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NS: High Tech High offers credentials for educators

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NS: High Tech High offers credentials for educators

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As we move into scaling pilot, I'm wondering: what does it look like to bring current district teachers in and share all the best practices we're finding? What does a scale-able dissemination of information look like? I like the idea of providing the training inside the classrooms where the work is happening.

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NS: High Tech High Middle School focuses on *college* entrance and completion

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NS: High Tech High Middle School focuses on *college* entrance and completion

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...with an acute focus on college entrance and college completion for all students.

We are very focused on high school preparation - is that looking far enough ahead for our 8th graders? Makes me wonder.

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NS: High Tech High Middle School Maker Course: upleveling Studio

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NS: High Tech High Middle School Maker Course: upleveling Studio

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STEAM focused, includes tech elements in design such as CAD, includes art and math

Upleveled studio!

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Seems like a really beneficial youth-led group that was created in Denver with an opportunity for kids involved in the court system to share their struggles in circles and realize they are not alone. It also involves a community element, an artistic element, and most importantly, individual attention to help the kids back on the right path. Pretty cool.

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This is something I do to boost engagement in class through digital tools like PearDeck, Jamboard, and Padlet, however my focus has mainly been on text responses. This article has me thinking about ways to leverage video and audio participation (via FlipGrid etc.) in the classroom to promote engagement and inclusivity. - Colin

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Center for Innovative Teaching and Learning

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Technology to Support Equitable and Inclusive Teaching

Research shows that creating inclusive classes can help your students improve their performance by enhancing their learning (Muruyama, et. al., 2000). A key starting point for inclusion is making sure everyone feels like they to the class community-that they have opportunities to be heard and engage with classmates. As an IUB instructor, you have access to technologies to engage every student in your class by giving them a voice and helping create a true learning community. This page shares some technologies that can help you meet those goals.

Get to know one another

One of the best ways to foster inclusion in our classes is to build strong personal connections among the students, particularly with classmates who they may not already know, or with whom they don't already share similar cultures and experiences. Building these relationships takes extra work in remote classes, but various technologies are well-suited to this task.

1. Use the People tool in Canvas to see student photos and start learning their names. Ask students to complete a bio , although this should be relevant to all their classes, not just yours, since it is common across all their Canvas courses.

2. Use to help ensure that you and your students know one another's preferred name and how to pronounce it. You can easily incorporate this tool into your Canvas site and create an assignment for students to record their names.

3. Validate students' varied backgrounds and prior knowledge by creating an activity and/or survey to learn more about your students and to help them get to know one another. And then make sure you address that range of backgrounds into your teaching. Consider using Canvas Quizzes, Discussions, , or for this purpose. If you use Discussions, students can also use the Kaltura "Express Capture" tool to embed a short video, which helps with relationship building, especially for students who may not take time to meet each other outside a virtual classroom.

Create a learning community by including all students

1. Help students crowd source their notes and have them collectively create study guides. Consider using GoogleDocs (integrated into Canvas) to enable students to create these resources (Williams, 2011). You can structure these activities by having heterogeneous pairs of students rotate through taking the first round of notes, while classmates review and refine them.

2. Build a community where students rely on each other for answers to class-related questions. is an online problem-solving platform that allows students to post questions (including anonymously), answer questions posted by others, see instructor notes about answers, and see which answers have been endorsed by instructors. Students can also post images, videos, and/or equations using the built-in LaTeX editor, and edit computer code collaboratively. It's a great way for students to recognize the value and contributions of classmates with whom they may not have ordinarily worked.

3. Have students share their thoughts using text, audio, or video comments. With , students can comment on a variety of file types, including images, videos, slides, and documents. VoiceThread's multi-media aspect not only allows students to VoiceThread literally hear each other's voices, but it can also allow students to share examples from their own cultures, broadening the class's base of experience.

4. Collect ongoing feedback from students. Using anonymous Canvas Quizzes or , you can find out which aspects of the course are enhancing student learning, and what suggestions for improvement students have. Learn more about gathering and using student feedback .

5. Consider holding online office hours . You can encourage students to contact you with questions and concerns using

You will likely need to help foster an inclusive learning community. Without guidance, students will often choose friends or peers like themselves for creating informal and formal learning communities (Rosser, 1998). There are several tools available to help you create more inclusive learning communities by providing opportunities for students to communicate with you and each other. Just using these tools will not ensure inclusion, however. You will still need to provide structure to learning activities-establishing heterogeneous groups; determining group roles that rotate among members; structuring assignments to require interaction and inclusion of diverse perspectives; actively inviting, validating, and using all students' voices; etc.

