# data[].attributes.headline
Students focused on big ideas as opposed to completing small tasks

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Students focused on big ideas as opposed to completing small tasks

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Students using current events to understand a new concept.

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The big questions frame the learning and provide conceptual foundations of content to give meaning to the skills.

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The big questions frame the learning and provide conceptual foundations of content to give meaning to the skills.

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A shift from 'assignments' and 'quizzes' to projects that are more strongly connected to real world work products (i.e. a non-formulaic essay and short story vs. a cookie-cutter 5 paragraph essay) 

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A shift from 'assignments' and 'quizzes' to projects that are more strongly connected to real world work products (i.e. a non-formulaic essay and short story vs. a cookie-cutter 5 paragraph essay) 

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Balance between content and skills. You get to the content through a different lense.

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Balance between content and skills. You get to the content through a different lense.

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Students´ play reflecting  what they've learned, what they know about the world around them.

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Students´ play reflecting  what they've learned, what they know about the world around them.

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Assignments are focused on deeper level thinking. 

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Assignments are focused on deeper level thinking. 

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students use content to demonstrate skills

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students use content to demonstrate skills

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Students take positions and cite evidence

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Students take positions and cite evidence

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student talk dominates, teacher talk is minimum

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student talk dominates, teacher talk is minimum

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Students interacting with each other during play.  Also, students solving situations with peers and/or with teacher support.

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Students interacting with each other during play.  Also, students solving situations with peers and/or with teacher support.

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Some examples that already exist in our school:

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Some examples that already exist in our school:

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-Students being celebrated for demonstrating the Bolivar Values
-Turn & Talk and other collaborative structures
-Book clubs in primary and middle school
- Long-term reading and writing workshop partnerships
-Collaborative projects with mutual accountability and defined roles (i.e. scriptwriting and filmmaking project in Nico's room)
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Student interactions dominate and promote deeper analysis 

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Student interactions dominate and promote deeper analysis 

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clarity of roles and responsibilities
space for strengths and weaknesses
understanding grow through interactions and incorporation of new ideas
process clearly reflects that each one has contributed

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Classroom as a community, with agreements on how to function effectively and positively and on what they have to accomplish as a group

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Classroom as a community, with agreements on how to function effectively and positively and on what they have to accomplish as a group

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Student body language and actions indicate social commitment to learning together

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Student body language and actions indicate social commitment to learning together

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Students "building" play situations and context together, taking into account peers' ideas and input.

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Students "building" play situations and context together, taking into account peers' ideas and input.

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Evidence of explicit instruction and feedback regarding effective collaboration

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Evidence of explicit instruction and feedback regarding effective collaboration

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Educators are models of collaboration skills. Their work in PLCs/team is evident to learners as well.

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Educators are models of collaboration skills. Their work in PLCs/team is evident to learners as well.

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There is an audience aside from the teacher, for whom the student communicates

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There is an audience aside from the teacher, for whom the student communicates

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The Reading & Writing Workshop in Grades 1-8.

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The Reading & Writing Workshop in Grades 1-8.

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Students engage in multiple cycles involving speaking, listening, reading, and writing. They have many opportunities to engage in different stages of the process including drafting, revision, and editing. The celebrations/publications are authentic and shared with peers, younger students, and families.

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Applying the rubric/progressions that we developed, one aspect at a time, emphasizing the connections to what is happening in the classroom

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Applying the rubric/progressions that we developed, one aspect at a time, emphasizing the connections to what is happening in the classroom

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Reading and Writing workshops in 1st grade. 

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Reading and Writing workshops in 1st grade. 

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Mistakes are celebrated and student conversation reflects learning as a process, requiring constant revision.

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Mistakes are celebrated and student conversation reflects learning as a process, requiring constant revision.

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the language and skills of revision and critique are modeled and taught explicitly
the idea of ongoing improvement is embedded in the process
present for for authentic purposes that hold students to rigorous expectations, done thoughtfully

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During play-based activities, the wrap-up or product is discussed and explained to teachers. Presenting to peers might take place.

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During play-based activities, the wrap-up or product is discussed and explained to teachers. Presenting to peers might take place.

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Structures such as the workshop model are integral to classrooms and curriculum.

