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Pioneering spirit - requires trust and taking risks on the part of students, educators, parents, and administrators

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Pioneering spirit - requires trust and taking risks on the part of students, educators, parents, and administrators

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--Using research to guide our practice and teaching around family life, health, wellness, social-emotional learning, etc.

-- pioneering spirit--openness to culturally and socially uncomfortable topics

--behavioral analysis --research informed --aligning emotional growth to behavioral outcomes

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- How does knowing how our students learn help us to better teach our students?
- Our professional research vs. learning research
- Stepping beyond traditional teaching strategies (example with cell phone)
- Being fully engaged in all of our senses - an aesthetic experience
- A general desire for more information - including wanted to know exactly why certain teaching techniques work and others don't
- Assessment strategies to be able to push forward/transition beyond their place and not just look behind us.
-Discussion about the power of music in relation to learning.

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It gives us the latitude to try new techniques and to give ourselves permission to fail and to learn from our failures.

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Being up to date with research gives us the permission to be countercultural.

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*Let's define research: anecdotal, empirical, etc...
*Language classes lend themselves nicely to the brain-based research
*ACTFL is the warehouse for all major research in languages
* Immersion-based instruction is in its very conception a pioneering experience for the students and students have to have a tolerance for ambiguity that is not present in the same way in other classes

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-Using UbD to create lessons. -----Ideas transferrable within eras and modern day - making history relevant to students.
-Embedded info literacy skills and technology to enhance instruction.
-Cross -curricular projects in 5- 8th grade.
-Dynamic application of the 5 Goals within the criteria.
-Teachers keeping up with the latest research on content.
-Demonstrating that research is ever evolving about historical events - revised narratives or existing parallel narratives. ----------History not static.
-Inquiry and constructivist approach to instruction - students develop questions and discover answers through observations and exploration.
-What is research?  talking with a colleague or viewing a forum page of similar teachers.
-Research informed teaching might mean different things to different people.
- Research is being reflective and mindful about what you are doing.
- Could we subscribe to research journals
- Is there a Social Science journal?

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At SR, we are constantly asked to look at research around our practice.
Essential Questions help us to focus our preparation.
NGSS and NSTA are a good resource for useful tools.

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-UbD
-Use research we have to help shape what/how teach
-How do we determine what is "good" research?
-Research-based (prescribed) vs. Research-informed (flexibility)
-Seems natural process (e.g. reading Untangled & applying it to the job)
-Pioneering spirit = Goal V
-Growth
- How are we researching in our own rooms? (not-published, e.g. polling students about their own faiths)
- Responding to ongoing assessment to make instructional choices
- Be discerning
- Take a deep dive into the research, before tossing it aside or moving on or broadly applying it
- Shout out to SS on research comment: content as well as methodology
-Constant Evolving
-Developmental stages of spiritual development
-Not just doctrine, but other aspects of our discipline (e.g. music, art, etc. )
-careful with who is funding the research, especially in our discipline
-Pioneering Spirit connection to Social Action
-Research (quantitative & qualitative)
-"Pioneering Spirit" - spirit of reciprocity, reclaiming this term
-It's all relationship
-Pioneering Mission [spirit] = Taking the Heart of Christ into the World

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It challenges us to consider how pioneering we actually are (as a school, as a faculty, as individuals).

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What are we considering research?
- We might also want to look into research on UBD
- Research can be what we are doing in our classrooms.
- Do we do things because we think they work, or do we base it on outcomes that show us they work.
- Seems like there are two parts, the research part and the pioneering part.  We are planning for things that might not even exist yet.
- Lower school is trying a lot of different things and collaborating to explore what and how we teach.  The book is not the expert but the teachers are the expert.
- In math there are so many ways to teach a concept, due to the nature of the subject.  The most interesting part is often discovering how students approach it and arrive to a concept through discussions.
- UBD's from last year, what have we learned from it to apply to this year.
- Are the deadlines hard deadlines or suggestions?  Can we use essential questions from the last year unit where it applies this year?  Can we collaborate? Can we collaborate within our department or can we collaborate outside our department / divisions?
- Is there time during the professional days in Oct to work on our UBD's?  Has the schedule been finalized for those days?
- Tech department has a laser etcher, could we use it as a tool in our math classes. The most effective tool we can give our students is the pioneering spirit to solve problems.  For example using the etcher as a tool for students to figure out the solution to a problem.  Learning through problem solving, for example making a puzzle and learning something through the process.
- Essential questions to take away. . . How would you go the extra degree today? . . . Where do you see the concepts we learn out in the real world? . . How do mistakes help you succeed? . . . I made a mistake and it made my brains grow !!!!