Help students create groups for formal and informal learning

1. If you use group projects, letting groups self-form can leave some students on the margins. Consider tools that let you organize heterogeneous groups around strengths and interests -you can use surveys in Canvas or to ask about important characteristics, while more comprehensive teamwork programs like (licensed in 2020-21 for all IUB instructors) include team-selecting tools. Note that while diversity on teams is important, try to form teams in ways that avoid isolating individual women or minoritized students (Ingram & Parker, 2002; Michaelsen & Sweet, 2008).

2. Use the to provide an online space in which students can collaborate. While students might pick other tools to use, keeping their group work in Canvas (and/or connected Canvas groups function Google Docs) lets you keep track of their progress, as well as give them group assignments, like milestone deliverables along the way.

3. Encourage students to use Zoom to create virtual study groups. Consider helping them learn to structure those meetings, maybe by having you or your teaching assistants host a few review sessions yourself first. Hosting the first few meetings may also make the groups more inclusive of all class members than might happen in self-formed study groups. These live study meetings can supplement other approaches like crowd-sourced notes or study guides in to keep their meetings and study groups safe and secure.Google Docs , or class Q&As occurring in . Remind students about Zoom security practices

Regular interaction can go a long way to helping students reach across cultural differences and learn to value those with different identities and backgrounds. Structuring these interactions to promote inclusion of all students is more vital than ever during remote teaching, and we must utilize instructional technologies in ways that intentionally promote a sense of belonging for everyone in our classes.

Ensure accessibility

1. Make sure all ; that means not simply scanning in book pages or articles, and making sure you "save as PDF" from Word or PowerPoint versus "printing to PDF." PDFs are accessible

2. Use in order to mark subheadings and other formatting to provide organizational cues for screen reader software.styles in Word

3. Check on your captions in Kaltura. The software automatically creates captions, including from recorded Zoom meetings, but this automated approach can be less accurate when dealing with accents, unclear audio, and disciplinary jargon. You can scan through and edit your captions in Kaltura as needed - especially if you are going to use the video in subsequent semesters - and you can request higher quality captions for students with disabilities . Don't forget about quick ad hoc recordings in your Canvas course, including videos students upload.

In order to be inclusive, your course technologies and materials must be accessible to students with disabilities. Often the tools and approaches that make materials accessible end up being useful to all students-e.g., captioned videos are useful for second-language learners, and using accessible PDFs (vs scanned images of articles) allows for text searching.

1. Survey your students early in the semester to find out about technology access, as well as other complicating factors - spotty internet access, inability to have a quiet place for live meetings, etc. Learn more about surveying approaches and see example survey questions.

2. Plan flexibility into your courses to accommodate technology challenges - e.g., make sure live sessions are recorded and there are alternate activities and attendance/participation options available to those who get kicked offline during class, or who have to connect by phone on any given day.

3. Let your students use Zoom backgrounds to mask their rooms, as some students may feel uncomfortable with classmates seeing their homes. If you do this, let them know what is an acceptable background image, and realize that some older computers may not be able to use Zoom backgrounds.

4. Make sure students know about virtualized software available through , which can give them access to specialized software they cannot afford on their own computer-the Adobe suite, SPSS, ArcGIS, Mathematica, MATLAB, programming tools, and more. If you need specialized software in your course, make the IUanyWare version your default so all students have equal access.

Be aware of inequities in technology access

Not all students will have access to the same technologies, particularly when learning remotely. Our current COVID situation means that students cannot access on-campus resources as they may have before, and most cannot choose class delivery approaches as they could have in previous years, so we need to be more sensitive to technology roadblocks. Make sure you understand your students' levels of technology access, recognize it might change over the course of the semester, and make sure students are not at a disadvantage in the class due to their ability to afford or access technologies.

To learn more about the various tools mentioned in this post, and explore others that are not, visit the Technology Tool Finder .

Please with any questions related to your teaching. We are happy to schedule a meeting with you.

Resources and References

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences , (23), 8410-8415.

Ingram, S., & Parker, A. (2002). Gender and modes of collaboration in an engineering classroom: A profile of two women on student teams. Journal of Business and Technical Communication , 16(1), 33-68.

