan inquiry based questions or concepts in Team time.

Mackey, Lau, H.Kerns, Flores, Ramirez

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Collaborative, Relevant & Applied Learning 

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Collaborative, Relevant & Applied Learning 

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Creating relevant experiences that students buy in to learning, using technology as a way to allow students to collaboratively explore new topics and learning experiences. Less sit-and-get, more student-driven learning.

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Continue to use curriculum resources tailored to students individual education needs, track skills acquired, and fill in gaps in performance with extra real-world and simulated practice.
Kyle & Ashlee

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Students can be motivated to think more critically and as ask more meaningful questions. Project based learning allows for students to develop better social and emotional skills that they will need to be successful in the real world.

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We will work on social and vocational skills in class to prepare students for life outside of the classroom settings.

Kyle, Ashlee

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We to work creating a culture of acceptance on all job skills, vocational, and trades.

Copeland, Mercado, Bourget, Parker

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Shifting from engagement to empowerment with students. Empowering them to take control/responsibility with their own learn. They choose their pace and own resources.

Teacher will need more planning time/teaming to prepare for Project Based Learning.

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Students get to choose their own path based on their interests and curiosity. Teachers serve as a facilitator of learning instead of the focus being on the teachers knowledge.

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This challenges students to talk and engage in topics they want to learn. Teacher become facilitators and students are responsible for his or her learning through real world scenarios.Deeper learning challenges students to a higher deeper level of thinking.

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Collaborative, Relevant, and Applied Learning

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Collaborative, Relevant, and Applied Learning

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Overall conclusion is gearing the classroom toward the being student-centered learning as opposed to teacher-centered learning. The impact would be having students take ownership of their learning and work at a pace that will allow them to be successful.

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Collaborative, Relevant, and Applied Learning 

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Collaborative, Relevant, and Applied Learning 

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Give students the opportunity to learn on their own with guided instructions along the way. Then reinforce the objectives with work from teacher.

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Collaborative, Relevant, and Applied Learning

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Collaborative, Relevant, and Applied Learning

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Having students ask questions and be ready to control chaos. The students are given the ability to lead and question.

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1:2:7 Ratio
It's our obligation to individualize the education each of our students receive based off of our FISD Mission Statement. According to the current demand of our workforce, we need to do more than simply label a student "College" or "Not College." We must evaluate student interest and preliminary skills in order to help them find a path which allows them to develop their own education toward the goal of finding a fulfilling career. Whereas the previous matra was "college or bust," we must figure out what makes our students most ready for the careers that the world needs in the 21st Century.
-Holtrop, Cecil, Baril

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They will be motivated to self start and critical thinking will be more frequent. The classroom won't look like a typical one with whiteboards. It will be a lot of planning and front loading the kids,  putting ownership on them in the classroom.

As teachers, we will need more time to plan. We also need more access to technology. Since tech is limited, we can have rotations of them going through different stations. You might not be hitting every aspect of instruction you are now, but you will be hitting it at a deeper level.

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Jobs of tomorrow are looking for more skills based occupations than degree occupations. The mindset needs shifting towards that idea. 1:2:7 ratio.
R. Vaughn, W. Locke, C. Henderson

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Deeper Learning

Have students share more with each other instead of just the teacher.

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Collaborative, Relevant, and Applied Learning 

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Collaborative, Relevant, and Applied Learning 

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This process involves inspiring kids to ask questions and to build questions into problems that they can solve on their own. It involves creating a community in the classroom where students can feel safe to ask questions and not fear ridicule if they ask the wrong questions or say the wrong things or get the wrong answers. Each class will be different and will require a different approach which will require more PLC approaches to PD and learning.

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We will see students exploring understanding levels instead of simply regurgitation of facts. We will see students asking questions, and seeking answers, rather than being given the information by their teacher.

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We might expect to see more STEAM vrs, STEM (incorporating arts) in education in order to foster critical thinking and creative mindsets within the growing tech community.

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Fining a bigger or world purpose for learning, making it applicable to the world outside the school. Also applying learning to student interest is important. Scaffold for students success.-Lauri K., Drew M., Judy K., Sarah W.

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This process blends well with the other foci in this section.  The more we work to move students into the deeper levels, the more they are able to demonstrate this depth on collaborative real world projects

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Use project based learning to seek deeper meaning of content in order to develop problem solving skills that are transferable in a 21st century work environment.