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Structures such as the workshop model are integral to classrooms and curriculum.

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Thinking and talking about social situations with peers - analyzing their own and classmates' behaviors to come up with solutions (conflict-resolution).

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Thinking and talking about social situations with peers - analyzing their own and classmates' behaviors to come up with solutions (conflict-resolution).

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Students are able to make clear connections to what they are learning and the world around them.

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Students are able to make clear connections to what they are learning and the world around them.

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Dialog challenges students to evaluate their own positions 

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Dialog challenges students to evaluate their own positions 

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Pressing questions, citing evidence and defending one´s position are the norm.

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Pressing questions, citing evidence and defending one´s position are the norm.

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Consider this aspect since the development of unit plans. Take advantage of each opportunity to address this area.

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Consider this aspect since the development of unit plans. Take advantage of each opportunity to address this area.

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Students rely on themselves and each other as a first recourse (not the teacher)

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Students rely on themselves and each other as a first recourse (not the teacher)

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Teachers ask specific and purposeful questions to children while they are working or playing to help them develop higher order thinking skills.

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Teachers ask specific and purposeful questions to children while they are working or playing to help them develop higher order thinking skills.

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work has a problem focus and the deeper understandings are uncovered

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work has a problem focus and the deeper understandings are uncovered

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they confront different perspectives to demonstrate a sense of multiperspective-ness and complexity
Understandings are honored over "rightness"
With revisions students consider alternative perspectives and deeper understanding of criteria

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Learning is exciting, challenge is embraced and persistence is the norm.

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Learning is exciting, challenge is embraced and persistence is the norm.

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Students have a voice. Students are able to express themselves without the fear of being criticized.

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Students have a voice. Students are able to express themselves without the fear of being criticized.

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Morning Meeting in Primary is used to build a sense of community as well as students' socioemotional skills.

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Students have a clear idea of what they are trying to learn,  why it is worth learning, and how they will know when they have learned it.

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Students have a clear idea of what they are trying to learn,  why it is worth learning, and how they will know when they have learned it.

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Calling it Academic Mindset may be a little misleading. We connect it to our Character C and to Collaboration (sense of community within the classroom) and the importance of our values, embracing diversity. 

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Calling it Academic Mindset may be a little misleading. We connect it to our Character C and to Collaboration (sense of community within the classroom) and the importance of our values, embracing diversity. 

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Students are asked to propose ideas and pathways to learning

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Students are asked to propose ideas and pathways to learning

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they are actively a part of the classroom from routines to social concerns to academic goal setting
they talk about how they learn from mistakes and how efforts have helped them grow

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Motivation moves from extrinsic to intrinsic.

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Motivation moves from extrinsic to intrinsic.

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We feel that ´Growth Mindset' better describes this category.

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We feel that ´Growth Mindset' better describes this category.

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Learning shifts from an action to get a grade, to an exciting endeavor with personal meaning and value.

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Learning shifts from an action to get a grade, to an exciting endeavor with personal meaning and value.

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Teachers lead students towards building autonomy towards their own learning process: self-monitoring, learning to ask questions when they don't understand, solving problems (constant teacher questioning to lead students to be responsible of their own process).

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Teachers lead students towards building autonomy towards their own learning process: self-monitoring, learning to ask questions when they don't understand, solving problems (constant teacher questioning to lead students to be responsible of their own process).

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Our big mission goal related to autonomy is addressed here. We start since preschool giving them opportunities to self-assess and to monitor their own learning. 

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Our big mission goal related to autonomy is addressed here. We start since preschool giving them opportunities to self-assess and to monitor their own learning. 

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Students see their learning as something they own, recognizing the relationship between what they put in and what they get out of it.

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Students see their learning as something they own, recognizing the relationship between what they put in and what they get out of it.

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Goal setting, having conversations about their passions and interests, authentic motivation, being asked what they want to do or how they wish to do it

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Goal setting, having conversations about their passions and interests, authentic motivation, being asked what they want to do or how they wish to do it

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Students are asked to self-assess and set goals against the learning progressions on a weekly basis. Checklists, rubrics, and work samples clarify the success criteria.

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Students making choices. Teachers allowing student voice.

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Students making choices. Teachers allowing student voice.