Maruyama, G., Moreno, J. F., Gudeman, R. H., & Marin, P. (2000). Does diversity make a difference? Three research studies on diversity in college classrooms. Retrieved from https://eric.ed.gov/?id=ED444409

Michaelsen, L. K., & Sweet, M. (2008, Winter). The essential elements of team-based learning. In L. K. Michaelsen, M. Sweet, & D. X. Parmelee (Eds.), Team-based Learning: Small Group Learning's Next Big Step (pp. 7-27). New Directions for Teaching and Learning, No. 116. San Francisco, CA: Jossey-Bass.
This page was based on a prior CITL blog post on Technologies for Creating Inclusive Classes.
Rosser, S.V. (1998). Group Work in Science, Engineering, and Mathematics: Consequences of Ignoring Gender and Race, College Teaching, 46:3, 82-88, DOI: https://doi.org/10.1080/87567559809596243

Wehler, M. (2018). Five Ways to Build Community in Online Classrooms. Faculty Focus . Retrieved from https://www.facultyfocus.com/articles/online-education/five-ways-to-build-community-in-online-classrooms/

Williams, G. (2011). Use GoogleDocs for Crowd-Sourced Notes. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/blogs/profhacker/use-googledocs-for-crowd-sourced-notes/31644

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Technology to Support Equitable and Inclusive Teaching

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Research shows that creating inclusive classes can help your students improve their performance by enhancing their learning (Muruyama, et. al., 2000). A key starting point for inclusion is making sure everyone feels like they to the class community-that they have opportunities to be heard and engage with classmates.

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One Stone's board must be 2/3 students. At most, I've seen districts with one or two non-voting student advisors on the school board/committee. What would it look like, to instead of have students have a separate "student government," to have them on a shared governance committee with adults?

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NS: High Tech High: Each student given a faculty advisor who follows them through Middle School

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NS: High Tech High: Each student given a faculty advisor who follows them through Middle School

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Each student has a designated faculty advisor who offers academic, emotional, and social support through the three-year middle school journey.

I love the idea of Pathways and someone following along through a student's whole middle school journey who can speak to growth with the child's trust.

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I love this idea! Something I have not done in ELA. The Clairmont High School Mentoring Program focuses mainly on STEM and business mentorships; this has me thinking about ways to utilize mentorships in the humanities. - Colin

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NOTE: This strategy is part of the self-paced Promote Anytime/Anywhere Learning

While your school might not yet have a formal internship or mentorship program, there are still many ways to ensure learners get connected with local community members and with work-based learning experiences to expose them to the ever evolving world of work, and to support them in building essential skills for success in college, career and civic life. This could look like partnering with a nonprofit organization and inviting learners to engage in meaningful work to advance their mission, pairing students in your classroom with mentors from a local college or university, or using an online platform to connect learners with mentors far and wide.

Bright Spots

Gain inspiration from authentic examples of this strategy shared by teachers who have used them with their learners.

Creating your own Bright Spots? Let's get them out into the world! Share yours here.

High Tech High Internships

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Clairmont High School Mentoring Program

Source: Clairemont High School in San Diego's Mentoring Program
"Each Fall, Clairemont High School recruits industry and community volunteers who would like to mentor students in each of our academies. Our goal is to connect every 11th grader at CHS with a mentor who can share their interests and wisdom as they guide our students through the challenges of academics and career decision making"

Big Picture School Internships

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Embedded Learning at Embark

Source: Embark Education

Learning at Embark middle school is embedded in two local businesses: Framework Cycles and Pinwheel Coffee. Students workshop shifts in both of businesses throughout the year, gaining valuable workplace skills. They also engage in projects and design challenges that support the operations of the business such as researching and recommending a new coffee bean source or finding ways to reuse and upcycle old bike parts from the shop. The employees of the shops serve as mentors and educators for the students.

Related Learner-Centered Content

If you found this helpful, try this related strategy:

Learn More in this Learner-Centered Course:

Do you already do this, earn a micro-credential:

Associated Learner-Centered Competencies:

Collaborate with the community:
I create opportunities for real-world learning experiences with community members through mentorships, internships and community-based projects.

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Connect Learners to Mentors - Learner-Centered Collaborative

# data[].attributes.attachment_link.description
NOTE: This strategy is part of the self-paced Promote Anytime/Anywhere Learning While your school might not yet have a formal internship or mentorship program, there are still many ways to ensure learners get connected with local community members and with work-based learning experiences to expose them to the ever evolving world of work, and to support them in building essential skills for success in college, career and civic life.

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I love the idea of a micro school, I can see micro schools happening within our big school. In many of the sources students mention less drama and more personalization. Students also enjoy real world learning. There is also a mix of in and out of classroom learning that still provides opportunities for traditional learning.

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All of the real world experience that students get is incredible. They can learn skills, find a safe space, and make new connections.

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This article examines the idea of "celebrating mistakes" in math through the use of the "Place Mat Strategy". One of the examples the article discussed was putting students into groups of four and giving them a multiple choice question. However, each student in the group is only given one of the choice options, and each student individually has to determine whether their option is correct or incorrect. This is followed up by a group discussion to decide which group member's answer is correct. I like this strategy a lot, and will try to implement this into my classroom at various points throughout the year.

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I am interested in doing more of this in the form of student interviewing, student feedback surveys, structured discussion protocols, and circles. I did some this past year including letting my students decide their community service interests, but I would like to learn more about using more technology to enhance their experiences.

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I like the idea of students taking old photos of their town and trying to find the same places now. Salem (New England in general) would be a great place for this!

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Creative strategy to promote differentiation, student independence and active learning. Many students love the concept of a playlist, so I feel like this could be a hit! - Colin

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NOTE: This strategy is part of the self-paced Customize the Learning Experience Course

A learning playlist is a sequence of learning experiences and resources designed for students to work through at their own pace in order to achieve the desired learning objectives. Playlists are inherently flexible; learners can work on a playlist for a few minutes, a class period, a day, a week, or even a full course. Most often, playlists scaffold learners from DOK Level 1 to Level 3-4 .

Often educators embed a "minimum pace," a cadence that students should keep in order to stay on track. Students who fall behind the minimum pace meet 1-1 with the teacher to co-create a plan to get back on track.

Bright Spots

Gain inspiration from authentic examples of this strategy shared by teachers who have used them with their learners.

Creating your own Bright Spots? Let's get them out into the world! Share yours here.

Literary Argument Writing Playlist

Dr. Catlin Tucker leverages playlists with HS learners to build their ability to write literary-based argument pieces. Photo credit

Daily Activities Playlist
Teachers at a K-8 school in San Francisco, CA use a playlist for activities students must do during a daily flexible work block. This example is from 1st grade. The camera symbol means the activity must be documented. In addition to working on their playlist (independently or with their peers) during this time, students meet with teachers in small groups.

Learning Playlist

An upper elementary school teacher in New Hampshire uses an interactive bulletin board to highlight the activities in a learning playlist. Students work at their own pace, provided they stay ahead of the leprechaun. If a student falls behind the leprechaun, this triggers a 1-1 conference with the teacher to create a plan to get back on track to complete the learning playlist.

Parts of Speech Playlist
Nadie Gilkison created a digital playlist for her learners to review Parts of Speech concepts.
Genius Hour Playlist

Dr. Catlin Tucker also leverages playlists to support self-pacing during Genius Hour.

Related Learner-Centered Content

If you found this helpful, try this related strategy:

Learn More in this Learner-Centered Course:

Do you already do this, earn a micro-credential:

Associated Learner-Centered Competencies:

Design for equitable access:
I design learning experiences that are flexible and ensure that all learners are able to equitably access, engage with, and share their learning.

Provide Voice and Choice:
I design learning experiences that offer flexibility in process, product and/or pace.

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Create Playlists for Learners - Learner-Centered Collaborative

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NOTE: This strategy is part of the self-paced Customize the Learning Experience Course A learning playlist is a sequence of learning experiences and resources designed for students to work through at their own pace in order to achieve the desired learning objectives.

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After reviewing all the examples of PBL at High Tech High, I am realizing there is so much more creativity to be explored.

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A lot of the opportunities for the students are new and a big change to traditional education. This is also a huge change in my teaching practice as well. It will take a bit of unlearning on my part, but I am excited to see what comes from it.

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I am familiar with hands on learning, but looking at this project, it is so much more than that. Students led every part of the way and were incredibly involved in the design and process.

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In our current context we teach about some careers in say civics for example but this is an opportunity to learn from people that do the job in the place they do the job.

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I want to develop more strategies around goal-setting and personalized learning in math this year--lots of good ideas here! I definitely want to systematize Encourage Retakes & Test Corrections. There's also Move on when ready: There's a bulletin board where kids put up a post-it showing that they've met a learning goal, whenever it is they meet it (and it's extra adorable because it's pre-K "I can write my name," but I could totally do this with "I can solve an equation")

Also thinking about whether I want to retry jobs--there are some really thorough systems here, but I also want to shift messaging to be about building community / developing civic responsibilities rather than about individualistic workplace readiness.

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We've discussed this somewhat already, but a new way of education we will be seeing is the way in which students are taken on learning excursions into the real world. By doing this, we're giving them impactful chances to engage with learning outside of a classroom setting, and can make it more meaningful for them on a larger scale

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Any time you can get kids outdoors and interact with nature is a good thing. Everything from global warming to throwing their wrappers on the ground is a result of indifference to the great outdoors.

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The article talks about the California Area School District's program to develop universal individualized education programs to engage every learner in the curriculum. The personalized pathway gives every student flexibility, variety, and agency to reach their goals. These individualized plans will allow schools to "define success for each student."

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"I'm not trying to manage people. I'm trying to create the conditions necessary to grow and build trust, and once it's there, protect that space. And then join them!"

-Educator

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Saw this term in the KMMS document, and I'm guessing from context it's referring to something like what we tested out with our genius hours, and I just really like the name! (Because Genius Hour I think of more open-ended projects, especially outside the curriculum; Laser Hour makes me think of kids having a laser-focus on something within the curriculum that they want to get better at)

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Two things stick out: 1.) Every day should start outside; yes! 2.) The idea of parents having the opportunity to interview and be a part of the hiring process for their children's teachers is new and exciting. Not only does this experience feel student-centered, but it also feels community-centered.

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Wow, an experimental learning school in Idaho which provides a unique platform for learning. The students work towards a Growth Transcript instead of test and grades. Student are 2/3 of the board representative and take on a teaching role as well as a student/learning role. Looks interesting, unique and a kinda fabulous learning experience.

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Moonshot: A Guide to bold and experimental thinking in education

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Moonshot: A Guide to bold and experimental thinking in education

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"One of our keys is 'catalytic', encouraging people to take risks" This is a cool way for us to push even farther, both encouraging grass roots learning and student agency.

In our current situation, we encourage student learning, but there are ways we can make it even bolder as we go.

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We have competency based grading, but I have yet to master how to have competency based learning in the classroom. BDEA does not move students on from a subject until they show mastery. I don't feel like I've figured out how to have students on different subject levels yet.

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We talk a lot about project based learning, and at least in Civics, we do take opportunities to give students control over what they learn and try and do.

But looking at this website it seems that the entire thesis is based around higher learning in this manner, and pushing the envelope for students and their education

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A part of Words Beyond Walls mission is to provide space for children aged 12-19 who have been impacted by the juvenile criminal system, where they can support one another on their healing journey. Healing circles and other restorative activities are led by peers, but more specifically, they are led by people with lived experience. I would love to see healing circles at Collins being led by the students we are trying to reach. To get more student buy-in, we need to make them feel like they have a voice and a purpose within these walls. Maybe by giving them the reigns occasionally, we can get them to see their purpose and value within a system that often feels exclusionary to their feelings and lived experiences.

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In our current educational system, students are forced to learn a curriculum that they might not find interesting and thus, shy away from attempting to learn the material they are supposed to. However, this idea of "learner-centered education" that I have seen in a couple of videos inspires students to take an active role in their learning through their own passions and interests. This concept goes significantly above and beyond a traditional curriculum, and really forces yourself to think about the necessary changes that need to happen within our educational system that will benefit kids the most.

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Learner-Centered Advisories: Nourished to Flourish at The Met

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Learner-Centered Advisories: Nourished to Flourish at The Met

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Maybe not to the same extent as the video, but the idea of internships for students is intriguing.

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One learner-centered strategy mentioned was the idea of "classroom consultants." Rather than the common classroom helpers where students help the teacher with tasks, "classroom consultants" sign up to help their peers with certain academic skills. This is a great opportunity for students to showcase their strengths and engage in the classroom community.

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I was watching this video and there was a 2-second clip of a student presentation...and now I'm thinking about Crew in general and what I could do differently in Crew. And I'm literally thinking about show and tell--what if every Friday, a kid did a 5-minute presentation on something they love?

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Learner-Centered Advisories: Nourished to Flourish at The Met

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As an Inclusion Teacher, I often have a little wiggle room in how I can make traditional assignments more approachable. Still, as I move further into my career, I'd like to start incorporating more flexible lessons into our curriculum. When I saw this assignment, I couldn't help but think of our section on the Holocaust and how this could be a fun way to break up such a heavy subject. It is also a way to connect past events to our current world, with books still being banned in this country to this day.

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This school lets students curate their own curriculum and has "coaches" instead of teacher. It's a truly learner-centered approach to education and was inspirational to see how engaged and empowered the students felt in their own academic journey.

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Blown away by this school. Love that 2/3 of the board is students. Love the focus on growth. Love that they direct their learning. The students are focused on real world learning and learning HOW to learn.

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Having mentors for students that are outside of the building would be an incredible opportunity.

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NOTE: This strategy is part of the self-paced Promote Anytime/Anywhere Learning

While your school might not yet have a formal internship or mentorship program, there are still many ways to ensure learners get connected with local community members and with work-based learning experiences to expose them to the ever evolving world of work, and to support them in building essential skills for success in college, career and civic life. This could look like partnering with a nonprofit organization and inviting learners to engage in meaningful work to advance their mission, pairing students in your classroom with mentors from a local college or university, or using an online platform to connect learners with mentors far and wide.

Bright Spots

Gain inspiration from authentic examples of this strategy shared by teachers who have used them with their learners.

Creating your own Bright Spots? Let's get them out into the world! Share yours here.

High Tech High Internships

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Always load Youtube videos on this site.

Load Video

Clairmont High School Mentoring Program

Source: Clairemont High School in San Diego's Mentoring Program
"Each Fall, Clairemont High School recruits industry and community volunteers who would like to mentor students in each of our academies. Our goal is to connect every 11th grader at CHS with a mentor who can share their interests and wisdom as they guide our students through the challenges of academics and career decision making"

Big Picture School Internships

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Always load Youtube videos on this site.

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Embedded Learning at Embark

Source: Embark Education

Learning at Embark middle school is embedded in two local businesses: Framework Cycles and Pinwheel Coffee. Students workshop shifts in both of businesses throughout the year, gaining valuable workplace skills. They also engage in projects and design challenges that support the operations of the business such as researching and recommending a new coffee bean source or finding ways to reuse and upcycle old bike parts from the shop. The employees of the shops serve as mentors and educators for the students.

Related Learner-Centered Content

If you found this helpful, try this related strategy:

Learn More in this Learner-Centered Course:

Do you already do this, earn a micro-credential:

Associated Learner-Centered Competencies:

Collaborate with the community:
I create opportunities for real-world learning experiences with community members through mentorships, internships and community-based projects.

This website uses cookies to improve your experience. If you continue to use this site, you agree with it. Privacy Policy

Ok

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Connect Learners to Mentors - Learner-Centered Collaborative

# data[].attributes.attachment_link.description
NOTE: This strategy is part of the self-paced Promote Anytime/Anywhere Learning While your school might not yet have a formal internship or mentorship program, there are still many ways to ensure learners get connected with local community members and with work-based learning experiences to expose them to the ever evolving world of work, and to support them in building essential skills for success in college, career and civic life.

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This middle school gives students the opportunity to be independent learners to help prepare them for high school. One opportunity they offer is seminar based courses. This allows students in different grade levels to take a "seminar" for a 6-week period where the content is based around a certain theme. Students are able to choose which learning targets and skills they want to focus on during each seminar.

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This article really stood out to me because although I feel that I had a strong overall relationships with my students last year, the article pointed out the fact that about 1 in 5 teens say they do not have a mentor relationship with an adult at school. After reading this statement, I realized that there is a small group of students at school who most likely need our help, but are neglected because these students are too afraid to ask for our help. Therefore, I want to make it my goal this year to identify any students who might need a mentor but are often neglected, and then try my best to provide any help for them that they might need.

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A physics project that involves kites and balloons that can crossover into math, art as well as an 8th grade science standard

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"In order for learners to make high-quality decisions about their learning, they need to develop a strong sense of self. Who am I? What are my strengths? How do I learn best? As educators, we can support this self-discovery through use of frameworks, tools, and time for self-reflection and exploration." An activity that worked well last school year while conducting and facilitating whole classroom and small group circles was called "The Values List" I passed out a sheet of paper with fifty values listed, and asked students to circle ten values that meant something to them. This activity worked well in helping students express themselves, identify what made each student different and special in their own way, while at the same time unifying the group due to the realization that we share similar values.

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Support Learners in Understanding Themselves

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NOTE: This strategy is part of the self-paced Customize the Learning Experience

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I love how this school has a template for measuring student growth over time and also has two different pathways depending on student learning style. I like this holistic but individual approach and feel like we could implement aspects of this at SPS.

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I think it's so important to offer teens support and opportunities to heal and be a part of the community. I feel like there aren't enough programs like this for our teens.